Penwith School

HEELAND’S FIRST SCHOOL

Dates of inspection: 11 th – 14 th June 2001

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HEELAND’S FIRST SCHOOL

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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HEELAND’S FIRST SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. HEELANDS FIRST SCHOOL - 3

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INFORMATION ABOUT THE SCHOOL

School address: Glovers Lane Heelands Milton Keynes

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr J Vischer

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 8 th December 1997 HEELANDS FIRST SCHOOL - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities

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INFORMATION ABOUT THE INSPECTION TEAM

8245 L Furness Registered inspector Equal Opportunities Special Educational Needs English as an additional Language English Information and Communication Technology What sort of school is it? How high are standards? The school’s results and pupils’ achievements. How well are pupils taught? How well does the school care for its pupils? How well is the school led and managed? 19431 J Holmes Lay inspector How high are standards? Pupils’ attitudes, values and personal development. How well does the school work in partnership with parents? 30439 M K Heyes Team inspector Mathematics Art and Design Design and Technology Geography History 22761 D New Team inspector The Foundation Stage of Learning Science Music Physical Education Religious Education How good are the curricular and other opportunities offered to pupils? HEELANDS FIRST SCHOOL - 5 The inspection contractor was:

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INFORMATION ABOUT THE INSPECTION TEAM

113-115 High Street Uppermill Saddleworth OL3 6BD

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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 HEELANDS FIRST SCHOOL - 6

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PART A: SUMMARY OF THE REPORT 7

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 pupils’ achievements Pupils’ attitudes, values and personal development

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INFORMATION ABOUT THE SCHOOL

Heelands First School has 153 children on roll, aged between 4-8 years. The majority of children come from the local area, which is an area of high social disadvantage, and there is considerable movement of children in and out of the school in all year groups with mobility at 36.6%. The percentage of children having English as an additional language (9.1%) is higher than in most schools and 3.2% of these children are identified as being at early stages of English language acquisition. The percentage of children having special educational needs (23.5%) is close to the national average and the percentage of pupils with statements of special educational needs (0.6%) is also close to the national average. The percentage of children eligible for school meals free of charge (5.8%) is well below the national average. However, the school does not offer a hot meal at lunch-time and packed lunches only are available. Although these are of a good quality, many children prefer to

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INFORMATION ABOUT THE SCHOOL

bring their own lunch-time meal and the school’s statistical information for eligibility for meals free of charge is not accurate. There are 6 classes, including the ‘early years’ class, which consists of children aged 4 who attend on a part-time basis. Once children are 5 they join the reception and Year 1 aged classes and attend on a full-time basis. This year, because of lack of space, 9 five year olds are still in the early years class but are attending on a full-time basis. The results of a nationally approved baseline assessment scheme shows that, on entry to the foundation stage of learning ( early years class), the attainment of the majority of children is well below that expected in communication, language and literacy and in mathematical development. In personal, social and emotional development their attainment is in line with that expected for children of this age due to the good provision that the majority of children have experienced at the pre-school play group.

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HOW GOOD THE SCHOOL IS

School effectiveness is satisfactory. Although children’s attainment in reading and writing is well below the national average and close to the national average in mathematics, considering their low starting point when they start school in the early years class, children achieve satisfactorily. The headteacher provides clear educational direction and teaching overall is satisfactory with good and very good teaching in one of the Year 3 classes. The attitudes of children are good and the school provides satisfactory value for money.

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HOW GOOD THE SCHOOL IS

What the school does well § The good and very good teaching in one of the Year 3 classes is having a positive impact on children’s achievements. • Children’s attitudes and behaviour are good. • Relationships throughout the school are good. Children clearly know the difference between right and wrong and develop a good understanding of how their actions may affect others • Classroom assistants are used effectively in all classes and the children working with them make good progress. • Parental views of the school are good.

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HOW GOOD THE SCHOOL IS

What could be improved • Standards in English, mathematics and science by the age of 7. • The quality of teaching in the Year 2 class. • The analysis of test and assessment results and the use of assessment information to determine what children need to learn next to improve standards. • The use of the outcomes of checking and evaluating teaching to eliminate inconsistencies. • Planned opportunities for children to use their literacy, numeracy and information and HEELANDS FIRST SCHOOL - 8 communication technology skills in other subjects of the National Curriculum. 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 school was previously inspected in December 1997 and the majority of the key issues raised by the inspection have been satisfactorily addressed. The National Literacy and Numeracy Strategies have been satisfactorily implemented and standards in reading, writing and mathematics have improved since 1996. The quality of teaching has improved with less unsatisfactory teaching evident. There has been satisfactory improvement since the previous inspection.

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STANDARDS

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

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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

reading E E E E* well above average above average A B writing E E E E average below average C D mathematics D E C C well below average E

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STANDARDS

In 2000, the National Curriculum test results for children aged 7 were well below the national average in reading and writing and in line with the national average in mathematics. When compared with similar schools, results were very low in reading, well below average in writing and broadly in line with the average in mathematics. Results in reading were in the lowest 5 per cent of similar schools nationally. However, the similar schools’ comparison, which is based on eligibility for school meals free of charge is misleading, as the school’s statistical information regarding this eligibility is inaccurate. In science, on the basis of teacher assessment, attainment at the age of 7 was above the national average and was well above average in comparison with similar schools. The trend in average National Curriculum points over the last four years has remained static in reading with a slight improvement in writing. In mathematics, results show a downward

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STANDARDS

trend, with a sharp improvement in 2000. The attainment of children currently in Year 2 is below the national expectation in reading, writing, mathematics and science. The main reason for this low attainment is the unsatisfactory quality of teaching for this group of children. As a result, their progress over time and their achievement are unsatisfactory. In art and design, design and technology, geography, history and physical education, children are attaining standards that match the expected level for children of this age. In religious education, information and communication technology and music, standards are below the nationally expected level. At the end of reception, although children have made satisfactory progress during their time in the foundation stage of earning, their attainment is still below that expected in communication language and literacy and in mathematics. Although this is not a statutory requirement, the school does set targets for 7-year-olds. However, although

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STANDARDS

it met the target set for mathematics last year (2000), it did not reach targets set for reading and writing. On the evidence so far (unverified test results) the school will meet the targets set for reading, writing and mathematics at the end of this school year. HEELANDS FIRST SCHOOL - 9

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Children’s attitudes to school and learning are good. They enjoy school.

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PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Behaviour is good both in the classroom and around the school. Children display a good level of self-discipline.

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Children’s personal development and relationships throughout the school are satisfactory. They work well together, share resources and listen willingly to other points of view.

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PUPILS’ ATTITUDES AND VALUES

Attendance Attendance is good. Punctuality is also satisfactory; registers are taken promptly and lessons start on time.

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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 satisfactory satisfactory 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. The quality of teaching is satisfactory. It is very good in 8 per cent of lessons; good in 28 per cent; satisfactory in 56 per cent and unsatisfactory in 8 per cent. Teaching in one of the Year 3 classes is consistently good and very good and this teaching is having a positive impact on the achievement of the children. A particular strength of teaching is the way teachers use and deploy the classroom assistants. They work very well with groups of children and have a good effect upon their learning, giving children the confidence to try hard with their tasks. Although in English and mathematics, teaching overall is satisfactory, some unsatisfactory teaching occurs in mathematics. The unsatisfactory lessons lack pace;

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TEACHING AND LEARNING

children are not managed successfully; resources are not readily to hand and the poor quality photocopied sheets do not develop satisfactorily the children’s learning. Teaching is satisfactory in the foundation stage of learning. The staff in the early years class have a good understanding of the needs of children of this age group. The teaching of children with special educational needs and children with English as an additional language is satisfactory. When classroom assistants and other specialist staff within the school support the children, they make good progress. The work presented is appropriate to their needs and they achieve well. However, these children do not make equally good progress in lessons, as insufficient opportunities are given for them to learn the specific subject vocabulary and this inhibits their full participation in whole class discussions. The pace of learning is slower than it needs to be for the more able children, who sometimes find the

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TEACHING AND LEARNING

work too easy and need a greater challenge.

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OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum The curriculum is broad and balanced and meets statutory requirements for all subjects of the National Curriculum, and religious education.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs Provision for children with special educational needs is satisfactory. The school follows the recommendations of the special educational needs Code of Practice and individual education plans are drawn up appropriately, with targets identified for literacy, numeracy and, where relevant, behaviour HEELANDS FIRST SCHOOL - 10 difficulties.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with English as an additional language Appropriate provision is made for those children who enter school knowing very little English and who receive support from a specialist teacher. When working with this teacher the children make good progress.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development The provision for children’s spiritual, moral, social and cultural development is satisfactory. Provision for moral development is a strength. Children know the difference between right and wrong and develop a good understanding of how their actions may affect others.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils The school promotes a satisfactory standard of care. Child protection and health and safety procedures are satisfactory, but systems for assessing children and checking on the progress they make are under developed. The parents’ and carers’ views of the school are good. The majority of responses from the parents’ questionnaire and the parents’ meeting indicate good support for the school.

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HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and management by the headteacher and other key staff The leadership and management of the school are satisfactory. In a short period of time, the headteacher has made satisfactory improvements and provides the school with clear educational direction.

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HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities Governors have a satisfactory understanding of the school’s strengths and weaknesses and fulfil all of their statutory responsibilities.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance The school is beginning to analyse its test results and use information to track children’s progress. However, these procedures are not sufficiently developed to have the desired effect on improving children’s attainment. The monitoring and evaluating of teaching and learning are ineffective.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources The school plans ahead and appropriately allocates finances to identified agreed priorities. Levels of staffing are good and the staff are effectively deployed. The accommodation is good and the children in the foundation stage of learning benefit from having a good outside play area. Resources are at least satisfactory in all subjects apart from in English where they are good. The governors are becoming more aware of the principles of best value but as yet do not assess the likely effect of spending on standards and achievement.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved • Children like school. • Teaching is good. • The school expects children to work hard. • The school is well led and managed. • They would feel comfortable approaching the school with a problem • Behaviour in the school. • The amount of homework, which children receive. • The range of activities the school provides after school. HEELANDS FIRST SCHOOL - 11 or concern. The inspection team agrees with the majority of parents’ views. Children enjoy school and they are expected to work hard. The school is approachable and the new headteacher is making satisfactory improvement to the provision that the school provides. However, although there is some good and very good teaching occurring there is also an unacceptable amount of unsatisfactory teaching. The behaviour of the majority of the children in the school is good and the children have appropriate levels of homework.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Therefore the views of a minority of parents on these issues cannot be upheld. However the inspection team agree that the school does not provide an interesting range of activities after school. HEELANDS FIRST SCHOOL - 12

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The school’s results and pupils’ achievements

1 In 2000, the National Curriculum test results for children aged 7 were well below the national average in reading and writing and in line with the national average in mathematics. When compared with similar schools, results were very low in reading, well below average in writing and broadly in line with the average in mathematics. Results in reading were in the lowest 5 per cent of similar schools nationally. However, the similar schools’ comparison, which is based on eligibility for school meals free of charge is misleading as the school’s statistical information regarding this eligibility is inaccurate. In the speaking and listening aspect of English, on the basis of teacher assessment, the percentage of children attaining the expected level by the end of Year 2 was well below the national average. In science however, on the basis of teacher assessment, attainment at the age of 7 was above the national

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The school’s results and pupils’ achievements

average and was well above average in comparison with similar schools. The percentage of children attaining the higher level (Level 3) was below the national average in reading and writing and close to the national average in mathematics and science. The trend in average National Curriculum points over the last four years has remained about the same in reading with a slight improving trend in writing. In mathematics, results show a downward trend with a sharp improvement in 2000. Over a period of three years, there has been no significant difference between the performance of girls and boys in writing and mathematics but in reading girls have outperformed boys by approximately one term. No significant difference was noted during the inspection. A number of factors do make it difficult for the school to make a significant difference in the percentage of children attaining the national expectation year upon year. There is an increasing number of children

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The school’s results and pupils’ achievements

with English as an additional language and of children in early stages of learning English. There are also increasing numbers of children who have special educational needs and high pupil mobility is another factor that negatively impacts on National Curriculum test results.

