King Richard III Infant and Nursery School

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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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. King Richard III Infant and Nursery School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Andrewes Street Leicester

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 19 January 1998 King Richard III Infant and Nursery School - 4

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Aspect responsibilities

22516 John Williams Registered inspector Religious Education Physical Education Art and Design What sort of school is it? How high are standards? a) The school’s results and achievements How well are pupils taught? How well is the school led and managed? What should the school do to improve further? 9624 Graeme Norval Lay inspector How well does the school care for its pupils? How well does the school work in partnership with parents? 23196 Sue Chesters Team inspector Foundation stage English as an additional language English Geography History Music How good are the curricular and other opportunities offered to pupils?

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Aspect responsibilities

27426 Terry Aldridge Team inspector Mathematics Science Information and Communication Technology Design and Technology Special educational needs Equal opportunities How high are the standards? b) Pupils attitudes, values and personal development. King Richard III Infant and Nursery School - 5 The inspection contractor was:

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Aspect responsibilities

Demeter House Station Road Cambridge CB1 2RS

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Aspect responsibilities

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

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Aspect responsibilities

The Complaints Manager Inspection Quality Division

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Aspect responsibilities

Alexandra House 33 Kingsway London WC2B 6SE King Richard III Infant and Nursery 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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AREAS OF THE CURRICULUM, SUBJECTS AND COURSES 27

King Richard III Infant and Nursery School - 7

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INFORMATION ABOUT THE SCHOOL

King Richard lll Infant and Nursery School is located in the historic heart of the city of Leicester and serves a community known as the West End. At the time of the inspection there were 139 pupils on roll in the main school plus 59 pupils in the nursery. It is smaller than most other primary schools (average size nationally 243 pupils) although larger than many infant schools. There are 109 boys and 89 girls on the roll. This is about the same size as at the time of the last inspection. Children attend the nursery in both full and part-time places from the age of three and a half years. They transfer into the reception class in the September of the year in which they are five. They have a wide range of ability when they start school but most have levels of attainment which are expected for the age group. There are 70 pupils for whom English is an additional language, some 15 per cent of whom are at an early stage of English language acquisition. There are 62 pupils, 31 per cent,

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INFORMATION ABOUT THE SCHOOL

known to be eligible for free school meals; this is above the national average. There are 18 pupils, 9 per cent, on the register for special educational needs, which is low. However, procedures for the identification of pupils with special educational needs are in the process of being amended and there are likely to be more than this. One pupil has a statement of special educational need. There is high mobility in the school population. A quarter of the pupils in Year 2 did not start their education at this school. There has also been a high turnover of staff recently; six members of the teaching staff are very recent appointments.

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HOW GOOD THE SCHOOL IS

This is a rapidly improving school. The new headteacher, ably supported by her acting deputy headteacher and a committed staff, has addressed the issues of the last inspection and there has been discernible recent improvement. The school is now poised to make further strides forward. It places great emphasis on raising standards. The quality of teaching is good and often very good. This has a positive effect on pupils` learning. Leadership and management are now very good. The headteacher and staff work very closely together in the pursuit of higher standards. The school provides very good opportunities for pupils to learn efficiently. It gives sound value for money.

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What the school does well

• The good quality teaching directly influences pupils` learning and results in good progress. • The new headteacher provides very effective leadership and is supported very well by the acting deputy headteacher and a hardworking and dedicated staff. • Improved systems of management mean that behaviour is now good and this has a very good influence on personal relationships. • The school provides very well for pupils in the foundation stage. • Pupils with English as an additional language receive very good support and make good progress. • Provision for pupils` moral, social and cultural development is very good. • There is an excellent range of after school activities.

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What could be improved

• Standards in the core subjects of English, mathematics and science. • The role of the subject leaders in monitoring teaching and learning and standards in their subjects. • The administrative procedures to support the management of the provision for pupils with special educational needs. • Attendance. • The governors’ role in shaping the future of the school. 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

King Richard III Infant and Nursery School - 8 The school was last inspected in 1998. At first progress in addressing the key issues of the inspection report was slow. Since the appointment of the new headteacher, in January, however, there has been rapid progress. Teaching is now good in years 1 and 2 and very good in the foundation stage. This is a significant improvement. The school now analyses the information it gets from assessment procedures very effectively and this is giving good guidance on what targets it should set to raise standards. Good progress is being made to achieve these targets. Provision for pupils in the foundation stage is now more consistent and appropriately organised, so that pupils make the best possible start in school. The successful implementation of the National Literacy and Numeracy Strategies means that standards in these subjects are now beginning to improve.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Provision for pupils` spiritual development is now much improved. New methods of managing pupils’ behaviour are proving to be effective and pupils` behaviour is good. Improved consultation with parents has meant that they now feel more involved in the life of the school. The school now provides an excellent range of activities for pupils after school. Since the last inspection overall standards in English and mathematics have remained constant although there has been a good recent improvement. Standards in science remain low,

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 2 based on National Curriculum test results.

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Key

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

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Key

Results in national tests in 2001 reflect the recent improvements in the school`s provision. There was a marked improvement in standards in reading and in mathematics. This reversed a trend of gradually declining standards over the last four years. Teachers’ assessments in science, however, confirmed that standards remained well below average.

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Key

Inspection findings confirm this recent improvement in standards. Judging from the attainment of pupils in Year 1, by the end of the foundation stage children meet or exceed the expectations set out for them in the early learning goals because of the very good teaching. They are supported and challenged effectively. Standards in art and design, geography, history, physical education and religious education meet the expectations of the National Curriculum. Standards in English and mathematics are much improved in Year 1. The Year 2 cohort has been subjected to much disruption with a quarter of the pupils new to the school. Standards in this year group are still well below average, although the newly structured curriculum is beginning to result in improved progress. Standards in science, information and communication technology and design and technology remain below average. King Richard III Infant and Nursery School - 9

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Aspect Comment

Attitudes to the school Good. The majority of pupils show good attitudes to their work, to their teachers and to school life.

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Aspect Comment

Behaviour, in and out of classrooms Good. Almost all pupils behave well, both in lessons and around the school and this has a beneficial effect on learning.

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Aspect Comment

Personal development and relationships Very good. Most pupils relate very well to adults and to each other. They share ideas and work sensibly together. The majority enjoy taking responsibility for jobs around school and are keen to help with routine tasks.

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Aspect Comment

Attendance Unsatisfactory. Despite the school`s best efforts levels of attendance are below average.

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Teaching of pupils in: Nursery and Reception Years 1 – 2

The quality of teaching and learning is good overall; it is very good in the foundation stage. In more than eight out of ten lessons teaching was good or better; it was very good in four out of ten lessons. No unsatisfactory teaching was observed during the inspection. The good teaching occurs in both key stages and in all subjects. Very good lessons were seen in literacy, numeracy, geography, music and religious education. Teaching in literacy was very good overall and in numeracy it was good overall. This reflects the recent improvements in provision. Very good teaching was seen in all areas of learning for the children in the foundation stage.

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Teaching of pupils in: Nursery and Reception Years 1 – 2

Teachers prepare and organise their lessons in detail. They plan activities that offer good challenge to pupils of differing abilities, with consequent good learning. Teachers expect pupils to do their best and to behave well, with the result that they do. Teachers assess pupils` learning effectively and use that information to plan the next stage for each pupil. This is particularly noticeable in literacy lessons. Teachers teach the basic skills needed in each subject to ensure pupils succeed. Consequently pupils learn successfully. All staff make good use of the time and resources available to them and manage the pupils well. This has a very beneficial effect on the quality of pupils` learning.

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Aspect Comment

The quality and range of the curriculum Good. It has good breadth and balance and is relevant to the needs of all pupils. Good attention is paid to all subjects including personal, social and health education. Provision for pupils with special educational needs The school is in the process of reviewing its provision. At the present time pupils identified as having special educational needs receive good support from teachers and support assistants. Provision for pupils with English as an additional language Pupils with English as an additional language receive very good support and make good progress.

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Aspect Comment

Provision for pupils’ personal, including Very good overall. Teachers teach pupils right from wrong and encourage them to work together sociably and respectfully. The range of planned opportunities for pupils` spiritual development has improved King Richard III Infant and Nursery School - 10 spiritual, moral, social and cultural development of planned opportunities for pupils` spiritual development has improved and is now satisfactory.

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Aspect Comment

How well the school cares for its pupils Procedures for child protection and ensuring pupils` welfare are good. The systems for assessing and recording pupils` progress are also good.

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Aspect Comment

The school now works much more effectively in partnership with parents. The quality of information provided for parents, particularly about pupils’ progress, is good. The impact of parents` involvement on the work of the school is good and makes a worthwhile addition to their children`s learning.

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Aspect Comment

Leadership and management by the headteacher and other key staff The leadership and management of the headteacher ably supported by the acting deputy headteacher are very effective. They provide very clear leadership for the school.

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Aspect Comment

How well the governors fulfil their responsibilities The governing body meets its statutory obligations. It is developing a committee structure and beginning to play a more active role in shaping the future of the school.

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Aspect Comment

The school’s evaluation of its performance The school has recently begun to evaluate its performance very carefully. It now analyses effectively what works well and why.

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Aspect Comment

The strategic use of resources Financial planning is very good. The school applies the principles of best value very effectively.

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Aspect Comment

The school improvement plan has clearly defined and costed targets and is a useful vehicle for bringing about school improvement. There is a good number of suitably experienced and qualified staff to meet the needs of the curriculum, although the school has experienced difficulties recently in recruiting staff and one teacher is at present updating her training as she qualified overseas. Learning resources in most subjects are satisfactory. The accommodation, which is undergoing substantial refurbishment, is good. It is bright, pleasant and provides a stimulating environment.

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What pleases parents most What parents would like to see improved

• Their children like coming to school. • They feel comfortable about approaching the school with a problem. • Their children are making good progress in school. • They feel that the school works closely with parents. • The amount of work their children get to do at home. • They do not feel that the school expects their child to work hard.

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What pleases parents most What parents would like to see improved

The inspection team agrees with the overwhelmingly positive view of parents. The school is open and staff have a supportive attitude. Teachers` expectations are high and pupils are now making good progress in most areas of the curriculum and procedures for working more closely with parents are now in place. Contrary to the views of a few parents, homework is used well to support pupils` learning in school. King Richard III Infant and Nursery School - 11

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The school’s results and achievements

1. At the time of the 1998 inspection, standards at the age of seven were reported as in line with the national average in English and mathematics, although the pupils` performance in recent national tests had been below average. Standards in art, information and communication technology, design and technology and physical education were in line with those achieved nationally and in music and geography were better than usually seen. However, standards in science were below the national average.

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The school’s results and achievements

2. The present Year 2 cohort has encountered a great deal of turbulence. A quarter of the pupils in the cohort did not begin their schooling here, and this has led to their learning being disrupted. Present standards are below average therefore in English, mathematics, information and communication technology and design and technology. They are well below average in science. However, a recent improvement in curriculum provision, assessment and the quality of the teaching has meant that they now attain satisfactorily in lessons and achieve well. They now make good progress and the improvement in learning, which resulted in improved performance in national tests by last year`s Year 2 class, continues at a rapid rate.

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The school’s results and achievements

3. Attainment in other year groups is uneven. It is average in Year 1 in English and mathematics. These pupils benefit from the much improved implementation of the National Literacy and Numeracy Strategies. Although there is uneveness in the provision in reception classes, pupils there benefit from the more structured foundation stage 1 curriculum and achieve well. Much improved structures are now in place to ensure that levels of attainment are set to rise rapidly in future years.

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The school’s results and achievements

4. The much more structured curriculum, which has been introduced to include all subjects, gives good guidance to teachers in what to teach in each year group. This has focused teachers’ planning on each stage of the pupils' development. This, in turn, has improved the quality of learning and consequently raised standards. The school has also implemented the National Literacy Strategy fully and efficiently. However, this strategy is taking longer to have an impact on standards because of the poor language and communication skills in English, with which many pupils start school. Hence, standards in all aspects of English remain below average, although there is evidence of higher attainment in the present Year 1.

