Tiverton Primary School

TIVERTON PRIMARY SCHOOL

Dates of inspection: 25 th – 28 th February 2002

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TIVERTON PRIMARY 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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TIVERTON PRIMARY SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Tiverton Primary School - 1

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INFORMATION ABOUT THE SCHOOL

School address: Pulford Road Tottenham London Postcode: N15 6SP

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Margaret Palmer

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 22 nd March 2000 Tiverton Primary School - 2

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responsibilities

12603 T Chakraborti Registered inspector Design and technology The school’s results and pupils’ achievements How well is the school led and managed? 9405 J Philbey Lay inspector Pupils’ attitudes, values and personal development How well does the school care for its pupils? How well does the school work in partnership with parents? 23588 C Ajitsingh Team inspector English English as an additional language How good are the curricular and other opportunities offered to pupils?

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responsibilities

10240 L Jones Team inspector Information and communication technology Art Geography History 24022 J Lawson Team inspector Mathematics Music Special educational needs 12764 W Thomas Team inspector Physical education Foundation stage 4357 I Wilson Team inspector Science Equal opportunities How well are the pupils taught?

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responsibilities

PPI Group Ltd 7 Hill Street Bristol BS1 5RW

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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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responsibilities

The Complaints Manager Inspection Quality Division

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responsibilities

Alexandra House 33 Kingsway London WC2B 6SE Tiverton Primary School - 3

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PART A: SUMMARY OF THE REPORT 4 - 8

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? 9 - 11

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

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INFORMATION ABOUT THE SCHOOL

Tiverton Primary School is situated in the London Borough of Haringey, in an area where the levels of social and economic disadvantage and unemployment are high. The school has 372 pupils on roll between the ages of three and 11 years, including 40 children in the nursery. It serves a community which includes 37 minority ethnic groups and which is linguistically and culturally very diverse. More than 46 per cent of pupils are refugees. High pupil mobility in this area means that, in the past year alone, 107 pupils joined and 75 left the school at a time other than the normal time of leaving or entry. Nearly 54 per cent of pupils are eligible for free school meals which is well above the national average. The proportion of pupils speaking English as an additional language is very high. The major languages spoken, other than English, are Turkish, Somali, Yoruba and Albanian. Twenty two per cent of pupils have special educational needs, including two per cent with statements of special

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INFORMATION ABOUT THE SCHOOL

educational need. This is broadly in line with the national average.

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INFORMATION ABOUT THE SCHOOL

The school was made subject to special measures in June 1998. In March 2000 the school was inspected by two of Her Majesty’s Inspectors of schools (HMI) and was removed from special measures. The local education authority took over the control of the school’s budget after it went into special measures but plans to return the budgeting responsibility to the school soon.

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INFORMATION ABOUT THE SCHOOL

Recruiting staff has been an ongoing problem in the past three years but the school is now fully staffed. The school has been successful in appointing staff from minority ethnic groups to reflect the languages and cultures represented in the school community. This has helped the school to build up good relationships with parents over the last two years.

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HOW GOOD THE SCHOOL IS

Tiverton Primary is an improving school. The quality of education has improved significantly over the past two years and meets the academic, social and emotional needs of its pupils well. The quality of teaching is good and pupils make good progress across the school. Overall, standards, although still low, are improving. The headteacher provides a very clear educational direction and is supported well by the deputy headteacher, other members of the senior management team and the governors, particularly the chair of governors. The school provides satisfactory value for money.

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What the school does well

• The quality of teaching is good and, as a result, pupils make good progress across the school. • Pupils’ attitudes to learning and personal development are very good and make a positive contribution to their learning. The pupils grow in maturity and self-esteem as they move up the school. • The headteacher provides very effective leadership and clear educational direction in leading the school forward. She receives effective support from staff. • The provision for moral development is very good and this has a positive impact on pupils’ behaviour. • The school has a very good system for ensuring the welfare of all its pupils. The school is committed to equal opportunities and this is reflected well in the way it includes all its pupils in all areas of school life.

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What could be improved

• Attainment in English and mathematics in both key stages. • Attainment in most subjects in Key Stage 1. • Assessment procedures in all subjects, other than English and mathematics. • Indoor and outdoor resources for the nursery and the reception classes. • Resources in all areas of the curriculum, particularly a sufficient number of fiction and non-fiction books. • Attendance. The areas for improvement will form the basis of the governors’ action plan. Tiverton Primary School - 5

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in 2000, when it was removed from special measures, because of the improvement in the quality of education. Good progress has been made since then in improving standards further despite high pupil mobility, a high proportion of pupils at an early stage of learning English and difficulty in recruiting teachers. The procedures for assessment are well developed in English and mathematics and are used effectively for planning. However, assessment is not developed sufficiently in other subjects, including science. The budget deficit is not removed yet. However, the local education authority, in consultation with the school, has now drawn up a plan to pay back the deficit over the next three years. The school faces difficulty in recruiting and retaining governors. As a result, most of the responsibilities fall on a small core of governors and their role in monitoring and evaluating the school’s performance is developing appropriately. A strong and

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

committed senior management team has been established. The headteacher, deputy headteacher and other senior members of staff have ensured considerable improvements in teaching. Appropriate schemes of work are in place and are being implemented effectively. All these improvements, together with effective teamwork in the school, indicate that the school is well placed to raise standards further.

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 6 based on average point scores in National Curriculum tests.

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Key

Science E D D B well above average above average average below average well below average A B C D E

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Key

The table above shows that the standards in the national tests for the year 2001 are very low in comparison to the national average in English and mathematics, being in the lowest five per cent of schools. Results are below the national average in science. Compared to similar schools, the test results are well below in English, very low in mathematics and above average in science. Pupils in this year group went through a period when the quality of education in the school was unsatisfactory. This, along with high pupil mobility, a high proportion of pupils at an early stage of learning English and several changes in staffing had an adverse effect on pupils’ attainment. For example, 11 of the 26 pupils from the Year 6 taking the national tests in 2001 first arrived at the school between Years 3 and 5, many with limited or no experience of schooling and with very few English language skills. The

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Key

school sets challenging targets for its pupils. However, high pupil mobility meant that the school did not achieve the set targets last year.

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Key

The findings of this inspection are that, in Year 6, standards are below average in English and mathematics. They are above average in music. In all other subjects, standards are average. In Year 2, standards are below average in English, mathematics, science, art, history, geography and information and communication technology. They are above average in music and average in design and technology and physical education. In religious education, standards are in line with the locally agreed syllabus across the school. Pupils make good progress overall in Years 1 to 6. Standards are much improved as pupils move up the years due to their increasing competence in English. The school devotes a high proportion of time to literacy and numeracy, as many pupils start the school with very limited English language skills. This policy contributes well to pupils’ good progress, particularly in English and mathematics. The school has a register for gifted and talented pupils and

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Key

has identified some very able pupils in English, mathematics and design and technology. These pupils are making very good progress. Tiverton Primary School - 6 Children’s attainment on entry to the nursery and reception is well below the average for this age group. The children presently in the nursery are making good progress. However, in the last year there were several staff changes in the nursery, resulting in an unsettled period. This meant that the progress of the children now in the reception classes was not as good and they began their reception year with skills well below average in all the areas of learning. Children in the reception classes make satisfactory progress but by the time they are ready to begin Year 1, their attainment in all the areas of learning, although improved, is still below that expected of children of this age.

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Aspect Comment

Attitudes to the school Very good. Pupils show high levels of interest and involvement in their work and apply themselves very well in lessons. These very positive attitudes support their learning very well.

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Aspect Comment

Behaviour, in and out of classrooms Good. Pupils behave well in lessons and around the school. They are courteous to visitors and show respect for the school environment. This helps to create a positive climate for learning.

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Aspect Comment

Personal development and relationships Very good. The relationships between staff and pupils and between pupils themselves are very good. These means that the lessons are productive and enjoyable. Pupils show good initiative and responsibility and make a significant contribution to the smooth running of the school.

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Aspect Comment

Attendance Unsatisfactory. Attendance is below the national average. This is due mainly to extended absences when families return to their home country.

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Years 1 – 2 Years 3 – 6

Quality of teaching Satisfactory Good Good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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Years 1 – 2 Years 3 – 6

The quality of teaching is good overall and this makes very positive contribution to the good progress that pupils make across the school. Teaching has improved since the last inspection. Over two thirds of lessons seen during the course of the inspection were judged to be good or very good. The proportion of good and very good lessons seen was higher in Years 3 to 4 than in Years 1 to 2. Teaching is particularly good or very good in English, mathematics and music. It is good in the nursery and satisfactory in the reception overall.

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Years 1 – 2 Years 3 – 6

The national literacy and numeracy strategies have been implemented successfully and literacy and numeracy skills are taught well. Teachers’ planning is good and is securely based upon schemes of work, particularly in the core subjects of mathematics, science and English. Learning objectives are shared with the class and they are reviewed and revisited at the end of each lesson. As a result, pupils are making good progress in the gaining of knowledge and understanding in these areas.

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Years 1 – 2 Years 3 – 6

Behaviour management is a strength and teachers take very good care to ensure that all pupils are included in the activities in the classroom. Questions are well used to ensure that all pupils have an opportunity to contribute and gain well in understanding. Teachers’ subject knowledge and their understanding of how children learn are consistently good. Teachers use assessment information well to check their progress, particularly in English and mathematics. Pupils with special educational needs are well supported, both by the nature of the planned activities and the targeted help from the Tiverton Primary School - 7 teaching assistants. The pupils identified as very able benefit well from challenging extension lessons.

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Years 1 – 2 Years 3 – 6

Girls and boys achieve equally well. Pupils of ethnic minority heritage and pupils with special educational needs make progress equal to that of others in their class. Higher-attaining pupils make good progress and the varied activities ensure that their needs are met.

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Aspect Comment

The quality and range of the curriculum Satisfactory. The school provides a broad and balanced curriculum. There is an appropriate emphasis on personal and social development. The range and quality of extra-curricular activities are good. Provision for pupils with special educational needs Good. Provision for pupils with special educational needs is satisfactory. Targets in individual educational plans are well thought- out and are reviewed regularly. Provision for pupils with English as an additional language Good overall. The school’s inclusion policy ensures the best possible support for all its pupils in learning English so that they have full access to all areas of the curriculum. The very good team-teaching by some of the teachers and a local authority specialist teacher, and good management by the school based co-ordinator, mean that all pupils get very effective support in learning English and gaining subject

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Aspect Comment

knowledge in many lessons. Equally good support is provided by the teaching assistants in classes where they are available. Provision for pupils’ personal, including spiritual, moral, social and cultural development Good. The provision for moral development is very good. It is good for promoting pupils’ social development. Satisfactory provision is made for pupils’ spiritual and cultural development.

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Aspect Comment

How well the school cares for its pupils Very good. Pupils are very well cared for. The provision for pupils’ health, welfare and guidance makes a significant positive contribution to their personal and academic development.

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Aspect Comment

The school is a secure and safe place for pupils to learn. It works well in partnership with parents. The school recognises that liaison between home and school is most important and makes substantial efforts to engage parents in pupils’ learning in school.

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff Good. The school is led and managed well. The headteacher provides effective and strong leadership and a clear educational direction. She is supported well by the deputy headteacher and other senior staff in managing and improving the school. How well the governors fulfil their responsibilities Satisfactory. The strategic role of the governors is well developed. They have a clear understanding of the strengths and weaknesses of the school. Statutory requirements are met. The school’s evaluation of its performance Good. The school is following procedures very effectively to evaluate its success. The analysis of test results and the monitoring of teaching are used well to see where improvements could be made. The strategic use of resources Good. The school makes good use of all its staff. Accommodation and learning resources are used effectively to enhance pupils’ learning.

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Aspect Comment

Grants and other fundings are used very effectively for their intended purpose. Tiverton Primary School - 8 The school has an adequate number of staff. The local education authority holds the budget. However, the school applies the principles of best value well in all spending decisions and monitors its impact on financial planning closely, whenever possible.

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What pleases parents most What parents would like to see improved

• Their children like school. • The school helps their children to become mature and responsible. • Children are making good progress. • The teaching is good. • The school expects children to work hard and achieve their best. • Parents feel comfortable about approaching the school. • The school promotes good behaviour. • The school works closely with parents. • Parents feel that they are kept well informed about their children’s progress. • Some parents feel that their children do not receive sufficient homework. • Some parents feel that the school does not provide an interesting range of extra- curricular activities.