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The school’s results and pupils’ achievements

2 The attainment of the majority of children currently in Year 2 is below the national expectation in reading, writing, mathematics and science. The main reason for this low attainment however, is the unsatisfactory quality of teaching for this group of children. As a result, children in this class make unsatisfactory progress over time and their achievement is unsatisfactory. Although the school has implemented the National Literacy and Numeracy Strategies, the Strategies are not having enough impact upon raising standards in Year 2 and too many children do not attain at least the expected level (Level 2b) for their age. Also too few children attain the higher level, and the evidence from the work scrutiny, teachers’ planning and the lesson observations shows that the more able children are not sufficiently challenged, particularly in reading and writing. The attainment of children in Years 1 and 3 is

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The school’s results and pupils’ achievements

much better because of the more effective teaching that these children are receiving. Their achievement is good, although the issue regarding more able children is still an area for further development.

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The school’s results and pupils’ achievements

3 Initial assessments reveal that the attainment of the majority of children on entry to the early years class is well below the national expectation in communication, language and literacy and mathematics. The children’s well below average speaking and listening skills and lack of vocabulary make it difficult for children to convey their HEELANDS FIRST SCHOOL - 13 opinions and ideas clearly. At the end of their first year, although the children make steady progress towards the ‘early learning goals’ in the six area of learning, the majority of them do not achieve the ‘early learning goals’ in communication, language and literacy and mathematics by the time that they are five. In personal, social and emotional development, knowledge and understanding of the world, creative and physical development, children achieve the ‘early learning goals.’

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The school’s results and pupils’ achievements

4 In speaking and listening standards are below those expected nationally for Year 2 children. However it is evident that the speaking and listening skills of children in Year 1 and Year 3 are much better and in these two classes, children’s speaking and listening skills are in line with what is expected and they achieve well. Children use subject specific vocabulary appropriately and join in discussion willingly. For example, in one Year 1 class, children spoke enthusiastically about healthy eating and discussed the features of a healthy lunch. In a Year 3 lesson, they understood and used the terms, dictionary, encyclopaedia, glossary and index correctly. In all lessons these children asked and answered questions willingly. In Year 2 however, children were reluctant to take turns in speaking out aloud; they often interrupted each other and did not listen carefully to each other’s contributions. Occasionally

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The school’s results and pupils’ achievements

one or two individuals dominated conversations resulting in other children loosing interest.

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The school’s results and pupils’ achievements

5 Overall children are achieving satisfactorily in reading although standards are below the national expectation. They read appropriate texts accurately and fluently. However, their decoding skills are limited. In Year 1, when children meet an unfamiliar word, many lack the skills and the confidence to try and decode the word. In Year 2, the majority of children still need much support in reading unfamiliar texts and are very dependent on one strategy more than another when reading aloud. In Year 3, children thoroughly enjoy reading. They confidently read aloud and are very willing to try to read new books. Although their decoding strategies are better developed than those of the children in Years 1 and 2, they still need adult support to decide which strategy is appropriate. Classroom assistants work effectively with groups of children, particularly the lower attaining children to improve their reading

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The school’s results and pupils’ achievements

6 Writing standards are below expectations throughout the school. Although children in all classes are willing to write, the quality of presentation and handwriting is unsatisfactory. In Years 2 and 3 few children join their letters confidently and consistently. Punctuation skills in Year 2 are unsatisfactory and children do not use capital letters and full stops confidently. The majority of children often confuse the use of upper and lower case letters, with upper case letters regularly appearing in the middle of words. In Year 1 however, the majority of children are writing simple sentences correctly punctuated. Standards in spelling are improving due to the emphasis the school has given to the teaching of letter sounds (phonics). Children enjoy the phonics session at the start of a literacy lesson and there is evidence that this work is positively affecting children’s ability to spell correctly, although as yet, it

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The school’s results and pupils’ achievements

is not noticeably affecting children’s reading attainment.

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The school’s results and pupils’ achievements

7 In mathematics the attainment of children currently in Year 2 is below the national expectation and their achievement is unsatisfactory. The main reason for this unsatisfactory achievement is the unsatisfactory quality of teaching that the majority of Year 2 children receive. Numeracy lessons in this class lack pace and children are not aware of what is expected of them. All of this has a negative impact on the children’s achievement and the rate of progress in lessons. Lower attaining children HEELANDS FIRST SCHOOL - 14 are able to add up totals of money to either 45p or 50p, and record their work with the help of coins. Average and high attaining children use 100 squares to help calculate the missing number using two digit numbers. However, the majority of children find it difficult to explain their methods of calculation and do not use mathematical language confidently. Children’s responses are slow and their

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The school’s results and pupils’ achievements

application of number skills in simple problem solving is unsatisfactory. In Years 1 and 3 children are making satisfactory progress over time and achieve satisfactorily.

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The school’s results and pupils’ achievements

8 In science the attainment of the majority of children currently in Year 2 is well below the national expectation with little evidence of children working at the higher level (level 3). Their achievement is unsatisfactory. The reason contributing to this decline in standards since 2000 is the unsatisfactory teaching that is now occurring. Year 2 children are not managed successfully; resources are not readily available and the photocopied worksheets are of an unsatisfactory quality. The strategies for promoting the children’s independent enquiry skills are not well developed. Very little work was available to make a secure judgement about what children are able to do, but written planning indicates that opportunities to challenge more able children were limited. The use of writing and children’s independent recording is not actively promoted in this subject.

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The school’s results and pupils’ achievements

9 At the age of 7, children attain standards in religious education that are below the recommendations of the locally agreed syllabus and their achievement is unsatisfactory. The school satisfactorily develops children’s knowledge and understanding of Christianity. They can name the main Christian festivals and give a brief outline of events. They know that Jesus was a 'good' person and that they should try to be good and kind to their friends and neighbours. The higher attaining children also know that the Bible is a special book and that people go to church to pray. However, they are less secure in their knowledge and understanding of different religions of the world.

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The school’s results and pupils’ achievements

10 In information and communication technology, children attain standards that are below those expected nationally by the age of 7, but their achievement is satisfactory. Although the provision for information and communication technology (ICT) has greatly improved since the previous inspection, these improvements have not had sufficient time to raise standards. The early indications are that they are leading to an improvement in children’s basic skills in this subject. In music children attain standards that are below those expected nationally for children aged 7, due to unsatisfactory teaching.

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The school’s results and pupils’ achievements

11 In art and design, design and technology, geography, history and physical education children are attaining standards that match the expected level for children aged 7. In art and design and design and technology the standards that children attain and their satisfactory achievement are mainly due to the good support that they receive from the classroom assistant.

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The school’s results and pupils’ achievements

12 Children with special educational needs and children for whom English is an additional language make satisfactory progress throughout the school and towards the targets set in their individual educational plans. Children receive good support from specialist teachers and classroom assistants and they achieve well in relation to their prior attainment when working with these adults in group situations.

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The school’s results and pupils’ achievements

13 Although it is not a statutory requirement, the school does set targets for 7-year- olds. However, although it met the target set for mathematics last year (2000), it did HEELANDS FIRST SCHOOL - 15 not reach targets set for reading and writing. On the evidence so far (unverified test results) the school will meet the targets set for reading, writing and mathematics at the end of this school year. Although there is evidence of literacy and numeracy skills being used in other subjects, this is done in an ad hoc fashion. The school has not planned in a systematic way how children can use and develop their literacy and numeracy skills in all of their work and this hinders their achievement.

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Pupils’ attitudes, values and personal development

14 Children’s attitudes to school and learning are good. In response to the questionnaire, parents indicated that their children enjoyed coming to school. At the parents meeting also, parents commented that children did not like to miss school even when feeling unwell. Children work co-operatively and respond to questions well. They are eager to answer their teachers, with the majority of children listening carefully whilst others speak. Questions are answered sensibly and the majority of the children contribute confidently to discussions. Attitudes to learning in lessons are due to the good relationships that exist between children and staff. In the Year 2 class, however, children were reluctant to listen to others and often interrupted other children who were answering questions. Occasionally one or two children dominated discussions resulting in other children loosing interest and motivation.

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Pupils’ attitudes, values and personal development

15 Behaviour is good both in the classroom and around the school. The school promotes a behaviour policy, which encourages children to find someone to go to if they feel uncomfortable or worried. Children display a good level of self-discipline and show that they are aware of the impact that their actions have on others and the effect of other people’s action on themselves. There is no oppressive behaviour in the school. There have been no permanent or fixed-term exclusions in the past year.

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Pupils’ attitudes, values and personal development

16 Children’s personal development and relationships throughout the school are satisfactory. The children have a satisfactory induction into the school through the ‘Home/School Link’ provided by the Local Education Authority, with children entering the reception class on a termly basis. There is generally a good level of trust and respect between staff and children. Children are confident and interested in learning. They are generally articulate and communicate easily with adults. Children work well together, sharing resources and willing to listen to other points of view. Some responsibility is given to children for their own learning with the use of homework books and completing tasks at home. The Year 3 children take responsibility for helping with reception and Year 1 children. Children also help to set up classrooms for lessons and to clear away when instructed.

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Pupils’ attitudes, values and personal development

17 Attendance is good. The level of unauthorised absence is below the national average and parents are good at notifying the school of reasons for absence. Punctuality is satisfactory; registers are taken promptly and lessons start on time.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

18 The quality of teaching is satisfactory. It is very good in 8 per cent of lessons; good in 28 per cent; satisfactory in 56 per cent and unsatisfactory in 8 per cent. A significantly higher proportion of good and very good teaching was seen during this inspection than was reported at the last inspection and the percentage of unsatisfactory lessons has also decreased. Teaching in one of the Year 3 classes is consistently good and very good and this teaching is having a positive impact on the HEELANDS FIRST SCHOOL - 16 achievement of the children. Another particular strength of teaching is the way teachers use and deploy the classroom assistants. They work very well with groups of children and have a good effect upon their learning, giving children the confidence to try hard with their tasks. Although in English and mathematics, teaching overall is satisfactory, there is some unsatisfactory teaching in

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

19 Teaching is satisfactory in the foundation stage of learning (early years class). The staff in the early years class have a good understanding of the needs of children of this age group. Teachers and all support staff plan and work well together to promote the children’s knowledge and understanding, particularly in language development. Thorough planning takes account of the ‘early learning goals’ for the six areas of learning in the foundation stage and of the steps of learning outlined in the national guidance. Children’s progress is satisfactorily assessed against these goals. Well-prepared resources result in well-presented activities that foster the children’s personal, social and emotional development, develop the basic skills of communication, language and literacy and mathematics and encourage independent learning.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

20 The teaching of children with special educational needs and of children with English as an additional language is satisfactory. When classroom assistants and other specialist staff within the school support the children, they make good progress. The work presented is appropriate to their needs and they achieve well. However, children do not make equally good progress in lessons, as insufficient opportunities are given for these children to learn the specific subject vocabulary and this inhibits their full participation in whole class discussions. The pace of learning is sometimes slower than it needs to be for the more able children, who sometimes find the work too easy and need a greater challenge particularly in English, mathematics and science. This weakness was identified by the previous inspection and has not been satisfactorily addressed.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

21 Planning is satisfactory throughout the school. It is securely based on the requirements of the National Curriculum programmes of study and the locally agreed syllabus for religious education. Due attention is paid to the requirements of the National Strategies for Literacy and Numeracy. However, in none of the planning seen is it evident that adjustments are made to the planned activities in the light of assessments made and children not understanding the learning of the lesson. In English, mathematics and science, there needs to be a more focused approach to planning in all lessons to ensure that all children, particularly the more able children, are challenged to meet their specific learning needs in lessons. There is also an over-reliance on using photocopied work sheets instead of allowing pupils to record their work independently in their own books. This was noted particularly in geography and history.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

