Other · Ofsted report

Egginton Primary School

Inspected — · published 13 Sept 2002 · URN 112547

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Full report text

EGGINTON PRIMARY SCHOOL

Dates of inspection: 20 th – 21 st May 2002

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EGGINTON 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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EGGINTON 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. Egginton Primary School - 1

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INFORMATION ABOUT THE SCHOOL

School address: Church Road Egginton Derbyshire Postcode: DE65 6HP

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr Geoff Smith

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 25 th November 1997 Egginton Primary School - 2

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responsibilities

19938 B Matusiak-Varley Registered inspector Foundation Stage Equal opportunities English Art and design History Music Religious education How high are standards? How well are pupils taught? How well is the school led and managed?

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responsibilities

11084 Jane Hughes Lay inspector How well does the school care for its pupils? How well does the school work in partnership with parents?

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responsibilities

22059 Neil Wales Team inspector Special educational needs Mathematics Science Information and communication technology Design and technology Geography Physical education How good are the curricular and other opportunities offered to pupils?

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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 Egginton 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

Egginton Primary School is a very small, rural school, catering for pupils aged 5 to 11, situated near Burton upon Trent. It has 51 pupils on roll, 24 boys and 27 girls. Ninety-eight per cent of pupils are of white United Kingdom heritage, with two per cent of pupils of Indian origin. These pupils do not have English as an additional language and have full access to the curriculum. Two per cent of pupils are entitled to free school meals; this is below average. Four per cent of pupils are on the special educational needs register; this is also below average. There are no pupils with statements of special educational needs.

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INFORMATION ABOUT THE SCHOOL

Attainment on entry to the school is average. Pupils are taught in two mixed age classes; the older children are taught in split year groups for English, mathematics and science, but are taught together for foundation subjects.

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HOW GOOD THE SCHOOL IS

Egginton Primary School is a good school with some very good features. The school gives its pupils a good quality of education, and all pupils are well prepared for secondary school. The school is inclusive in all of its practices and all pupils are well prepared for living in a multicultural society. Pupils attain standards which are above the national average in English, mathematics and science by the end of both key stages, and generally all pupils achieve well in relation to their prior attainment. The quality of teaching and learning is good and, as a result, pupils develop very good attitudes to their work and behave very well in lessons. The school is well led and managed by a very dedicated headteacher who is adored by the pupils. Staff are hardworking and fulfil their duties well, in spite of the heavy constraints placed upon them in having to teach all subjects to pupils in mixed age classes. The curriculum is well

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HOW GOOD THE SCHOOL IS

planned and overall provision for pupils’ spiritual, moral, social and cultural development is very good. Governors fulfil their duties well and the school provides good value for money.

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What the school does well

• By the end of both key stages, standards are above average in English, mathematics, science, history and music. In Key Stage 2, standards in art are above average. Generally, all groups of pupils achieve well in relation to their prior attainment. • Children in the Foundation Stage exceed the early learning goals in all areas of learning. • Pupils have very good attitudes to learning and behaviour in lessons and around the school is very good. • Learning opportunities are well planned, pupils are clear about what is expected of them and provision for pupils’ spiritual, moral, social and cultural development is very good overall. • The quality of teaching is good with many examples of very good and excellent teaching seen. • Partnership with parents is very good. • The school is well led and managed by a very caring and dedicated headteacher, who is a very effective classroom practitioner.

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What could be improved

• The average standards in experimental and investigative science (Key Stage 1), data handling (both key stages) and foundation subjects in both key stages, with the exception of art (Key Stage 2), history and music (Key Stages 1 and 2). • The challenge of above average attaining pupils, whose rates of progress are satisfactory but could be better. • The identification of subject-specific skills in planning for the foundation subjects. • The use of assessment data to inform the next steps of pupils’ learning. • The quality of teachers’ marking and the presentation of pupils’ written work. • Weaknesses in the school’s accommodation. Egginton Primary School - 5 The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in 1997 and has made good improvement in addressing the key issues previously identified. Standards have improved in art at the end of Key Stage 2, and pupils receive their full entitlement to the National Curriculum. Good improvement has been made in developing the educational partnership with parents, and satisfactory improvement has been made in completing schemes of work; further identification of progression in subject-specific skills is needed in most foundation subjects. Above average standards have been maintained in English, mathematics and science at the end of both key stages, but standards in physical education, religious education, geography, design and technology and art (Key Stage 1) could be improved further. Standards have improved in the Foundation Stage of learning. Pupils’ attitudes, provision for spiritual, moral, social and cultural development, the quality of teaching and the leadership and management of the school have

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

also improved since the previous inspection. The school’s capacity to improve further is good because staff are dedicated to improve on their previous best performance.