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What pleases parents most What parents would like to see improved

The majority of parents are very pleased with the school and welcome the improvement in educational provision over the last three years. The inspection team supports their positive views. The team finds that the school provides a good range of extra-curricular activities for older pupils, which enhances pupils’ opportunities for learning and physical activities. Story-telling sessions have been organised for Years 1 and 2 and further provision is being planned. The team also finds that homework is set consistently for spelling and mental mathematics across the school and some additional work is also set for Years 5 and 6. However, homework on reading is restricted because of insufficient number of books available at school. Tiverton Primary School - 9

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The school’s results and pupils’ achievements

1. Children’s attainment on entry to the nursery and reception is well below the average for this age group. The children presently in the nursery are making good progress. However, due to the staff changes in the nursery last year, the progress of the children now in the reception class was not as good and they began their reception year with skills well below average in all the areas of learning. Children in the reception classes make satisfactory progress but by the time they are ready to begin Year 1 their attainment in all the areas of learning, although improved, is still below that expected of children of this age.

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The school’s results and pupils’ achievements

2. In the national tests for the year 2001, results are very low in English and mathematics at the end of both Year 2 and Year 6. The trend in standards in national tests since 1997 was below the national trend. However, the results over the last three years show some improvement in standards, particularly in English in both key stages and in mathematics in Key Stage 1. Significant improvement has been made in science national tests at the end of Year 6. High pupil mobility, the high proportion of pupils at an early stage of learning English and several changes in staffing have had an adverse effect on pupils’ attainment across the school. Therefore, despite the school setting challenging targets for its pupils, it did not achieve the set targets last year.

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The school’s results and pupils’ achievements

3. Standards in Years 2 and 6 are below average in English and mathematics, as was found in the last inspection. The school devotes a high proportion of time to literacy and numeracy, as many pupils start the school with very limited English language skills. This policy contributes well to pupils’ good progress in English and mathematics, in particular. As pupils move up the years they make good progress in acquiring English language skills. As a result, standards are much improved higher up in the school.

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The school’s results and pupils’ achievements

4. In science, standards are average in Year 6 and below average in Year 2. They are above average in music in both Years 2 and 6. In all other subjects, standards are average in Year 6. At the end of Year 2, standards are as expected for this age in design and technology (D&T), physical education (PE) and religious education (RE) but below in all other subjects.

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The school’s results and pupils’ achievements

5. In English, standards are below average in speaking and listening and in reading and are well below in writing. However, pupils are making good progress in developing their speaking and listening skills and are generally confident in talking to their teachers and other pupils. Pupils in Year 6 explain their work clearly to the class. From an early age, they work together in pairs and groups, exchanging ideas and agreeing solutions. Pupils are making good progress in reading across the school. Many are confident and interested readers who select books because of interest and challenge. However, there is a significant number of lower-attaining pupils who have not acquired enough skills to read a range of texts that are suitable for their age. Throughout the school, pupils write for a range of purposes and audiences. Their writing includes stories and factual reports. By seven, most make their meaning plain in personal

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The school’s results and pupils’ achievements

accounts, but writing in all subjects is generally brief, with limited vocabulary and short sentences. Older pupils have a sound grasp of conventions for the beginnings and endings of stories, and those of higher ability use correctly punctuated speech well. Poetry writing is especially successful because pupils select words thoughtfully and finish a piece even when they write slowly or have limited language. In subjects other than English, sentence structures tend to be simple, although adequately expressing meaning in factual accounts. More able pupils use paragraphing in letters and news reports. A small proportion of their work is word- processed. Pupils with special educational needs and those for whom English is an additional language make good progress in expressing their meanings through the good support they receive. Few pupils manage a joined style of handwriting, particularly in the upper junior years.

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The school’s results and pupils’ achievements

Many in Year 6 still do not join their handwriting consistently.

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The school’s results and pupils’ achievements

6. In mathematics, pupils in both key stages are now making good progress and more pupils are expected to meet the average standards. In Year 2, pupils are developing a good Tiverton Primary School - 10 understanding of multiples of 2, 5 and 10 and are beginning to link division to halving numbers. They show good progress in solving multiplication problems and more able pupils are devising their own clues for solving a given problem. In Year 6, pupils can use a protractor with accuracy to measure and draw angles. More able pupils can calculate angles and apply their skills and knowledge of triangles to solve problems. They show an understanding of how new patterns can be made by ‘rotation’ or ‘reflection’. All pupils make good progress in developing their calculation skills. Progress in areas such as measures and data handling is less well developed.

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The school’s results and pupils’ achievements

7. In science, standards are in line with the national average in Year 6 but they are below average in Year 2. In Year 2, pupils can carry out simple investigations and record their results in tables. They have a basic knowledge about what plants need in order to grow, the properties of magnets and can draw a simple electrical circuit. In Year 6, pupils carry out investigations in a scientific way, make predictions and record their results in graphs and tables. They have a good knowledge of animal and plant life cycles, are able to describe the properties of materials well and have a good understanding of more complicated electrical circuits. Pupils make good progress in Year 6 and satisfactory progress in Year 2.

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The school’s results and pupils’ achievements

8. In information and communication technology (ICT), standards are lower than expected by the end of Year 2, but are broadly average by the end of Year 6. All pupils make satisfactory to good progress. In Year 2, pupils demonstrate basic skills in using word processing and painting programs, such as creating illustrations of the burning baker’s shop for their work on the Great Fire of London. They could describe how to save and print their work. Pupils in Year 6 benefit from visits to the City Learning Centre and its excellent resources to further extend their experiences and skills. They know how to use the Internet, CD-ROMs, simulation games and programs to support literacy and numeracy. All pupils showed considerable interest in their ICT work.

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The school’s results and pupils’ achievements

9. In religious education, standards are in line with the locally agreed syllabus, both in Years 2 and 6. Pupils in Years 1 and 2 know the story of the Good Samaritan and how it relates to their own experiences. They learn about how Christian, Muslim and Hindu pupils celebrate their birthdays. Older pupils study different world religions and understand that all faiths have special times in the year. They recognise the similarities among religions, such as that all believe in God and all have holy books and holy buildings. As a large number of pupils in the class are Muslim, they have a deep knowledge and understanding about Islam and are confident to share it with their peers

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The school’s results and pupils’ achievements

10. The school has a register for gifted and talented pupils and has identified some very able pupils in English, mathematics and design and technology. These pupils are making very good progress.

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The school’s results and pupils’ achievements

11. Pupils with special educational needs make good progress in relation to their prior attainment. Plans are carefully drawn up identifying steps to encourage and promote progress and these are implemented effectively. Children who have statements of educational need are well supported within the classroom by special needs support staff. Their support enables children to succeed and make progress in their learning. Pupils with English as an additional language also make good progress across the school. There are no significant differences in attainment between boys and girls.

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Pupils’ attitudes, values and personal development

12. Throughout the school, pupils’ attitudes to learning and their personal development are very good and their behaviour is good. Most pupils are happy to come to school. They know they will be warmly welcomed into school by kindly and considerate staff and will learn in an environment in which they feel valued. Pupils are friendly and welcome visitors into their school enthusiastically. They are polite and helpful and try hard to please their teachers. Most pupils are interested, concentrate well and are often enthusiastic about their lessons. They show a commitment to work by settling quickly to tasks and by working hard. Most listen well to their teachers. The very good relationships pupils have with their teachers encourage pupils to work hard and to answer questions confidently, knowing all viewpoints are respected. Tiverton Primary School - 11 13. Behaviour in school is mostly good in and out of lessons. The Golden Rules are prominently

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Pupils’ attitudes, values and personal development

displayed around the school and pupils are well aware that these must be adhered to. It is noticeable that pupils’ behaviour is exceptionally good when teaching is lively and challenging. This was seen in a Year 5 music lesson when pupils, working on a Brazilian music project, were completely absorbed in learning how to hold rhythmic patterns. There are a few pupils, well known to their teachers, who present challenging behaviour during lessons. When this occurs, teachers follow a clear and fair sanction system so that other pupils’ learning is not affected. Pupils play happily together in the playground showing a high degree of friendship and harmony between pupils of a wide range of ethnic and cultural backgrounds. Pupils also enter and leave the dining room in an orderly manner and behave politely whilst eating lunch. No oppressive behaviour or bullying was observed during the inspection. The school has had three exclusions

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Pupils’ attitudes, values and personal development

during the past year which have all been dealt with appropriately.

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Pupils’ attitudes, values and personal development

14. The pupils’ personal development is very good. They have a clear sense of responsibility and when given tasks carry them out diligently, for example, acting as monitors, tidying classrooms, returning registers and performing in assemblies. During the inspection week, older pupils were seen helping in the lunch hall and playing with younger pupils in the lower school playground. Pupils’ ability to show initiative improves as they get older; for example, Pupils in Year 6 are better able to organise their own work and work without direct supervision. Pupils are much motivated by the possibility of receiving prizes and certificates and look forward to the celebration assembly. Pupils’ personal development is further enhanced by visits to local shops, places of interest and a residential visit in Year 6.

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Pupils’ attitudes, values and personal development

15. Attendance rates throughout the school are below the national average. This is due mainly to extended absences where families return to their home country. Unauthorised absence is above the national average. Whilst a number of pupils still arrive late to school each morning, the majority of pupils are punctual and lessons start promptly.

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HOW WELL ARE PUPILS TAUGHT?

16. The quality of teaching is good overall and it is this good quality of teaching that accounts substantially for the good progress being made by all pupils. Teaching has improved since the last inspection and over two thirds of lessons seen during the course of the inspection were judged to be good or very good. The proportion of good and very good lessons was higher in Key Stage 2 than in Key Stage 1. No unsatisfactory teaching was seen in Key Stage 2 and only a small proportion in Key Stage 1. The quality of teaching in the Foundation Stage is satisfactory overall.

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HOW WELL ARE PUPILS TAUGHT?

17. Teaching is good in English and mathematics and very good in music in both key stages. The teaching of numeracy and literacy is good overall. Plans for literacy and numeracy lessons are very detailed and follow the national guidelines effectively.

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HOW WELL ARE PUPILS TAUGHT?

18. Many factors contribute to the effectiveness of the teaching and these are summarised in the paragraphs that follow. An important factor is teachers’ good subject knowledge and their enthusiasm for their subject which they convey to the pupils.

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HOW WELL ARE PUPILS TAUGHT?

19. Planning of lessons is good. Teachers clearly identify learning objectives and plan activities to meet the varying needs of the pupils in each class. This match of activities to the needs of pupils is facilitated in most lessons by the careful placing of pupils into three or four groups based on prior attainment. As a result, the work for pupils in most lessons has about the right level of challenge.

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HOW WELL ARE PUPILS TAUGHT?

20. Lessons begin promptly and in a quiet, purposeful and orderly way. Most lessons are well structured and they are well paced. Lessons frequently start with discussion of previous work and good questioning to check pupils’ prior knowledge and understanding. Teachers explain the learning objectives for each lesson clearly to the pupils. They organise individual and group activities, which follow the initial whole class teaching, effectively, and provide good support to the different groups. Most lessons finish with a plenary session, which is used to reinforce the learning objectives and to check pupils’ knowledge and understanding. Tiverton Primary School - 12 21. Practical activities, including investigational work, are planned and used well. For example, in a Year 6 English lesson, the teacher involved pupils in looking at excerpts from newspapers and the characteristics of different writing. Pupils carry out investigational work in mathematics, for

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HOW WELL ARE PUPILS TAUGHT?

example, looking for number patterns, and, in science, for example, investigating the properties of solids and liquids.

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HOW WELL ARE PUPILS TAUGHT?

22. The effective use of questions by teachers, regular checking of pupils’ progress and feedback to pupils in lessons results in good assessment of pupils’ knowledge understanding and skills in the classroom. Teachers use this information well to plan future work. The recording of pupils’ attainments is well developed in literacy and numeracy but not in other areas of the curriculum. Marking of pupils’ work is done regularly but there is a tendency to overcorrect rather than using more focused marking linked to learning objectives.

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HOW WELL ARE PUPILS TAUGHT?

23. Teachers explain things clearly, making good use of demonstrations, whiteboards and overhead projectors. Learning resources are well planned and well used by teachers. Classrooms are well organised. Teachers plan work with their teaching assistants. They are deployed well and provide good support to individuals and groups.

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HOW WELL ARE PUPILS TAUGHT?

24. Teachers manage pupils very well and promote a positive working atmosphere in lessons. Class routines are generally well established and are followed well by pupils. Incidents of lively or occasionally difficult behaviour by pupils are dealt with effectively. Teachers respect pupils and relationships in classes between teachers and pupils are very good. Teachers pay careful attention to raising pupils’ self esteem and to ensuring equality of opportunity.

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HOW WELL ARE PUPILS TAUGHT?

25. Where teaching was weaker, the following shortcomings were evident in otherwise effective lessons:

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HOW WELL ARE PUPILS TAUGHT?

• insufficient time allowed to enable pupils to complete activities or for a useful plenary session or, conversely, too much time allowed so that pupils lost concentration; • an insufficiently demanding task; • learning objectives not clear and, linked to this, activities not clearly explained to pupils and, as a result, they were unclear about what they were doing and why; • insufficient assessment of pupils’ work and adaptation of the lesson to meet their needs.