22 When the teaching is good or very good in literacy, work is well organised and is suited to the needs of the children. Teachers explain very clearly what is to be learned during the lesson and provide work that is interesting and designed to capture the imagination of the children in order to deepen their understanding of language and literacy. The very good quality teaching in one of the Year 3 classes is characterised by very good subject knowledge and the very good questions asked, which are adjusted well in consideration of different children’s needs. In a Year 3 literacy lesson, the classroom assistant was used very effectively during the initial whole class phonics session, sitting with the lower attaining children and HEELANDS FIRST SCHOOL - 17 encouraging them to successfully spell words ending in ‘er’. The learning of the lesson was very effectively shared with the children through the use of ‘WALT’

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

(What am I learning today?) and ‘WILF’ (What is the teacher looking for?) This strategy is very effective in ensuring children are clear about what they should be doing and what is expected of them. Although this is recommended to be all teachers’ practice, this is not. In the numeracy lesson for the lower set of Years 2 and 3 children, the teacher failed to share the learning intentions of the lesson with the children, which resulted in children being confused about what was expected of them. On the whole, however, teachers have satisfactorily introduced the National Numeracy Strategy and this has brought about some improvement in the provision for mathematics. However, whilst the basic structure and format of the numeracy lesson has been adopted, teachers miss opportunities to ask children how they reach an answer and therefore children do not have the chance to share alternative methods and learn from each other.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

23 When teaching is unsatisfactory, the lessons lack pace and children are not managed successfully. This was seen in both mathematics and science in the class of Year 2 children. In science the teacher was not prepared, and the appropriateness of the photocopied worksheets was unsatisfactory. In mathematics, slow pace had a negative impact on the children’s achievement and the rate of progress in the lesson. The teacher confused the learning of the lesson with the activities that the children were doing, which resulted in children being unsure about what they had to do. Time was wasted, as the teacher had to explain the activity again.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

24 The quality of marking is unsatisfactory and there are few instances throughout the school, of marking being used to make constructive comments or to identify how children might improve their work. Day-to-day assessment is not used consistently across all subjects to plan future learning experiences for children. There are clear homework guidelines in place. However, although the amount and type of homework set are satisfactory, homework is having limited impact on children’s attainment or achievements.

p.17

PUPILS OR STUDENTS?

25 The school provides a satisfactory range of learning opportunities, which meets the interests, aptitudes and needs of the majority of the children, including those with special educational needs and those with English as an additional language. The curriculum is broad and balanced and meets statutory requirements for all subjects of the National Curriculum and religious education. The time allocation for teaching the subjects of the National Curriculum has improved since the previous inspection, when it was judged to be insufficient to deliver the subjects in an appropriate depth.

p.17

PUPILS OR STUDENTS?

26 The curriculum for children under the age of five is satisfactory. Planning is firmly based on the six areas of learning recommended for children of this age. Close liaison and communication between the early years teacher and the reception and Year 1 teachers, ensure that learning is continuous between the classes. Particular attention is given to developing the children's communication, language and literacy and numeracy skills, as standards in these two areas are well below those expected for their age on entry to the early years class. The appropriate parts of the National HEELANDS FIRST SCHOOL - 18 Literacy and Numeracy Strategies are successfully introduced to this age group of children.

p.17

PUPILS OR STUDENTS?

27 The curriculum provided for children aged between 5 and 8 is satisfactory and an appropriate amount of time is allocated to literacy and numeracy. However, the effectiveness of the National Strategies for teaching these skills are not successful in Year 2 due to unsatisfactory teaching. Literacy and numeracy skills are not planned systematically to be used in other subjects of the National Curriculum.

p.18

PUPILS OR STUDENTS?

28 Provision for children with special educational needs is satisfactory. The school follows the recommendations of the special educational needs Code of Practice and individual education plans are drawn up in which targets for literacy, numeracy and, where relevant, behaviour difficulties, are clearly identified. The special educational needs co-ordinator (SENCO) meets regularly with the teachers to review these targets and parents are satisfactorily kept informed of their child’s progress. However, the progress of more able children is unsatisfactory because of a lack of carefully planned work that ensures all children work to the best of their abilities. Appropriate provision is made for those children who enter school knowing very little English and who receive support from a specialist teacher. When working with this teacher the children make good progress. However, they do not make equally good

p.18

PUPILS OR STUDENTS?

progress in lessons, as insufficient opportunities to learn key vocabulary prior to lessons, inhibit their full participation in whole-class discussions.

p.18

PUPILS OR STUDENTS?

29 The lack of an effective long-term scheme in many subjects was an issue of concern in the previous inspection. The school has adopted the National Literacy and Numeracy Frameworks and other national guidance and therefore now has schemes of work for all National Curriculum subjects. This provides guidance for teachers’ planning with regards to the content to be covered each year. However, inadequate monitoring of teaching and of children’s' work results in a lack of progression in their learning. The use of homework to enhance the children’s learning is satisfactory. The provision for extra-curricular activities is unsatisfactory as there are no clubs or activities provided for children outside of school hours.

p.18

PUPILS OR STUDENTS?

30 Satisfactory provision is made for the children’s personal, social and health education. A suitable written policy is in place and a commercial scheme of work supports the teaching and learning of this aspect of children’s development. Through religious education lessons and assemblies, the children are encouraged to consider the feelings of others and to be kind and caring both in and out of school. Drug awareness is taught satisfactorily through consideration of the use of medicines and sex education is part of the science scheme of work, with teachers dealing sensitively with children's questions.

p.18

PUPILS OR STUDENTS?

31 There are satisfactory links with the community, which contributes to the children’s learning. For example, visits from the local pastor and vicar help to promote appropriately the children’s spiritual development and visits from the local police and school nurse help them to learn about how to take care of themselves. The school has close links with a home for the elderly and the older children make regular visits to sing and entertain the residents. There are also good links with members of the local community, with adults coming into school to act as 'reading buddies' to partner those children who do not have the opportunity to read with an adult at home. The school building is used regularly by a number of groups within the local community, including the parish council and the brownie group. Links with other schools are satisfactory. HEELANDS FIRST SCHOOL - 19 32 The overall provision for children’s spiritual, moral, social and cultural development

p.18

PUPILS OR STUDENTS?

is satisfactory. There has been an improvement in the provision for spiritual development since the previous inspection and this is now satisfactory. Acts of collective worship are well planned and meet statutory requirements, offering the children time for prayer and quiet reflection. Opportunities for exploration and reflection upon the wonders of the world are evident in other areas of the curriculum. For example, during a dance lesson in the early years class, children empathised with the music and tried hard to emulate a butterfly. Children in Year 1, showed delight when a tadpole developed back legs. The majority of teachers also spontaneously use incidental moments to help pupils reflect on who we are, why we are here and our place in the world, but these opportunities are rarely planned for or included in teachers’ written planning.

p.19

PUPILS OR STUDENTS?

33 Moral development is good. The school satisfactorily teaches the children the difference between right and wrong. Through the assemblies and personal and social education lessons, the children are frequently encouraged to think about moral issues. Children know the difference between right and wrong and develop a good understanding of how their actions may affect others. They are also helped to make good choices. The majority of staff working within the school provide good role models for the children and work hard to promote a secure ethos in which pupils feel confident and valued.

p.19

PUPILS OR STUDENTS?

34 The children’s social development is appropriately fostered by the opportunities provided in most subjects for collaborative work, although some children find it difficult to work unsupported. The children share equipment willingly and sensibly. There are some opportunities provided for the children to take responsibility, acting as classroom monitors and arranging chairs for assembly. Older children also operate recording equipment, independently playing the tapes during music lessons. Good relationships exist between children and adults, which is reflected in the confident way some children take part in reading prayers or stories for assembly.

p.19

PUPILS OR STUDENTS?

35 The provision for cultural development is satisfactory. Children learn appropriately about their immediate local culture. In geography and in history, appropriate opportunities are given to children to study the local area. The children are taken on environmental walks to study the local facilities and features, which are then compared to a contrasting environment. In physical education, the older children participate satisfactorily in traditional country dancing and listen to music from their own and other cultures. In assemblies children have the appropriate opportunity to listen to brass bands. Although there are children from ethnic minority groups within the school, comparisons between different cultures are not satisfactorily promoted. During a discussion with a group of Year 2 children, it was apparent that they have little awareness of the main features of major religions other than Christianity. The

p.19

PUPILS OR STUDENTS?

richness and diversity of other cultures is not celebrated and does not effectively prepare the children for living in a multi-cultural society.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

36 Procedures for child protection and ensuring children’s welfare are satisfactory. The headteacher is the appointed child protection officer and has received the appropriate training. All staff have received a copy of the child protection policy and are aware of the correct procedures to follow. Arrangements for health and safety and first aid are also satisfactory. An appropriate health and safety policy is in place. HEELANDS FIRST SCHOOL - 20 The condition of the building is good, particularly the standard of cleanliness, for which the caretaker and his team of cleaning staff must take credit.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

37 Procedures for monitoring attendance are satisfactory. Children try hard to earn good attendance certificates and letters are sent home to parents of children who are causing concern. Registers are analysed fortnightly and the headteacher works closely with parents and the Education Welfare Officer to maximise attendance and punctuality.

p.20

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

38 Procedures for monitoring and promoting good behaviour are satisfactory. The policy is appropriate and all staff, parents, governors and children know and accept the behaviour policy of the school. A satisfactory reward system consists of stickers, certificates and the headteacher’s award for very good behaviour. Inappropriate behaviour is recorded in a behaviour book and issues are discussed initially with the child and, if necessary, the parents.

p.20

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

39 Procedures for monitoring children’s personal development are satisfactory. The monitoring takes place informally during the week through regular personal and social development sessions, including ‘circle-time.’ A termly review of children’s personal development is made and shared with parents at parents’ evenings, which are held three times during the year.

p.20

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

40 The school has satisfactory systems in place to identify, assess, support and monitor children with special educational needs, whether physical, educational or behavioural. Timely and appropriate help is given to the majority of children with special educational needs. There is close liaison between the teacher, special educational needs co-ordinator and the Local Education Authority’s learning support service. The school responds satisfactorily to the requirements outlined in children’s statements of special educational needs and implements the Code of Practice fully.

p.20

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41 Procedures for assessing children’s attainment and progress are unsatisfactory. There are procedures in place for the assessment of English, mathematics and science, and records are kept to monitor progress. However, the school does not carry out rigorous enough assessments, nor is it sufficiently far advanced with regard to target setting and linking this to school improvement and raising standards. There is limited evidence of the analysis of assessment data being used to adjust curriculum planning or to identify strengths and areas requiring improvement. There are good plans to introduce an assessment software program in the near future to help with the analysis of data and to provide a computer based tracking system. The fact that there has been no clear improvement in results at the age of 7 means that, although assessment systems are in place, the use to which they are put is unsatisfactory.

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

42 The parents, and carers, views of the school are good. The majority of responses from the parents’ indicated good support for the school and they feel that the teaching is good. They believe that the school expects the children to work hard and that the children like school. The responses indicate that a significant minority of parents feel that there is a problem with behaviour; that the children do not get the right amount of homework and that the school does not provide a suitable range of interesting activities. However, the behaviour in the school is good and the children have appropriate levels of homework; hence the views of a minority of parents HEELANDS FIRST SCHOOL - 21 cannot be upheld. On the other hand the inspection team agree that the school does not provide a suitable range of extra curricular activities.