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STANDARDS

The table relating to standards is not included as fewer than 10 pupils took the test.

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STANDARDS

Pupils enter the Foundation Stage with average skills in all areas of learning. By the end of the Foundation Stage pupils exceed the early learning goals in all areas of learning and achieve well in relation to their prior attainment. By the end of Year 2, national test results and teacher assessments indicate that standards in reading, writing and mathematics were very high, and in the top five per cent nationally, both in comparison with all schools and similar schools. The pupils’ performance in science was very high in comparison with the national average. By the end of Year 6, in comparison with all schools, standards were in line in English and were well above average in mathematics and science. In comparison with similar schools, standards were well below national average in English, because several pupils taking the test had special educational needs and a small number of pupils had not

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STANDARDS

started their school life at this school. Standards in mathematics and science were above average in comparison with similar schools. All results must be treated with caution due to the very small number of pupils taking the test.

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STANDARDS

Inspection findings show that pupils attain standards which are above the national average at the end of both key stages in English, mathematics, science, history, music and art (Key Stage 2), and pupils’ achievements are good. In information and communication technology pupils attain average standards and their achievements are satisfactory. In all other foundation subjects, standards are in line with national expectations, at the end of both key stages, and pupils’ achievements are satisfactory.

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STANDARDS

By the end of Year 2 and Year 6, pupils attain the expectations of the locally agreed syllabus in religious education and their achievements are satisfactory. Pupils with special educational needs make good progress in relation to targets identified in their individual education plans. Pupils who are above average attainers attain above average levels in English, mathematics and science and make satisfactory progress; they could be challenged even more.

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STANDARDS

At the end of Year 2, standards of attainment in investigative and experimental science are in line with national expectations, and could be higher. Overall, pupils’ achievements in English, mathematics, science, history, music and art and design (Key Stage 2) are good, but, with further development in curriculum planning and better use of assessment data to inform planning, pupils’ satisfactory achievements in other subjects could be higher. The school has set challenging targets for literary and numeracy which it is well placed to achieve. Last year, the school achieved its targets for numeracy but just missed them for literacy. Egginton Primary School - 6

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Aspect Comment

Attitudes to the school Very good; children really like school and are eager to learn.

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Aspect Comment

Behaviour, in and out of classrooms Very good; they understand the rules.

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Aspect Comment

Personal development and relationships Both aspects are very good. Adults and pupils work well together and form a strong community.

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Aspect Comment

Attendance Very good. Well above national averages.

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

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

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

The quality of teaching is good, with very good features. No unsatisfactory teaching was observed and there was almost an equal split of fifty per cent of teaching being very good and fifty per cent being good. Two excellent lessons were seen in music and in drama. The quality of teaching has improved since the previous inspection.

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

The teaching of literacy and numeracy is good with examples of very good practice. No direct teaching of information and communication technology was seen but, due to the satisfactory gains pupils make, it would appear that teaching is at least sound. The teaching of pupils with special educational needs is good. Higher attaining pupils’ learning is satisfactory overall but they could be challenged further with the rigorous use of extension activities. Relationships are very good, teachers manage their pupils very well and planning is good in the majority of core subjects. Lesson objectives are clearly understood by the pupils and the pace of lessons is generally brisk because teachers use time effectively.