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HOW WELL ARE PUPILS TAUGHT?

26. Teaching assistants make a good contribution to pupils’ learning throughout the school. This was especially evident in the literacy and numeracy lessons observed, although they also cover other areas of the curriculum. Teaching assistants display good knowledge and understanding of literacy and numeracy strategies and use them well in supporting pupils. They have very good and trusting relationships with the pupils, whom they know well, and they adapt their teaching and resources to the learning needs of individuals and groups well. This was particularly evident in their work with pupils who have English as an additional language and with lower attaining pupils. Bilingual teaching assistants also make use of the pupils’ home language to help them access the curriculum. Teaching assistants also informally assess the achievement of pupils they work with in lessons and give feedback to the teacher about pupils’

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HOW WELL ARE PUPILS TAUGHT?

progress with a view to helping teachers to use that information for future planning.

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HOW WELL ARE PUPILS TAUGHT?

27. In both key stages, the teaching of pupils with special educational needs is good. Teachers carefully plan for the different needs within their class and children are well supported through additional adult help, appropriately planned work and opportunities to work on an individual basis with specialist support. These pupils benefit from working in small groups in numeracy and literacy and in whole-class activities, where they have equal access to the curriculum and where their contribution is valued. The headteacher monitors the use made of individual educational plans through monitoring teachers’ planning.

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HOW WELL ARE PUPILS TAUGHT?

28. The teachers are skilful in extending the high ability pupils identified in the school’s register for gifted and talented pupils. They plan challenging activities for these pupils and teach them very effectively in small groups during and after school.

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HOW WELL ARE PUPILS TAUGHT?

29. Pupils who speak English as an additional language are integrated well into classroom activities. They are given tasks which are appropriate and are well supported by teachers and classroom Tiverton Primary School - 13 assistants. Those who are competent in English are taught well across the curriculum by the staff and a specialist teacher, as was seen in the school’s approach to partnership teaching. Pupils at an early stage of learning English are also supported effectively alongside other pupils in their classes, as well as on an individual basis by teachers and the classroom assistants. As a result, all pupils make good progress in lessons.

p.14

PUPILS?

30. In both key stages the curriculum is broad. It is balanced to make it more relevant and inclusive to meet the needs of its pupils, as recognised in the last inspection. It is planned tightly to ensure that all teachers cover the work they should and the provision for spiritual, cultural and personal development is also good. The curriculum meets the statutory requirements of the National Curriculum and for religious education. The policies for health and drugs education are fully in place. However, the issue of whether or not to teach sex education has yet to be considered by the governing body of the school. Otherwise, the whole curriculum is planned carefully in the long and medium term, and a good overall structure is in place. The school meets national recommendations for the amount of teaching time each week. The allocation of time for English is generous and good for mathematics, but it is limited for other subjects. Pupils do not have

p.15

PUPILS?

sufficient time to study these subjects in sufficient depth or to develop their researching and writing skills well.

p.15

PUPILS?

31. Schemes of work are in place for most subjects. The school uses national subject guidance from the Qualifications and Curriculum Authority (QCA) together with the local authority guidance in the agreed syllabus for religious education as the basis for its schemes. Planning is good particularly in English, mathematics and science. Provision for basic skills is effectively made through the delivery of literacy and numeracy strategies, but there are insufficient links between subjects to help enhance and improve writing, mathematical and information and communication technology skills. Extra time is given to reading each day outside the literacy hour, helping reinforce pupils' interest and confidence.

p.15

PUPILS?

32. Early language support is provided for pupils in Year 1 and booster classes are provided for older pupils at appropriate times of the year in order to raise attainment of targeted groups of pupils in English. Subject co-ordinators have been appointed for most areas of the curriculum, although some co-ordinators are new to their responsibilities and their role is developing well.

p.15

PUPILS?

33. There is equal access to the curriculum for all pupils, reflecting the importance attached to equal opportunities in the school’s aims, ethos and practice. For example, provision for pupils who have English as an additional language and those with special educational needs is good. Their needs are assessed and identified soon after they join school and they are supported appropriately through groupings in lessons. Those at the early stages of learning English are usually supported within classes. The provision for pupils with special educational needs is good. Pupils with special educational needs receive the full curriculum offered by the school and are provided with good support through the deployment of additional staff. The school is implementing the provision for all children identified as having special educational needs.

p.15

PUPILS?

34. The provision for pupils’ personal, social and health education (PSHE) is good. This subject is taught across the school as a separate subject and in circle time, and is used effectively as part of personal development and citizenship. The school nurse deals with sex education matters and the local authority provides drugs awareness lessons for all pupils from Year 1 to Year 6.

p.15

PUPILS?

35. Extra-curricular provision is good, overall. There are ‘drop-in’ sessions run by the learning mentor at lunchtime and a school council is also being planned. After school provision includes music and drama clubs, drums, toy making, football training, story telling in Turkish and African stories in English and Somali languages. Special trips are organised particularly targeting Turkish, Kurdish and Somalian pupils and adults, such as visits to the London Zoo, London Aquarium and Science Museum. As in previous years, Year 6 will go on an outward bound course; this has become very popular with boys and girls and their families and there are fewer places than the current demand, a positive shift demonstrating the confidence of parents to allow their children, and specially girls, to go on this trip. Tiverton Primary School - 14 36. Links with families and schools in the area are good. Pupils in Year 6 go to the City Learning

p.15

PUPILS?

Centre for information and communication technology lessons and there are effective links with local primary and secondary schools. The school holds classes for parents, known as ‘SHARE’, held at the youth centre next to the school, supporting them to help their children’s learning at home.

p.16

PUPILS?

37. The school’s provision for spiritual development is satisfactory. The school provides an environment in which pupils are valued as individuals. Religious education lessons provide opportunities for pupils to gain insights into values and beliefs of the principal faiths. This was seen in a religious education lesson where the teacher washed her hands in front of the class before uncovering a holy book. Pupils are provided with moments to quietly reflect. For instance on the week of inspection, during an assembly, pupils were guided to think about the words of the song ‘Harambee’ which encourages children to work, play and live together in harmony. Singing during assemblies is very good; pupils sing with joy and expression. Opportunities during art lessons also provide a spiritual dimension to school life; for example, a corridor display shows how pupils had used paint strokes to visualise a piece of music being

p.16

PUPILS?

38. The school’s provision for moral development is very good. School rules and conventions of behaviour are prominently displayed around the school, teaching pupils to respect their surroundings and each other. Teachers themselves are good role models for pupils, through their commitment and care they show for the pupils’ welfare, and the ways in which they offer clear moral guidance. The school encourages personal responsibility by appointing pupils as monitors and encouraging older pupils to care for the younger ones. The provision of moral development also extends into lessons. Examples of this were seen in a Year 6 humanities lesson where pupils were asked to write out their own moral code, and during a story in a Year 2 lesson focusing on how anger affects people differently and how to deal with it. The school encourages lunchtime supervisors to involve pupils in playground games. This supports pupils’

p.16

PUPILS?

understanding of the need for rules and fair play.

p.16

PUPILS?

39. Provision for social development has many good features. There are good opportunities for pupils throughout the school to collaborate in subjects such as music, or in groups within literacy. During the inspection pupils were seen working well together and sharing resources sensibly. Singing together, in assemblies and in the choir, enhances pupils’ social development as they are united in enjoying a shared, social experience. In one assembly, pupils were reflecting on how they can make each other’s lives happier by smiling and being supportive. This was followed by an appropriate song entitled ‘Smile a While’ with pupils shaking hands with each other. Pupils are expected to show courtesy towards visitors and to each other as they move around the school. This they do well. They never miss an opportunity to greet visitors with a warm smile. Some pupils develop their social skills further at the school’s breakfast club and

p.16

PUPILS?

40. The school’s provision for cultural development is satisfactory. Within the curriculum pupils are provided with opportunities to develop their knowledge of other countries and different religions. For instance pupils have studied and visited local places of worship including a mosque, church and synagogue. Music plays a large part in broadening pupils’ understanding of different cultures, such as the use of African drums. They listen to music from around the world and sing songs in different languages. There are pupils from many different countries within the school. Curriculum planning at present does not reflect the wide range of pupils’ own cultural backgrounds. Successful attempts have been made to increase pupils’ awareness of the culture of this country. Trips have been made to museums and Bruce Castle where they have learned about life in Victorian times. Pupils have studied English poets and their works and the

p.16

PUPILS?

lives of famous people, such as Florence Nightingale.

p.16

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. The school works very hard to create a environment in which pupils feel safe and an atmosphere in which they feel both cared for and secure. In both these aspects the school has been very successful. The early morning breakfast club provides a free meal to over 50 children. The headteacher, her deputy and all class teachers have a very good knowledge of all Tiverton Primary School - 15 the pupils and remain alert to pupils’ needs and sensitivities. The school provides good support and guidance for the personal development of all its pupils, albeit that monitoring is generally informal. It places strong and successful emphasis on the personal, social and moral development of the pupils and this helps to promote their confidence and supports their endeavours to become more independent. Relationships between pupils and staff are very good. Pupils say that all staff are very approachable and always willing to listen; they find this

p.16

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. The school’s arrangements for promoting the welfare, health and safety of pupils, including child protection, are very good and much time is spent in ensuring that pupils are protected and well cared for whilst at school. The school faces many obstacles in this respect. For instance, on the week of inspection, overflowing manholes, discharging raw sewage, was evident on the public pathway immediately adjoining the school playground. Whilst the school reported this to the relevant outside agency on the Monday morning it was two days before the arrival of cleaning services. The school follows the local child protection procedures. A member of staff is fully trained as key worker and ensures that all members of staff are familiar with the need to be vigilant in this area. Both the headteacher and designated person for child protection are deeply concerned however, that when the school identifies an issue regarding a child’s welfare,

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

they struggle to get the support of the relevant outside agency. On inspection week it was observed that much of the headteacher’s time was taken up with trying to contact these agencies, with varying degrees of success.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. There are appropriate policies to support health and safety and there are a number of trained first-aiders. The school’s welfare assistant is on hand during the day to attend to children who are unwell or distressed. The school fails to record all accidents in the accident book. Severe accidents only are recorded and parents are contacted when necessary. Lunchtime supervisors are caring and keep a watchful eye on behaviour in the playground. Currently, younger pupils are in the playground at lunchtime for nearly an hour. On the week of inspection, supervisors were seen valiantly trying to keep these pupils entertained by playing playground games. The school has formed good relationships with the local police. This, together with the erection of new security fencing, has reduced the problem of unauthorised entry into the school playground after school hours.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. Procedures for monitoring and promoting good behaviour and eliminating oppressive behaviour are very good. The staff have high expectations of behaviour and most pupils strive hard to meet them. Class teachers praise pupils for good work and behaviour and this works well. Pupils enjoy receiving raffle tickets for effort and achievement and the chance to win a prize at the Celebration Assembly. Class efforts are also encouraged and rewarded. The school has a clear behaviour policy. Should a pupil’s behaviour give rise for concern, there are suitable procedures in place to deal with the matter, which may include the involvement of parents. Pupils are quite open when speaking about matters relating to bullying; they indicate that, whilst bullying does occur sometimes, they know what they must do and are adamant that it is handled quickly and efficiently by staff.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. Procedures for monitoring and promoting good attendance are satisfactory overall. The deputy headteacher has put in place good strategies for improving attendance and punctuality by making parents aware of their relevant responsibilities through letters and information. Registers are taken at the beginning of both sessions and attendance is recorded correctly. The member of staff responsible for monitoring attendance liaises every three weeks with the education welfare officer. However, this staff member is also heavily committed with other areas of pastoral care and involvement with parents. This heavy workload restricts her monitoring attendance rigorously, particularly with regard to establishing the whereabouts of pupils whose parents have failed to notify the school of their child’s absence. The headteacher is aware of this and intends to rectify the matter immediately. Most pupils are punctual but late

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

arrivals are noted and parents contacted if necessary.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. There are good procedures for the identification of pupils with special educational needs. There is good liaison with outside agencies, which provide support. The special educational needs co- ordinator maintains appropriate information about all children identified as having special educational needs and all classes have current documentation relating to individual targets. Tiverton Primary School - 16 47. The procedures for assessment and for monitoring pupils’ academic progress in English and mathematics are good and these are used well to inform curriculum planning. The school has worked hard in developing its assessment procedures, using a range of optional and standardised testing to assess pupils’ attainment against the National curriculum levels. The staff analyse data carefully and predict targets for their pupils. A good programme has been developed for assessing pupils’ work each term, where work is evaluated by teachers and the