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The school’s results and achievements

5. In lessons, no significant differences were observed in the performances of girls and boys. Pupils with special educational needs and those for whom English is an additional language are very well supported by able classroom assistants. They make good progress and achieve well in relation to the targets set for them.

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The foundation stage

6. When children enter the nursery at three and a half years of age most have levels of attainment expected of the age group. However, there is a significant minority who, for a number of reasons, have poor language, literacy and communication skills in English. They also have an under developed knowledge and understanding of the world around them.

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The foundation stage

7. Some children, although fluent in their first language, have low level skills in English and thus find it difficult to communicate with their peers and with adults as they start school.

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The foundation stage

8. However, children make rapid progress in all areas of learning and by the time they enter the reception classes the levels of attainment for the majority are those expected for the age

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The foundation stage

1 Foundation Stage: the new curriculum for children under six, which started in September 2000, which replaces the Desirable Learning Outcomes. King Richard III Infant and Nursery School - 12 group. Even so, a number still have difficulty communicating in English, which slows their learning.

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Years 1 and 2

9. The results achieved by the seven-year-olds in the 2000 tests and tasks were well below the national average in reading, writing and mathematics. When compared with similar schools, results are well below average in reading and mathematics and in line with the national average in writing. Following the many recent improvements in provision standards rose significantly in reading and mathematics in the 2001 tests and the average levels in writing were maintained. This means that recent downward trends have been arrested and that levels of attainment as measured in national tests, are improving. In science, on the basis of teachers’ assessments for the year 2001, the percentage of pupils reaching the expected level was well below the national average. Inspection findings confirm this low level of attainment.

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Years 1 and 2

10. Inspection findings show that, for the current group of pupils in Year 2, standards in English are below average. Many pupils start school with underdeveloped speaking and listening skills. Many pupils suffer from interruptions in their schooling and the present Year 2 group is noteworthy for this. There are also a large number of pupils who have special educational needs and low levels of English language acquisition and this has an impact on overall standards. Recent improvement in curriculum and teaching provision have not yet had time to impact. Although pupils now achieve well and make good progress in lessons their overall levels of attainment, though rapidly improving, at the present time remain below average.

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Years 1 and 2

11. Year 2 listening skills are much improved but many pupils still find it hard to concentrate and listen for a reasonable length of time. The majority of pupils speak in sentences, answer questions clearly and begin to use a satisfactory range of vocabulary. The school places great importance on reading. Pupils enjoy books and begin to talk about them with understanding. However, many do not receive adequate support outside of school to maintain the interest in books that they gain in school. The most able pupils read confidently from known texts and use different methods to tackle unknown words. Pupils’ writing skills are mostly underdeveloped. A few higher attaining pupils write well. They begin to use full stops accurately and spell regular words correctly. They use extended vocabulary precisely in their writing but the work of the majority is inconsistent.

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Years 1 and 2

12. In mathematics, the pupils aged seven achieve below average standards. Whilst higher attaining pupils discuss their mathematics confidently, recognise patterns in numbers and understand place value, many still lack basic confidence in manipulating numbers.

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Years 1 and 2

13. Pupils’ attainment in science is well below average. There is no analysis of assessment data to determine weaknesses in provision and assessment is not used to give an accurate guide to pupils’ achievement. The co-ordinator does not monitor standards or co-ordinate provision. The school is aware of this deficiency and is planning to take remedial action.

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Years 1 and 2

14. By the age of seven, pupils do not yet achieve at the levels expected in information and communication technology. A recent programme of intensive training and a closer monitoring of provision have yet to bear fruit in higher standards. Standards in design and technology are below those expected. Pupils achieve the standards expected in art, music, history and geography and in physical education. In religious education pupils reach the expectations of the locally agreed syllabus.

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Years 1 and 2

15. Those pupils with special educational needs make good progress in the foundation stage as they receive appropriate support. Pupils in Year 1 and Year 2 make satisfactory progress in relation to their identified needs. Their rate of progress is similar to that of other pupils in the class. Most receive good support from teachers and additional learning support staff. Their confidence and self-esteem grow, improving their willingness to tackle tasks. Pupils for whom English is an additional language and from minority groups receive very good support and make good progress. King Richard III Infant and Nursery School - 13 16. Throughout the school, teachers encourage pupils to use their literacy skills in all subjects. They plan opportunities for pupils to discuss their work and listen carefully to each other, for example in a science lesson when pupils shared their ideas at the end of the session.

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Years 1 and 2

Numeracy skills are used well in geography and sometimes in design and technology; for example when pupils are required to measure accurately. Higher achieving pupils use their information and communication technology skills satisfactorily in some subjects. For example, they edit and produce final copies of the writing in history and English. They practise mathematical skills through number games on a computer.

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Years 1 and 2

17. The school’s current focus on teaching the basic skills needed for pupils to succeed in the tasks set, ensures that the majority of pupils make good progress and reach the targets set. The school now sets itself appropriate targets and strives to exceed them. It works hard to raise standards in all subjects. The thorough coverage of the curriculum throughout the school, which has recently been implemented, now ensures that pupils make good progress during their time in school. This, together with the clear learning objectives now set by teachers in most lessons, has a positive effect on raising standards.

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PUPILS’ ATTITUDES, VALUES AND PERSONAL DEVELOPMENT

18. The previous inspection report judged this aspect of the school’s work to be good. Since then, despite many changes in staff, standards have been maintained. Parents are rightly pleased with their children’s behaviour and attitudes to school. They informed the inspectors of the caring ethos in the school and that their children enjoy school. The inspection team agrees with these positive views. The very good standards of personal development and relationships have a very beneficial effect on learning because pupils are interested in their lessons and concentrate well.

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PUPILS’ ATTITUDES, VALUES AND PERSONAL DEVELOPMENT

19. Pupils are keen to learn and show good levels of enthusiasm towards their lessons and school. They concentrate well and are encouraged to work independently and co-operatively from the start of their time at school. Pupils’ ability to manage their own learning and to concentrate on their lessons is good. Pupils respond readily to teachers’ instructions and most work hard throughout lessons. This was seen in a Year 2 mathematics lesson when pupils worked well in small groups looking at the properties of plane shapes. They were well focused throughout the lesson and showed a positive response to the clear teaching, co-operating well together and remaining on task. Also, in a Year 2 literacy lesson, pupils worked sensibly at their tasks, most working independently and purposefully. They worked hard developing their skills, challenged by the interesting tasks in a very well planned lesson.

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PUPILS’ ATTITUDES, VALUES AND PERSONAL DEVELOPMENT

20. At playtimes pupils mix and get on very well together. Their play is enhanced by a range of appropriate small equipment and effective supervision. No evidence of bullying or racist behaviour was found or reported during the inspection. There have been no permanent exclusions from the school in recent years.

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PUPILS’ ATTITUDES, VALUES AND PERSONAL DEVELOPMENT

21. Children in the nursery and reception classes quickly develop positive attitudes to work and learning. They enjoy their work and concentrate for increasing lengths of time. All children rapidly develop the ability to relate very well to each other and to adults. As they move from the nursery to the reception classes, children increase their ability to become independent, enthusiastic and eager learners. They are sensitive to the feelings of others and respect each other’s work.

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PUPILS’ ATTITUDES, VALUES AND PERSONAL DEVELOPMENT

22. Relationships are very good between pupils and between pupils and adults. All adults in the school, including a good number of parents who help out regularly, provide very positive role models. The school is a harmonious community, closely reflecting the aims of the school where all are valued. 23. Pupils take very good care of the school’s resources, artefacts, grounds and work on display. They also show respect for the buildings and each other’s property. Pupils have good opportunities to take responsibility in running errands, participating in group and team events and organising themselves in lessons. For example, in a Year 1 science lesson, pupils engaged co-operatively during group tasks enthusiastically and responded to the teacher’s King Richard III Infant and Nursery School - 14 questions confidently. Children in the nursery are very good at selecting equipment and keeping their room tidy. Parents are pleased that the school helps their children to develop

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PUPILS’ ATTITUDES, VALUES AND PERSONAL DEVELOPMENT

24. Most special needs pupils have a positive attitude to school and are usually interested and enthusiastic in their lessons. They are fully involved in the range of activities that the school provides. Most pupils behave well in lessons and in small groups when they receive extra support from the teacher or teaching assistants. Their behaviour is very good at lunchtimes and in the playground. They show good respect for each other's work and feelings and are positive about each other's efforts. They are willing to talk about their work and develop confidence in speaking, reading and writing.

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PUPILS’ ATTITUDES, VALUES AND PERSONAL DEVELOPMENT

25. As at the time of the last inspection, the level of attendance at the school remains below the national average and is unsatisfactory. Most pupils attend regularly and punctually, but the poor attendance of a few pupils and the routine lateness of others adversely affect the overall rate of attendance. The headteacher recognises that the situation can only be improved with the co-operation of parents and she is working hard to achieve that.

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HOW WELL ARE PUPILS TAUGHT?

26. The quality of teaching is good and contributes significantly to the quality of pupils' learning, their attitudes and the progress that they make. Teaching in Years 1 and 2 is good; in the foundation stage it is very good. This is a strength of the school and an improvement since the last inspection. It is already having a discernible impact on the achievement of pupils and in improved standards. The issues raised at the last inspection with regard to the use of assessment have been successfully addressed.

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HOW WELL ARE PUPILS TAUGHT?

27. Eighty four per cent of teaching during the inspection was good or better. Of the lessons observed, 39 per cent were good, and 45 per cent were very good. There were no unsatisfactory lessons observed during the inspection. Very good teaching was seen in all key stages and all subjects.

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HOW WELL ARE PUPILS TAUGHT?

28. Teachers set high expectations in lessons, particularly of what they expect pupils to achieve and of their behaviour. They make the purpose of the lesson very clear to pupils and refer to that purpose during the lesson. They make very effective use of resources to support pupils' learning. Teachers match work very closely to the needs of individual pupils. As a result, pupils make good progress in lessons and gain new knowledge, skills and understanding.

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HOW WELL ARE PUPILS TAUGHT?

29. Staff know and understand the pupils very well. Throughout the school, members of staff work as a very effective team. Staff recognise and address the needs of pupils quickly and efficiently. Teachers have very secure subject knowledge. They carefully plan work in each subject which very effectively challenges pupils. This results in pupils learning rapidly. Teachers use time very well and, by very good preparation and organisation, ensure that lessons proceed at a very good pace. This keeps pupils very interested in their work and results in very good learning. Very occasionally, when the pace dips, particularly in the middle section of lessons or when activities are not sufficiently practical, some pupils begin to lose interest in the tasks set, their behaviour deteriorates and the quality of learning is diminished. Like many schools, the school has had difficulty in recruiting staff recently.

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HOW WELL ARE PUPILS TAUGHT?

30. Teachers manage pupils' behaviour very well. There is an extremely consistent whole-school approach to this. Teachers use many effective strategies to inspire pupils to behave acceptably and to enjoy learning. This encourages pupils to work together and to share resources and ideas productively. There is a small, but nevertheless significant, minority of pupils who find it very difficult to behave well constantly. There are occasions when their behaviour becomes unacceptable and reduces their ability to learn well. Very occasionally the behaviour of this minority affects the learning of the whole class but this is quickly rectified by the teachers. They work very closely with the very good support assistants to minimise the effect of such behaviour. King Richard III Infant and Nursery School - 15 31. Teachers assess pupils' work regularly, both informally through questioning and by more formal testing. They record systematically the attainment and progress made by individual

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HOW WELL ARE PUPILS TAUGHT?

pupils. They use information from assessments very effectively to plan the next stage for each pupil. They mark work regularly and positively. Homework is set and used very successfully to support learning in lessons.

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HOW WELL ARE PUPILS TAUGHT?

32. The teaching of literacy is very good throughout the school. The teaching of numeracy is good overall. Therefore, pupils learn well and make rapid progress. Teachers teach pupils the basic skills required to succeed in English and place strong emphasis on using language correctly. In mathematics, they teach the pupils correct vocabulary and encourage them to discuss the strategies and methods used to solve problems. Thus, most pupils develop their key learning skills effectively in both areas. Teachers make satisfactory use of information and communication technology to support pupils' learning in other subjects, with particularly effective links in mathematics and science.