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

Teachers know their pupils very well and use this knowledge in planning lessons that interest and motivate them, frequently making effective use of educational visits and resources. However, there are several areas requiring improvement; on some occasions teachers set the same work for the whole class, marking does not fully inform pupils how to improve the quality of their work, and sometimes there is a lack of extension activities for higher attaining pupils. The teaching of children in the Foundation Stage is consistently good, with examples of very good practice seen. Egginton Primary School - 7

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Aspect Comment

The quality and range of the curriculum Good. Learning opportunities are well planned but progression in subject specific skills is not always clearly identified. The curriculum is enriched by a good range of extra-curricular activities, visits and visitors.

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Aspect Comment

Provision for pupils with special educational needs Good. Whilst few in number, these pupils are swiftly identified and receive effective support that helps them to make good progress towards targets in their individual educational plans.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good. This is at the heart of what the school does well. Pupils gain many positive experiences of life in a caring community.

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Aspect Comment

How well the school cares for its pupils Very good. Assessments are good, staff know children very well but do not always use information from assessments effectively to plan future work, particularly for the more able pupils.

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Aspect Comment

The school establishes a very good partnership with parents, enabling them to offer effective support to their children’s learning at home.

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff Good. With the support of his dedicated staff, the headteacher provides a clear educational direction for the school. He sets a very good example by the high quality of his teaching and manages all educational initiatives well.

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Aspect Comment

How well the governors fulfil their responsibilities Good. The governing body is effective in its support of the school and fulfils all of its statutory responsibilities well. The governing body’s expertise is well used in the school.

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Aspect Comment

The school’s evaluation of its performance Good. The headteacher and governing body evaluate with great rigour and know the school’s strengths and any areas for improvement well.

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Aspect Comment

The strategic use of resources Good. There are simple but effective systems to ensure that the school uses its budget wisely. A good start has been made to introducing the principles of best value.

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Aspect Comment

Staffing levels are good and class sizes are small. Resources are satisfactory overall, but the present accommodation is poor. The school makes every possible attempt to use the very limited accommodation wisely and plans are in place for extension work to be completed by mid-2003. At present, the environment created is not conducive to pupils’ learning.

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Aspect Comment

There is no library and there is a lack of quiet space. The doubling up of the facilities, for community and school use, places heavy demands on all staff. Egginton Primary School - 8

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What pleases parents most What parents would like to see improved

• Teaching is good and expectations are high.

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What pleases parents most What parents would like to see improved

• The school is well led and managed. • Some would like the school to work more closely with parents.

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What pleases parents most What parents would like to see improved

• More information about how well their children are getting on.

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What pleases parents most What parents would like to see improved

• A better range of activities outside lessons.

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What pleases parents most What parents would like to see improved

The inspection team agrees with parents’ positive views, but disagrees with parents’ negative views. Inspection findings show that the school provides good levels of support for parents and offers various opportunities for parents to assess and discuss their children’s progress during the year. In view of the very small size of the school, there is a good extra-curricular programme on offer. Egginton Primary School - 9

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The school’s results and pupils’ achievements

1. The 2001 national test results and teacher assessments show that, by the end of Key Stage 1, pupils attained very high standards in reading, writing, mathematics and science. In comparison with all schools and similar schools, standards were in the top five per cent nationally, with results being well above national averages. There were no differences in attainment by gender.

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The school’s results and pupils’ achievements

2. By the end of Key Stage 2 in English, pupils attained standards which were in line with the national average in comparison with all schools, but were well below average in comparison with similar schools. In mathematics and science, pupils attained standards that were well above average in comparison with all schools and were above average in comparison with similar schools. The percentage of pupils attaining level 5 was well above the national average.

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The school’s results and pupils’ achievements

3. Over three years, the performance of pupils exceeded the national average in all core subjects. However, results must be treated with caution as the number of pupils taking the test was very small.

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The school’s results and pupils’ achievements

4. Attainment on entry to the school is average, as some children have not experienced pre-school education. During their time in the Foundation Stage, they make good gains in learning and exceed the early learning goals in all areas of learning. This is because the quality of teaching is good and children are presented with interesting learning opportunities. As a result, they achieve well in relation to their prior attainment and are well prepared for working on all subjects of the National Curriculum.