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

headteacher. Good records are kept of pupils’ progress in relation to their targets. However, procedures are not appropriately developed in science and other subjects to chart pupils’ progress over time.

p.18

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

48. The school’s partnership with parents is good and has been maintained since the last inspection. Parents’ views of the school are favourable. They hold the school in high regard and most report that their children come happily to school each day and enjoy their lessons. Parents appreciate the commitment of the headteacher and her staff and what the school seeks to achieve for their children.

p.18

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

49. The induction into the nursery and reception classes is well managed. Parents and children are invited to visit the school and arrangements are made, where possible, for translators to be present. The school is able to provide translations in Turkish and Somali, the languages most common to families at the school. Early Years staff have developed a very useful handbook for parents about starting school and this, too, has been translated. Nursery staff also make home visits before children start school. Children and parents are helped to become confident through the home-school partnership.

p.18

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

50. A few parents expressed minor concerns about the school’s performance in two areas. They feel that pupils do not always get the right amount of homework and do not agree that there is an interesting range of activities outside lessons. The inspection finds that, whilst some teachers are setting appropriate homework tasks in line with the school’s homework policy, others are not; in this respect, parents’ concerns are justified. Similarly, pupils are expected to take their reading books home each evening and interviews with pupils indicate that this practice is inconsistent from class to class. However, reading resources in school are limited and this affects homework expectations. The school provides a number of extra-curricular activities for its pupils which are entirely appropriate for children of this age. So, parental concerns on this issue are unfounded.

p.18

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

51. The quality of information to parents is satisfactory overall. As reported at the previous inspection, the headteacher ensures that there are translations of letters into different home languages in order to keep parents informed about what the school is doing. Turkish and Somali translators are available to parents both before and after school each day. The school’s prospectus and annual governors’ report are combined in one simple document, which is an unusual procedure, but approved by the local education authority. Parents receive regular newsletters advising them of school activities, news and events. The school does not provide parents with termly curriculum information on what their children are learning in the classrooms and how they can help at home. A few parents do have the advantage of learning more about work in the classrooms through the SHARE group set up by the Ethnic Minority Achievement

p.18

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

Grant (EMAG). On the week of inspection, these parents, with the help of Turkish and Somali interpreters, were observed learning how to develop skills to help their children at home to consolidate the work done in school. A number of Turkish parents have also had the opportunity of observing a numeracy lesson. These strategies support parents well to help their children to extend their learning at home.

p.18

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

52. The school holds consultation evenings for parents at the beginning of each term. Parents that attend these meetings report that they are well informed about how their children are progressing. The consultation evenings also provide parents with the opportunity to discuss their children’s targets for the forthcoming term. Parents are encouraged to help their children with reading and spellings. However, in many cases parents are limited in their knowledge of the English language and are unable to support their children with these tasks. Parents receive an annual report to inform them of their children’s progress. These reports set out what pupils Tiverton Primary School - 17 know, can do and understand and, in the best examples, inform parents of how their children could improve. Parents are well informed on pupils’ progress in English, mathematics and science but there is insufficient information to enable parents to understand how their children

p.18

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

53. The school makes every effort to ensure that parents and carers have the opportunity to take part in the identification and provision for the special educational needs of their children. There are good systems in place which involve and inform parents of children with special needs about their children’s progress.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

54. The school recognises that liaison between home and school is most important and is making substantial efforts to engage parents in pupils’ learning in school. The school’s learning mentor strengthens these links by being accessible to parents at the beginning and end of each day, listening sympathetically, dealing with their concerns and liaising with the senior management staff and education support worker. She has also recently been involved in organising trips for up to 16 parents and their children to places of interest such as the London Science Museum.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

55. Despite the efforts of the headteacher and her staff there is little direct parental involvement in the work of the school. However, most parents are very supportive and respond well to events involving their children, such as musical concerts. The school does not have a parent teacher association, although small committees of parents help to run fundraising events such as the spring raffle and summer fair.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

56. During the inspection, many parents came into school to deliver and collect their children and to talk to members of staff. All were made to feel welcome. This helps to promote and develop a positive partnership between the school and the parents.

p.19

HOW WELL IS THE SCHOOL LED AND MANAGED?

57. The headteacher provides effective and strong leadership in developing and managing the school and she is supported well by the deputy headteacher and senior managers. The senior management team ensures a clear educational direction for the school. The headteacher and the deputy headteacher monitor the quality of the teaching and learning very effectively and ensures that that the outcome is well linked to the school’s performance management and staff development programmes. Subject co-ordinators regularly attend appropriate training courses. Their roles in monitoring teaching are developing well. Staff development is also effectively related to the school improvement plan. As a result of these measures, the quality of teaching has improved significantly and standards are beginning to rise.

p.19

HOW WELL IS THE SCHOOL LED AND MANAGED?

58. The recruitment and retention of governors have been difficult for the school for some time. Therefore, most of the work has to be carried out by three or four governors, including the chair and the vice-chair. These governors participate fully in the review and development of the school improvement plan. Through its committees, the governing body has a satisfactory oversight of the standards attained by pupils, staffing and resources. The governors fulfil their statutory requirements.

p.19

HOW WELL IS THE SCHOOL LED AND MANAGED?

59. The management of special educational needs is satisfactory. The special needs co-ordinator has only recently been appointed. She has clear ideas for the development of her role and intends to improve the monitoring of the effectiveness of this area by working alongside class teachers. She has a good understanding of children’s needs within the school and has worked hard to introduce the new Special Needs Code of Practice. The school has a policy for special educational needs and is in the process of revising it in the light of the new Code. At present the governor responsible for special educational needs has had little involvement in determining the school’s approach. There are plans to develop this role and to raise awareness of all governors of the special educational needs within the school. Support staff working with pupils who have special educational needs are well informed and carry out their work effectively.

p.19

HOW WELL IS THE SCHOOL LED AND MANAGED?

60. The provision for pupils speaking English as an additional language is managed well by the senior managers in collaboration with the local authority adviser. Staff have been made well Tiverton Primary School - 18 aware of the learning needs of these pupils, particularly of those who are at an early stage of learning English. Support staff make a good contribution to these pupils’ learning.

p.19

HOW WELL IS THE SCHOOL LED AND MANAGED?

61. The school has a high commitment to equality of opportunity that permeates its ethos. Each pupil is valued and respected. The school provides enrichment by offering a good range of visits, welcomes visitors to enhance the curriculum and provides extra-curricular clubs that are well attended.

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

62. The school has sufficient suitably qualified and experienced staff to meet the demands of the National Curriculum. Over the last two years, four teachers left and three were replaced. The appointment of bilingual support staff has proved to be very effective in providing good support for pupils to learn English through their home language. The good induction programme in place for the newly-qualified and newly-appointed teachers is consistently applied. New staff are also well supported by the headteacher and their mentors.

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

63. Accommodation is just satisfactory at present. It is spacious but in need of a great deal of repair. The recent building work has improved the provision to some extent and more work is planned. The outside environment, such as the courtyard and playgrounds, are dull and do not provide opportunities for imaginative play. Resources for learning have improved over the past year but are still not sufficient, in quality and quantity to meet the needs of the curriculum. Outdoor facilities for the children in the nursery and Reception classes are inadequate to support their physical and social development effectively.

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

64. The local education authority still holds the budget but is preparing to return the delegated powers to the governing body. The school has a large deficit carried over the last few years. This is not removed yet. However, the local education authority, in consultation with the school, has now drawn up a plan to pay back the deficit over the next three years. The school has not been audited over the last seven years. However, the school maintains a thorough record of its spending which is monitored by the headteacher regularly. The headteacher shares this record with the chair and the vice-chair, who is also the chair of the finance committee.

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

65. The deployment of teaching staff is effective and ensures efficient management of the school. Resources are used well to enhance pupils’ knowledge and understanding in all areas of the curriculum. Good use is also made of visitors and outside visits to enhance pupils’ learning. The school provides satisfactory value for money.

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

66. The leadership and management of teaching assistants are good. Management of different groups of teaching assistants is clearly defined and organised within the senior management team. They are deployed well, making good use of their strengths and expertise to work with different groups of pupils. They take full part in staff meetings and have equal access to training, which they use well. They team up well with teachers in creating an effective learning environment for pupils. Tiverton Primary School - 19

p.20

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

To raise standards further and improve the quality of education, the governors, headteacher and staff should:

p.21

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

i. continue to improve standards of attainment in English and mathematics in both key stages;

p.21

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

ii. raise standards in science, art, history, geography and information and communication technology in Key Stage 1 by:

p.21

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

a. allocating sufficient time for teaching these subjects; b. assessing pupils’ progress in these subjects, particularly in science, over time;

p.21

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

iii. developing appropriate assessment procedures for science and the foundation subjects and implementing them effectively;

p.21

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

iv. improve resources further in all areas of the curriculum, especially the outdoor provision for the children in the nursery and reception classes;

p.21

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

v. apply the existing monitoring procedures for raising the level of attendance more rigorously.

p.21

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In addition, the school should consider the following minor issue:

p.21

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• continue to develop planning in the reception classes to improve progression.

p.21

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(paragraph 71) Tiverton Primary School - 20

p.21

Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 50

p.22

Summary of teaching observed during the inspection

Excellent Very Good Good Satisfactory Unsatisfactory Poor Very Poor

p.22

Summary of teaching observed during the inspection

Percentage 7 20 41 28 4 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.22

Information about the school’s pupils

Pupils on the school’s roll Nursery YR -Y6

p.22

Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 40 332

p.22

Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 30 197 FTE means full-time equivalent.

p.22

Information about the school’s pupils

Special educational needs Nursery YR – Y6

p.22

Information about the school’s pupils

Number of pupils with statements of special educational needs 0 5

p.22

Information about the school’s pupils

Number of pupils on the school’s special educational needs register 3 56

p.22

Information about the school’s pupils

English as an additional language No of pupils

p.22

Information about the school’s pupils

Number of pupils with English as an additional language 284

p.22

Information about the school’s pupils

Pupil mobility in the last school year No of pupils

p.22

Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 107

p.22

Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 75

p.22

Attendance

National comparative data 5.6 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Tiverton Primary School - 21

p.22

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

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2001 15 14 29

p.23

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

National Curriculum Test/Task Results Reading Writing Mathematics

p.23

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

Boys 12 12 13 Numbers of pupils at NC level 2 and above Girls 10 10 12

p.23

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

Percentage of pupils School 76 (73) 76 (87) 86 (98) at NC level 2 or above National 84 (83) 86 (84) 91 (90)

p.23

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

Teachers’ Assessments English Mathematics Science

p.23

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

Boys 12 13 11 Numbers of pupils at NC level 2 and above Girls 10 11 10

p.23

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

Percentage of pupils School 76 (73) 83 (87) 72 (69) at NC level 2 or above National 85 (84) 89 (88) 89 (88)

p.23

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

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

p.23

Attainment at the end of Key Stage 2 (Year 6)

Year Boys Girls Total Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2001 15 14 29

p.23

Attainment at the end of Key Stage 2 (Year 6)

National Curriculum Test/Task Results English Mathematics Science

p.23

Attainment at the end of Key Stage 2 (Year 6)

Boys 3 3 11 Numbers of pupils at NC level 4 and above Girls 7 2 12

p.23

Attainment at the end of Key Stage 2 (Year 6)

Percentage of pupils School 34 (37) 19 (47) 85 (77) at NC level 4 or above National 75 (75) 71 (72) 87 (85)

p.23

Attainment at the end of Key Stage 2 (Year 6)

Teachers’ Assessments English Mathematics Science

p.23

Attainment at the end of Key Stage 2 (Year 6)

Boys 3 4 11 Numbers of pupils at NC level 4 and above Girls 8 6 12

p.23

Attainment at the end of Key Stage 2 (Year 6)

Percentage of pupils School 38 (40) 34 (50) 79 (73) at NC level 4 or above National 72 (70) 74 (72) 82 (79) Percentages in brackets refer to the year before the latest reporting year. Tiverton Primary School - 22

p.23

Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 62 Black – Caribbean heritage 0 0

p.24

Ethnic background of pupils Exclusions in the last school year

Black – African heritage 74 Black – African heritage 0 1

p.24

Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 0 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.

p.24

Teachers and classes Financial information

Total number of qualified teachers (FTE) 17 Financial year 2000/2001

p.24

Teachers and classes Financial information

Number of pupils per qualified teacher 19.5

p.24

Teachers and classes Financial information

Education support staff: YR – Y6 Total income £814,406

p.24

Teachers and classes Financial information

Total number of education support staff 4.2 Total expenditure £883,745

p.24

Teachers and classes Financial information

Total aggregate hours worked per week 125 Expenditure per pupil £3037

p.24

Teachers and classes Financial information

Qualified teachers and support staff: nursery Balance brought forward from previous year -£29,151

p.24

Teachers and classes Financial information

Total number of qualified teachers (FTE) 1 Balance carried forward to next year £ 98,490--

p.24

Teachers and classes Financial information

Number of pupils per qualified teacher 40

p.24

Teachers and classes Financial information

Total number of education support staff 2

p.24

Teachers and classes Financial information

Total aggregate hours worked per week 127

p.24

Teachers and classes Financial information

Number of pupils per FTE adult 13 FTE means full-time equivalent.

p.24

Recruitment of teachers

Number of teachers who left the school during the last two years 6

p.24

Recruitment of teachers

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

p.24

Recruitment of teachers

Total number of vacant teaching posts (FTE) 1

p.24

Recruitment of teachers

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 1

p.24

Recruitment of teachers

Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 1 FTE means full-time equivalent. Tiverton Primary School - 23

p.24

Percentage of responses in each category

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

p.25

Percentage of responses in each category

My child is making good progress in school. 67 29 2 0 0

p.25

Percentage of responses in each category

Behaviour in the school is good. 65 29 1 0 4

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Percentage of responses in each category

My child gets the right amount of work to do at home. 53 24 14 2 4

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 74 20 4 1 1

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 59 35 1 0 4

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 72 20 0 1 5

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Percentage of responses in each category

The school works closely with parents. 65 25 5 1 2

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Percentage of responses in each category

The school is well led and managed. 73 15 5 0 6

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Percentage of responses in each category

The school is helping my child become mature and responsible. 65 26 2 0 5

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 47 24 7 2 19 Tiverton Primary School - 24

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AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

67. At the time of the previous inspection the nursery provision was inspected in relation to the areas of learning for children under five. Children were judged to be making satisfactory progress over time, although their attainment was below the level expected nationally for five year olds. The Reception class was inspected under the National Curriculum requirements. In September 2000, the Foundation Stage for children’s learning was introduced for nursery and reception children. This means that the current provision was inspected according to the Early Learning Goals for the Foundation Stage.