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HOW WELL ARE PUPILS TAUGHT?

33. Teaching is consistently very good in the foundation stage and makes a strong contribution to the rapid progress that children make in these classes. It also results in happy, secure and confident children. Teachers plan a wide range of practical activities. This involves the children in their learning, and develops and extends them appropriately. Teachers teach basic skills very well and there is very good emphasis on the teaching of reading, writing and number.

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HOW WELL ARE PUPILS TAUGHT?

34. Teaching is good for children in the foundation stage who have special educational needs, as activities are broadly matched to their individual needs and they receive appropriate support. This positively affects their learning and progress. The teaching of pupils who have special needs in Year 1 and Year 2 is good in English and mathematics, although pupils do not always receive a differentiated and relevant curriculum in other subjects. The needs of most pupils are met in literacy and numeracy activities with pupils often receiving good support from teachers and support assistants. As well as sound teaching of specific strategies to improve skills, emphasis is appropriately placed on increasing confidence and self-esteem. All staff support pupils well, including those who have a statement of special educational need. Regular termly reviews and assessments take place for those pupils who have individual education plans.

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TO PUPILS?

35. The quality and range of the curriculum are good in the foundation stage and in Years 1 and 2. The school provides a broadly-based and relevant curriculum. All National Curriculum subjects and religious education are taught. All statutory requirements are met. The school has successfully implemented the National Literacy and Numeracy Strategies and these are impacting positively on standards.

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TO PUPILS?

36. This is an improvement since the time of the last inspection, when the detail of the planning was an issue and the consistency of the provision in the nursery was criticised. Now, although there are some inconsistencies in the planning between the reception classes, the planning for the foundation stage, as a whole, is good. Planning for Years 1 and 2 is good and covers most subjects in sufficient depth. Teachers identify where writing skills can be used in all subjects so that they make good links across the curriculum. Future long-term planning is good and planning for each term is detailed. This ensures the pupils learn in a structured way and cover all the requirements of the National Curriculum. However, the science curriculum is insufficiently developed to enable pupils to reach high standards. This was an issue at the time of the last inspection and, hence, improvement in this area is unsatisfactory.

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TO PUPILS?

37. The school provides well for pupils’ physical and personal development. It considers, carefully, opportunities to develop pupils’ personal, social and health education and has introduced citizenship lessons into the curriculum. There is a suitable policy for sex education, agreed by the governors. The school is successfully implementing the National Literacy Strategy. This is having a positive impact on pupils’ writing and language skills. However, reading levels King Richard III Infant and Nursery School - 16 dropped slightly last year and the school has modified the curriculum accordingly to place greater emphasis on reading skills. The implementation of the National Numeracy Strategy is proving effective in raising pupils’ attainment in mathematics, particularly in the acquisition of mental arithmetic skills. The time allocation for all subjects is adequate. Homework is set and gives an effective level of support to the work that pupils do in lessons.

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TO PUPILS?

38. The school’s provision for extra-curricular activities is excellent. There is far better provision of out-of-school activities than is often seen in an infant school. They include aerobics, a family reading group, puppet-making, football, recorders, art and sign language clubs. They are well supported and much appreciated by pupils and parents. The curriculum is also greatly enriched by the number of educational visits made and the good number of visitors who come to the school. The school is very well located for historical and geographical places of interest and it uses the local environment very well to supplement the history, geography and religious education curriculum.

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TO PUPILS?

39. The community contributes very positively to the life of the school. Visitors from the community include the fire service, bi-lingual story-tellers and local dance and theatre groups. These events successfully broaden and enrich pupils’ experiences. They bring vibrancy and excitement to the life of the school. Pupils enjoy all of these activities and benefit greatly from them. The school has very good relationships with other schools and nurseries. For example, Year 6 pupils, from the local junior school, come in to work with the younger pupils. It prepares pupils very well for the next stage of their education. There is also a very good induction programme for children entering the nursery and reception classes.

p.16

TO PUPILS?

40. The curriculum for children in the foundation stage is good. Planning for these young children effectively incorporates the early learning goals for the age group. Lesson planning is detailed, although not always corporate. Children have access to a wide range of suitable activities and learning experiences. These prepare them very well for the National Curriculum, from Year 1 onwards.

p.16

TO PUPILS?

41. The curriculum for pupils with learning difficulties in the foundation stage is good as their needs are appropriately supported. In Year 1 and Year 2, curriculum provision is satisfactory although not all teachers provide an appropriately differentiated curriculum except in English and mathematics. The newly appointed special needs co-ordinator has identified the need to ensure that pupils having special educational needs have relevant individual education plans with specific targets so that teaching can be effective.

p.16

TO PUPILS?

42. Relevant individual education plans are not in place for all pupils and this is being addressed by the school as a matter of urgency to ensure that pupils’ specific needs are being met. The school has recognised that targets of previous individual education plans were not always clear or specific. Plans are reviewed on a termly basis or earlier if considered necessary although this procedure is under review. Annual reviews for those pupils who have statements are reviewed in accordance with requirements.

p.16

TO PUPILS?

43. The school ensures that all pupils, regardless of age, ability or gender, have equal access to the curriculum. This is noticeably effective in the case of pupils with special educational needs, those for whom English is a second language and dual heritage pupils. All integrate well into classroom work and operate well with their classmates. The school has begun to monitor, analyse and evaluate the impact of the curriculum on the standards that pupils achieve. For example, it has identified that Afro-Caribbean pupils, and those with dual heritage, historically have not achieved as well as their peers. It has sought advice and support from outside agencies, is providing in-service training for all staff and has modified the curriculum very effectively to address this issue. This ensures that pupils’ needs and abilities are met.

p.16

TO PUPILS?

44. The school provides very well for pupils’ moral, social and cultural development. It provides satisfactorily for pupils’ spiritual development. At the time of the last inspection, spiritual provision was unsatisfactory. The school has worked hard on this area and it is now satisfactory, which is a clear improvement. King Richard III Infant and Nursery School - 17 45. However, the spiritual aspect of school life is still an area for development. The school has identified what it needs to do to improve further. It is currently focusing on improving the reflective time and the ethos in assemblies. The school meets the requirements for collective worship. However, some pupils still find it difficult to respond to, and use profitably, the quiet of the assembly time to reflect on their world. The good religious education lessons offer time for thought and opportunities to consider the wonder of the world but this is less evident in the

p.16

TO PUPILS?

planning for other subjects, such as science and music. A sense of awe and wonder is noted, for example in a religious education lesson when pupils learn that the royal christening robe is over 140 years old! One little girl notes that this is even older than her Mum!

p.17

TO PUPILS?

46. Provision for moral development is very good. Staff work very hard to encourage good behaviour, and are successful with most pupils. They teach pupils right from wrong and encourage pupils to take responsibility for their own actions. Chances to discuss moral issues arise in the planned Circle-Time 2 sessions. The school’s positive ethos consistently underpins teachers’ efforts to explain to pupils the effects of their actions on others. A good example of this was overheard when two pupils, who had ‘fallen out’, were discussing the problem with the headteacher. Together, they came to an understanding and found a way forward. All staff are very good role models. They treat each other with respect and value each other’s work. Thus, relationships are very good and this influences the pupils’ ideas very successfully.

p.17

TO PUPILS?

47. The school provides very well for pupils’ social and cultural development. The two aspects are closely linked and impact very positively on each other. The school is a truly multi-cultural community and uses this gift to great advantage. Pupils learn to appreciate their own heritages through celebrations of traditional festivals, such as Diwali, Christmas and Eid. They visit local places of interest, such as museums, temples and the ‘Sweetmaker’s Cottage’ to learn about their own, and others’, backgrounds. They find out about the countries from where their classmates originate. They learn to acknowledge and enjoy the diversity of their lives and customs. This has a significantly positive impact on all pupils’ learning. It encourages them to work and play alongside each other in harmony and with understanding.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. Procedures for the protection and welfare of children in the foundation stage and pupils in Key Stage 1 are good overall. They provide a strong base for their academic and personal development. The school ethos of care and concern for pupils is apparent to all. There is a calm and purposeful aura throughout the school. Pupils feel safe and readily turn to staff when they need help. One child in the nursery who joined the class less than a month ago speaks no English at all. He was observed playing happily with others and frequently turning to the teacher for recognition and reassurance. At the meeting with parents before the inspection, the majority felt that the school takes good care of their children. One parent states that there are great changes taking place. Evidence from the inspection supports these views.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

49. The headteacher is the designated staff member responsible for the good child protection procedures. The school follows the guidelines laid down by the local authority. All staff are trained in these procedures and informed of changes. A new staff handbook, designed by the headteacher, will include guidance on child protection.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

50. Health and safety practice is satisfactory. There are overall good procedures to treat any pupils who are injured. All accidents are recorded and there are three treatment areas. Pupils who are waiting to be collected are appropriately supervised. The procedures to inform parents of any concerns are good. A number of minor concerns about the location of fire fighting equipment and notices to staff and visitors about fire evacuation procedures have been addressed. The headteacher carries out regular risk assessments. Due to recent reorganisation, the governors are not yet fully involved in risk assessment but are aware of this need.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

2 Circle Time: in these sessions, pupils sit in a circle and, through agreed rules, have the opportunity to speak and listen to each other talking about issues which touch them all. King Richard III Infant and Nursery School - 18 51. Very good procedures to monitor and improve attendance are in place. The headteacher and education welfare officer work closely together with the governors to address the problem of low attendance. The headteacher monitors pupils' individual and class group attendance weekly. Pupils and class groups are rewarded at weekly assemblies for both good and improved attendance. The school follows up absences by telephone and letter. The education welfare officer visits the parents of pupils who are regular offenders. School documentation conveys strong signals to parents about the need for regular attendance. Pupils who return to their country of origin for extended holidays receive a diary and are expected to complete a

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

52. Punctuality is a problem for a small number of pupils on a regular basis. These pupils disrupt the start of lessons. The school uses the support provided by the local authority to inform parents of the need to get their children to school on time.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

53. The school has initiated all reasonable procedures to make the parents of those pupils who are regularly absent or late aware of their legal responsibility. It also recognises the need to seek and pursue further initiatives.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

54. Behaviour policies are very good. The procedures are newly implemented. They follow a recent review made by the recently appointed headteacher and staff. They stress consistency in the use of praise and sanctions. Learning support assistants and mid-day supervisors receive training in their use as well as class teachers. Notices stating the new code keep pupils and parents aware of the expectations of the school. There were no strong opinions at the parents' meeting. This reflects the newness of the improved strategies for managing behaviour.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

55. There is no evidence of oppressive behaviour. In discussions with parents during the inspection they are happy that the school encourages attitudes of respect and tolerance. Other inspection evidence supports these opinions.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

56. The school has good procedures for assessing pupils’ attainment and progress in English and mathematics. Assessment of the foundation stage is very good. The school makes good use of this information to guide and direct its work in these areas. At the last inspection, the school was asked to improve the ways that teachers assess pupils` work and progress, in all subjects, by agreeing the methods and frequency of assessment. This it has done in English and mathematics. However, this is still a weakness in science and most other subjects. The last report also pointed to weaknesses in the implementation and consistency of approach to recording pupils’ attainment and progress. The training, suggested then, has been completed and assessment procedures have improved. However, only in mathematics and English has the improvement been significant. In all other subjects, assessment is still informal, irregular

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

and often inconsistent in approach. Therefore, while the improvement since the last inspection for English and mathematics is good, it has been slow for other subjects.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

57. The assessments carried out in English and mathematics are now very thorough. The school has a wide range of detailed information, which it uses well to identify patterns of learning and trends of attainment throughout the school. This information is also used to identify areas where improvements need to be made. Individual pupil progress is tracked carefully and provides a very clear picture of the pupil’s strengths and areas for development. The attainment and progress of boys and girls and various minority groups are all assessed and specific pupils are targeted for extra support. The detailed and significant amounts of information gathered over the past two terms enable the school to identify, clearly and accurately, trends and patterns of achievement in English and mathematics. The children in the reception classes are assessed as they start their time in school. These assessments enable the teachers to plan work carefully for the children in their classes. The test results at