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The school’s results and pupils’ achievements

5. Inspection findings show that, by the end of Year 2, pupils attain standards which are above the national average in speaking and listening, reading and writing, mathematics, science, history and music. Pupils’ achievements, including those who have special educational needs, are good. Higher attaining pupils make satisfactory progress, but there are occasions when they could be challenged further to develop their skills of literacy, numeracy and information and communication technology in other subject areas. In science, pupils could be making better progress in experimental and investigative science; progress is satisfactory overall, but insufficient opportunities are provided for pupils to present their results and findings in a variety of ways.

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The school’s results and pupils’ achievements

6. In music and history, pupils attain above average standards at the end of both key stages, and their achievements are good in relation to their capabilities. In all other subjects, standards are in line with national expectations at the end of both key stages, and pupils’ achievements are satisfactory in relation to their prior attainment. In religious education, pupils attain the expectations of the locally agreed syllabus and their achievements are satisfactory. In information and communication technology, pupils attain the expected levels and their achievements are satisfactory, but they would benefit more from having further opportunities to set up databases.

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The school’s results and pupils’ achievements

7. By the end of Year 2, pupils’ speaking and listening skills are above average. Pupils have a rich vocabulary and they use tenses appropriately. In reading, pupils use a full range of strategies to decipher unfamiliar words and they have good skills of comprehension, read well, have a good knowledge of phonics and are able to self-correct and read words which they are unfamiliar with. In writing, standards are above the national average; pupils use punctuation generally appropriately, their sentence structure is correct and interesting opening paragraphs are used to grab the attention of the reader. However, pupils’ standards of presentation in their written work are unsatisfactory and do not reflect the high standards of their speaking and listening and reading skills. Egginton Primary School - 10 8. In mathematics by the age of seven, pupils use the four rules of number competently and can use

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The school’s results and pupils’ achievements

mathematical language well. They are able to solve simple problems and they are making good gains in mental mathematics. 9. By the end of Year 6, pupils maintain their good rates of progress and overall their achievements are good in English, mathematics, science, art and design, history and music. In English, pupils’ attainment in speaking and listening, reading and writing exceeds national averages. Almost all pupils are confident and articulate conversationalists who talk authoritatively about a range of subjects, especially when they are in role in drama lessons. Most read avidly and have a good mastery of a range of writing styles. They use a wide range of vocabulary and write a variety of poetry, using metaphors, similes and comparisons. Standards are above the national average in mathematics by the end of Year 6. Pupils enjoy mathematics and have a secure grasp of the fundamental skills of numeracy, but their data handling skills are only satisfactory. Pupils would

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The school’s results and pupils’ achievements

benefit from being given further opportunities to interpret data and set up databases and spreadsheets. In science, pupils set up their own experiments and record their findings in a variety of ways. They have good knowledge of electricity and the range of investigative work builds on what they have learnt earlier in the key stage. Standards at the end of Year 6 are above average in all aspects of science and pupils’ achievements are good.

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The school’s results and pupils’ achievements

10. In information and communication technology, pupils attain average standards and make sound gains in learning. In religious education, pupils attain the expectations of the locally agreed syllabus and their achievements are satisfactory. In art, music and history, pupils attain above average standards and their achievements are good in relation to their capabilities. In all other foundation subjects, standards are in line with national expectations and pupils’ achievements are satisfactory. However, whilst pupils’ achievements are generally good overall when taking into account the good gains pupils make in learning in English, mathematics and science, in both key stages, pupils who are above average attainers could make even better gains if they were challenged more by their teachers to develop their thinking skills across the curriculum by being provided with more challenging extension activities. Pupils use their skills of literacy, numeracy

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The school’s results and pupils’ achievements

and information and communication technology effectively across the curriculum, but more systematic identification of these skills would benefit all groups of pupils in consolidating their learning. Limiting the use of worksheets would also benefit pupils in developing their writing and thinking skills.

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The school’s results and pupils’ achievements

11. Overall, since the previous inspection, the school has maintained its high standards in English, mathematics and science. Standards have improved in the Foundation Stage in all areas of learning, in art (Key Stage 2), music and history at the end of both key stages. In all other subjects, satisfactory standards have been maintained.