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

43 Links with parents are satisfactory. The school has a ‘Friends of Heelands Association,’ which raises funds for the school. The Association does not have many parents on the committee but parents attend the events and are supportive of the school functions. Some parents attend assemblies and are complimentary of the teaching staff and generally have a good relationship with the school. Parents are welcomed into the school and a recent open day was well attended. A numeracy workshop has been held, which was well received by parents, and a literacy workshop is planned for the autumn term.

p.21

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

44 The quality of information provided for parents is satisfactory. The school sends out a regular newsletter with information, which keep parents satisfactorily informed about forthcoming events. The annual reports to parents about their child are satisfactory and meet statutory requirements. The prospectus is updated annually, and is suitably informative for parents. There are opportunities each term for parents to discuss their child’s progress and the majority of parents attend. Parents are invited to attend the sharing assemblies but whilst a large number of children receive awards, the support they receive from parents is variable. The school has encouraged parents to be more involved with their child’s education by inviting parents to attend an open day and a numeracy workshop. The successful introduction of the ‘homework books’ is appreciated as they provide a means of regular communication with parents when both the school and parents regularly

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

45 The leadership and management of the school are satisfactory. The recently appointed headteacher knows the school and provides satisfactory educational direction. In a short time she has accurately identified the main priorities for the school. She is very aware of the need to raise standards in reading, writing and mathematics but is also aware of the factors that are depressing the National Curriculum test results. The increasing numbers of children with English as an additional language and of children in early stages of learning English, together with increasing numbers of children who have special educational needs make it difficult for results to improve year upon year. High pupil mobility is another factor that negatively impacts on National Curriculum test results. She is also aware of the need to improve the quality of teaching in Year 2 and to challenge more able children. For the past six months she has been working without the active support of

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

the senior teacher. During this time the senior teacher has not been fulfilling her role satisfactorily, and this too has impeded school improvement.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

46 The governing body meet all statutory requirements and is supportive of the headteacher and staff. Although the governors perceive their role to be one of support, they know they must ask questions about why things are happening in the school. They have a satisfactory understanding of strengths and areas for development through regular headteacher reports, their visits to the school and meetings with Local Education Authority advisors. They realise that they provide an important link between the parents and the school and are trying to develop this aspect of their role. A weakness of the last inspection was the governors’ lack of a strategic overview of financial planning. This has improved and a clear overview is now in place. HEELANDS FIRST SCHOOL - 22 47 The majority of the key issues of the previous inspection have been satisfactorily addressed. The quality of teaching and learning of children in Year 3 has improved

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

and teachers’ expectations in the majority of classes are appropriate. Teachers’ subject knowledge in physical education is vastly improved. Subject knowledge in information and communication technology still requires improvement but training is planned for in the very near future. Time is well used in the majority of lessons and the curriculum for Year 3 has a satisfactory allocation of teaching time. There has been satisfactory improvement since the previous inspection.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

48 The monitoring and evaluation of the school’s performance are unsatisfactory. The co-ordinators check and evaluate teaching and are supported from time to time by the Local Education Authority adviser. The headteacher has not carried out any direct monitoring and evaluating of teaching, although there are plans to do so in the near future. Through this monitoring system, the headteacher has been made aware of the strengths and weaknesses in teaching. She has put into place some strategies to help support the weaker aspects of teaching. For example, the number of children in the Year 2 class has been reduced and some children are now working with Year 3 children. An effective classroom assistant also works regularly with the class. These strategies however, are having only a limited impact and the headteacher is very aware that this is not good enough.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

49 The analysis of assessment data is in an early stage of development and as yet the results of any analysis are not being satisfactorily used to make any necessary adjustments to curriculum planning. A simple tracking system is in place but it is not yet used effectively to check if the progress that children are making is good enough. The practice of sharing learning targets with children is inconsistent and therefore children are not able to measure their own progress. Although the staff has a satisfactory understanding of what pupils have to do to attain a National Curriculum level, they are not secure about measuring the progress of children within a level. This information would help the school to set more specific learning targets for children. It would also enable the school to measure progress more accurately and make a more positive impact on raising standards.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

50 The leadership of the special educational needs co-ordinator is satisfactory. The recommendations of the Code of Practice are fully met and the co-ordinator and staff meet regularly to review children’s progress. The funding available for special educational needs and for children with English as an additional language is carefully managed and specially funded staff work effectively with groups of children.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

51 Financial management is satisfactory. Financial planning is linked clearly to the school development plan and spending is monitored. The finance committee meets regularly to review spending decisions. The governors are satisfactorily aware of the principles of best value but as yet to do not check and evaluate the likely effect of spending on standards and achievement. Day-to-day administration is effective and satisfactory use is made of information and communication technology in this work and to manage the budget and monitor attendance.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

52 At the present time staffing levels are good and both teaching and support staff are well deployed. The accommodation is good and is used satisfactorily. There is also good library provision. Standards of cleanliness are consistently good throughout the school, reflecting the commitment of the school caretaker and other premises HEELANDS FIRST SCHOOL - 23 staff. All staff have worked very hard to produce good quality displays. There is a broad range of work on display from the bold mark -making activities of younger children to the more detailed drawings and paintings of older children. All work is well mounted and attractively displayed. Resources are satisfactory for all subjects apart from English, where they are good. In information and communication technology (ICT), although there is satisfactory resource provision in terms of computers and software, there is still a need for further resources, particularly

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

computers. Classroom assistants are used well throughout the school.

p.23

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

53 In order to improve further the school should:

p.23

In English:

§ Providing planned opportunities for children’s speaking and listening development; § Improving children’s grammar and punctuation skills; § Developing children’s handwriting and presentation skills; § Encouraging children to use a variety of reading strategies to de-code unfamiliar texts; § Ensuring that planning and teaching addresses the needs of the more able children. (paragraphs: 5, 6, 20, 21, 64, 65, 66 & 69)

p.23

In mathematics:

§ Encouraging children to explain their methods of calculation; § Ensuring children use mathematical vocabulary correctly; § Developing problem solving skills. § Ensuring that planning and teaching addresses the needs of the more able children. (paragraphs: 7, 20, 21, 22, 74 & 77)

p.23

In science:

§ Improving teaching strategies for promoting the children’s independent enquiry skills; § Ensuring that planning and teaching addresses the needs of the more able children; § Allowing the subject co-ordinator to regularly monitor and evaluate teaching and learning. (paragraphs: 8, 20, 21, 80 & 81)

p.23

(2) Improve the quality of teaching in the Year 2 class by:

§ Ensuring that the learning intentions of the lesson are shared with the children so that they are clear about what is expected of them; § Improving the use of time in lessons; § Ensuring that resources are ready for use and that worksheets used are appropriate and of good quality; § Improving classroom management and organisation skills. (paragraphs: 22, 23, 68, 77, 80 & 106) HEELANDS FIRST SCHOOL - 24

p.23

teaching by:

§ The headteacher regularly checks and evaluates the quality of teaching throughout the school; § Using information from the checking and evaluating of subject co-ordinators more effectively; § Putting into place systems and procedures to check the quality of teaching that are understood by all staff and that provide immediate feedback to them, clearly indicating strengths and targets for improvement. (paragraphs: 48, 71, 78, 83, 108, 112, 114 &115)

p.24

(4) Improve the analysis and use of assessment information by:

§ Using the analysis of data formatively to make adjustments to curriculum planning and teaching activities; § Producing a school tracking form, which will allow teachers to group children into target groups and then predict their possible attainment and progress; § Using baseline information in each year group to predict expected attainment; § Developing an agreed understanding of what learning is expected for children to progress through a level in English, mathematics and science; § Using this agreed information to target groups of children and improve their rate of progress; § Ensuring that all teachers consistently share the learning intention of the lesson with the children; § Improving marking practice so that children know their strengths and how they might improve their work. (paragraphs: 22, 24, 41, 49, 63, 70, 71, 74, 80, 83, 97, 101, 108, 112 &115)

p.24

literacy and numeracy skills to be developed in each relevant National

Curriculum subject. (paragraphs: 13, 27, 63, 70, 74, 81, 87, 96, 100, 101, 104, 108, 112 & 115)

p.24

literacy and numeracy skills to be developed in each relevant National

In addition to the above, the governors should consider including the following more minor issues in their action plan:

p.24

literacy and numeracy skills to be developed in each relevant National

Raising standards in religious education, information and communication technology and music (paragraphs: 9, 102 & 106) Improve the governors’ monitoring of the impact of spending decisions on attainment and progress. (paragraphs: 51) Prepare children more adequately for life in a multi-cultural society (paragraphs: 35) Improve the range of extra-curricular activities (paragraphs:29, 42 & 112) Improve assessment and record-keeping procedures in art and design, design and technology, geography, history, music, physical education and religious education (paragraphs: 88, 93, 97, 101, 108, 112 & 115) HEELANDS FIRST SCHOOL - 25

p.24

Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 35

p.25

Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

p.25

Summary of teaching observed during the inspection

0% 8% 28% 56% 8% 0% 0% The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

p.25

Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y3

p.25

Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 0 153

p.25

Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 0 9 FTE means full-time equivalent.

p.25

Information about the school’s pupils

Special educational needs Nursery YR – Y3

p.25

Information about the school’s pupils

Number of pupils with statements of special educational needs 0 1

p.25

Information about the school’s pupils

Number of pupils on the school’s special educational needs register 0 36

p.25

Information about the school’s pupils

English as an additional language No of pupils

p.25

Information about the school’s pupils

Number of pupils with English as an additional language 14

p.25

Information about the school’s pupils

Pupil mobility in the last school year No of pupils

p.25

Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 24

p.25

Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 32

p.25

Attendance

National comparative data 5.2 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. HEELANDS FIRST SCHOOL - 26

p.25

Attainment at the end of Key Stage 1

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2000 28 19 47

p.26

Attainment at the end of Key Stage 1

National Curriculum Test/Task Results Reading Writing Mathematics

p.26

Attainment at the end of Key Stage 1

Boys 18 22 27 Numbers of pupils at NC level 2 and above Girls 12 17 17

p.26

Attainment at the end of Key Stage 1

Percentage of pupils School 64 (62) 83 (69) 94 (72) at NC level 2 or above National 83 (82) 84 (83) 90 (87)

p.26

Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

p.26

Attainment at the end of Key Stage 1

Boys 17 26 28 Numbers of pupils at NC level 2 and above Girls 14 16 18

p.26

Attainment at the end of Key Stage 1

Percentage of pupils School 66 (59) 89 (72) 98 (87) at NC level 2 or above National 84 (82) 88 (86) 88 (87)

p.26

Attainment at the end of Key Stage 1

Percentages in brackets refer to the year before the latest reporting year. HEELANDS FIRST SCHOOL - 27

p.26

Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

p.27

Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

p.27

Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 3 Other minority ethnic groups This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded.

p.27

Teachers and classes Financial information

Total number of qualified teachers (FTE) 7 Financial year 2000

p.27

Teachers and classes Financial information

Number of pupils per qualified teacher 21.8

p.27

Teachers and classes Financial information

Education support staff: YR – Y3 Total expenditure 303506

p.27

Teachers and classes Financial information

Total number of education support staff 6 Expenditure per pupil 1765

p.27

Teachers and classes Financial information

Total aggregate hours worked per week 96 Balance brought forward from previous year 13015

p.27

Teachers and classes Financial information

Balance carried forward to next year 16477

p.27

Teachers and classes Financial information

Qualified teachers and support staff: nursery

p.27

Teachers and classes Financial information

Total number of qualified teachers (FTE) n/a

p.27

Teachers and classes Financial information

Number of pupils per qualified teacher n/a

p.27

Teachers and classes Financial information

Total number of education support staff n/a

p.27

Teachers and classes Financial information

Total aggregate hours worked per week n/a

p.27

Teachers and classes Financial information

Number of pupils per FTE adult n/a FTE means full-time equivalent. HEELANDS FIRST SCHOOL - 28

p.27

Results of the survey of parents and carers

Percentage of responses in each category

p.28

Results of the survey of parents and carers

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

p.28

Results of the survey of parents and carers

My child is making good progress in school. 52 40 7 0 1

p.28

Results of the survey of parents and carers

Behaviour in the school is good. 36 50 14 0 0

p.28

Results of the survey of parents and carers

My child gets the right amount of work to do at home. 40 43 10 0 7

p.28

Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 50 45 5 0 0

p.28

Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 79 19 2 0 0

p.28

Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 67 33 0 0 0

p.28

Results of the survey of parents and carers

The school works closely with parents. 45 50 5 0 0

p.28

Results of the survey of parents and carers

The school is well led and managed. 64 33 2 0 1

p.28

Results of the survey of parents and carers

The school is helping my child become mature and responsible. 52 38 7 0 3

p.28

Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 17 38 21 10 14 HEELANDS FIRST SCHOOL - 29

p.28

AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

54 Provision for children aged 4 years is within the ‘early years’ class. At present there are 26 attending on a part-time basis in the morning and 10 children attending on a part-time basis in the afternoon. 9 children attend full time and their time is shared between working within the early years class and the reception and Year 1 classes. The children enter school in the term after their fourth birthday and an initial assessment is then carried out. This assessment reveals that attainment on entry to the school, for the majority of children, is well below the national expectation in communication, language and literacy and mathematics. Their well below average speaking and listening skills and lack of vocabulary make it difficult for children to convey their opinions and ideas clearly. At the end of their first year the same assessment is repeated, in order to evaluate the progress the children have made. Due to the satisfactory

p.29

AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

teaching that takes place within the early years’ class, children make steady progress towards the ‘early learning goals’ in the six area of learning. However, despite the satisfactory start to school, the majority of children do not achieve the ‘early learning goals’ in communication, language and literacy and mathematics by the time they are five and join Year 1.