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AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

68. The induction into the nursery and reception classes is well managed. Since her appointment in September 2001, the co-ordinator has worked hard to implement and establish the new national programme for the children in the nursery and the reception classes. Children and parents are helped to become confident through the home school partnership.

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AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

69. The children presently in the nursery are making good progress. However, in the last year there were several staff changes in the nursery, resulting in an unsettled period. This meant that the progress of the children now in the reception class was not as good and they began their reception year with skills well below average in all the areas of learning. A number of children did not attend Tiverton nursery and many of them start school with skills that are well below average. Children in the reception classes make satisfactory progress but by the time they are ready to begin Year 1 their attainment in all the areas of learning, although improved, is still below that expected of children of this age.

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AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

70. Teaching in the Foundation Stage is satisfactory. In communication, language and literacy and in mathematical development, teaching is good. Teaching in the nursery is consistently good or very good in all the areas of learning. In the reception classes, provision for children’s physical, creative, personal, social and emotional development and their knowledge and understanding of the world is satisfactory. In the nursery, all the areas of learning are planned for very effectively. Adults each have a focused activity for the session. They make regular observations of children, noting their attitudes, progress and attainment. Each day, two children are selected for detailed observation so that over time, a record of progress and attainment is built up. Children’s profiles are illustrated by photographs of various activities. Parents and carers are invited to view the profiles when they wish. This is a new system for the school and the nursery

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AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

teacher plans to pass on the records to the Reception class teachers at the end of the year. The observations focus closely on the six areas of learning and children’s progress towards the Early Learning Goals.

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AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

71. In the reception classes, the teachers plan well for activities in communication, language and literacy and for mathematical development. Each adult has a focus activity and planning for these is effective. However, the planning for children’s independent activities is less well developed. When not working in a focus group with an adult, children are free to choose what they would like to do. The range of activities from which they choose is not effectively planned to develop their skills in the recommended areas of learning. Teachers do not ensure that all children experience a wide enough range of activities, and do not keep detailed records of which activities children choose. This means that some children are inclined to choose only those activities they enjoy and are good at, with the result that they do not develop all the skills they need. In the nursery, adults ensure that over the week children experience activities in all the

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AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

areas of learning. The curriculum is rich and stimulating. The staff take every opportunity to promote children’s independent learning skills and develop their vocabulary.

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AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

72. In all the Foundation Stage classes, the day begins well. When children arrive, they register their names and go straight to their chosen activities. Parents and carers are welcome to stay for a short while and settle their children. The staff are free at this time to welcome them and discuss any areas of concern. The majority of children are happy and settled in school and follow the familiar routines. Tiverton Primary School - 25 73. In the nursery, resources for learning are satisfactory but some are rather worn and in need of replacing. In the reception classes, resources are unsatisfactory. The school’s budget difficulties have had a serious impact on provision. The reception class teachers and support staff work hard to provide stimulating activities for the children but are hampered by the lack of good quality resources to support learning. Both the nursery and reception classes have a

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AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

secure outdoor play area but the provision for outdoor play facilities is inadequate. The use of the outdoor area as a stimulating outdoor learning environment needs to be further developed.

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Personal, social and emotional development

74. The majority of children enter the nursery with immature skills in personal, social and emotional development. In the sessions observed, children were happy and settled and used to nursery routines. This continued in the reception classes, although during the independent activities, children’s relationships with each other were not so good. They found it difficult to share toys and equipment. Because they speak different languages, they are often not able to negotiate and make their needs known. Whilst a small proportion of children are likely to attain the Early Learning Goals for this area, the majority of children are unlikely to meet the expected level. In both the nursery and reception classes, children are enthusiastic about their learning.

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Communication, language and literacy

75. When children start in the nursery, their speaking skills are well below expected levels and this has an impact on their learning in all curriculum areas. The majority of children speak English as an additional language and the school makes good use of bilingual teachers and nursery nurses to support children’s learning. They make good progress but their skills are still below average when they start in the reception classes. The children in the current reception class had a very unsettled nursery education and, as a result, did not make satisfactory progress. Their levels of attainment in this area are still well below average. All the staff work hard to develop children’s language skills and vocabulary.

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Communication, language and literacy

76. The school has been successful in recruiting bilingual teachers and support staff who share some of the languages spoken by the children. This is very positive in supporting children’s language development. The staff are also very well deployed at parents’ evenings, helping those parents who are not fluent in English. A very positive result of the school’s efforts has been the identification of children’s special educational needs. For example, a Turkish speaking nursery nurse was able to identify that one of the children has delayed development in her first language and her difficulties are not the result of her lack of fluency in English. This has enabled the school to provide appropriately targeted support for the child.

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Communication, language and literacy

77. Children show great enjoyment of books and stories. Whenever an adult begins to read to a group, other children quickly join the group. Children greatly enjoyed the book ‘The Tiger who came to tea’. They talked about the illustrations and one child told her own version of the story using the pictures. Staff encourage children to talk about their activities. They guide children well in clarifying their thinking and explaining the reasons for their actions. Children are given plenty of opportunities to read and write. They make cards and letters for their friends. Pencils, crayons and different kinds of paper are readily available and children regularly use them. However, too often children concentrate on carefully colouring the shapes in the printed borders of the pages rather than writing their own messages. Children have favourite books and can retell the stories. They enjoy talking about the stories they have heard. Children are

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Communication, language and literacy

encouraged to take books home to read with adults.

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Communication, language and literacy

78. Although a small number of children are likely to attain the Early Learning Goals in this area of learning by the end of the Reception Year, the majority are unlikely to attain the levels expected.

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Mathematical development

79. Children’s early mathematical skills are also well below those expected nationally.

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Mathematical development

80. Staff successfully use mathematical activities to support and extend language development. Children are encouraged to count in different situations. For example, in a registration session, Tiverton Primary School - 26 they know that there are 20 children present and can say that “this is one more than yesterday”. They enjoy pegging shirts on a clothesline in order of size. In the nursery, the tricycles are given registration numbers and children are encouraged to match these to the parking space with the same number. Staff use the outside apparatus to help children learn vocabulary to describe positions, such as over, behind and beside. Children who have reached their fifth birthday are able to write the numbers as they count, but do not always match the numerals correctly. Many of the younger children reverse the numbers when writing them. When playing with sand or water, children have further opportunities to develop their mathematical language

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Mathematical development

as they learn terms like full, empty, more and less. When the children play with these activities there is often limited adult intervention and opportunities are missed to develop children’s mathematical development. In all classes children enjoy singing number songs and rhymes. The school’s baseline assessments for mathematical development show that children’s attainment is well below average and that a number of pupils are unlikely to attain the Early Learning Goals by the end of the reception year. Inspection findings confirm this view.

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Knowledge and understanding of the world

81. When they start in the nursery, most children have limited knowledge and understanding in this area. For many of the children this is their first experience outside their home environment, and their first experience of English. A small number of children have a good basic general knowledge but many show understanding below expected levels. In both the nursery and reception classes children enjoy using the computer. They can use the mouse to operate programmes and to move objects on the screen. One of the bilingual nursery officers worked well to support a group playing language and number games and also used the opportunity to develop children’s knowledge of different domestic animals. Children enjoy planting cress seeds in potato heads and know that plants need moisture to help them grow. They have also planted seeds in small pots and expect the bean they have planted to grow into a beanstalk.

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Knowledge and understanding of the world

Children’s learning is enhanced when they are supported by an adult but the independent activities do not provide enough opportunities to develop children’s knowledge and understanding of the world systematically. Only a small number of children are likely to attain the Early Learning Goals in this area by the end of the reception year.

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Physical development

82. Both the nursery and reception classes have their own outdoor play area. Neither area has any fixed apparatus or suitable floors. Staff set up some outdoor climbing equipment each day but the provision is not adequate to develop children’s physical and social skills sufficiently. The nursery staff have set up an obstacle course for children to help them develop their physical skills. Children in the reception class also have access to the hall for PE lessons. Children are able to run, jump, balance and climb, using a range of equipment and showing an awareness of the needs of others in the space around them. They roll hoops and are learning to throw and catch balls. Children use brushes, pencils, glue sticks, scissors and other small items of equipment with increasing confidence and skill, although many of the children in the nursery have immature skills for their age in this area. By the end of the reception year, most children

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Physical development

are unlikely to attain the Early Learning Goals in this area.

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Creative development

83. Children begin the nursery with immature skills in this area of learning. They make satisfactory progress but by the end of the reception year their attainment is still below expected levels. They enjoy making pictures with paints and crayons. In one of the reception classes, children were using a range of materials to make collages. They choose their own materials and can join and decorate these in different ways. Opportunities for imaginative play are limited. A few children enjoyed playing in the home corner but resources are very worn and do not attract the children. Children enjoy singing and exploring the small collection of musical instruments. By the end of the reception year, the majority of the children are unlikely to attain the Early Learning Goals in this area. Tiverton Primary School - 27

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ENGLISH

84. The standards reached by pupils in Year 2 are below average overall. In reading, standards are average, but they are below average in speaking and listening and in writing. In national tests in 2001, standards were well below average in reading and writing, but when compared with similar schools, standards attained are above average in reading and average in writing. Boys perform less well in reading and writing. However, results over time show a reducing gap against national standards in reading and writing.

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ENGLISH

85. The standard reached by pupils in Year 6 are below average for speaking and listening and reading and are well below in writing. Overall, standards are below average; results in national tests are well below and boys continue to achieve less well than girls, particularly when results of the last three years are analysed. Furthermore, the gap between more and less able pupils in each class widens higher up the school, for reasons largely unconnected with the school’s own work. For instance, in the present Year 5 and 6 classes there are three pupils who speak almost no English and who have only recently started at the school, while a third of pupils are effectively working close to the level expected for Year 6. More than half the pupils are working below the average levels and at least a third is working well below the average because a large number of pupils join the school in Years 3 to 6. They do not have the full benefit of attending

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ENGLISH

school for the required number of years and most of them speak English as an additional language and are at an early stage of learning English. This picture, with regard to standards reached, is similar to the one given in the previous inspection report, although pupils are judged, now, to make better progress in all aspects of the subject, with overall progress being satisfactory in both key stages.

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ENGLISH

86. When pupils enter school, their speaking and listening skills are much lower than expected, their reading skills are underdeveloped and very few have sufficient pencil control to enable them to write. These limitations are addressed well through effective teaching in Years 1 and 2. Routines of the literacy hour are well established by Year 2, so pupils generally know what is expected of them and listen carefully to instructions. Teachers develop good relationships and involve all boys and girls in discussions, including those with special educational needs or who are learning English as an additional language. Most pupils take an active part in discussions and like to join in activities, but they tend to answer questions very briefly, with a limited vocabulary. However, they strive to imitate teachers’ expressive reading, as was seen in a lesson in Year 2. They rose well to the challenge of speaking and practising unfamiliar

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ENGLISH

words, such as ‘strolled’ and ‘lumbered’ aloud together, while discussing the story of the ‘Hot Hippo’ and what these words meant. They understand that words such as teapot, toothbrush, grandfather and everywhere are compound words because there are two words in each of them.