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The school’s results and pupils’ achievements

12. The number of pupils in the school with special educational needs is very low. As a result, there are no support staff specifically employed to cater for the needs of these pupils. Pupils with special educational needs often make good progress. All pupils participate in a full range of activities, in which they are appropriately monitored and guided. Teachers work hard to help pupils achieve the targets in their individual education plans and, as a result, these pupils make good gains in learning.

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Pupils’ attitudes, values and personal development

13. Since the last inspection, the school has strengthened this aspect of its work. Pupils’ very good attitudes, behaviour and relationships with others contribute highly to the ethos of the school.

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Pupils’ attitudes, values and personal development

14. All the parents who returned the questionnaire agreed that their children like school and behave well. Nearly all agreed that their children thrive on the high expectations of hard work expected by staff.

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Pupils’ attitudes, values and personal development

15. Pupils in the infant and junior classes have very good attitudes and these help them to make the most of their time in school. From reception onwards, they approach tasks with interest and great enthusiasm, spurred on by enthusiastic teaching. They respond particularly well to practical activities such as retelling a story straight onto a tape recorder in the infants’ class. Pupils Egginton Primary School - 11 laughed with delight as they identified different voices on tape afterwards. Even the youngest children are eager to volunteer information in lessons. For instance, while putting a sentence together in the right order, they were really pleased when they spotted different words by removing initial or final consonants “If you take the ‘s’ off of ‘shop’, you get ‘hop’!” exclaimed one little girl. The others in the group listened carefully to her opinions and others tried to find different

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Pupils’ attitudes, values and personal development

examples. 16. Pupils in the juniors are lively and keen to participate in discussions and activities. They are unselfconscious in their enjoyment of extra-curricular French, for example, happily singing songs, role-playing staff and customer in a greengrocer’s shop and showing visitors what they have learned over the course of the programme. They show interest in differences between nations and the cultural differences they experience.

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Pupils’ attitudes, values and personal development

17. Standards of behaviour are very good and help pupils to learn in a calm and very orderly environment. Pupils show a very clear understanding of the school rules and they respond well to the system of rewards and sanctions offered by staff. They are particularly well behaved in the confines of inadequate accommodation such as in the Memorial Hut. Here they assemble to worship and to eat lunch in a companionable atmosphere, despite the poor decorative order and unsuitable flooring. There have been no exclusions from school. Pupils react in a positive manner when visitors come into school. They relish coming into contact with representatives from different cultures and, during discussions, show a mature understanding of how other people from other cultures struggle to survive, both economically and physically.

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Pupils’ attitudes, values and personal development

18. Very good relationships are at the heart of what makes this school such a successful community. Pupils relate well to their peers and thrive during co-operative endeavours. They work very well together; indeed, pupils in Year 6 say that they enjoy group and pair work more than any other aspect of their learning. A significant feature of the school is how well older and younger pupils work and play alongside one another. Even though the older ones occasionally find playground activities restricted because of the need to look out for the wellbeing of smaller children, they show commendable self-restraint and care for others. Pupils take their lead here directly from the headteacher who is an outstanding role model for them. Pupils unselfconsciously name him as one of their ‘best friends’ in school.

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Pupils’ attitudes, values and personal development

19. Pupils’ personal development is also very good and is judged to be better than when the school was last inspected. Pupils respond very well to any requests for them to make a positive contribution to the school community. They are eager to run errands and quick to offer assistance to visitors. A large proportion of the pupils attends extra-curricular activities. Interest in the French Club, for example, is high and pupils are developing a reasonable French accent and a good working knowledge of the language. Older pupils revel in the opportunities offered during residential trips to an outward-bound centre in Norfolk. They make the most of their time there to mingle with pupils of their own age and participate in a range of exciting physical challenges. These help to increase their levels of self-esteem. By the time pupils leave Year 6, they are becoming confident, independent learners. They take turns to research an assembly topic in pairs

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Pupils’ attitudes, values and personal development

and link it to a religion. Pupils do this in their own time at home, finding illustrative resources and examples to enliven their talks, and they also work during break and lunchtimes. They gain in self-confidence as they stand up and talk to the rest of their classmates for twenty minutes about their chosen topic. Pupils extend this confident approach to other aspects of their lives. Older pupils are developing a well-grounded sense of how they can affect local issues; indeed, some already make a positive contribution to the local community. Three pupils independently arranged a ‘litter-pick’ of a nearby communal area and collected three large bags of rubbish. They showed a generosity of spirit in organising this and a modest response when congratulated by the headteacher in assembly.