p.29

Personal, social and emotional development

55 The majority of children enter the school with satisfactory standards of personal and social skills. Many children attend local pre-school facilities and can socialise well with others. The induction procedures include home visits prior to entry. Close liaison with parents and carers and experience in local playgroups enable the children to settle quickly into the routines of school. Although generally confident to speak out aloud, their vocabulary is limited and they need constant reminders by adults to take turns when speaking in a group. The majority of children share equipment satisfactorily and are developing independence in taking care of their own needs. The staff foster this independence by encouraging the children to dress themselves for physical education. Children are praised when they try hard or achieve something new and this appropriately builds up their self-esteem and their confidence to try again. Five children within the class have English as an additional

p.29

Personal, social and emotional development

language and the staff make sure that these children are given the necessary skills to enable them to participate fully in all activities. These children are also well supported by a specialist teacher who works with them for one hour every week. Teaching is satisfactory in this area of learning and by the time the children enter Year 1 the majority of children have achieved the ‘early learning goal’ for this aspect of their development.

p.29

Communication, language and literacy

56 On entry to the ‘early years’ class, the children display well below average levels in communication, language and literacy in relation to national expectation. This aspect of children’s learning is given high priority by the staff. The children are encouraged to listen carefully to their teacher and other adults and to take turns when answering questions. Teaching is satisfactory and through satisfactory classroom management the teacher is able to engage the attention of the majority of children during whole group sessions. A satisfactory range of role play situations is provided to promote the children's use of language, but there are missed opportunities to develop their imagination and help them to recreate roles and experiences. All children enjoy joining in with songs and rhymes and participate in HEELANDS FIRST SCHOOL - 30 the actions enthusiastically. Listening skills are effectively promoted during story

p.29

Communication, language and literacy

time, when the majority of children enjoy the wide range of fiction and non-fiction texts. Younger children notice books around the room and can handle them correctly pointing to pictures on request. Older children can re-tell favourite familiar stories using the pictures and identifying familiar words and letters, recognising them by shape and sound. The teacher appropriately draws attention to the title and author of books and the children know that print is read from left to right. Staff provide good examples of how to read aloud with expression and feeling, and encourage the children to do the same. Similarly the satisfactory teaching ensures that the children make satisfactory progress in developing their writing skills. Younger children make good attempts at forming letters accurately and try hard to write their names in the sand. The majority of older children write their names in a recognisable form and make good attempts at writing. For example, they wrote 'a

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Communication, language and literacy

beautiful butterfly' as they completed sequencing the life-cycle of a butterfly. Higher attaining children demonstrated a sound ability to form sentences, for example, 'I like to go to the shops'. They are also aware of the use of the full stop. Lower attaining children receive good support from staff, who understand their needs and give them the opportunity to use their skills to help them to improve what they have attempted. Older children's language and literacy work acquires greater structure as they are introduced to appropriate parts of the literacy hour, preparing them satisfactorily for their work in Year 1. The class has welcoming book and writing corners where children have specific tasks to do to consolidate reading and writing skills, or to listen to stories using the listening centre. The satisfactory teaching that occurs in this area of learning enables the children to make satisfactory progress

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Communication, language and literacy

although they do not achieve the ‘early learning goal’ by the time they enter Year 1.

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Mathematical development

57 Although children make satisfactory progress in mathematics, the majority of children do not achieve the ‘early learning goal’ for mathematical development by the time they enter the Year 1 classes. The quality of teaching is satisfactory and children are introduced to a wide range of experiences and practical activities that generate enjoyment of number work. A minority of higher attaining children have a sound understanding of shape, space and measure. They can count and order objects to the number 10, and the skills of 'counting on' are reinforced as they work through the teacher's questioning of 'how much more' or 'how many more' and regular reinforcement of counting in order. All opportunities are taken to improve children’s knowledge of number, including counting the number of children present each day. Lower attaining children are given good individual support when sorting teddy bears by colour and size and matching them to the number cards up to 5.

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Mathematical development

The children enjoy consolidating their mathematical understanding by singing number rhymes and using their fingers to help them count. Through the good assessment that takes place within the early years class, the staff are developing the children's knowledge of shape, which was identified in the initial assessment as an area needing development.

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Knowledge and understanding of the world

58 The majority of children achieve the ‘early learning goal’ in this aspect of their development by the end of their reception year. The quality of teaching is good in this area of learning. Good planning ensures that a wide range of motivating activities effectively stimulates children's interest in the world around them. They are successfully taught how to the use the computer and do so confidently, the majority HEELANDS FIRST SCHOOL - 31 showing satisfactory ‘mouse’ control. Older children satisfactorily use a word processing package to write their names; the higher attaining children write their own simple sentences and print out their work. They are confident using the ‘mouse’, choosing the correct icons when using different programs. The children all enjoy using the listening centre to listen to stories as part of their work on literacy. Scientific concepts are introduced satisfactorily as children learn the names of

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Knowledge and understanding of the world

different parts of their body. They can accurately name knee, elbow, ankle, chin and nose. They are also aware of how they grow and develop comparing their growth with that of a butterfly and frog. Working with a range of media, they discover different consistencies and further develop their literacy skills as they find the correct words to describe them. For example, the children with English as an additional language appropriately described the dough they were moulding into a caterpillar. All children satisfactorily develop an awareness of the classroom layout and how it is situated in relation to the other classrooms and offices and begin to understand where the school is in relation to their own homes and the local facilities when going on environmental walks. Children are also provided with a range of activities to learn about the past. In topic work they talk about their families and their place within

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Physical development

59 Children make satisfactory progress in this area of learning and satisfactorily achieve the ‘early learning goal’ by the time they enter Year 1. Although it was possible to see only one lesson in this area during the inspection, it was evident that the children are taught satisfactorily to take turns, to skip and run safely and to following instructions carefully. Children have regular access to outdoor play when they can use large wheeled toys and climbing equipment. Children benefit from this regular access to outdoor activities and outdoor provision is good. They also use a variety of small equipment such as hoops, balls and beanbags. Adult support successfully helps them to develop their throwing and catching skills. Higher attaining children satisfactorily bowl hoops and throw beanbags into a basket from a marked line. During a dance lesson, the children represented the growth of a caterpillar into a beautiful butterfly. Some children were particularly good at relating

p.31

Physical development

to the music with graceful movements of their arms and bodies. The warm-up session for this lesson was good with the teaching assistant playing the clarinet for a follow-my-leader exercise. Satisfactory teaching enables the children to improve their fine motor skills, for example, as they cut and paste, use pegboards and other small equipment. Most children use scissors, pencils and brushes safely and accurately. They control the amount of paint used when printing a large caterpillar using sponge shapes, or making a leaf-print picture.

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Creative development

60 Displays of the children's work show that they are given appropriate opportunities to create their own pictures. They use a variety of media including paint, chalk, crayon, fabric and paper and discover the effect of different techniques such as printing. They also explore sound and memorise a good range of simple songs and rhymes, often related to counting. The quality of singing is good for their age as they follow instructions and the examples set by the teacher. Less well-developed are the role play situations in which the children develop their imaginative skills. The children make satisfactory progress in this area of learning and most achieve the ‘early learning goal’ by the end of their reception year due to satisfactory teaching. HEELANDS FIRST SCHOOL - 32

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Teaching and provision

61 The quality of teaching is satisfactory overall. The major strengths are the effective planning and assessment procedures and that all staff know, understand, care about and interact well with the children. A well-planned curriculum covers all the areas of learning recommended for children aged under five and has a good regard for the needs of these young children. The staff plan together effectively as a team and thoroughly assess the children's attainment from the time they enter the school. The systems of record keeping and analyses of the outcomes ensure the step by step development of the knowledge, skills and understanding that the children require in order to make appropriate progress. Under the effective supervision of the teacher, two teaching assistants teach the children effectively and make a good contribution to the children's learning. There are good relationships with parents, and the outcomes of assessments with targets for improvement identified are

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ENGLISH

62 The results of the 2000 National Curriculum tests in English for children aged 7 were well below the national average in reading and writing and well below average in comparison with similar schools. The results in reading were in the lowest five percent of similar schools nationally. The percentage of children attaining the higher level (level 3) was below the national average in these two aspects of English. On the basis of teacher assessment, standards in speaking and listening were also well below the national average. The trend in average National Curriculum points over the last four years has remained about the same in reading with a slight improvement in writing. Over a three year period there has been no significant difference between boys’ and girls’ attainment in writing but girls have performed better than boys by approximately in term in reading. No significant differences were noted during the inspection.

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ENGLISH

63 The standards of children currently in Year 2 show little improvement from the standards of children in 2000, and the skills of the majority of children in reading, writing and in speaking and listening are below what is expected nationally for children of this age. However, pupil mobility is high and this makes it difficult for the school to show continuous year by year improvement. There are a high number of children with special educational needs and children with English as an additional language in the Year 2 class, but the quality of teaching, although mainly satisfactory, is not effectively improving children’s achievement and progress. Children aged 5-7 do not have enough planned opportunities to practise and use their literacy skills in other subjects and this also restricts their progress. The use of assessment data is unsatisfactory and the school does not use effectively the information from the previous years’ results to identify the strengths and the areas

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ENGLISH

requiring further development. Systems for tracking children’s progress overtime are developing but, as yet, the school does not have a clear understanding of whether the progress that has been made by children is good enough. All of these factors are contributing negatively to children’s lack of progress and achievement.

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ENGLISH

64 Although standards in speaking and listening are below those expected nationally for Year 2 children, it is evident that standards in Years 1 and 3 are much better, because of the more effective teaching that the children are receiving. In these two HEELANDS FIRST SCHOOL - 33 classes, children’s speaking and listening skills are in line with the national expectation. For example, in one Year 1 class, a child gave a very clear explanation of what information the ‘blurb’ provides. In another Year 1 class, the majority of children spoke enthusiastically about healthy eating and discussed the features of a healthy lunch. However, the teacher inappropriately did not consider what would be a healthy lunch for children from the range of backgrounds represented within the class. In Year 3, children used correct vocabulary appropriately and joined in discussion without adult prompting. The majority spoke clearly and in simple

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ENGLISH

sentences. They asked and answered questions and talking with enthusiasm about the text that they were using. In Year 2 however, a significant minority of children were reluctant to take turns in speaking out aloud, they often interrupted each other and did not listen carefully to each other’s contributions. Throughout the school, there are too few planned opportunities for the development of speaking and listening skills. Also there is no school programme of work in place to support teachers’ planning and to ensure that speaking and listening development is continuous.