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

the end of Year 2, and the significant testing arrangements for each year group enable the teachers to effectively build on pupils’ previous learning.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

58. The newly appointed co-ordinator for special educational needs is well aware of sources of support for pupils with special educational needs and has already made contact. Support services are appropriately involved in the identification and assessment procedures. Although King Richard III Infant and Nursery School - 19 the main focus of special needs, support is for literacy and learning difficulties, there is also good support for behavioural difficulties. Gifted and talented pupils have very recently been identified and procedures for supporting these are being developed.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

59. Procedures to monitor and support pupils' personal development are good. Recognition and praise encourage initiative. Personal development is a strong feature of the policy for personal, health and social education. The headteacher and co-ordinator have just completed a total review of these procedures. They have not yet been in place long enough to achieve full potential. Pupils' portfolios or records of achievement are now 'owned' by the pupils. They choose items of their own work to keep in their portfolio and this document follows them through school and afterwards. Class teachers keep formal records of progress in other aspects and ensure that all pupils have equal opportunities to accept responsibility. For example, a boy in Year 2 overheard an inspector asking a teacher for the location of another class at break time. He immediately offered to take the inspector to the classroom and held

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

60. Parents' views of the school are very supportive. Inspection evidence agrees with their views. Parents particularly recognise the new initiatives such as the 'open door' policy introduced by the new headteacher. The school has the confidence of all local communities. The improved links with parents support pupils' personal and academic development.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

61. The key issues of the last inspection have now been addressed. A home-school agreement is in place, incorporating procedures for parents to help their children's learning at home. This is already proving effective. For example, inspection evidence demonstrates a big improvement in reading at home, particularly in Key Stage 1. The headteacher has plans for interested parents to learn how literacy and numeracy are taught. A recent questionnaire revealed a wish for a school uniform. The headteacher has received approval from the governing body and a further questionnaire to parents and pupils is designed to determine what uniform meets the majority needs.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

62. The school has a record of good support from parent helpers. A significant number help in classes, hearing readers. One parent makes good use of the three cookers in the school. The aroma of baking is quite noticeable. Many others help at events such as trips to external places of interest.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

63. Information to parents is good. There has been an increase in the number of newsletters and parents have better access to class teachers to discuss any problems. There is a large notice board at the school entrance. Information about the curriculum and topics is more readily available. Annual reports to parents comply with statutory requirements and are being reviewed to seek further improvement. The school prospectus and governors' annual report to parents have omissions of a minor nature. The school is aware of this and intends to repair the omissions for the next edition.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

64. Procedures for parents to be involved in the identification, assessment and review of those pupils with special educational needs are currently under review. The school has identified this as an area which needs improvement.

p.19

HOW WELL IS THE SCHOOL LED AND MANAGED?

65. The leadership and management of the school by the headteacher and acting deputy headteacher are very good. They and the dedicated staff work well together and have a shared vision, firmly focused on raising standards and providing the best education possible for the pupils of the school.

p.19

HOW WELL IS THE SCHOOL LED AND MANAGED?

66. At the time of the last inspection, the key issues for action were to raise standards in science, and to improve the quality of teacher assessment. There were weaknesses in its provision for King Richard III Infant and Nursery School - 20 pupils` spiritual development, in its nursery provision and in its links with parents. Following that report, improvement was very slow and little progress was made towards the targets in the post inspection action plan. However, in recent months, since the appointment of the new headteacher, the school has made good improvement. A new action plan has been agreed with targets to raise standards and to improve the quality of teaching. Good progress has been made and the school is now very well placed to move forward rapidly.

p.19

HOW WELL IS THE SCHOOL LED AND MANAGED?

67. The school now has a worthwhile set of aims and values, which are beginning to drive its work. It has a strong commitment to good relationships and strives to achieve equality for all members of the school community. It is an orderly community in which pupils feel comfortable and secure. This contributes to the busy, purposeful ethos in which pupils are beginning to learn well. Members of the staff direct much of their work towards school improvement and the raising of standards. The new school improvement plan is in place. The senior management and co-ordinators’ roles have been redefined. Staff morale is good. Staff and governors are committed to providing a high quality education. The school is at the threshold of further development and has very good capacity in its systems and ethos for significant improvements, many of which are already underway.

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

68. The headteacher gives very strong and decisive leadership. She has a resolute determination that the school will run efficiently and that standards will improve. In a short time she has prioritised the needs of the school and taken swift and effective action to bring about improvements. She commands the respect and commitment of staff and pupils. The acting deputy headteacher provides very effective support for the headteacher. She has a clearly defined role, which she fulfils very well. Together with three senior teachers who constitute the senior management team, they combine effectively to guide the work of the school. Fully supported by the staff, they have implemented several new initiatives in a short space of time. For example, since the appointment of the new headteacher, the school has improved its implementation of the national Literacy and Numeracy Strategies. The school day has been

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

revamped to maximise teaching time. Provision for pupils in the foundation stage has been reorganised, and a plan to guide teaching throughout the school has been put in place. Most teachers now plan co-operatively in year-groups and a new policy for assessing pupils’ achievements and providing them with learning targets has been implemented. Though these are early days, these initiatives have already had a significant impact on the quality of teaching and learning and standards are rising.

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

69. The school governors meet regularly as a group and are supportive of the school. They share the headteacher’s vision for the future of the school and have high expectations for its greater success. The governing body has recently improved its structure, and includes committees for finance and staffing. A committee to oversee school improvement is planned. The governing body fulfils all statutory requirements. At the present time, however, the governors need to recruit three more governors to make up a full complement and some governors are new to the role. The governing body is involved in establishing and agreeing both the school’s budget and its improvement plan. However, it does not fully monitor the educational standards and success of the school’s work and is not fully involved in shaping the future of the school. 70. The headteacher monitors teaching well. She understands well the strengths and weaknesses

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

within subjects and works with staff to support and encourage improvement in weaker areas. The result of this strategy is seen in the much-improved teaching present throughout the school. English and mathematics co-ordinators monitor planning in their subjects. They are becoming increasingly involved in analysing standards and using the information gathered to produce planned development in their subjects. Whilst the roles of other subject leaders have developed rapidly in recent months, the school recognises that there is scope for further improvement in these roles.

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

71. The format of the school improvement plan is useful and comprehensive. It identifies and prioritises the needs of the school and generates action plans to cover developmental areas. These plans are costed, linked to the budget, and given relevant time limits. It clearly identifies areas which support the raising of standards. However, the rapid improvements made recently have not yet had time to impact fully on standards. King Richard III Infant and Nursery School - 21 72. Financial planning is focused on clearly defined educational priorities. The school has very efficient financial management systems and the administration fully supports the work of the teachers. The very efficient financial administrator provides accurate data to enable the headteacher and governing body to monitor expenditure and plan for unforeseen contingencies. Funds for specific purpose such as training and school improvement are very

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

carefully allocated against very well-defined objectives. The school recently was subjected to a substantial "claw back" of funds due to the decrease in numbers on roll. However, due to very tight and meticulous financial control, it expects to carry forward a small balance into the next financial year. The school scrupulously applies the principles of best value.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

73. Since her appointment in September, the newly appointed special educational needs co- ordinator has undertaken a thorough review of procedures and identified areas for development. She currently has one afternoon a week to attend to her responsibilities and is undertaking training to improve her knowledge and skills. There is a newly-appointed governor for special educational needs who has undertaken some training and is developing her role.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

74. The school benefits from a range of experienced and suitably qualified staff, with an appropriate range of initial qualifications for a primary school, and includes experienced teachers. There has been a very rapid turnover of teaching staff in the last two years and the school has had some difficulty in recruiting teachers. Wisely it has invested in a wide range of focused in-service training to develop teachers’ skills. This has been effective in improving the quality of teaching. There is a good induction system in place to help new and newly-qualified teachers settle into school.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

75. There is a performance management strategy which is designed to link well to the professional development of all staff. However, because of the large number of new teachers and the major changes that are taking place in school, it is not well placed to provide training for new teachers at the present time.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

76. The school`s very capable classroom support assistants make a very good contribution to pupils` learning. The lunchtime supervisory staff makes a good contribution to the pupils' social development.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

77. The school's accommodation overall is good, with spacious teaching and shared practical areas and an accessible library area. The school’s hall is spacious for the number of pupils and there is a good playground. The nursery has its own secure outdoor play area. There is no school playing field but the school uses the neighbouring junior school`s playing field facilities. Special educational needs pupils normally receive support within the classroom although some are withdrawn for additional literacy language support in the shared areas.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

78. The accommodation is well cared for by a very competent and willing maintenance officer, supported by very capable cleaners. High quality displays of artefacts and pupils` work mean that the interior of the building is attractive, stimulating and contributes well to the learning ethos of the school. This is particularly laudable at the present time as the school is in the process of major refurbishment.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

79. Resources in the school are satisfactory overall and good in English, art, physical education and music. Resources for the foundation stage are good.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

80. This is a school which is now well placed to move forward rapidly and raise standards further. The quality of teaching is good and is beginning to have a positive effect on pupils’ learning. The leadership and management of the headteacher and acting deputy headteacher are very effective. The headteacher, governing body and staff now work closely together in the pursuit of higher standards. The school has recognised its past weaknesses and is demonstrating a capacity for good improvement. It now provides good opportunities for pupils to learn very effectively. Although the school has high income per pupil it is now much more effective and gives satisfactory value for money.

p.21

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

King Richard III Infant and Nursery School - 22 81. In order to further improve the quality of education and standards achieved, the headteacher, staff and governors should:-

p.22

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) raise standards in English and mathematics by continuing the good practice of closely monitoring pupils’ attainment and progress and using the good quality assessments effectively to guide teaching. (paragraphs: 2, 3, 4, 9, 10, 11, 12, 37, 56, 93, 95, 96, 97, 101, 102, 105)

p.22

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) raise standards in science and the foundation subjects by: • extending the roles of subject leaders to closely monitor standards and teaching; • and by improving assessment procedures to inform teachers of the standards their pupils achieve and what they need to teach next. (paragraphs: 2, 131, 36, 40, 56, 70, 83, 107, 108, 110, 114, 115, 118, 124, 131, 132, 137)

p.22

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(3) further improve standards in information and communication technology by ensuring that pupils have more opportunities to practise their skills and to use computers in a purposeful way. (paragraphs: 14, 56, 70, 125, 126, 127, 128)

p.22

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(4) improve pupils’ attendance by extending the effective strategies already in place to monitor pupil absence. (paragraphs: 25, 51, 52, 53)

p.22

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In addition to the key areas for development, the following less significant but nevertheless important aspects should be for considered for inclusion by governors in the action plan:

p.22

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(5) fully implement the school’s plans to improve its special educational needs provision, including sharply focused individual education plans, in order to fully meet the recommendations of the Code of Practice. (paragraphs: 34, 41, 42, 58, 64)

p.22

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(6) develop the role of the governing body so that they play a more active role in shaping the future of the school. (paragraphs: 69) King Richard III Infant and Nursery School - 23

p.22

Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 22

p.23

Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

p.23

Summary of teaching observed during the inspection

Percentage 0 45.1 38.7 16.1 0 0 0 The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. Care should be taken when interpreting these percentages as each lesson represents more than one percentage point.

p.23

Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y2

p.23

Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 30 139

p.23

Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 1 62 FTE means full-time equivalent.

p.23

Information about the school’s pupils

Special educational needs Nursery YR– Y2

p.23

Information about the school’s pupils

Number of pupils with statements of special educational needs 0 1

p.23

Information about the school’s pupils

Number of pupils on the school’s special educational needs register 4 18

p.23

Information about the school’s pupils

English as an additional language No of pupils

p.23

Information about the school’s pupils

Number of pupils with English as an additional language 70

p.23

Information about the school’s pupils

Pupil mobility in the last school year No of pupils

p.23

Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 26

p.23

Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 20

p.23

Attendance

National comparative data 94.4 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. King Richard III Infant and Nursery School - 24

p.23

Attainment at the end of Key Stage 1 (Year 2)