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Pupils’ attitudes, values and personal development

20. Levels of attendance are well above the national average and reflect how much children enjoy being pupils at Egginton School. Rates of unauthorised absence are below the national average. Attendance levels have improved since the last inspection. Pupils arrive at school on time and there is a prompt start to the day.

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HOW WELL ARE PUPILS TAUGHT?

Egginton Primary School - 12 21. The quality of teaching is good, with many examples of very good teaching seen. During the week of inspection nineteen lessons were seen, two of these were excellent (music and drama Key Stage 2), nine lessons seen were very good and eight lessons seen were good. All teachers are capable of giving very good lessons. The good quality of teaching is one of the main contributory factors to the high standards that pupils attain at the end of both key stages in English, mathematics and science.

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HOW WELL ARE PUPILS TAUGHT?

22. The teaching has improved considerably since the last inspection, when it was judged to be satisfactory, with examples of good practice.

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HOW WELL ARE PUPILS TAUGHT?

23. Central to the success of teaching is the positive atmosphere for learning created in classes by teachers’ very good management of behaviour and, as a result, relationships are very good. Throughout the school, the teachers and pupils treat each other with care, consideration and respect. The pupils understand that they are at school to work hard and learn, while the teachers appreciate that to do this successfully, the lessons must be purposeful and fun. As a result, relationships are harmonious, the pupils behave extremely well and the pace of lessons is brisk. Teachers challenge their pupils into new ways of seeing things. For example, in an excellent drama lesson, the headteacher used role-play to ensure that the pupils were emotionally committed to learning about exploitation of poor people. Pupils were hanging on his every word and responded with one hundred per cent commitment.

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HOW WELL ARE PUPILS TAUGHT?

24. This positive tone is set from an early age. Although there are considerable difficulties in implementing the Foundation Stage curriculum in mixed age classes, the teaching very successfully incorporates the overwhelming majority of the key features central to successful early childhood education and is good, with very good features. There is a lack of outdoor resources, such as climbing frames and wheeled toys, but the class teacher ensures that pupils have opportunities to develop their physical skills within the constraints of the poor accommodation. The effective induction programme and very good links with parents mean that the children settle swiftly into the routines of school. The teachers ensure that there is a rich variety of activities to support learning and good opportunities are provided for the children to make choices and develop initiatives. For example, in a very good music lesson, the teacher used time very effectively to

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HOW WELL ARE PUPILS TAUGHT?

encourage pupils to compose their own piece of music in relation to street sounds. The youngest pupils worked with older pupils and contributed very well to the composition. The selection of instruments was achieved smoothly and the pupils had just enough time to devise their music and to perform to their classmates. The effectiveness of the teaching was evident in the consistently high level of collaboration shown by the children and the responsiveness to her questioning and observations. As a result, each group succeeded in producing a simple piece of music.

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HOW WELL ARE PUPILS TAUGHT?

25. Despite the constraints of mixed age classes, the teachers have successfully introduced the national strategies for teaching English and mathematics. Their planning is good in these subjects because the frameworks in use help them to be clear about what it is they expect the children to learn in each lesson. In some of the most successful lessons seen during the inspection, the teachers made these objectives clear to the pupils at the outset and referred to them regularly throughout the lesson. For instance, pupils in Year 5/6 made rapid gains in their appreciation of poetry because the teacher gave very good explanations of how poets manipulate language to gain maximum effect. This was because they were told what to look and listen for before they heard the teacher read John Masefield’s “Cargoes” and were then able to apply the same principles in their analysis of other poems. However, when pupils are given the opportunity

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HOW WELL ARE PUPILS TAUGHT?

to write poetry of their choice, some of them struggle because they experience difficulty in structuring their thinking without a writing frame.