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ENGLISH

65 In Years 1 and 3 the majority of children are achieving appropriately in reading. They read appropriate texts accurately and fluently but when Year 1 children meet unfamiliar words many lack the skills and the confidence to try and decode the word. This was seen when children met the word ‘decay’ and very few had the necessary strategies to attempt to read the word. The teacher did not try to help them to build up the word but told them what it was, thereby missing the opportunity to develop de-coding strategies. In Year 3, the majority of children thoroughly enjoy reading. They confidently read aloud and are very willing to try to read unfamiliar text. Classroom assistants appropriately support lower attaining children who are also willingly to try to read the text. Although children’s reading strategies are better developed than those of Years 1 and 2 children, the majority still need adult support

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ENGLISH

to decide which strategy is appropriate to use. They showed satisfactory understanding of the main points of the text and, through the teacher’s very good questioning skills were able to discuss character and feelings sensibly. In Year 2, children still need much support in reading text and depend on one strategy more than another when reading aloud. In an attempt to improve reading fluency ‘reading buddies’ listen to children read who don’t regularly have someone to read to at home.

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ENGLISH

66 Writing standards are below expectations throughout the school. Although children in all classes are willing to write, the quality of presentation and handwriting of the majority of children is unsatisfactory. In Years 2 and 3 few children join their letters confidently and consistently. Punctuation skills in Year 2 are unsatisfactory and the majority of children do not use capital letters and full stops confidently. Many children confuse the use of upper and lower case letters with upper case letters regularly appearing in the middle of words. In Year 1 however, the majority of children are writing simple sentences correctly punctuated. Standards in spelling are improving due to the emphasis the school has given to the teaching of spelling and to the learning of letter sounds (phonics). Children enjoy these sessions at the start of a literacy lesson and there is evidence that this work is positively affecting

p.33

ENGLISH

children’s ability to spell correctly. However, as yet the sessions have not had the time to influence standards in reading and spelling of the older children.

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ENGLISH

67 Lower attaining children in Year 3 benefit from the additional literacy support provided by a classroom assistant. She is very competent and works very effectively with this small group of children. As a result of her thorough planning and good HEELANDS FIRST SCHOOL - 34 questioning these children make good progress in their work and their achievement is good. Children with special educational needs and those who have English as an additional language make satisfactory progress overall but make good progress when receiving additional support from an adult outside of the classroom. Classroom assistants are generally used effectively in literacy lessons and positively enhance the learning of the group of children with which they are working.

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ENGLISH

68 The quality of teaching in English is satisfactory but there is evidence of good and very good teaching. The very good quality teaching in one of the Year 3 classes is characterised by very good subject knowledge and the very good questions asked, which are adjusted well in consideration of different children’s needs. This enabled all children to take part in the discussion about ‘Dear Greenpeace’ with confidence and enthusiasm. The classroom assistant was used very effectively during the initial whole class phonics session, by sitting with the lower attaining children and enabling them to successfully spell words ending in ‘er’. The learning of the lesson was very effectively shared with the children through the use of ‘WALT’ (What am I learning today?) and ‘WILF’ (What is the teacher looking for?) This strategy is very effective in ensuring children are clear about what they should be doing and what is expected

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ENGLISH

of them. Although all teachers are urged to adopt this practice, they have not all done so. For example, in Year 2, although the teaching is satisfactory, the teacher does not inform the children what they are learning and she confuses the learning with the activities the children are doing. Because of this lack of clarity, at the start of independent work children are unsure about what activity they have to do and time is wasted as the teacher has to explain the task again.

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ENGLISH

69 The school has implemented the National Literacy Strategy and is using the Framework satisfactorily to support planning. This document has successfully provided the school with a programme of work that ensures that learning is continuous from reception through to Year 3. All teachers have adopted the basic structure and format of a ‘literacy hour’ and all classes regularly receive guided reading and writing sessions. However, as yet the National Strategy is not having sufficient impact upon raising standards and too many children do not attain at least the expected level for their age. Also too few children are attaining the higher level and the evidence from the work scrutiny, teachers’ planning and lesson observations is that the more able children are not sufficiently challenged. This weakness was identified in the previous inspection and has not been satisfactorily addressed.

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ENGLISH

70 Planning is satisfactory and all teachers provide details of texts used and the activities the children are to do. The short-term planning document identifies assessment opportunities but there is a lack of consistency in its use. Teachers in Year 1 and Year 3 evaluate the lesson and identify children, who have achieved the learning goal of the lesson Occasionally, comments such as ‘more work needed’ are made. In Year 2, the teacher uses the column to write the questions she will ask to ascertain if children have achieved and understood the learning. However, in none of the planning seen, is it evident that adjustments are made to the planned activities in the light of assessments made and children not understanding what the teacher has been trying to teach. The quality of marking is unsatisfactory. There is limited evidence of children being informed of why their work is good or what they have to do to improve and make progress. The use of information and

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ENGLISH

communication technology (ICT) is also unsatisfactory and the school has not planned in a systematic way how children’s ICT skills could be used to enhance learning in this subject. HEELANDS FIRST SCHOOL - 35 71 Subject co-ordination is unsatisfactory. The literacy co-ordinator has had the opportunity to monitor and evaluate teaching and learning but does not have a clear understanding of strengths and of areas requiring improvement. Although assessment procedures are in place, they are not rigorous enough to identify what is necessary to raise standards in English. As yet the co-ordinator has not thought how English can be used to promote children’s spiritual, moral, social and cultural development. Resources are good, and a good selection of ‘big books’ is available and used satisfactorily. The library too is well resourced and is used satisfactorily by the children.

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MATHEMATICS

72 On the basis of the 2000 national test results, attainment was broadly in line with the national average by the end of Year 2. The percentage of pupils attaining level 2, the expected level, was in line with the national average; the percentage reaching the higher level, (level 3) at the end of Year 2, was well below the national average. Children’s performance in comparison with schools in a similar social context was broadly average. The average attainment of children in the years from 1998 to 2000 was below the national average, with a sharp rise in 2000. Over the same period of time, girls have performed better than boys in the tests by approximately half a term. No significant difference was noted during the inspection. High pupil mobility affects the statistical data of the school and makes it difficult to measure year by year improvement.

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MATHEMATICS

73 The attainment of the majority of children currently in Year 2 is below the national expectation. The main reason for this low attainment is the unsatisfactory quality of teaching in the lower set of children in Years 2 and 3. As a result children in this set make unsatisfactory progress over time and their achievement is unsatisfactory. Although it is recognised that there is a high number of children with special educational needs and children with English as an additional language in the Year 2 class. Attainment of the majority of children in Years 1 and 3 is at the standard expected, and children make satisfactory progress over time and achieve satisfactorily.

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MATHEMATICS

74 The National Numeracy Strategy has been satisfactorily implemented in the school, and has begun to impact on the practice of most teachers in a bid to raise children’s achievement. Most lessons have a balance of appropriate activities that include oral sessions, a main development activity, and a review session at the end. The school organises children in Years 2 and 3 into ability sets, in an attempt to raise the attainment of particular ability groups in each class. Each classroom has a display, which satisfactorily promotes and develops the profile of mathematics and numeracy. For example, in a Year 1 classroom, there is a large display of a pictogram of how the children travel to school. However, planning does not always address the range of ability within the set and the more able children within each set, are not always sufficiently challenged. An over-reliance of photocopied work sheets restricts children’s development of independent recording skills. The marking

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MATHEMATICS

of children’s work is unsatisfactory as it does not consistently help, encourage and inform children how they may improve their work. There is currently a limited use of information and communication technology to support learning in the subject, and there are only isolated examples of how numeracy is being used to support learning in other areas of the curriculum. HEELANDS FIRST SCHOOL - 36 75 Children in Year 1 are developing their mental calculation skills and count confidently up to 50 and back again. They are able to count up to 100 in five’s confidently. Higher attaining children explain the mathematical language they have used in their number sentences. Children in the Years 2 and 3 lower set, add up totals of money to 50p, and record the work with the help of coins. Their mental calculation skills are less well developed than they should be and these children rely very much on practical counting aids. In the Years 2 and 3 middle set, children use

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MATHEMATICS

resources, such as a 100 squares to help calculate missing numbers. They too, need support, when asked to solve simple number problems. In the top set, consisting of Year 3 children, calculation strategies improve and children confidently identify and use the mathematical language of addition and subtraction to solve number problems involving two digit numbers.

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MATHEMATICS

76 Most children throughout the school have good attitudes towards their mathematical work. They enjoy taking part in the oral part and mental parts of lessons. For example, children in the upper set enjoyed participating in the ‘hot potato’ game, which involved children having to think quickly. Behaviour in lessons is of a good standard and relationships between all adults and children are also a good. Children can work well independently or in groups and this has a positive impact on their social development in school.

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MATHEMATICS

77 The overall quality of teaching is satisfactory. However, one lesson in the lower set of Years 2 and 3, which consists mainly of Year 2 children, was unsatisfactory. The teacher did not share the learning intention of the lesson with the children and the overall pace was slow. These factors had a negative impact on the children’s achievement and the rate of progress in the lesson. In the lessons that were satisfactory or better, teachers showed a secure knowledge of the requirements of the National Numeracy Strategy. The features that made lessons good were characterised by the sharing of the learning intention of the lesson with the children at the start of the lesson, and effective use of questioning and intervention to include all the children. Time was used well and there were good relationships between teachers and children. In the majority of lessons a satisfactory development of mathematical vocabulary, such as ‘addition’, ‘subtraction’ and

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MATHEMATICS

‘equal’ helps in the development of literacy across the school. However in Year 2, children find it difficult to explain their methods of calculation and do not use mathematical language confidently. Standards of attainment in number are improving, but for many Year 2 children, response is slow and their application of number skills in simple problem solving is unsatisfactory.

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MATHEMATICS

78 The subject leadership for mathematics is satisfactory. The co-ordinator provides a good role model for her colleagues in good numeracy teaching. She shares the learning intention of lesson well with the children before the commencement of a lesson, and she sets targets for children and tracks their progress well. However this practice is not consistently applied as a whole school approach to assessing children’s future needs. In her monitoring and evaluating role in school, she had identified and was aware of the unsatisfactory teaching in the lower set of Years 2 and 3 children, and she has shared this information with the headteacher. The current whole school assessment procedures are not focused enough to provide a statistical breakdown and analysis of information, so that effective target setting and tracking of children’s progress can be used to improve performances and standards in the subject. Resources are satisfactory and are used appropriately by teachers.

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MATHEMATICS

Effective use is made of classroom assistants to support children’s learning in lessons. HEELANDS FIRST SCHOOL - 37

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SCIENCE

79 The teacher assessments for children aged 7 in 2000 were above the national average and well above average when compared to similar schools. The percentage of children attaining the higher level was in line with the national average but below when compared with similar schools. Over the last four years there has been an improving trend in this subject. However, the attainment of the majority of children currently in Year 2 is well below the national expectation with little evidence of children working at the higher level. The main reason contributing to this decline in standards is the unsatisfactory teaching that now occurs in this class. Also the subject has not been a priority for development, with little monitoring and evaluation occurring. Consequently the tracking of children’s progress in acquiring knowledge, understanding and skills has been limited. The subject co- ordinator has very recently re-acquired responsibility for this subject and the

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SCIENCE

monitoring of teaching has begun, but this has not yet had an impact on the quality of teaching.

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SCIENCE

80 The school is using a commercial scheme of work for this subject, which provides good support for the teachers' planning. Children in Year 1 develop the investigative skills that are introduced in the foundation stage of learning and carry out group tasks to promote their understanding of the senses. However, children do not take the initiative in planning and carrying out their own investigations, relying heavily upon adult support in both practical and recording activities. Teaching strategies for promoting the children’s independent enquiry skills are not well developed. Year 2 children are not managed successfully and the lesson observed lacked pace. Resources to promote the children’s understanding of how humans change as they grow were not readily to hand, and the poor quality photocopied sheets did not develop the children’s learning beyond that which the majority already knew. In the good lesson in Year 3, the teacher clearly shared what was to be learnt, ensuring

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SCIENCE

that the children understood the purpose of the lesson. This information was repeated at the end of the lesson to encourage the children to judge their own progress. Not all teachers consistently use this good practice. Very good questioning progressively develops the children’s knowledge of plants and the use of correct vocabulary, for example, 'transpiration' and 'photosynthesis', reflects the high expectations the teacher has for the children. All children are making good progress in this class and are beginning to show a good understanding of making a fair test, although they also, experience difficulty in recording their work.