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2000 25 16 41

p.24

Attainment at the end of Key Stage 1 (Year 2)

National Curriculum Test/Task Results Reading Writing Mathematics

p.24

Attainment at the end of Key Stage 1 (Year 2)

Boys 15 20 18 Numbers of pupils at NC level 2 and above Girls 13 13 12

p.24

Attainment at the end of Key Stage 1 (Year 2)

Percentage of pupils School 68 (64) 80 (66) 73 (68) at NC level 2 or above National 83 (82) 84 (83) 90 (87)

p.24

Attainment at the end of Key Stage 1 (Year 2)

Teachers’ Assessments English Mathematics Science

p.24

Attainment at the end of Key Stage 1 (Year 2)

Boys 17 18 18 Numbers of pupils at NC level 2 and above Girls 13 11 13

p.24

Attainment at the end of Key Stage 1 (Year 2)

Percentage of pupils School 73 (70) 71 (68) 76 (70) at NC level 2 or above National 84 (82) 88 (86) 88 (87)

p.24

Attainment at the end of Key Stage 1 (Year 2)

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

p.24

Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 5 Black – Caribbean heritage 0 0

p.24

Ethnic background of pupils Exclusions in the last school year

Black – African heritage 4 Black – African heritage 0 0

p.24

Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 87 Other minority ethnic groups 0 0 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. King Richard III Infant and Nursery School - 25

p.24

Teachers and classes Financial information

Total number of qualified teachers (FTE) 7.1 Financial year 2000 – 2001

p.25

Teachers and classes Financial information

Number of pupils per qualified teacher 139

p.25

Teachers and classes Financial information

Education support staff: YR– Y2 Total income 472018

p.25

Teachers and classes Financial information

Total number of education support staff 6 Total expenditure 476694

p.25

Teachers and classes Financial information

Total aggregate hours worked per week 126 Expenditure per pupil 2619

p.25

Teachers and classes Financial information

Qualified teachers and support staff: nursery Balance brought forward from previous year 22619

p.25

Teachers and classes Financial information

Total number of qualified teachers (FTE) 1 Balance carried forward to next year 8883

p.25

Teachers and classes Financial information

Number of pupils per qualified teacher 59

p.25

Teachers and classes Financial information

Total number of education support staff 3

p.25

Teachers and classes Financial information

Total aggregate hours worked per week 32.5

p.25

Teachers and classes Financial information

Number of pupils per FTE adult 20 FTE means full-time equivalent.

p.25

Recruitment of teachers

Number of teachers who left the school during the last two years 8

p.25

Recruitment of teachers

Number of teachers appointed to the school during the last two years 6

p.25

Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

p.25

Recruitment of teachers

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 1.1

p.25

Recruitment of teachers

Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 1.1 FTE means full-time equivalent.

p.25

Results of the survey of parents and carers

King Richard III Infant and Nursery School - 26

p.26

Percentage of responses in each category

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

p.26

Percentage of responses in each category

My child is making good progress in school. 54 38 8 0 0

p.26

Percentage of responses in each category

Behaviour in the school is good. 54 27 12 4 4

p.26

Percentage of responses in each category

My child gets the right amount of work to do at home. 38 31 8 8 15

p.26

Percentage of responses in each category

I am kept well informed about how my child is getting on. 42 35 15 4 4

p.26

Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 73 23 0 4 0

p.26

Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 38 38 4 4 15

p.26

Percentage of responses in each category

The school works closely with parents. 46 42 0 8 4

p.26

Percentage of responses in each category

The school is well led and managed. 50 23 8 4 15

p.26

Percentage of responses in each category

The school is helping my child become mature and responsible. 42 42 4 8 4

p.26

Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 54 23 4 0 19 King Richard III Infant and Nursery School - 27

p.26

AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

81. The previous inspection findings indicated that the policy for the children under five in the nursery classes was incoherent. There was a lack of clarity about the educational provision for nursery children and the management responsibilities for the early years classes. This, the last report considered, reduced the effectiveness of the provision. There are still some inconsistencies in planning, particularly for the reception classes, and in the role of the foundation stage leader. Progress, following the last inspection, was initially slow. However, in recent months it has accelerated and the school has implemented the new curriculum for the foundation stage effectively. This shows good improvement.

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AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

82. Children make a good start to their schooling. They enter the school’s nursery class at three and a half. They move to one of the reception classes at the beginning of the academic year in which they are five. This system has clarified the situation and removed the confusion which existed at the time of the last inspection. All foundation stage staff are very skilful in providing work that effectively meets all of the children’s needs and abilities. This ensures that all of the children are included in all activities and have equal access to the curriculum.

p.27

AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

83. When children enter the nursery, most have levels of attainment expected of the age group. However, there is a significant minority who, for a number of reasons, have poor language, literacy and communication skills. They also have an underdeveloped knowledge and understanding of the world around them. Some children, although fluent in their first language, have low-level skills in English and, thus, find it difficult to communicate with their peers, and with adults, as they start school. They make rapid progress in the nursery and, by the time they enter the reception classes, many children have levels of attainment that are expected for the age group. The assessments, done as children enter the reception classes, show this wide variety of ability in all areas of learning. There is a significant proportion who achieve below the average established by the Local Education Authority. Children make rapid progress in all

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AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

areas of learning. Even so, a number still have difficulty communicating and this slows their learning. Most children are likely to meet the expectations of the early learning goals in language and mathematics by the time they begin work in Year 1. This represents good learning. It is a direct result of the patient, carefully structured and high quality teaching. The teaching is particularly good in promoting children’s personal and social development. Adult interaction with children is stimulating and enthusiastic.

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Personal, social and emotional development

84. The teaching and provision for this area of the children’s development is very good. The class teachers and support assistants provide the children with very good role models. They are calm, patient and sensitive to needs of young children. An example of this was when a teacher soothed a child who was upset by diverting her attention onto a game she could play. The classrooms are stimulating and welcoming. The good level of planning provides these young children with interesting work areas. They flourish as they work and develop an increasing awareness of their own worth. The children respond very well to adults and each other. They work cheerfully together, share equipment happily and talk together with good humour. This is particularly noticeable when children work together at the computers or share resources in the role-play areas. Teachers encourage the children to choose their own

p.27

Personal, social and emotional development

materials and activities. Children use them carefully and tidy away sensibly. This develops children’s awareness of the need to care for, and to respect, property. All children work with a clear sense of enjoyment and purpose. This is a direct result of the high quality teaching. Most children are likely to reach, and a few will exceed, the expectations of the early learning goals in their personal, social and emotional development. King Richard III Infant and Nursery School - 28

p.27

Communication, language and literacy

85. The teaching in this area of learning is very good. Many children enter the nursery or reception classes with average standards in their communication skills. However, there is a significant number who have little English and, therefore, find it difficult to communicate with their classmates and with adults. All staff ensure that the children learn to listen carefully and follow instructions accurately. At the time of the inspection (four weeks into the new academic year), many children were already working at standards expected for their age. This is good progress and is a direct result of the skilful teaching. Teachers ensure that children have opportunities to see the values of reading and writing in most activities. For example, children learn to use correct terminology, such as ‘non-fiction’, as early as possible. This enables them to understand the different uses of books. The constant reinforcement of learning is one of the

p.28

Communication, language and literacy

strengths of the teaching. It makes children eager to read and write. They often choose to write, for example practising how to write their names, and talk happily about their work. All children have regular opportunities to use the role-play areas. There is an effective and sensitive level of adult interaction to help develop children’s speaking skills. For example, all staff enter into the fun of role-play and become part of the ‘story’ being acted out. They ‘play’ with puppets alongside the children and help them to gain confidence and to feel secure when expressing their ideas. Children of all abilities quickly develop positive attitudes to reading. They enjoy looking at books and listening to stories. The more able children are already beginning to form letters correctly. This good learning reflects the quality of teaching. Most children are likely to meet the expectations of the early learning goals by Year 1. This reflects

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Mathematical development

86. The teaching of mathematics is very good. This has a positive impact on the progress that children make in their learning and the standards that they achieve. Children make good progress in both nursery and reception classes. Staff make number activities interesting. They take every opportunity to develop children’s awareness of the sequence of numbers and their relationships. As a result, children quickly develop a secure knowledge of mathematical language. For example, they all know the word ‘zero’ and use it consistently when they count. The vast majority of children achieve the levels of accuracy expected for their age as they match and count numbers. The majority of children count confidently and recognise numbers to ten. The more able children are beginning to understand the concept of place value in their practical work. Most children are likely to meet the requirements of the early learning goals by

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Mathematical development

the time they enter Year 1. This is an improvement on the position reported at the time of the last inspection.

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Knowledge and understanding of the world

87. Teachers link work in this area of learning well with other areas of the curriculum. For example, children explore their environment, such as on visits to the ‘Sweetmaker’s Cottage’. They then work creatively to model, draw and paint their impressions of the cottage in a variety of media. This makes effective links with both physical and creative development and uses skills learned in both of these areas of learning very effectively. Good quality teaching ensures that children use the computer confidently and accurately. An example of this was in a session of general activities when children were shown how to use a program requiring them to use the mouse to move objects around the screen. They learned quickly and showed good mouse control as they clicked onto the desired objects and moved them around. The school provides opportunities for the children to use headphones to listen to, and follow stories. This develops

p.28

Knowledge and understanding of the world

their interest in books and reading effectively. These opportunities, and the high quality of teaching, ensure that children have a well-developed understanding of the world around them. This mirrors the findings of the previous inspection. King Richard III Infant and Nursery School - 29

p.28

Physical development

88. The provision for the development of children’s physical skills is satisfactory. This reflects the findings of the previous inspection. They have ample opportunities to develop their ability to control pencils, scissors and brushes. Most children have skills in this area that meet expectations. They experience a variety of activities, such as cutting and using malleable material, that help them to practise and refine their manipulative skills. Staff promote children’s physical skills well. Most children develop effectively their awareness of moving in a large space during physical education and dance lessons. The nursery has access to a good, secure outdoor area as part of their normal learning activities. The reception classes also have access to this and to an area of their own situated between the two reception classes. This area is being developed to meet the recommendations for the foundation stage. Most

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Physical development

children are likely to meet the expectations of the early learning goals by the time they begin work on the National Curriculum.

p.29

Creative development

89. Teachers have suitably high expectations of children’s attainment in the area of creative development. As a result, children mix and use paint confidently and show good progress in their ability to observe objects closely. They have good access to areas for imaginative role- play. This helps them to develop and express their own ideas very effectively. The children have ample opportunities to express themselves through singing and moving to music. They learn new words quickly and enjoy putting actions to songs. Their creative skills already meet the expectations for their age. This is a direct result of the effective and skilful teaching. Most children are likely to meet, and some to exceed, the early learning goals by the time they begin work at Key Stage 1 of the National Curriculum. This reflects the findings of the previous inspection.

p.29

Summary

90. The provision for the foundation stage is good. The most significant strength is the quality of teaching for these young children. The teachers plan adult-led activities very carefully. This ensures that all children have opportunities to express themselves, as well as to experience direct teaching. The procedures to review and identify developing and changing needs are very good and effective. The school analyses results of the baseline assessment and uses these to plan work for groups and individuals. All staff have a clear understanding of how young children learn and develop. This ensures that all children, including those with special educational needs, those for whom English is an additional language and those from minority groups, make good progress and learn very well.

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ENGLISH

91. Pupils’ attainment in English is below the national average, although all age groups now make good progress and achieve well. Standards, at the end of Year 2, are below average. However, results in national tests show an improvement in writing. Pupils’ attainment in writing compares favourably with schools in similar contexts. However, in reading, it is below average when compared with similar schools and standards in national tests dipped last year. Pupils make good progress because they receive good teaching. Boys do as well as girls. There is now no significant difference in the achievement of pupils from minority groups. Pupils, including those for whom English is an additional language, now achieve well in relation to their prior learning. Less able pupils, and those with special educational needs, make good progress. This is because of the skilled support that they receive from teachers and teaching

p.29

ENGLISH

assistants. More able pupils also achieve well and make good progress.