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HOW WELL ARE PUPILS TAUGHT?

26. Teachers manage the pupils’ behaviour very well, contributing strongly to the brisk pace of learning. Teachers use humour effectively. In the oldest class, during a literacy session, pupils were looking at adjectives used to describe an ugly witch; at one point the teacher said, “Imagine kissing her”, to which the pupils roared with laughter. Egginton Primary School - 13 27. Teachers ask questions very well and use correct technical language. In many lessons, teachers take great care to question the pupils in ways that encourage them to make links with their previous learning. In a Year 3/4 mathematics lesson, the teacher constantly reminded pupils of the connections between vertical recording of addition of two digit numbers below 100 in an extended way by increasing the complexity of numbers used and saying, “When you attempt this sum, remember what you did previously”.

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HOW WELL ARE PUPILS TAUGHT?

28. In the majority of lessons seen in other subjects, the teachers enriched pupils’ vocabulary by offering an alternative choice of words and took care to explain how the meaning of sentences changes when words are used in different contexts.

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29. Teachers generally set tasks that are matched to the capabilities of all pupils, but, at times, higher attaining pupils could be challenged more. The analysis of pupils’ exercise books and teachers’ planning shows that, in many lessons, information from assessments is not used to set extension work for these pupils, so they finish their work quickly, and generally get it right. Too often, all groups of pupils are set the same task, but their responses vary in both quality and quantity. Too often, worksheets are used that do not provide sufficient opportunities for higher attaining pupils to develop their thinking skills. In Key Stage 1 pupils are not being given sufficient opportunities to learn to record their experiments in science by setting out tables, charts and written commentaries for themselves. Teachers have secure subject knowledge of all subjects of the National Curriculum. This is seen in the way that they identify clear learning objectives and

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HOW WELL ARE PUPILS TAUGHT?

teaching points, ensuring that the tasks they set build on prior learning. As a result, pupils make good progress. Basic skills are well taught, with pupils having a growing awareness of the distinctive nature of the subject. For example, teachers stress subject-specific words so that pupils feel secure in their learning. However, there are times when even more emphasis could be placed on developing opportunities to develop pupils’ skills of literacy, numeracy and information and communication technology further, so that all groups of pupils could consolidate what they have learnt.

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HOW WELL ARE PUPILS TAUGHT?

30. Time is generally used well and lessons in both key stages move at a good pace. However, whilst teachers mark work regularly, they do not offer sufficient comments as to how pupils can improve on their previous best performance. This results in the unsatisfactory presentation of work.

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HOW WELL ARE PUPILS TAUGHT?

31. Homework is used well to support learning. Younger pupils enjoy taking their reading books home and older pupils carry out detailed research projects. All groups of pupils are developing a genuine love of learning because they are encouraged to succeed by their teachers.

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32. In class, the teaching of pupils with special educational needs is good. The relevant individual education plans are in place and contain suitable targets. Where appropriate, teachers take account of the targets when planning lessons. The co-ordinator has carried out in-service training to inform the teachers about the new code of practice.

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33. Support staff make a valuable contribution to pupils’ learning and help pupils carry out the instructions of the teacher.

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HOW WELL ARE PUPILS TAUGHT?

34. Since the previous inspection, the quality of teaching has improved and there are now many more examples of good and very good teaching throughout the school.

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PUPILS?

35. The learning opportunities offered to pupils are good. A key issue of the previous inspection report was to ‘complete schemes of work for all subjects which are appropriate to the school’s own situation’. This issue has been largely addressed, although there is still some work to be done. The school is now working to the national literacy and numeracy strategies and adopting the National Curriculum guidelines in other subjects. Good progress has been made in core areas through the use of a third teacher in Key Stage 2, which has allowed the setting of pupils Egginton Primary School - 14 according to age and prior attainment. However, further work needs to be done in foundation subjects to identify the skills that need to be taught to each age group and to ensure that these are built on from one year to the next. The schemes still need to be adapted to suit the particular circumstances of the school to ensure that subject-specific skills are progressively taught in

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mixed age classes. New buildings are planned for the near future and this should enhance the school’s ability to teach the appropriate curriculum.