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SCIENCE

81 Since the previous inspection, children in the Year 3 classes use tables, diagrams and information technology when recording their work and their teachers are making a determined effort not to use worksheets. When they are used in Year 1, tidy presentation with date and title reflect the children’s obvious pride in their work. This was not evident in Year 2 books and the lack of work prevents evaluation of progress over time. Planning does not provide opportunities to challenge the higher attaining children and this remains an issue from the previous inspection that has not been satisfactorily addressed. Children with special educational needs and English as an additional language are given good adult support when necessary, although key vocabulary is not often introduced to these children prior to lessons in order for them to participate fully in discussions. The contribution made by literacy and numeracy to this subject is unsatisfactory, as there are too few planned

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SCIENCE

opportunities for children to use and apply their skills in this subject. HEELANDS FIRST SCHOOL - 38 82 The written policy identifies the opportunities for developing the pupils' spiritual, moral, social and cultural awareness and this was seen in practice in Year 1 and Year 3. Children show awe and wonder at the display of transpiration when celery and carnations were dipped into coloured dyes. A growing awareness of the wonders of the natural world is evident. Children are also given opportunities for working collaboratively and show good attitudes when sharing equipment.

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SCIENCE

83 The co-ordinator has good subject knowledge and, since re-acquiring responsibilities, has monitored teaching. However, although pertinent evaluations were carried out this has not yet had an impact on the quality of teaching. The co- ordinator was aware of the unsatisfactory teaching in the Year 2 class and has shared this information with the headteacher. Planning is monitored to ensure that activities follow the scheme of work, but there has been very little evaluation of the progression of pupils knowledge, skills and understanding, with the result that assessments are not used effectively to develop areas of weakness. Written marking is not used satisfactorily to inform children of why their work is good and what they have to do next to improve. The co-ordinator has an appropriate action plan, which highlights the need to improve the quality of teachers' assessments in order to enable standards to be judged more accurately, particularly for the higher

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SCIENCE

attaining children. Resources are satisfactory and are used appropriately by teachers.

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ART AND DESIGN

84 Children’s attainment by the age of seven is in line with what is expected nationally in most schools, and all children, including those with special educational needs and English as an additional language, are making satisfactory progress. This maintains the standards identified in the previous inspection. The school has adopted the national guidelines produced for the subject, which ensures satisfactorily progress and continuity across the school, and addresses issues highlighted in the last report with regards to matching appropriate tasks to children’ needs.

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ART AND DESIGN

85 As the move through the school, children acquire and develop their skills and techniques in the subject by using a variety of media and materials. Children are introduced satisfactorily to the work of well-known artists such as Van Gogh, Monet and Picasso. For example, in a Year 2 lesson, children produced a pattern in the style of Matisse, using different media such as pastel, felt tip pens and collage. Children develop an understanding of tone and texture, and know how to use different shades of colour when using different media. This was seen in a Year 1 lesson, when children mixed their paints to create different facial colours, and smudged their pastels to create differently shaded colours when working on their portraits. They are taught to observe closely and to produce carefully drawn pieces of work in a variety of media. This was displayed in the Year 2 classroom, where children had produced observational drawings of the playground and dandelions

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ART AND DESIGN

using a viewfinder. Children also gain experience of working with three-dimensional artefacts as part of their work on art sculpture. For example, children in a Year 3 lesson, gain experience of working with three-dimensional figures using ‘mod rock’ and ‘paper mache’ to help create a model in the form of Lucy Casson and Peter Rush’s work. Children are taught different techniques of how to present their work and ideas in a variety of ways. For example, in Year 2, children have created wood collages and displayed them on paper, and in Year 3, children have created a sculpture for the school garden out of bamboo cane. HEELANDS FIRST SCHOOL - 39 86 The overall quality of teaching was judged to be satisfactory. Teachers’ secure subject knowledge provides children with appropriate learning opportunities in lessons. All teachers use classroom assistants and resources well to help children’s learning. For example, in a Year 2 lesson, the teacher used an over-head projector

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ART AND DESIGN

to show the work of Henri Mattisse’s ‘Snail’, and used the classroom assistant effectively to work with a group of children in the practical room. In all lessons observed, good relationships between children and teachers create a positive atmosphere for children to work. All children have good attitudes in lessons, and they listen carefully to teacher guidance and suggestions when experimenting with different media. This was clearly seen in a very good lesson in Year 3, where the teacher planned a series of different activities using different art media, and the children listened carefully to her advice as she moved around the classroom. All teachers display children’s work well in classrooms and around the school, which provides a bright and stimulating environment and maintains the interest of children in art and design work. For example, outside the Year 3 classrooms there are displays of sculptures using art straws and plasticine, along with their original

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ART AND DESIGN

sketches following a visit to Campbell Park.

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ART AND DESIGN

87 Children’s work in art and design makes a positive contribution to their moral and social and cultural development. They all work well together in lessons and share ideas, for example, in a Year 3 lesson, when critically evaluating their own work and that of others in a sketching group. The use of great artists work, such as that of Monet and Anthony Gormley, helps give children deeper insights into how they interpret the world around them, and helps to develop cultural knowledge and understanding. The use of visits to Campbell Park and the Sculpture Wall in Milton Keynes also helps develop children’s awareness of how art influences the everyday life of people in the local area. Speaking and listening skills in lessons and the use of specialised vocabulary, such as ‘landscape’ and ‘portrait’, helps to promote the development of literacy skills through the school. The school uses some information

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ART AND DESIGN

and communication technology (ICT) programs to support learning in lessons, but the use of ICT to support learning in the subject overall is currently under- developed.

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ART AND DESIGN

88 The subject is led and managed effectively by an enthusiastic and experienced co- ordinator who provides a good role model to her colleagues. The school is adequately resourced to teach the subject, and resources are stored appropriately. The co-ordinator monitors the children’s work that is on display in classrooms to ensure progression and continuity, and she has begun to build up a school art portfolio. She has not had opportunity to monitor teaching. There are no whole- school assessment and record-keeping procedures in place, to help to check on children’s learning as they move through the school. The co-ordinator is aware of this situation and is hoping to introduce some assessment procedures in the near future.

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DESIGN AND TECHNOLOGY

89 Due to timetabling restrictions only one lesson was observed during the week of the inspection and this involved children in Year 3. Judgements about overall attainment are based on a scrutiny of children’ work and photographic evidence. By the age of 7 their achievement is similar to that found in schools nationally. Standards are similar to those at the time of the previous inspection. Children of all levels of attainment achieve well and make good progress. HEELANDS FIRST SCHOOL - 40 90 By the age of 7, children learn to plan their work using simple plans and pictures, and list the materials they are going to use in the construction of the model. For example, in Year 2, children have designed and made a ‘rain hat’, identifying what they needed to make it, including drawing a sketch of what the ‘rain hat’ would look like on its completion. They also evaluated whether it was successful or not after

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DESIGN AND TECHNOLOGY

constructing it. Displayed in the hall, are designs and models, including photographs of previously completed work by children in Year 2, of their work on vehicles. During the construction they have used wood, card and string to create an ambulance, fire engine and crane, and have included axles and wheels in the construction of these models. They have used a variety of tools and materials, and know that their evaluations of their completed models will need to show how successful they have been in using them.

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DESIGN AND TECHNOLOGY

91 By the time the children leave the school at the end of Year 3, their designs become more detailed and refined and they learn to think about the purpose of their models more before constructing them. Children in a Year 3 class have undertaken a ‘packet investigation’. This involved investigating if the materials used for the packet were strong enough to protect the contents it was going to hold. Displayed in the hall, and in corridors outside Year 3 classrooms, indicated that children in Year 3 have designed and made simple ‘maze games’, using wood and card, and have understood the need to change and modify their models during the construction. Children also experience working with food, and in a Year 3 lesson, a group of children were designing a healthy ‘sandwich filling’ for a ‘theme’ party, and were developing a clear sequence of instructions for making the sandwich.

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DESIGN AND TECHNOLOGY

92 In the one lesson observed, the quality of teaching was judged to be of a very good standard. It is clear from the scrutiny of work previously undertaken and by talking to children that they are taught how to handle satisfactorily different materials and tools, and how evaluate and modify their models. From the quality of work seen, it is clear children enjoy their work in design and technology, and in the lesson observed, children worked well together and co-operated in the design of their ‘sandwich filler’.

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DESIGN AND TECHNOLOGY

93 The subject co-ordinator is experienced and manages the subject effectively. The policy is being updated and the scheme follows national guidance for the subject. Resources are adequate for the subject. They are stored centrally and are accessible to all teaching staff. The co-ordinator has introduced technology folders, which will be passed onto the next teacher to help with assessment and planning to ensure progression and continuity. However, there are no whole-school assessment and record-keeping procedures in place, although the co-ordinator is hoping to introduce a system in the future.

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GEOGRAPHY

94 During the week of the inspection no lessons were observed. Judgements are based on a scrutiny of children’s work and talking to the children. Standards found in the previous inspection have been maintained and are similar to those expected nationally for children aged 7. The majority of children, including those with special educational needs and English as an additional language achieve an appropriate quality of work, and make satisfactory progress over time in gaining the key knowledge and skills of the subject. 95 By the age of 7, the children have completed a variety of work on places of interest in the local area. In both Year 1 classrooms, there are displays of ‘quiet’ and ‘busy’ HEELANDS FIRST SCHOOL - 41 places, which have been identified appropriately by the children on a large-scale map of Heelands. In Year 2, children have completed simple maps, which indicate physical and human activity on a map of Broadwindsor. Children can use Ordnance

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GEOGRAPHY

Survey maps and use 1-figure and letter co-ordinates to identify features on a map of Great Linford. Children in Year 3 have described their journey to school using the unique ‘vertical’ and ‘horizontal’ road system of Milton Keynes. They also give descriptions of the physical and human features such as Witten Lake and the Ski Dome. In a Year 3 classroom, a display of a visit by the children to Bradley Village shows how children have contrasted the older buildings such as the church with the modern sculptures found in the city.

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GEOGRAPHY

96 Although no teaching was observed during the week of the inspection, the scrutiny of previously completed work reveals that children are being taught the key skills and knowledge of the subject. Teachers have secure subject knowledge and understanding, and they display work on a geographical theme in classrooms to maintain interest in the subject. Children visit places of local interest such as St. Lawrence’s Church and Stacy Bushes, and a visiting musician comes in to play different instruments of the world. However, there is an over-use of photocopied sheets, particularly in developing mapping skills, and this restricts children’s ability to record their own work independently. The use of information and communication technology to support learning in the subject is under-developed across the school. There is limited evidence of teachers planning systematically for children to use their literacy and numeracy skills in this subject.

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GEOGRAPHY

97 The co-ordinator provides satisfactory leadership for the subject. The written policy is to be updated and the scheme of work follows the national guidance that ensures that learning is continuous as children move through the school. The resources for teaching the subject are adequate. They are stored centrally and are accessible to all teachers. The co-ordinator monitors teachers’ planning on a termly basis, but there are currently no whole-school assessment or record-keeping procedures in place to inform future planning, although the co-ordinator is hoping to introduce them in the near future. Written marking does not satisfactorily make children aware of why their work is good and what they need to do next to improve.