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ENGLISH

92. The majority of pupils in Years 1 and 2 listen carefully. They begin to speak in full, grammatically correct sentences and use a satisfactory range of vocabulary. More able pupils speak clearly and articulate their views simply and boldly. Pupils are happy and confident with adults, and put great trust in their teachers. They give their views candidly. With contributions King Richard III Infant and Nursery School - 30 from their work in other subjects, pupils broaden their spoken vocabulary and, by the end of the Year 2, many are capable of using a satisfactory range of words when talking about their work.

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ENGLISH

93. Standards at the age of seven in reading are below average. Although the majority of pupils begin school with average communication skills, for many English is not well developed. This does have a negative affect on the progress that they make with reading. The school has identified this and also recognised the dip in tests results last year. It has carefully analysed reading ages for all pupils and introduced a closely monitored reading plan. This is beginning to show positive results, although it is too early to judge its full effect on standards. Teachers place a strong emphasis upon reading and give pupils frequent opportunities to read to themselves, in groups and to the teacher or other adults. This tactic means that most pupils now achieve well. Some pupils in Year 2 read and understand both fiction and non-fiction books. Most pupils use a range of strategies in order to read unfamiliar words. A small

p.30

ENGLISH

minority of pupils reads fluently, enjoys reading their own choice of fiction, as well as graded reading scheme texts. They satisfactorily use phonic skills, as well as context and picture clues, to help them to read simple texts independently. When pupils share reading in class with ‘big books’, it helps them to become aware of simple aspects of grammar, such as the use of tenses, singular or plural. A number of pupils remain hesitant readers but these pupils receive very good individual support. The hesitant pupils lack good awareness of phonics and are unsure how to read new words but, with help, the majority makes good progress. Teachers boost the home-school partnership, wherever possible, by the links that they make with parents to help their children to read; through, for example the reading diaries. Where successful these links help many pupils to become better readers.

p.30

ENGLISH

94. Attainment in writing in Years 1 and 2 is below national expectations. There are signs of improvement, however, and the National Literacy Strategy has an increasingly beneficial effect. Pupils attain satisfactorily in comparison with those in similar schools. Good, newly introduced, assessment procedures help the teachers to set useful improvement targets. Teachers set accurate individual targets for pupils to improve their early writing skills because they effectively analyse the assessment data collected. Thus, pupils’ writing improves gradually as they move through the school. The progress of many is impeded initially by a lack of basic English language skills. As pupils become more adept with the English language, so their writing skills improve. The more able become competent in constructing and punctuating sentences. Many pupils write in sentences that start with a capital letter and end

p.30

ENGLISH

with a full stop. Standards in spelling are still unsatisfactory. Many pupils lack the phonic skills and knowledge of common words to write legibly, without mistakes. However, the school has recently begun to use a carefully structured spelling and phonic programme. This is helping to lift standards. Pupils learn to write in a variety of formats, including instructions, stories and poetry. By Year 2, some pupils write at length. Standards of handwriting, throughout the school, are variable but a number of pupils achieve a regular and legible style by the end of Year 2. The use of information and communication technology, as a tool to help pupils to improve their writing skills, is underdeveloped.

p.30

ENGLISH

95. The teaching of English is consistently good throughout the school. The school has implemented the National Literacy Strategy in an effective way and this is playing a key role in raising standards in reading and writing. Additional opportunities to develop speaking and listening skills have also been added to the strategy, in an attempt to raise standards. Teachers have good knowledge of how to teach English consistently from year to year, and they receive very good guidance from the subject leader. Learning in lessons is now good. Pupils are encouraged to listen carefully from the start and to respond accurately. They steadily gain basic skills and a deeper understanding of the use of language. Teachers plan lessons thoroughly. They plan opportunities for the pupils to use their writing and reading skills as tools in other subjects, such as geography and history. They tell pupils what they are going

p.30

ENGLISH

to learn and, at the end of each lesson, they revise what pupils have learned. Consequently, pupils know exactly what is expected of them and develop an understanding of how to learn. Occasionally, however, learning objectives are not stated sufficiently clearly or are muddled with the activity to be accomplished. This dilutes the relevance of the lesson. Teachers assess pupils’ reactions skilfully. They develop the pupils’ thinking through careful questioning. King Richard III Infant and Nursery School - 31 This successfully encourages pupils to think, to consolidate what they have learned and to respond sensibly.

p.30

ENGLISH

96. Teachers use a good range of strategies to teach pupils. They plan interesting activities and this helps to motivate pupils to concentrate and to do well. Teachers have high expectations of pupils and encourage them to have high expectations of themselves. Lessons develop at a good pace and most pupils complete a reasonable quantity of work. Teachers assess pupils’ work, regularly and accurately, in many ways and record how well individuals progress. Marking is regularly undertaken and is often useful in assisting pupils to identify how they can improve, although it occasionally varies in quality between classes. Relationships are very good and, as a result, pupils feel secure, are unafraid to ask questions, and learn willingly from their mistakes. The teachers’ confident and knowledgeable approaches, coupled with a detailed understanding of what pupils can do, helps inspire the class to learn rapidly. Pupils

p.31

ENGLISH

are given opportunities to read and write during their work in other subjects, such as history and religious education, and use writing frames to help structure their writing.

p.31

ENGLISH

97. The school provides well for pupils with special educational needs, those for whom English is an additional language and those from minority groups, through carefully planned work that meets their changing needs well. The subject is very well led. The co-ordinator analyses pupils’ work thoroughly. She considers gender and ethnicity, and monitors carefully how all groups progress. From her analysis, teachers prepare targets for each pupil to ensure that they learn well and to enable them to make good progress. This is beginning to help to raise standards. One of the most important factors, which helps the good learning now taking place, is the valuable contribution made in lessons by the learning support staff. They are well trained and fully included in planning and take an active role in lessons. Hence, they give very useful and informed support to pupils and have a positive and significant influence on the way

p.31

ENGLISH

98. The school is very well placed to raise standards over the next few years. This is because of the sharper focus provided by the new assessment procedures and of the improved provision to develop skills in speaking and listening and pupils’ knowledge of phonics. Resources are good and used well to support pupils’ learning.

p.31

MATHEMATICS

99. The standard of work seen in lessons is below that expected nationally and, until very recently, pupils have not made sufficient progress as they moved through the school. Results of the national tests for seven year olds in 2000 show that standards were well below the national average with girls outperforming boys. Unconfirmed test results for 2001 show that standards show an improvement although these are still well below average overall. This is worse than at the time of the previous inspection in 1998 but was with a different group of pupils. Over the past six months, there have been significant improvements in the management and monitoring of teaching and learning and this is beginning to raise standards this term. During the past year, there have been major absences and staff changes which has caused some lack of continuity and planning and affected the quality of teaching. Most pupils, including those

p.31

MATHEMATICS

identified as having special educational needs and English as an additional language, now achieve at least satisfactorily.

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MATHEMATICS

100. When reading the results of tests and assessments it is important to note that the published data does not take into account the high proportion of pupils in the school who were on the special educational needs register in some year groups, who are in the early stages of learning English, or who move into the school. These detrimentally affect levels of attainment and account for fluctuations in standards in some years. King Richard III Infant and Nursery School - 32 101. From looking at pupils’ work, by age seven, standards are below and, for a few, well below average. Most pupils count to 100 in steps of two, five and ten and complete grids accurately with missing numbers to 100. More able pupils carry out addition and subtraction involving hundreds, tens and units, but the less able have not yet confidently mastered addition and subtraction to 20. Higher attaining pupils are familiar with mathematical operations and use

p.31

MATHEMATICS

the vocabulary associated with them soundly. For example, most know that multiplication is ‘repeated addition’ and division means ‘sharing’. Most use addition and subtraction signs correctly to write simple number sentences and make up simple number stories. Pupils have varying levels of mental arithmetic skills because of a lack of emphasis in this aspect in the past. Most recognise odd and even numbers and adding 10 and 100 to numbers. The majority of pupils recognise and use coins to £1 in shopping activities. Most know the names of common two-dimensional shapes but not all can recall those that are three-dimensional, especially the least able pupils. A few understand simple bar charts and can explain their findings. Almost all pupils have a positive attitude to mathematics because lessons are interesting.

p.32

MATHEMATICS

102. Most teachers are familiar and secure with national guidance and they apply this soundly. The three-part lesson structure is soundly established. The quality of teaching and learning overall is now good. Where teaching is good or better, the teacher uses knowledge and understanding effectively and communicates this well to pupils. Teachers use a good range of mathematical vocabulary and this results in pupils using words correctly. Lesson planning is thorough and provides good guidance for lesson delivery. Activities are usually well matched to the needs of pupils so that they are interested, concentrate on tasks and behaviour is good. The oral and mental sessions are usually delivered enthusiastically. The main teaching activities involve pupils practising their skills and teachers manage pupils, time and resources, well. Support assistants are used effectively to support the less able and those identified with learning

p.32

MATHEMATICS

difficulties, which ensures they make at least sound progress. Pupils understand what they are learning because teachers clearly explain the purpose at the beginning of the lesson, and what pupils are to learn. Lessons usually end with a review of what has been learnt when pupils are given the opportunity to explain what they have been doing and their thinking. However, not all teachers consistently ensure that pupils are encouraged to answer questions and given sufficient opportunities to talk about mathematics. Equipment and a variety of commercial materials are used well to support pupils’ in their learning. Teachers ensure that all pupils are fully involved in all mathematical activities and relationships are very good.

p.32

MATHEMATICS

103. Since taking over responsibility a year ago, the co-ordinator has worked very hard to raise standards through careful monitoring of teaching and learning. This has helped in developing a positive attitude to teaching mathematics amongst all staff. Over the past two years, national mathematics guidance has been introduced and there has been training for teaching and non- teaching staff. However, it is only this term that teachers of similar aged pupils have planned closely together. An evaluation of provision has been carried out to which all teachers contributed and this provides areas for subject development. Lessons have been observed in all classes by the headteacher and co-ordinator, and comments have been perceptive and aimed at raising standards. National assessments are now fully monitored to look for weaknesses so that these can be addressed and standards improved. The mathematics curriculum is now well planned so that pupils have the opportunity to extend their knowledge,

p.32

MATHEMATICS

skills and understanding through a range of activities. Teachers now plan carefully together to ensure that pupils in similar aged classes receive a comparable range of learning activities. These plans are carefully monitored by the co-ordinator and positive verbal feedback is given. Good assessment procedures are firmly established, using national recommendations and teacher records, to monitor pupils’ progress. However, there is no regular, rigorous monitoring of pupils’ work or procedures whereby staff agree levels of work to ensure consistency across the school and this is an area recognised by the school for development. Numeracy is used in other subjects, for example in science, where pupils draw graphs and charts, in history for time lines and in music where pupils listen to and count beats. Information and communication technology is used to support and reinforce pupils` learning and has been rightly identified for

p.32

MATHEMATICS

further development to broaden its use in mathematics. There is a sound range of carefully purchased, well-organised quality resources to support pupils’ learning. These are readily available and used well. King Richard III Infant and Nursery School - 33 104. The school has made satisfactory progress since the last inspection. National guidance has been soundly introduced and the newly appointed staff are working well together. Assessment procedures and the role of the co-ordinator, weaknesses at the time of the last inspection, are now much improved. The National Numeracy Strategy is soundly established and it is being used effectively.

p.32

SCIENCE

105. In 2000, teachers assessed standards as well below average overall, compared to those of other schools nationally although there was a significant number of pupils who achieved the higher level. Assessments made in 2001 were very similar. Lesson observations, talking to pupils and looking at samples of work, confirm standards to be well below average. Science was a major area of concern at the time of the last inspection and progress since then has been unsatisfactory. There has been a big improvement in the quality of planning this term but assessment and recording procedures and monitoring of pupils’ work are not yet firmly established. There has been a complete change of staff in Year 1 and Year 2 since January 2001 and teachers are working hard to raise standards but measures have not yet had sufficient impact. The school has recognised the need for improvement and science is a major feature of the school improvement plan.