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ENGLISH

87. In Key Stage 2, pupils learn to use and make compound words and similes, as seen in a Year 3 lesson based on reading a poem on an ‘Evil Eyeball.’ For example, they made up funny words, such as evilbody and cycledrops, and made sentences using compound words and similes, such as ‘the shoelace is as long as an elephant’s tail.’ By age eleven, pupils listen politely to others’ views and collaborate well in pairs and groups. They are more confident in asking and answering questions. For example, in lessons observed in Year 6, pupils were very enthusiastic when talking about their experiences and making suggestions for the articles they would like to choose to write about. A few more able pupils give detailed answers, and others try hard when asked to develop their ideas. They use formal language appropriately in class discussions, with correct use of technical terms, such as nouns, adjectives and verbs. This

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ENGLISH

practice helps them with other subjects, where ideas are explored and developed. Pupils in all years respond well to being taught correct pronunciation and spelling and being encouraged to improve what they want to say. This helps pupils to improve confidence in speaking to the class.

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ENGLISH

88. Pupils’ progress in reading is guided by a commercial scheme that ensures skills grow systematically, particularly in Key Stage 1. The skill of sounding out new words and finding their meaning is well taught. More able pupils are especially adept at this, although they do not always grasp the meanings of key words, even though they can read these words aloud. A limited vocabulary affects standards in reading, comprehension and writing throughout the Tiverton Primary School - 28 school. Pupils aged seven have a good grasp of what they read, but they do not always fully understand what they read. Additional help given to those with English as an additional language and those with special educational needs ensures that they build on their successes.

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ENGLISH

89. Pupils are generally interested in books, although many keep to the limited range of books offered by the commercial scheme used throughout the school. More able pupils are familiar with popular authors. Regular reading time, in addition to the literacy hour, makes sure that by eleven pupils read longer texts silently. Their understanding is sound, and some read aloud with expression. However, their ability to talk about books and explain preferences is limited. Pupils’ knowledge of how to find books in a library to use the index to find information in books is not well developed, reflecting the lack of a school library for borrowing and research.

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ENGLISH

90. Throughout the school, pupils write for a widening range of purposes and audiences. Their writing includes stories and factual reports. By seven, most pupils make their meaning plain in personal accounts, but writing in other subjects is generally brief, with limited vocabulary and short sentences. The few more able pupils spell and punctuate correctly. Handwriting is taught as a separate skill. Few pupils manage a joined style, particularly in the upper junior years, and many in Year 6 still do not join consistently. As a result, pupils throughout the school write slowly and much work is untidily presented.

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ENGLISH

91. Older pupils have a sound grasp of conventions for the beginnings and endings of stories, and those of higher ability can write correctly punctuated speech. Poetry writing is especially successful because pupils select words thoughtfully. Pupils in Year 5 create their own verses based on the poem ‘Haiwatha’ and count syllables by clapping hands. Some of them spell ‘onomatopoeia’ correctly and most understand what onomatopoeic words are. At the end of a lesson observed, the whole class suggested thirty onomatopoeic words. Pupils are given opportunities to develop their vocabulary through additional classroom support and the teaching of the use of the thesaurus, word banks and dictionaries. Sentence structures, although tending to be simple, adequately express meaning in factual writing. More able pupils use paragraphing in letters and news reports. A small proportion of their work is word-

p.30

ENGLISH

processed. Pupils with special educational needs and those for whom English is an additional language make good progress.

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ENGLISH

92. Teaching ranges from excellent to satisfactory, and is good overall. A wide range of ability presents teachers with a challenge, particularly in the older classes. Younger pupils still at the early stages of acquiring English language readily join in language games and practical activities, which are well aimed at reinforcing and extending language skills for all. However, there is a much wider gap to bridge between these and older pupils (many also still developing English language skills), where more complex language and more formal teaching methods are a norm.

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ENGLISH

93. In the best lessons, teachers read aloud with expression, capturing pupils’ attention and raising their interest in books. Brisk pace in lessons involves and challenges all pupils well. This was seen in a good lesson in Year 2, where pupils showed keen interest in the story of the ‘Hot Hippo.’ Teachers’ good questioning techniques ensure that pupils build on their previous learning. Teachers have good subject knowledge and they ensure that pupils learn a range of vocabulary suitable for their work. All pupils are included effectively in all activities. In an excellent lesson in Year 6, pupils made excellent progress in learning about different styles of writing because of the effectiveness of partnership teaching. Here, very good use of resources, high level of discussion on how to plan report writing and excellent support for all pupils meant that they successfully learnt how to write reports. Satisfactory use is made of pupils’ word

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ENGLISH

processing skills to present their work.

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ENGLISH

94. The literacy hour is well established and taught well. Where teaching assistants support some of the pupils, they make good progress. When such help is not available and tasks are not planned carefully enough for pupils’ different learning needs, their capabilities for independent learning develop at a very slow rate.

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ENGLISH

95. Marking is inconsistent. Some teachers identify weaknesses and suggest ways for improvement. However, even here, much of the impact is lost because pupils are not routinely Tiverton Primary School - 29 required to do corrections or follow-up work. There is a tendency to over-praise and pupils are not taught how to improve.

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ENGLISH

96. Leadership and management of the subject are good. Results of annual tests and samples of work by different groups of pupils are analysed for trends, and firm action is taken to raise standards. Effective monitoring of teaching and learning has improved teaching.

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ENGLISH

97. The lack of a school library limits opportunities for independent research. The school is working at addressing this problem and a library is being developed. Class libraries do not have sufficient books, although there has been some recent spending on fiction and non-fiction books and on a reading scheme. Homework is set regularly and reading books are taken home, some of which are not always returned. However, the school is working very closely with parents of children whose first language is not English to consolidate their children’s learning by teaching them the skills to make and use materials as part of the ’SHARE’ project.

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MATHEMATICS

98. In the 2001 National Curriculum tests standards were well below the national average in both Key Stages 1 and 2. Since the last inspection the school has continued to make strenuous efforts to improve standards but the results of the most recent national tests do not reflect this and standards have dipped in Key Stage 2. The school’s own analysis identifies the high transient rate of Year 6 pupils and the particularly low level of attainment of that year group. The school has worked hard to address this issue and provisional test results show that standards are improving.

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MATHEMATICS

99. Pupils in both key stages are now making good progress and more pupils are expected to meet or exceed the standards expected for their age. Attainment in both Year 2 and Year 6 is now below the national average. The detailed analysis of regular test results by the subject leader has led to more emphasis on developing pupils’ mental arithmetic skills and more time for teachers to focus on areas that have been identified as relative weaknesses, such as space and measures. This approach, linked to the National Numeracy Strategy, has helped to improve the teaching of mathematics. All teachers display a good understanding of children’s needs within their own class and meet these needs by carefully planning work to allow pupils to build on their previous learning.

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MATHEMATICS

100. Inspection evidence shows that there is no difference between the performance of boys and girls in mathematics. Pupils with special educational needs receive good support and work is well matched to their needs. They make good progress. Pupils with English as an additional language also receive effective support and, as a result, make good progress.

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MATHEMATICS

101. In Years 1 and 2, pupils are developing a good understanding of multiples of 2, 5 and 10 and are beginning to link division to halving numbers. Pupils in Year 1 can recognise tens and units and identify ‘more than’ and ‘less than’ when using a 100 square.

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MATHEMATICS

102. In Year 2, pupils show good progress in solving multiplication problems and more able pupils are devising their own clues for solving a given problem. They understand and use appropriate vocabulary, such as ‘odd/even’, ‘divided by’, ‘half’ and ‘digit’ and can provide a range of words to describe ‘multiply,’ for example, ‘lots of’, ‘groups of’, ‘times’. Scrutiny of pupils’ work shows they have had a range of mathematical experiences, such as making and interpreting graphs, Venn and Carroll diagrams, estimating and measuring and recognition of shapes. However, pupils’ progress in these areas is not as well developed. Pupil use computers to enhance their learning in mathematics, as was seen in a lesson where they were using computers to further their understanding of multiples.

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MATHEMATICS

103. In Year 6, pupils can use a protractor with accuracy to measure and draw angles. More able pupils can calculate angles and apply their skills and knowledge of triangles to solve problems. In Year 4, pupils are devising a grid with rows, columns and diagonals totalling the same number. During mental arithmetic in Year 3, most pupils can explain the strategies they have used and in Year 5, higher-attaining pupils show an understanding of how new patterns can be made by ‘rotation’ or ‘reflection’. Scrutiny of work indicates that pupils in Year 6 have had Tiverton Primary School - 30 opportunities to plot and draw co-ordinates, but emphasis has been placed on the teaching of numbers and the number system. All pupils make good progress in this area and are developing their calculation skills. Progress in areas such as measures and handling data appears less well developed. There was limited evidence to support the use of computers to enhance pupils

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MATHEMATICS

understanding of mathematics or the use of information and communication technology for the collection and interpretation of data.

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MATHEMATICS

104. Pupils across the school enjoy mathematics and those in Year 6 are keen and avid learners. During lessons, pupils in both key stages are attentive and eager to contribute during whole- class sessions. Pupils in all classes listen carefully to the response of others, as was seen in a Year 2 lesson where pupils worked well in pairs by reading clues to one another in order to solve a problem. In Year 3, pupils of different abilities were seen to support one another by sharing a wipe board during a mental arithmetic session.

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MATHEMATICS

105. The quality of teaching is good. Teachers plan their lessons well ensuring that work is appropriately matched to the needs of the pupils in the class. For their work in mathematics pupils are grouped according to ability in both Key Stages 1 and 2. This, together with the grouping of pupils into ability classes in Years 4 and 5, is having a positive effect on learning. Teachers explain very clearly what is to be learned and make sure that pupils move towards that learning outcome throughout the lesson. Most teachers display good subject knowledge and they use questions to probe and challenge individuals. For example, in Year 6 pupils were targeted to assess their understanding of angles and to see if they could use this information to find a missing angle. Teachers make good use of time; they follow the National Numeracy Strategy and ensure that lessons have appropriate pace. They support individuals and groups of

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MATHEMATICS

children and assess their understanding effectively. When additional learning support is available for pupils, their progress is enhanced and teaching assistants have a clear understanding of their role and what they are expected to do in the classroom. Assessment of pupils progress is carefully monitored through regular testing which is matched to national levels. Teachers’ own marking follows a whole-school approach to assessing pupils’ work. Scrutiny of work, however, shows inconsistencies in marking, which does not always suggest how to improve.

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MATHEMATICS

106. The newly appointed co-ordinator has a very good understanding of her role. She uses her detailed analysis of pupils’ test results to put into place strategies for helping each child to make progress by setting individual and class targets. Her monitoring of teaching in Key Stage 2 involved providing feedback on pupils’ work, their knowledge of learning objectives and ensuring consistency between classes. Her knowledge of the teaching in Key Stage 1 is not yet as well developed. The co-ordinator has planned in detail the action to be taken to develop mathematics. Resources are satisfactory.

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SCIENCE

107. Standards in science show a continued improvement since the last inspection. The improvement is most noticeable in Key Stage 2 where a majority of the pupils are attaining the standards expected. This is reflected in the most recent National Curriculum assessments where the proportion of pupils attaining level 4 and above was just below the national average. Girls’ attainment was in line with the attainment of girls nationally and boys’ attainment was slightly below that of boys nationally. The difference between boys’ and girls’ attainment is now far less significant than it used to be.

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SCIENCE

108. Pupils’ attainment at Key Stage 1 is below the national average. This reflects some improvement in comparison to the 2001 National Curriculum teacher assessments in which the proportion of pupils attaining level 2 and above was well below national averages. The progress of pupils in Key Stage 1 is satisfactory but limited by the below average reading, writing and numerical skills of pupils at the start of the key stage and also by the less than average time allocated to science in Key Stage 1.

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SCIENCE

109. As pupils move up the school, their progress in science improves. By the end of Year 2, pupils have a basic knowledge about what plants need to grow, they can carry out simple classification of materials, they know about the basic properties of magnets and they can draw a simple Tiverton Primary School - 31 electrical circuit with a battery and a bulb. They can carry out simple investigations and record results in tables but they are not able to draw tables for themselves. By the end of Year 6, pupils have a good knowledge of animal and plant life cycles, they are able to describe the properties of materials well and have a good understanding of more complicated electrical circuits. They know how to carry out investigations in a scientific way, can make predictions and test them and record their results in graphs and tables.