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HISTORY

98 Only one lesson was seen during the week of the inspection, but a scrutiny of children’ work, and speaking to the children enabled a judgement to be made. Standards found in the last inspection have been maintained, and are similar to those expected nationally for children aged 7. All children, including those with special educational needs and English as an additional language, make satisfactory progress over time and attain an appropriate quality of work. Since the previous report, the school has addressed the issue of using artefacts to enhance learning in lessons, and using visits and visitors to support children’ learning in the subject. However, the over use of photocopied sheets in lessons continues to stifle opportunities for children to record their own work as was highlighted in the previous report. 99 By the age of 7, children’s work demonstrates that they are developing an appropriate understanding and knowledge of lives and events of the past. They

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HISTORY

show a sound awareness of chronology by sequencing events in their own lives, and from other people’s lives that are older. For example, in a Year 1 lesson, children showed that they know and understand that fashions have changed, and can look for clues in the photographs of a person’s life. They could identify the main HEELANDS FIRST SCHOOL - 42 difference in swimwear from the 1900 to 2000. They knew that photographs from a visitor to the school were old because they were in black and white, and she was wearing different clothes and fashions from those that are worn today. Year 2 children have written about famous people such as Florence Nightingale, Samuel Pepys and Anne Frank, and have undertaken a ‘Victorian School Day’, with the artefacts and work they undertook displayed in the music room. Year 3 children have been studying the Ancient Greeks and have learnt how the Greeks lived, and where the important cities and towns were located during that period in history.

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HISTORY

100 In the one lesson seen the quality of teaching and learning is judged to be of a satisfactory quality. Children’s attitudes to history were positive, they enjoyed discussing and looking at the photographs from the visitor in their classroom, and treated her with respect. Teachers use visits and visitors well to enhance children’s learning in the subject, and children have visited Warwick Castle and the Stacey Bush Museum to learn more about rural life in the past. The subject makes a good contribution to children’s social and cultural development by the study of different periods in history, such as the Ancient Greeks. However, there is currently an under- use of information and communication technology to support learning in history throughout the school.

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HISTORY

101 The leadership and co-ordination of the subject are sound and appropriate. A satisfactory written policy and scheme of work are in place, and resources for the subject have improved since the last inspection, and are stored centrally and are labelled and accessible to all staff. The co-ordinator monitors planning to ensure that learning is continuous throughout the school, but there are no whole-school systems of assessment and record-keeping in place to help in future planning for children’ needs in the subject. Planned opportunities for children to use and apply their literacy and numeracy skills are limited. Written marking does not satisfactorily identify why work is good or give pointers for improvement.

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INFORMATION AND COMMUNICATION TECHNOLOGY

102 As in the previous inspection standards in information and communication technology by the age of 7 are below the national expectation. Although, as a result of appropriate work in the early years class and the good teaching in Year 1, standards are improving.

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INFORMATION AND COMMUNICATION TECHNOLOGY

103 The quality of teaching in the two lessons seen (both of which were taken by the ICT co-ordinator) is good. She plans well and lessons are well organised, with all resources ready for use. Her clear explanations and thorough questioning enabled Year 1 children to learn how to enter information on a database and to understand words such as ‘data’, ‘icon’ and ‘collected’. Most children in this class are able to use the keyboard and ‘mouse’, albeit very slowly. In Year 3, the good teaching again enabled children to carry out a simple search using a paper database in order to prepare them for carrying out a computer search the following week. Children used appropriate language and understood the terms, ‘file, record and field.’ There was no evidence available of Year 2 children using the computer, although evidence of display indicates they are able to use ICT to create symmetrical patterns and to word process their scientific findings. Children’s social development is promoted

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INFORMATION AND COMMUNICATION TECHNOLOGY

through information and communication technology as children are provided with many opportunities to work together, and agree decisions for example, when carrying out the search of a simple database. HEELANDS FIRST SCHOOL - 43 104 Subject leadership and management are good. Although only recently appointed, the knowledgeable and enthusiastic co-ordinator has already instigated good improvement in the subject since the last inspection. She has introduced the use of nationally produced guidance for the teaching of ICT, which has ensured that learning is continuous throughout the school. The use of this guidance also ensures that all the necessary aspects of ICT are taught, thereby addressing a weakness identified in the previous inspection. An issue that remains the same as in the previous inspection is the lack of confidence and expertise in the subject by some of the teachers. However, training is planned and the co-ordinator actively supports

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INFORMATION AND COMMUNICATION TECHNOLOGY

teachers with their planning. Resources are satisfactory. They have improved since the previous inspection and there is more hardware and software available for use. However, more hardware is still needed. Although she has not had the opportunity to monitor and evaluate teachers teaching the subject, through discussion, informal observations, audit of planning and resources and her teaching of children in Year 1, she has a secure understanding of strengths and areas requiring improvement. Her thorough audit has identified clear direction for subject and her high expectations regarding assessment and record-keeping procedures are evident. An assessment and record-keeping system has been very recently introduced but as yet it is not effectively improving standards in this subject. She is aware that ICT is not used systematically in each relevant subject area and her improvement plan identifies the need to address this omission.

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MUSIC

105 It was only possible to observe two lessons during the inspection. Judgements are therefore based on these two lessons, scrutiny of planning and discussion with the co-ordinator.

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MUSIC

106 The quality of teaching in the Year 2 class was unsatisfactory and children’s attainment is below that expected for their age. This is a decline since the previous inspection when standards in music were judged to be in line with national expectations. The unsatisfactory teaching was due to the teachers’ inability to manage the children satisfactorily.

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MUSIC

107 As there is no specialist in school for music, in-service training has been given by the Local Education Authority to raise the staff's confidence to teach this subject. Teachers have observed sample lessons and the music advisor has monitored lessons. However this support has yet to have an impact on raising standards. Teachers are using nationally produced guidelines to help plan work that is progressive and the majority are providing activities that are interesting and give time for the children to develop their playing and composition skills. In the Year 3 lesson observed, the teacher has an obvious love of music and sets a good example for the children in singing. During the lesson, the children made good progress in developing their understanding of pitch and duration. A variety of good progressive activities are designed to help them sing 'rounds' in the next lesson. Graphic scores were used well when children played un-tuned percussion

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MUSIC

instruments and their listening and appreciation skills were promoted effectively when listening to music from Africa. The teacher's thorough questioning helped them to recall 'mbira', the name for a instrument played with the thumb and used by a visiting musician. The attitudes of the children during this lesson were good. They listened well and tried hard to carry out the instructions of their teacher, responding well to her high expectations. Standards in this year group are in line with that expected for their age and progress is good. HEELANDS FIRST SCHOOL - 44 108 The co-ordinator has implemented the in-service training in order to support staff who lacked confidence in this subject. She recognises the need for this to continue. A good feature of the subject is that all children have the opportunity to learn to play the recorder and many are quite proficient, taking part in assemblies and playing for

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MUSIC

the elderly in the local residential home. However, monitoring and evaluating of teaching the subject are unsatisfactory, and the assessment and recording of children's progress in developing skills, knowledge and understanding lacks rigour. Resources are satisfactory. There are tape recorders and listening centres around school and a computer program has been obtained to enhance children's learning. There have been no musicians visiting the school this year and the school does not plan systematically do develop children’s literacy and numeracy skills in this subject.

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PHYSICAL EDUCATION

109 Children' attainment is as expected nationally for their age by the age of 7. The quality of teaching is satisfactory overall being good in one Year 3 class. Well planned, progressively challenging activities related to clear teaching objectives enable the children to achieve satisfactorily. This is an improvement on the previous inspection when standards in gymnastics were below those expected for their age.

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PHYSICAL EDUCATION

110 Teachers use their subject knowledge satisfactorily as they demonstrate to the children the skills and techniques they are to learn. As a result, the majority of children confidently perform simple skills safely and realise the importance of improving their performances through practice. An issue from the previous inspection highlighted the lack of time given to help children' evaluate their own and others' performance. This has now improved and in most lessons children are beginning to adjust their actions to improve their work. However, some teachers do not provide this opportunity even though it is included in the lesson plan. The commercial scheme used by the school provides good, progressive activities in all aspects of physical education. This was evident in a Year 1 lesson where the children used small apparatus to practise their throwing and catching skills. They progressed to dribbling the ball with their hands and, whilst working in small groups,

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PHYSICAL EDUCATION

began to appreciate the need for co-operation and teamwork. In a gymnastics lesson in Year 1, the teacher clearly shared with the children what they were going to learn. They demonstrated good awareness of others as they moved around the room and were beginning to link a series of movements into a short sequence. Year 3 children show a growing skill when handling balls. In the good lesson, the high expectations and good management skills of the teacher successfully enhanced the children's learning.

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PHYSICAL EDUCATION

111 The children have good attitudes to this subject and generally behave well during lessons. They listen well and try hard to carry out the teacher's instructions. They are all aware of the need for safety and take care when moving around others. Children with special educational needs participate fully in all lessons and demonstrate satisfactory progress.

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PHYSICAL EDUCATION

112 The co-ordination of the subject is unsatisfactory as there is no monitoring of teaching and no evaluation of children's progress. However, the co-ordinator has a clear action plan for the subject and the introduction of the commercial scheme of work has addressed an issue from the previous inspection. Assessment and record- keeping procedures are under developed and the school does not systematically plan for children to use and apply their literacy and numeracy skills in this subject. HEELANDS FIRST SCHOOL - 45 There are no extra-curricular sporting activities and the children do not go swimming. Resources are satisfactory with a large hardcore area and field for summer field sports. An annual check is carried out appropriately to ensure that climbing apparatus is safe.

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RELIGIOUS EDUCATION

113 Observation from two lessons, scrutiny of work and displays and conversation with children and the co-ordinator confirm that standards are below the recommendations of the locally agreed syllabus at the age of 7 and their achievement is unsatisfactory. This is a decline since the previous inspection when children’s attainment was judged to match the national expectation. However in Year 1 and Year 3, attainment is in line with that expected for the children’s age.

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RELIGIOUS EDUCATION

114 There has been an improvement in the development of children' spiritual awareness since the previous inspection, with more time given to reflection during assemblies. The lighting of a candle during assemblies is effective in promoting an atmosphere for quiet contemplation and the children respond well to this. The head-teacher, who is the co-ordinator for this subject, has drawn the staff's attention to the need for more consideration to be given to spirituality within lessons. However, as there has been no monitoring of teaching, it is not possible to judge whether this has improved. The school follows the locally agreed syllabus for religious education and units of work are selected to complement other curriculum areas. For example, the life of Florence Nightingale was also part of a history topic and the study of the local parish church linked well with geography whilst studying the local environment.

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RELIGIOUS EDUCATION

There was very little written work available in order to judge progress over time as much of the work is through discussion and conversation. The Year 2 children have little knowledge of major religions other than Christianity. This was apparent during a conversation with a group of children when only one child could name another religion. However, they can name the main Christian festivals and give a brief outline of events. The higher attaining children also know that the Bible is a special book and that people go to church to pray. Children have been taught that Jesus was a 'good' person and that they should try to be good and kind to their friends and neighbours. This supports the school’s ethos of a caring community. In the Year 1 lesson observed, the quality of teaching was good. By the end of the lesson the children understood the importance of water in our lives and that it also had a religious significance. The teacher's questioning skills successfully prompted the

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RELIGIOUS EDUCATION

children to think about washing and why parents take their children for baptism. There were good links with geography and, through the reading of 'A drop of rain', children were enable to empathise with people who cherish every drop. Year 3 children begin to understand that different groups of people and different faiths have their own identifying characteristics.

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RELIGIOUS EDUCATION

115 The co-ordination of this subject is unsatisfactory as there is no monitoring of teaching or evaluation of children' work to check for children’s developing understanding and knowledge. Assessment and record-keeping procedures are under developed, and written marking is often too general and does not identify satisfactorily points for improvement. The school does not systematically plan for children to use and apply their literacy and numeracy skills in this subject. Resources are satisfactory with a variety of videos available to support children’s learning. The school has limited artefacts but can use topic boxes from the local secondary school when necessary. HEELANDS FIRST SCHOOL - 46

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