p.33

SCIENCE

106. Inspection findings confirm attainment of the current Year 2 to be well below average. Most pupils enter the key stage with attainment at least in line with expectations and until very recently progress has been unsatisfactory. The sample of pupils’ work from last year shows standards to be well below average. Recorded work was mostly pictorial and varied in the quality of presentation. There was a heavy reliance on worksheets which required pupils to ring or circle answers so that there was very little evidence of independent writing from direct observation. Science activities were mixed with other subjects and there was insufficient recorded work. Pupils in similar aged classes were not given the same opportunities as activities were planned independently. Since the beginning of this term, science is now taught on a regular basis as a separate subject in both Year 1 and Year 2 and standards are

p.33

SCIENCE

beginning to improve. Pupils in Year 2 recognise the similarities and differences between animals and plants. They identify things that were once alive and those that never lived and a few talk about what plants need to survive. They have undertaken simple sorting activities identifying materials such as by hardness and smoothness. They are unsure of how materials can be changed by heating or cooling or bending and stretching. They talk enthusiastically about their recent investigations with a ramp and toy cars in their topic about forces. Most pupils enjoy science activities and show good levels of interest and concentration. They work well in groups, sharing thoughts and listening well to what others have to say.

p.33

SCIENCE

107. The quality of teaching is satisfactory. Planning this term is much improved and teachers are working hard to raise standards. Lessons have clear objectives and these are shared well with pupils at the beginning of lessons so that they know what they are learning. Pace of lessons is usually brisk and questioning is sound which ensures pupils are interested, motivated and keen to learn. Teachers have sound subject knowledge and this is effectively communicated to pupils. Most have high expectations and activities are usually soundly planned and structured to the needs of the pupils and build on their prior learning. Teachers know their pupils well and management of time, pupils and activities is usually good. They ensure that lessons are interesting and that pupils are achieving. Questioning and assessment procedures are effective and this ensures activities are usually matched to the needs of pupils. There is a

p.33

SCIENCE

good balance of activities with an emphasis on using and applying scientific knowledge and opportunities for discussion so that pupils use scientific terms and explain their results. Teachers ensure that all groups of pupils are fully involved in all activities.

p.33

SCIENCE

108. The science curriculum is now broad and balanced and provides good coverage of the national curriculum requirements. A draft scheme of work based on national guidelines provides clear guidance, ensures progression, and that skills build systematically. Teachers use this guidance well and quality joint planning in year groups ensures equality of opportunity and experiences across parallel classes. The role of the co-ordinator is underdeveloped and is unsatisfactory. There is no formal monitoring of planning or looking at the quality of work in King Richard III Infant and Nursery School - 34 Year 1 and Year 2 and little understanding of what pupils in these age groups are learning or standards attained. A recent review of current practice has provided an agenda for action which includes assessment procedures. The development of a portfolio of examples of work assessed against the new Curriculum 2000 level descriptions will enable teachers to make

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SCIENCE

more accurate teacher assessments. Resources are well organised and accessible and currently under review to ensure they meet the requirement of the scheme of work. The subject now contributes soundly to literacy in written activities with appropriate use of scientific language. It contributes to numeracy through the use of measurements and the recording of data. However, information and communications technology is not used sufficiently to support science and this is an area identified for development especially in the areas of presenting and handling data and exploring what happens in real and imaginary situations.

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ART AND DESIGN

109. No art lessons were observed during the inspection but, the work seen indicates that standards are in line with the expectations of the National Curriculum. Discussions with staff and pupils and a thorough review of the school’s curriculum documentation and a wide range of samples of completed work confirm that the school’s provision for art and design meets requirements. The curriculum ensures that pupils experience a widening range of materials as they progress through the school and that skills are developed progressively year on year.

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ART AND DESIGN

110. In Years 1 and 2, pupils investigate and use a variety of materials to communicate their ideas and meanings. They use paints and other media to produce pictures and designs of a sound standard. Their pictures create a good feel for the subject and have good precision in detail. However, the use of the work of famous artists, such as Rousseau and Vincent Van Gogh, for instance, to influence pupils` own work is underdeveloped. Pupils produce good quality pencil and crayon drawings to illustrate stories and to create portraits. These also contribute to the good displays around school; for example, the display on the theme of "The Harvest of the Sea."‘ showing pupils` collage pictures using a variety of coloured papers. Older pupils have the opportunity to improve their use of paints and other media to produce pictures and designs of a good standard. They have learnt how to revise and improve their work to realise their

p.34

ART AND DESIGN

intentions. Pupils also have experiences of working in other materials such as textiles and other three-dimensional media.

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ART AND DESIGN

111. From a limited sample, it is evident that teachers offer their pupils good opportunities to engage in a range of practical activities. Teachers effectively use a variety of ways to teach the subject, including demonstrating techniques and allowing pupils to experiment and to explore. This variety enables the pupils to learn well. Teachers have high expectations of pupils and critically evaluate work as it progresses to help raise standards. Pupils are usually well motivated. They report that they enjoy their lessons as they like to be busy. The majority concentrate well on their work and try hard to do their best. This enables them to take advantage of the evaluations given by the teachers and to achieve well. Well-planned and structured teaching helps pupils of all abilities, including those with special educational needs and those for whom English is an additional language, to achieve well and attain sound

p.34

ART AND DESIGN

112. The school is currently using QCA 3 schemes of work for the teaching of art and design. There is a wide range of attractive displays of pupils’ work and this helps to brighten the learning environment. At the present time the role of the subject leader in monitoring standards of provision and attainment is in need of development.

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DESIGN AND TECHNOLOGY

113. Design and technology alternates with art on a half-termly basis. Evidence from displays around the school, pupils’ work, teachers' planning and conversations with pupils indicate that

p.34

DESIGN AND TECHNOLOGY

3 QCA: Qualifications and Curriculum Authority King Richard III Infant and Nursery School - 35 by the age of seven, pupils achieve standards that are below that found nationally. This is not as good as at the time of the last inspection when standards were considered to be similar to that expected at this age. The emphasis placed on introducing literacy and numeracy over the last few years has meant there has been less emphasis on design and technology. The subject has not been taught with sufficient rigour and depth and this has affected standards. Past planning indicates that, although appropriate activities were planned, these were not always fully implemented. Major staff absences and changes have also meant a lack of continuity. In the past the subject was taught as part of a topic which meant there was insufficient emphasis on the teaching of skills. Pupils in similar aged classes did not receive the same opportunities,

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DESIGN AND TECHNOLOGY

which means they now have varying degrees of understanding and skill levels. The school has now resolved this issue by adopting national guidance and teachers use this successfully to plan a range of activities. Unfortunately, this has not yet had time to raise standards sufficiently.

p.35

DESIGN AND TECHNOLOGY

114. This year`s planning indicates that there is a sound range of activities based on national guidance. Pupils enjoy design and technology lessons and are enthusiastic but do not have enough opportunity to talk about and record the planning and designing stage. There are insufficient focused practical tasks leading to the design and planning stages. This means pupils are unsure of how they will choose and make best use of available materials. For example, there is an overuse of sticky tape to join materials when making a moving vehicle. Pupils often rush into making rather than clearly thinking about the suitability of materials and how they can be used. Most use their imagination but lack the skills and knowledge necessary to produce quality products. Insufficient opportunities are provided for pupils to talk about what they have done as their work progresses and make suggestions as to how they could do better

p.35

DESIGN AND TECHNOLOGY

in the future. The school tries hard to link activities in design and technology with other subjects so that it is more meaningful to the pupils. For example, in a Year 2 class, they make a moving vehicle using wheels and axles as part of work in science on forces. Pupils work in small groups, which gives good opportunities for personal and social development as they share materials.

p.35

DESIGN AND TECHNOLOGY

115. Only one lesson was observed during the inspection. Planning is satisfactory and provides sound guidance for lesson delivery. Teachers have satisfactory subject knowledge which is soundly communicated to pupils. However, there are insufficient opportunities for pupils to look at objects relating to the ultimate task before they embark on the designing and making process. Expectations are not high enough and pupils have not been taught sufficient skills and knowledge to make quality products. The principles of design, make and evaluate are not strongly embedded in the teaching of design and technology. The range of materials is not always sufficiently broad and there is not enough guidance given to make the best use of available materials. For example, when making a vehicle to carry goods in a Year 2 class, thin card discs were provided for wheels which were unsuitable for the task.

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DESIGN AND TECHNOLOGY

116. The subject is firmly managed by the recently appointed co-ordinator who provides sound support to colleagues and has identified areas for development. A subject evaluation of provision has been undertaken to which all teachers contributed and an analysis has shown areas that need improving. The co-ordinator has revised guidance for teaching the subject and identified the need to develop a skills ladder. The draft guidance and policy are to be reviewed during the current year. Although she monitors teachers’ planning informally, there is no opportunity to monitor the quality of teaching and learning and this is an important area for development if standards are to improve. There is now a clear long-term plan in place based on national guidance which should ensure the curriculum needs are soundly met. Although in draft form, this is soundly used by teachers to plan their lessons and provides appropriate

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DESIGN AND TECHNOLOGY

progression of skills and knowledge for pupils of all attainments including those with special educational needs and those for whom English is an additional language. Teachers with similar aged pupils now plan carefully together to ensure pupils in similar aged classes receive comparable lessons. Assessment procedures have been identified by the school as an area for development. The school has also identified the need to keep a photographic record and samples of pupils’ planning and evaluation to help with establishing samples of national curriculum levels. There is a satisfactory range of readily available resources to support the subject including good facilities for food technology with cooking amenities in shared areas. King Richard III Infant and Nursery School - 36

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GEOGRAPHY AND HISTORY

117. When the school was last inspected, standards in geography were above average. There was insufficient evidence at the time to make firm judgements about history. Standards in both geography and history are now in line with the expectations of the National Curriculum. However, since the last inspection there have been changes in the expectations of the curriculum. There has also been a very high emphasis placed on the introduction of the Literacy and Numeracy Strategies. This has been to the detriment of such subjects as geography and history and goes some way to explaining the apparent dip in standards.

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GEOGRAPHY AND HISTORY

118. Pupils have good knowledge and understanding of both subjects and talk confidently about their work. However, many pupils do not have sufficiently developed literacy skills to read and write competently in either of the subjects. This means that the standards attained do not necessarily reflect accurately the extent of their knowledge. Pupils, including the least able, the most able, those who speak English as an additional language and those from minority groups, now achieve well and learning in lessons is good. This is beginning to impact positively on standards.

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GEOGRAPHY AND HISTORY

119. In geography, pupils learn about their own environment. Teachers use very well the cultural and geographical backgrounds of the pupils in their classes. For example, they teach the pupils about the countries where some of their families originated. Pupils learn about the differences from, and similarities to, their own life in these countries. They begin to understand where different countries are situated and use maps to locate them. Teachers plan activities carefully to include practical work in and around the school. For example, they use maps of the locality to make a plan to show where visitors may park their cars. They walk around the area being surveyed to check that their plans match the actual lay-out of the car park. This increases pupils' interest in the subjects and promotes good learning. Through this work, pupils develop satisfactory skills of investigation and enquiry and begin to use them to explore

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GEOGRAPHY AND HISTORY

120. In history, pupils study famous events and people from the past who have influenced our lives to-day. For example, they learn about Guy Fawkes and Richard III. They begin to look at the differences in life-styles between the medieval ages and to-day. Teachers plan visits to the city museums and local places of historic interest. This enhances very effectively the history curriculum and makes the past come alive for the pupils. Through this work and topics focusing on ‘myself’ and ‘growth’, pupils begin to understand satisfactorily how things change over time and to grasp the notion of chronology. They recognise how things progress; for example Year 1 pupils recognise that old toys were most likely made of wood, whereas to- day’s toys are often made of plastic.