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SCIENCE

110. The quality of teaching in science is good overall and it is this good teaching which accounts substantially for the overall good progress pupils are making in science and the improving standards. Teachers plan their lessons well, with clear learning objectives and activities that are appropriate for the ages and abilities of the pupils. They manage pupils very well and use time effectively. Lessons have clear introductions in which teachers often use good questioning to check pupils’ prior knowledge and understanding. There is generally a good balance of whole- class teaching and individual work. The grouping of pupils in lessons is effective and the different groups are supported well through combinations of good support by teachers and, where they are present, classroom assistants. Teachers involve pupils well, giving them opportunities to contribute individually and in class discussions. Most lessons have good

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SCIENCE

plenary sessions to go over pupils’ learning and to check if the lesson objectives have been met. Learning resources are of good quality.

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SCIENCE

111. Pupils enjoy science. In all lessons they are keen and enthusiastic. They contribute well to class discussions. They concentrate on their work and behave very well.

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SCIENCE

112. The science curriculum is balanced and meets statutory requirements. The amount of investigational work being carried out by pupils is increasing, although there is more scope for pupils, particularly the older ones, to be more involved in planning investigations. Appropriate attention is paid to improve pupils’ literacy skills, particularly to developing and using scientific vocabulary. Although the use of worksheets with younger pupils helps pupils with below average writing skills, it also limits the opportunities for pupils to learn how to record observations. Some science work is linked to other areas of the curriculum appropriately. For example, work in literacy in Key Stage 1 has involved pupils in writing about life cycles. Relatively little use is being made of ICT.

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SCIENCE

113. The science coordinator has made a valuable contribution to the development of science in the school. She has worked hard to develop the science curriculum, to provide the teaching and learning resources needed and to support other teachers.

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SCIENCE

114. There has been some monitoring of pupils’ work in science but it has been limited. Assessment procedures are not sufficiently developed to track pupils’ progress. The collation and sharing with teachers of samples of work that exemplify standards expected in each year would help clarify expectations and assist in teachers’ judgement of standards, particularly for investigational work.

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ART AND DESIGN

115. Standards in art and design are generally satisfactory and reflect some progress since the last report. At that time, standards in the subject were said to need attention as pupils were not sufficiently shown how to improve their technique. Because of the school’s strong emphasis on literacy and numeracy, allocated time for the subject is limited, but pupils have additional art and design experiences in illustrating work in other subjects, such as English, geography, history and religious education. Evidence from displays and pupils’ books indicates that the standards of attainment by the end of Year 2 are low. However, as a result of attention to the teaching of techniques, by Year 6, pupils have made satisfactory progress and are attaining standards in line with those expected for this age. Pupils with special educational needs and those with English as an additional language also make satisfactory progress as they receive good support

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ART AND DESIGN

116. Where new techniques and cross-curricular work are explored effectively, pupils’ work is often good. In Key Stage 1, good results include brightly painted papier-mâché plates, designs on Tiverton Primary School - 32 fabric for Joseph’s coat of many colours and paper weaving. In Key Stage 2, pupils’ painting, observational drawing, portraiture and designs for scenery and costume benefited from instruction in techniques such as proportion, perspective, using the pencil for measurement and the differences of various painting and drawing media. In designing a chair for a special person, a good range of picture examples from different cultures and times provided an effective stimulus.

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ART AND DESIGN

117. The teaching of art and design is good across both key stages.

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ART AND DESIGN

118. Strengths in teaching include careful planning, clear objectives, good use of resources and good management of pupils. Expectations are generally high and attention is given to demonstration and to checking understanding. Time is generally used well. In a good Year 5 lesson on the observational drawing of containers from different cultures, new equipment was introduced, drawing techniques demonstrated and tasks with varied levels of difficulty planned to meet pupils’ needs. As a result, the pupils were both impressed and inspired by the demonstration, used their pencils to measure proportions as instructed and produced good quality work.

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ART AND DESIGN

119. Although the new co-ordinator has responsibilities for other subjects, her commitment to art and design is showing results. Sketchbooks are now available for all pupils, the QCA art and design scheme has been adopted, the policy is under review and new resources have been purchased. Information and communication technology is used effectively. Monitoring of teaching is recognised as an underdeveloped aspect. Art and design contributes to pupils’ cultural development, although the pupils’ understanding of the work of famous artists is yet to be extended.

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DESIGN AND TECHNOLOGY

120. No lessons were observed during inspection week as the school teaches design and technology in the half term after the inspection. However, on the basis of the examination of pupils' work, displays, teachers’ planning, discussions with the co-ordinator, staff and pupils, attainment in both Year 2 and Year 6 is judged to be in line with the expected levels. Pupils make satisfactory progress across all ages. No judgement about attainment was given in the last inspection.

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DESIGN AND TECHNOLOGY

121. In Years 1 and 2, pupils design ‘Joseph’s coat’ following the reading of the story in religious education. They showed appropriate consideration for old and new designs and the texture of the materials to be used, such as a plastic ‘rainbow coat.’ Pupils demonstrate clear understanding of the importance of designing an object before making it. Year 2 drew and designed shapes and patterns for the papier-mâché plates which they decorated well using cotton buds and bright colours. Older pupils in Years 3 to 6, designed and made a range of props, scenery and costumes for their drama production of ‘Hansel and Gretel’. These included various models of houses and masks. They make appropriate use of planning sheets and write the instructions for making an object that they produced, such as ‘money holders,’ where they showed a prototype purse out of paper. Pupils are confident in selecting and working with a

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DESIGN AND TECHNOLOGY

range of tools and a variety of materials. They evaluate their designs by identifying what is working well and what needs to be improved. They make good progress in learning designing and making skills.

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DESIGN AND TECHNOLOGY

122. The co-ordinator runs an after-school club for design and technology for those pupils who have been identified as gifted in this area. These pupils recognise that their designs have to meet a range of different needs and can clarify ideas when asked. They use labelled sketches and models to communicate the details of their designs. They think ahead about the order of their work, choosing appropriate tools, equipment, materials, components and techniques.

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DESIGN AND TECHNOLOGY

123. Teaching, as judged from planning and pupils’ work, is satisfactory. Teachers have satisfactory subject knowledge and plan well to meet the learning needs of all pupils. This means pupils acquire skills and knowledge in this area successfully as they move up the school.

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DESIGN AND TECHNOLOGY

124. The new co-ordinator has worked hard to ensure that a suitable scheme of work, based on those produced by the Qualifications and Curriculum Authority, is now in place. Staff are now Tiverton Primary School - 33 supported well in implementing the scheme and appropriate training sessions are planned and delivered. Assessment procedures are built into the planning for each unit. The co-ordinator has improved the resources which are now adequate to deliver the curriculum.

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GEOGRAPHY

125. Lessons were seen only in Year 3 and Year 6. Judgements about standards at the end of Year 2 are based on the analysis of pupils’ work, discussion with pupils and teachers’ planning.

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GEOGRAPHY

126. There was no reference to standards in geography in the last inspection report. The school’s focus on raising standards in literacy and numeracy leaves limited time for this subject which alternates with history on the timetable. However, improvements in delivery have been identified in longer term planning, including a more regular use of geographical themes for pupils’ literacy work.

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GEOGRAPHY

127. The small range of work seen in pupils’ books indicates that their achievement at the end of Year 2 is unsatisfactory. The worksheets used provide very limited experiences of the geography curriculum and fewer opportunities to develop relevant skills. Tasks are often undemanding. In most instances, pupils complete worksheets by colouring in or adding small illustrations. From lessons observed and work seen in Key Stage 2, the achievement of pupils at the end of Year 6 is in line with the expected level. Pupils are given more varied tasks and more opportunities to develop relevant skills in, for example, map reading, understanding weather patterns and comparing locations. Pupils in Year 6 also extend their geography studies on their school journey to Wales. Progress is satisfactory throughout the school. Pupils with special educational needs and those with English as an additional language also make

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GEOGRAPHY

satisfactory progress as they receive good support from teachers and classroom assistants.

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GEOGRAPHY

128. The teaching observed in Key Stage 2 was satisfactory. Planning in both key stages is satisfactory to good, with work carefully planned to meet the needs of pupils. Teachers present and pace the lessons well. Resources are carefully selected to engage pupils’ interest. There are clear expectations for good behaviour and effort, although expectations in terms of the quality of pupils’ work are not sufficiently high. Teachers provide regular opportunities for pupils to learn and use appropriate vocabulary and to review their work at the end of lessons. For example, in a Year 5 lesson on water patterns, pupils were encouraged to share what they already knew about how water reached a tap before more general discussion on rainfall and its importance to farmers. Most pupils show an understanding of climate and use a key to indicate rainfall in different parts of the world. They use an atlas to find information.

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GEOGRAPHY

129. The co-ordinator has worked effectively to review the subject policy, to produce a curriculum map and to select new resources, all of which will contribute to raising standards. It is acknowledged that information and communication technology is not used enough to support pupils' work in geography, but this is being addressed through planned training for all teachers. There is no formal assessment and recording system for geography and this aspect needs attention. Good use is made of the local authority’s library service, including the loan of artefacts.

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HISTORY

130. Standards at the end of Year 2 are below those expected of this age, but by the end of Year 6, they are broadly in line with the expected level. Only a small number of lessons were observed in this inspection, so judgements about standards at the end of both key stages are also based on an analysis of teachers’ planning and pupils' work and discussions with pupils and the co- ordinator. With the school’s focus on literacy and numeracy, time for history, which alternates with geography, is limited. However, history themes are beginning to make an effective contribution to pupils’ literacy development, particularly in Key Stage 2. All pupils, including those with special educational needs and those with English as an additional language, make satisfactory progress. All pupils show interest in their history work and are keen to learn. Tiverton Primary School - 34 131. Pupils in Year 2 were observed studying the Great Fire of London. When shown pictures of

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HISTORY

street scenes of the Great Fire period and today, the majority could recognise and talk about the differences although their contributions were very brief. They showed some understanding of ‘then’ and ‘now’ and changes over time in, for example, knowing there was no 999 or fire brigade to call during the Great Fire, and that all the people could do was to fetch buckets of water. They were keen to perform a little play of the story, taking roles as the baker and family in Pudding Lane, or as flames and water. In another session, pupils’ drawing and sentences showed an understanding of events. Other work in Key Stage 1 is judged as less effective. While displays showed some extended work, pupils’ books contained very few examples of work and those were mainly commercially produced work sheets with undemanding tasks such as colouring, or adding small illustrations. They included worksheets on family trees and on

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HISTORY

characters from history such as Mary Seacole and Guy Fawkes.

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HISTORY

132. Pupils in Key Stage 2 benefit from more extended work and more varied tasks, with sound cross-curricular links. Pupils in Year 4 study Ancient Egypt and were observed using atlases to locate Africa and Egypt. They were able to group items of daily life in Ancient Egypt and compare them with today. Work on the Tudor period includes creating a time line and studying the lives of the poor in Tudor times. By Year 6, pupils have further developed an understanding of chronology and of historical events. Their study of the Ancient Greeks is linked well to literacy hour tasks such as comprehension, summarising and note-taking. The theme is further developed through information and communication technology using presentation software.

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HISTORY

133. The teaching of history is satisfactory overall, with examples of good teaching. Strengths in teaching include good quality planning, with most tasks planned to meet pupils’ needs. Teachers have good subject knowledge and make good use of the limited time. Most lessons include an introduction which helps pupils to recall prior learning, and a review at the end to consider achievements. Teachers use questions effectively, encouraging all pupils to contribute their ideas. They have high expectations for good behaviour and effort.

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HISTORY

134. The co-ordinator has boosted the previously limited resources for history by adding texts to support the literacy hour and CD-ROMs for pupils’ independent research. She aims to include more world history events, to extend the coverage of annual events such as Black History month, and to improve the use of information and communication technology in the curriculum. Time for monitoring the subject needs to be addressed, as does a more formal system for assessing and recording the development of pupils’ history skills.

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HISTORY

135. Good use is made of the local authority’s library service, including the loan of artefacts.

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INFORMATION AND COMMUNICATION TECHNOLOGY

136. Standards in information and communication technology are lower than expected by the end of Year 2, but are broadly average by the end of Year 6. Standards have continued to improve steadily since the last inspection, with more direct teaching being provided. The current ratio of pupils to computers (11:1) is satisfactory, but there is capacity to raise standards as the school moves to upgrading computers and improving Internet access. All pupils, including those with special educational needs and with English as an additional language, make satisfactory progress. A number of pupils in Year 6 have regular use of portable desktop machines to aid their learning. ICT is used effectively for literacy and numeracy and pupils have a sufficiently broad range of experiences across the curriculum. A good example is the way the Year 6 Ancient Greeks history theme is used for literacy tasks such as summarising and note-taking.

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INFORMATION AND COMMUNICATION TECHNOLOGY

However, tasks involving sending and receiving email and the use of control devices are insufficiently developed.