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GEOGRAPHY AND HISTORY

121. The quality of teaching in both subjects is good. Teachers make good links to other subjects, such as religious education and science. They plan occasions in lessons for pupils to use their literacy and numeracy skills to support learning. For example, teachers encourage pupils to use their research and referencing skills to find information on a variety of topics in both subjects. Informative and stimulating visits suitably enhance the curriculum in both subjects. Visitors also make an important contribution to pupils' learning.

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GEOGRAPHY AND HISTORY

122. The subject leader is newly appointed. She is well placed to move both subjects forward rapidly. She has already identified several areas of need in both subjects and is preparing an action plan to introduce improvements. Resources are adequate for the current curriculum. They are greatly enhanced for geography by the pleasant and spacious grounds. Both subjects are benefited by the location of the school close to the centre of an historic city.

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INFORMATION AND COMMUNICATION TECHNOLOGY

123. Pupils’ attainment by the age of seven in information and communication technology (ICT) is below that expected nationally. This is not as good as that found at the time of the last inspection because national curriculum requirements are now far more rigorous. Last year, King Richard III Infant and Nursery School - 37 there were many staff changes and absences, and problems with computers not working, which meant that the curriculum was not always effectively delivered. Teachers planned independently and there were variations in what pupils achieved in parallel classes. Curriculum planning is now much improved but has not yet had time to improve standards. There has been a large turnover of staff since January 2001 and training needs have been identified to ensure all staff have sufficient knowledge and confidence to deliver the curriculum. ICT has rightly been identified by the school as an area for continued development

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INFORMATION AND COMMUNICATION TECHNOLOGY

and is a feature of the school improvement plan. Despite the drop in standards improvement since the last inspection has been satisfactory with improved resources, staff training and updated resources. In each classroom there are two computers, one of which is a modern machine, with attached colour printers so that pupils can print out finished work. There is a computer with attached scanner in the library. The computer in the staffroom has all the planning templates and is used well by staff.

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INFORMATION AND COMMUNICATION TECHNOLOGY

124. By the age of seven, pupils’ knowledge and understanding and use of information and communications technology is variable but for most below expectations. Most pupils understand the use of the space, delete and enter keys but have limited understanding of the use of others. They have sound control over the use of the mouse but not all can save, retrieve or print out their work independently. Most enjoy computer activities and show good concentration as they use a shape program to consolidate their understanding of the properties of regular shapes in support of mathematics. They show good perseverance when using the computer as they write simple text to label pictures of vehicles. Younger pupils drag and drop text with support to build a simple sentence. However, pupils have had insufficient opportunities in the past to learn word processing techniques such as learning to use different fonts, sizes and colours in writing. Most have a limited understanding of using ICT to handle

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INFORMATION AND COMMUNICATION TECHNOLOGY

information or to draw pictures. Through their use of the tape recorder, many understand that this responds to instructions but they have little understanding of how to control a programmable toy. They usually work in pairs and show good respect for the equipment, take turns and support each other well. Pupils have had few opportunities to learn about the benefits and opportunities of using information technology inside and outside school and their understanding is below expectations.

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INFORMATION AND COMMUNICATION TECHNOLOGY

125. During the inspection computers were often switched on but not always being used effectively. From lessons seen, looking at planning and talking to pupils, teaching is satisfactory. Two lessons were seen where new skills were being taught and the quality of teaching was sound. Teachers usually introduce new skills in this way and pupils then practise these during the week. However, how this is managed and achieved varies from class to class and not all pupils complete the desired activity during the week. Most teachers have sound knowledge which is used to develop pupils’ skills and understanding. Lesson planning is satisfactory and provides sound guidance. Clear explanations and demonstrations are given so that pupils are keen to learn and know what they are to do. This means they quickly settle to their tasks when it is their turn to use the computer. However, pupils do not always receive sufficient support

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INFORMATION AND COMMUNICATION TECHNOLOGY

when working independently so that time on the computer is used effectively. Teachers ensure that ICT is used to support simple writing but the use for handling and storing data and exploring a variety of ICT tools, such as a floor turtle and adventure games, needs to be developed.

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INFORMATION AND COMMUNICATION TECHNOLOGY

126. The co-ordinator has only recently taken over responsibility for the subject. She is very knowledgeable and enthusiastic and has worked very hard in previous years to support teachers and ensure hardware and software are working properly. She has a clear understanding of what needs to be done to raise standards further and in particular the need to collect samples of pupils’ work annotated with national curriculum levels. She has provided good motivation and training that has been appreciated by colleagues. However, although she has monitored planning there has been no opportunity to observe the quality of teaching and learning or what pupils are achieving, and this is an area for development. The school has recently updated the policy. The draft curriculum is based on national guidance and this provides a good structure for teachers to follow but has not yet had time to raise standards. Teachers use this effectively to plan lessons in year groups so that similar aged pupils now

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INFORMATION AND COMMUNICATION TECHNOLOGY

receive a similar entitlement. Assessment procedures are in the process of being developed and will ensure progression of skills and knowledge. The co-ordinator has realised the need to King Richard III Infant and Nursery School - 38 take note of previous skills and knowledge as pupils usually undertake the same tasks, and this is an area for development. Procedures for ensuring pupils have regular access vary and the school needs to think carefully about how the curriculum can be delivered and managed so that pupils get regular access and standards are raised further. Teachers make sound use of other information and communications technology resources, such as tape recorders and television and video recorder that are sufficient and accessible. Most teachers use computers soundly to generate labels and text, and this enhances the importance of the subject and quality of classroom displays. The school is addressing the need for Internet security and a

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MUSIC

127. Overall standards by the end of Year 2 are average. Standards achieved in singing are satisfactory. Teachers plan a satisfactory range of opportunities for pupils to compose and to experiment with musical ideas. This represents a decline in standards since the time of the last inspection. This is partly due to the extra emphasis placed on literacy and numeracy in most schools over the last few years, which has been to the detriment of subjects such as music. The school has revised the curriculum and is allocating more time to music again. As a result, learning in lessons is already good and pupils are achieving well. Pupils, including those with special educational needs, those for whom English is an additional language and those from minority groups, now make good progress. Music plays an increasingly significant part in the life of the school; for instance, in setting the mood for assemblies. When this

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MUSIC

happens, it also enhances the spiritual and cultural life in school. For example, at the beginning of one assembly, Mexican music greeted the pupils as they entered the hall. Pupils and staff began to click their fingers and to sway to the rhythm. This set a joyous and happy tone to the proceedings.

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MUSIC

128. Throughout the school, pupils sing with enjoyment and reasonably tunefully. They mostly sing unaccompanied and, considering this, hold the tune well. Pupils use a variety of percussion instruments to accompany their singing. They name instruments, such as tambourine and triangle, and describe the sounds that they make. The pupils listen to a good variety of music and begin to form their own likes and dislikes. Teachers carefully select music to interest pupils.

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MUSIC

129. The quality of teaching and learning is good. Pupils make good progress in developing their musical skills. They make good progress in singing. Teachers adopt an enthusiastic approach, encouraging the pupils to participate. This means that pupils enjoy success and gain confidence to perform. The subject leader is aware of the dip in standards since the last inspection, and is working hard to raise the profile of music in school. Resources are good. There is a wide range of musical instruments and a good selection of different styles of recorded music. The subject makes a good contribution to pupils’ cultural development because they listen to music from other traditions and they use, and become familiar with, instruments from around the world. King Richard III Infant and Nursery School - 39

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PHYSICAL EDUCATION

130. By the age seven, most pupils achieve standards in line with national expectations for their age. Assessment of pupils` performance is a strong feature of every lesson seen. The school provides for an impressive range of out-of-school sporting activities. The curriculum is currently based on QCA guidelines. The subject leader is currently reviewing its curriculum provision by considering other schemes of work. The school, therefore, is well placed to bring about further improvement.

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PHYSICAL EDUCATION

131. Due to the operation of the school`s timetable during the inspection only two lessons were seen in years 1 and 2. However the evidence of this small sample of lessons, a review of the school`s documentation and discussions with staff and pupils reveals that pupils have a good programme of physical activities. Throughout the school pupils learn about the importance of warm up when taking part in exercise. Many have a well-developed understanding of the function of the heart and of the health-related benefits of exercise. They are taught the value of health and safety. For instance, when they run in different directions, changing direction as instructed, and jump with feet together they know they need to bend their knees on landing. They are taught to play games and learn about the need for rules.

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PHYSICAL EDUCATION

132. There is equal access to all activities and the majority of pupils, including those with special educational needs and those for whom English is an additional language, make sound progress as they develop and improve their skills. Progress in dance lessons leads to refinement of movements, improvement in physical control and appreciation of space. The school provides a very impressive number of extra-curricular opportunities for pupils with talent and dedication to achieve their potential. Both boys and girls have the chance to make progress in developing appropriate skills in out-of-school clubs and team activities in soccer, aerobics and various forms of dance including maypole dancing.

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PHYSICAL EDUCATION

133. Pupils’ response in physical education lessons is usually good. The vast majority of pupils enjoy their lessons. They participate fully and high levels of enjoyment are evident in the activities seen. Pupils work hard to develop their skills and the majority work well co- operatively during group and team activities. They are happy to demonstrate and take pride in their physical prowess. However, a small number of pupils do not understand the need to listen carefully to instructions. They make little progress as they fail to make a concentrated effort.

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PHYSICAL EDUCATION

134. The quality of teaching seen is good. In the most effective lessons teachers demonstrate good subject knowledge, plan their lessons effectively and have high expectations of their pupils. They give the pupils every opportunity to practise and to improve. Activities are well planned and ensure the progressive development of skills. They have a high level of challenge, which inspires pupils to work hard. Teachers are determined to achieve high standards and will settle for nothing less. They use pupil demonstrations very effectively to assess performance and to help pupils to improve. Their teacher and the other pupils effectively pick out the strong points of the demonstrations to show them how to improve. This helps all pupils to achieve well. In all lessons, there is a strong emphasis on the importance of safety. Teachers also consistently point out the benefits of regular exercise on the body. Very

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PHYSICAL EDUCATION

young pupils explain how exercise makes the heart beat faster as it pumps oxygen to the muscles.

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PHYSICAL EDUCATION

135. The school has good facilities for physical education with a good-sized hall, hard play areas and the use of a large playing field. The subject leader, who is new, has good ideas to develop her subject but at present the monitoring aspect of her role is underdeveloped.

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RELIGIOUS EDUCATION

136. Pupils achieve standards in line with those expected in the locally agreed syllabus. Standards have been maintained since the last inspection. King Richard III Infant and Nursery School - 40 137. Pupils in Year 1 are introduced to the Bible and learn of its significance as a special holy book through stories, such as, those of Jonah and Noah. They discuss what they know about Harvest Festivals. They learn about a variety of different religious observances and visit places of worship. Older Key Stage 1 pupils learn effectively about the significant events in the life of Jesus. They learn about how Jesus taught by telling stories and consider special people in a range of different religions. By the end of Year 2 they have an awareness of different religions and are aware of some of the similarities and differences between some of the main religions. They learn to respect a variety of different religious beliefs. They begin to

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RELIGIOUS EDUCATION

consider inner thoughts and feelings and are encouraged to develop a caring approach to life.

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RELIGIOUS EDUCATION

138. Too little teaching was seen to reach a judgement but a review of planning indicates that teachers have good subject knowledge and this aids them considerably in planning interesting lessons. In the best lessons, teachers plan activities designed to challenge pupils of all abilities. Most lessons involve discussion and practical activities. This active participation helps the progress of pupils of all attainments, including those with special educational needs and those for whom English is an additional language.

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RELIGIOUS EDUCATION

139. Teachers control their classes well and give very clear explanations. This means that every child knows exactly what he has to do. Teachers ask challenging questions. They use good quality resources to provoke discussion, such as when a group of Year 1 pupils look at photographs of a Christening robe and imagine how the baby feels when he has water poured on his head. Teachers share their high expectations with their pupils. This enthuses them and gives them confidence. Well-trained and enthusiastic classroom assistants give admirable support to teachers and considerably aid pupils` learning.

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RELIGIOUS EDUCATION

140. The new co-ordinator has revised the scheme of work for religious education and has developed a good recording system of recording pupils` achievements.

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