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INFORMATION AND COMMUNICATION TECHNOLOGY

137. By the end of Year 2, pupils demonstrate basic skills in using word processing and painting programs. Pairs of Year 2 pupils were observed creating illustrations of the burning baker’s shop for their work on the Great Fire of London. They used the mouse and on-screen menus confidently to draw and to add colours and texts, placing the cursor accurately to form capital letters and deleting errors. They could describe how they would save and print their work. Pupils in Year 6 benefit from visits to the City Learning Centre and its excellent resources to Tiverton Primary School - 35 further extend their experiences and skills. There will be a similar opportunity for Year 5 pupils later. At the Centre, pupils were observed learning to use a presentation program for their history work on the Ancient Greeks. In discussion, Year 6 pupils described using the Internet, CD-ROMs, simulation games and programs to support literacy and numeracy. They could give

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INFORMATION AND COMMUNICATION TECHNOLOGY

examples of the use of ICT in everyday life, for example, scanners in shops and arrival time displays at some bus stops. All pupils showed considerable interest in their ICT work. They collaborate well, both in mixed gender and race groups.

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INFORMATION AND COMMUNICATION TECHNOLOGY

138. Although little direct teaching could be observed during the inspection, a scrutiny of displays and discussion with pupils indicate that teaching is at least satisfactory. Following a skills audit, teachers’ understanding and confidence is developing and will be further enhanced by the National Opportunities Fund training planned for later in the year. Strengths in teaching include good planning for ICT across the curriculum and the effective management of pupils, support staff and resources.

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INFORMATION AND COMMUNICATION TECHNOLOGY

139. The subject co-ordinator has been instrumental in giving support to teachers and in planning improvements in the subject, including reviewing the policy and the use of ICT across the curriculum. The school has a satisfactory range of software and CD-ROM resources, particularly resources to support pupils’ literacy and numeracy development. It is acknowledged that there remains a need to develop the assessment procedures to help teachers to track pupils' progress more closely.

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MUSIC

140. At the end of Key Stage 1 and Key Stage 2, standards of attainment in music exceed those expected for pupils of this age. Standards have improved since the last inspection. The high standards attained in music are a result of very good teaching and planning which allow for a wealth of musical experiences for all children within the school. As a result, pupils willingly practise and rehearse their performance and show great pleasure in the completed piece. In Key Stage 1 and Key Stage 2, pupils make good progress in music. Pupils who have special educational needs and pupils with English as an additional language also make good progress in music.

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MUSIC

141. In Key Stage 1, children make very good use of a weather song to explore the pitch, tempo and dynamics of their voices. They use expressive body movements to support their singing and to help them understand the lyrics. For example, pupils bang their hands on the floor to represent thunder and wave their arms to reflect the wind blowing. Pupils can follow visual sound patterns to a four beat pulse and will confidently perform in front of one another. Pupils show good control over musical instruments and respond well to a ‘conductor’ and to the accompaniment of the piano. During singing, children make excellent chanting patterns and will willingly lead the chant while others listen attentively and follow. Children respond sensitively to songs, for example, changing the tempo to reflect the different experiences of walking in the woods, ‘birds flying in the sky’, ‘slow crunching on the leaves’ and quick, short and sharp sounds.

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MUSIC

142. By the end of Key Stage 2, pupils recognise pitches CDEFGA and can read and play rhythm patterns using crotchets, crotchet rests, quavers and quaver rests. They use drums, claves, xylophones and clapping to play a tune and can achieve a planned effect with an awareness of their own part and that of others. In Year 5, pupils’ rhythmic skills are well developed. They are able to maintain contrasting Samba rhythms together accurately, maintaining a steady pulse. In singing, Key Stage 2 pupils compose and write their own songs using appropriate language and effective presentation. They can sing in three part harmony with control of pitch and are able to keep time very well. Pupils in both key stages sing songs in many languages including Hindi, South African, Arabic and Irish and listen to music from around the world.

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MUSIC

143. Pupils respond to music very well. They enjoy music and are confident performers showing very good levels of concentration. Year 6 pupils are completely engrossed in their work and particularly enjoy making their musical contribution whilst acknowledging the contribution made by others. In Key Stage 1, children are very well behaved and fully focused on achieving the desired effect. Tiverton Primary School - 36 144. The teaching of music is very good. The music specialist has excellent subject knowledge and a lively and enthusiastic presentation which really engages children. Lessons are well planned and organised and, throughout the lesson, good feedback is given to pupils about their performance; this helps them to improve. Excellent use is made of time to maintain a brisk pace which ensures that all children remain focused on the task. The teacher regularly stops to provide further explanations or to provide time for individuals or groups to practise. This enables

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MUSIC

children to make progress in their learning. There are excellent relationships with children and lessons are enjoyable for all concerned.

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MUSIC

145. The school has devised its own scheme of work related to national guidelines but which meet the needs of the school. Plans show clear progression and allow for children to experience a rich music curriculum. They are involved in performing musicals and compose and write their own songs which are performed to parents and members of the local community. Good links are made with other curriculum subjects. For example, in writing, children appraise music and they write poems and reviews about school performances. Music contributes well to pupils’ personal and social development where they work co-operatively in pairs or small groups and rely on the contribution of others to complete the task. Pupils use the computer to write songs they have composed, but do not use ICT to explore different ways of producing, changing and combining sound. After-school clubs encourage the involvement of all children in choir, drama and music,

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MUSIC

and drumming. The school has started to make a portfolio of children’s work in music. It contains photographs of children performing and examples of songs, raps and poems written by children. Ongoing assessments of children’s achievement in music are made throughout the lesson and are used as a teaching point to further their understanding and improve performance. Class teachers observe and participate in music and liaise well with the specialist musician.

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MUSIC

146. The leadership and management of music are good. Music is taught by a visiting specialist who is employed by the school on a part-time basis. She also fulfils the role of subject leader and takes responsibility for the provision of music in both Key Stages. The music policy clearly outlines the school’s approach to the teaching and learning of music throughout the school. Resources for music are adequate and priorities for expenditure are planned. The subject leader for music meets regularly with the headteacher to discuss planning and to evaluate the strengths and weakness of the subject.

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PHYSICAL EDUCATION

147. Standards of attainment are in line with those expected for pupils aged seven and 11. In a Year 4 football lesson, standards were above those expected because of excellent teaching from professional coaches. Because of staffing difficulties there have been few extra-curricular sporting activities. The new co-ordinator for physical education has recently started an after school football club and plans to develop further opportunities for pupils.

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PHYSICAL EDUCATION

148. Lessons in games and gymnastics were observed during the inspection. Pupils in Year 6 attend swimming lessons at a local pool. They make good progress because of good quality teaching by the instructor and the accompanying teacher. By the end of Year 6, most pupils meet the expectation to swim 25 metres, employing recognisable strokes.

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PHYSICAL EDUCATION

149. When they enter Year 1, most pupils meet the expected levels in body control and movement. They make sound progress in movement and gymnastics. Pupils show an awareness of the space around them. Pupils in Year 2 are developing the skills of throwing and catching. They are able to devise short sequences of movements. In a lesson where the teacher does not have secure subject knowledge, pupils were less controlled in their movements and did not concentrate well. This meant that they did not develop the required skills as they should. Pupils enter Year 3 with a sound basis for development. Guided by good teaching, they develop good ball skills. This was particularly true of an excellent Year 4 lesson. The school is fortunate in having coaching sessions in football from members of a local professional football club. This is funded through the New Deal for Communities. This was a challenging and stimulating lesson.

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PHYSICAL EDUCATION

Pupils responded very well to the coaches’ expectations that they should work with energy. They were developing good ball control skills, keeping the ball close to their feet. Girls and boys showed equal enjoyment of the lesson and all worked very hard. Pupils in Year 6 enjoyed their Tiverton Primary School - 37 swimming lesson and enjoyed the challenge of taking their tests to swim 25 metres. They practised their strokes while waiting to be tested. As their classmates were tested they were very encouraging and showed real pleasure at their success.

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PHYSICAL EDUCATION

150. Some of the activities in physical education are hampered by insufficient resources. The co- ordinator has recognised this and more equipment has been ordered. Unsatisfactory teaching was observed in one lesson. This was because the teacher did not have secure knowledge of how to teach the subject and was not able to provide suitable tasks to develop pupils’ skills. In the other lessons observed teaching was good and the teaching by professional football coaches was excellent.

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PHYSICAL EDUCATION

151. Lessons begin with warm-up sessions and teachers explain the importance of this activity. Lessons are well structured which enables pupils to keep warm and allows time for them to explore, practise and improve their skills at the level of which they are capable. In the best lessons, teachers make good use of rest periods for pupils to demonstrate techniques as a stimulus for improvement. Teachers have developed good relationships with their classes. As a result, pupils enjoy their lessons, behave well and work together safely and co-operatively. Teachers are aware of the needs of less able pupils. When choosing pupils to demonstrate skills, they do not always choose the most skilled, but include those who have tried hard. This helps pupils to feel fully included in lessons and supports their self esteem.

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PHYSICAL EDUCATION

152. The co-ordinator has good subject knowledge and is enthusiastic. He has not been in post long enough to monitor standards. He has identified the need to improve resources for the subject and more have already been ordered. These include resources to support pupils with physical difficulties.

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PHYSICAL EDUCATION

153. The indoor accommodation allows the subject to be taught effectively but the outdoor space is limited. The previous inspection report made little reference to physical education but on the evidence available, improvement since that time has been satisfactory.

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RELIGIOUS EDUCATION

154. Attainment in religious education is in line with the expectations of the locally agreed syllabus at the end of both key stages. There was no reference to it in the last report. Pupils with special educational needs and those with English as an additional language make satisfactory progress. Very little written work was seen, but from the classes observed and discussions with pupils and the co-ordinator, it is clear that pupils are developing a sound knowledge and understanding of religious education and its application to their own lives.

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RELIGIOUS EDUCATION

155. Pupils in Year 1 learn about how Christian, Muslim and Hindu pupils celebrate their birthdays. Pupils in Year 2 know the story of the Good Samaritan and how it relates to their own experiences. In a lesson observed, they demonstrated, when the teacher questioned them that they understood that they should help each other and, if a child falls or gets hurt in the playground, they should help that child and tell an adult. They worked well on sequencing the story by drawing pictures of the story of the Good Samaritan as a story board in three sections and a number also wrote captions underneath in their own words. This provided a good link between religious education and literacy and helped to improve their learning.

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RELIGIOUS EDUCATION

156. Pupils in Year 3 show interest in the stories about the Hindu gods and goddesses. They retell these stories through pictures and learn why they are revered in the Hindu religion. Pupils in Year 4 learn about the events of Palm Sunday and that emotions and feelings are involved with the decisions of faith. They are beginning to understand that all faiths have special times in the year, and after listening to the Easter story and seeing the Easter Eggs, understand that they represent a new life. They have also studied the religions in their neighbourhood by using the local map to highlight places of worship: churches, synagogue and the mosque. Pupils in Year 5 know that the Old Testament is used by both Christians and Jews and that it was written in Hebrew and then translated. In a lesson observed in Year 6, pupils demonstrated that they know how people show respect to their holy books and the similarities among religions, such as

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RELIGIOUS EDUCATION

that all believe in God and all have holy books and holy buildings. As a large number of pupils in the class are Muslim, they have a deep knowledge and understanding about Islam and are Tiverton Primary School - 38 confident to share it with their peers. Pupils know that the Qur’an was revealed to the Prophet Muhammad and teaches people how to live their lives.

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RELIGIOUS EDUCATION

157. The quality of teaching is mainly good, with some very good teaching observed. It enables pupils to develop empathy and thinking skills. In most classes, teachers question effectively to help recall facts from the current or previous lesson. Teachers display sensitivity and respect while handling holy scriptures. For example, in a Year 6 lesson, the teacher washed her hands before she touched the Qur’an and took it out of its covering to show to the class, while questioning pupils about the reasons for her action. Teachers use their pupils well as a resource to draw out religious significance, for example, to recite the first verse of the Qur’an or to share their personal experiences with others. For example, one pupil said, ‘The Qur’an tells you everything about life.’ They also enable pupils who are at early stages of learning English to use their first languages with their peers to discuss religious issues and then report back in

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RELIGIOUS EDUCATION

English. Teachers provide good learning experiences, including organised visits to the local church and the mosque to deepen pupil’s understanding about religion and culture.

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RELIGIOUS EDUCATION

158. Religious education makes a good contribution to school assemblies and to pupils’ spiritual, moral, social and cultural development. In this growing multicultural and multi-religious school, it enables pupils to be respectful of each other’s religions.

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RELIGIOUS EDUCATION

159. The new co-ordinator of religious education is developing a good overview of the subject. A policy has been written, resources have been audited and new resources bought. Monitoring across the school is being developed. Resources for the subject, such as books, artefacts and pictures, are satisfactory.

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