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36. Throughout the school the curriculum is broad and includes all subjects of the national curriculum and religious education. The school might usefully examine the balance of the curriculum and the time allocations given to different subjects, for example, geography, design and technology and the progressive teaching of information and communication technology skills. In mixed ability and age classes, the school should ensure that the results of assessments are used when teachers plan future work and that tasks are suitably matched to suit pupils of all abilities. The school is at the early stages of considering the use of literacy, numeracy and information and communication technology across the curriculum. Consideration might usefully be given as to how the best use might be made of the computers in the school. Whilst the ratio of computers to pupils is good, very little evidence of their use was seen during the inspection.

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37. The school has implemented the literacy and numeracy strategies well and all aspects are fully covered. There is evidence, from lesson observations, that this is having a beneficial effect on the standards attained by the pupils.

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PUPILS?

38. An up-to-date register of pupils with special educational needs is maintained. The school has adopted the new code of practice, although the policy is yet to be revised. Currently the school has very few pupils with special educational needs; they are presented with good learning opportunities, especially in the core curriculum areas. Targets are identified on their individual learning plans. These pupils often make good gains in learning.

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PUPILS?

39. Learning opportunities for all pupils are good. The school places good emphasis on the enrichment of the curriculum through visits locally and further afield. For example, pupils have been to Skegness, London Dome, Elvaston Castle, a Hindu Temple, Derby Museum, Kingswood (residential) and the Derby Playhouse Theatre. These and other visits enrich the curriculum and contribute to the progress in learning made by the pupils. A good range of visitors to the school also makes valuable contributions to the work pupils are doing. The provision for extra-curricular activities is good and includes soccer, swimming, French, recorders and cycling proficiency.

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PUPILS?

40. The provision for the pupils’ personal, social and health education is good and, whenever possible, opportunities are included in other subjects such as science, food technology and religious education to develop pupils’ knowledge. Sex education is taught as part of the Year 5 and 6 science scheme and parents have the opportunity to see the materials used before the lessons. Overall, there is very good provision for pupils’ personal development, including their spiritual, moral and social development; the provision for pupils’ cultural development is good.

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PUPILS?

41. The school has established good links with the local community. This is obviously the case as the village hall is used as the school. Good links have been established with the local high school to which pupils transfer, and partnership with the cluster group of small schools is good, as good use is made of sharing resources. Pupils take part in local festivals, galas, competitions and sports events with other primary schools in their cluster. All pupils have access to the curriculum and the school is inclusive in its practices.

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PUPILS?

42. Provision for spiritual development is good. This small school is very successful in nurturing pupils to become very respectful and productive members of society. Under the very positive direction of the headteacher, staff develop a supportive environment in which pupils flourish and begin to understand the feelings and emotions of others. The programme of collective worship is planned half-termly and meets statutory requirements. Pupils are given opportunities to sing, to take time for reflection and to celebrate the achievements and efforts of their friends. Staff encourage pupils to recognise and incorporate the beauty and diversity of the natural world in their work. For example, the only uplifting aspect of the prefab used as a classroom and canteen is the display of Egginton Primary School - 15 Sunset Haiku produced by pupils in Years 3,4 and 5. Images such as ‘A ball of hot fire floating’,

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PUPILS?

‘Grainy beach heaven’ and ‘The crabs are clacking their claws’ add colour and sensitivity to an otherwise barren learning landscape. Staff are aware of the desirability of highlighting the spiritual dimension across all subjects, as detailed in the school’s comprehensive spiritual development policy. Staff ensure that musical accompaniment is not just background noise but, instead, is commented upon and etched more firmly in pupils’ minds, adding to their developing appreciation of aesthetic qualities.

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PUPILS?

43. Very good provision for pupils’ moral and social development is drawn from all aspects of curriculum provision. Adults maintain consistently high expectations of pupils in all areas of school life and pupils soon learn to live up to these. Staff offer sensitive care and concern for pupils and they, in turn, learn to treat each other with respect, and to value ideas that differ from their own. For example, pupils in a Key Stage 1 literacy lesson considered the feelings of certain characters in the text. They discussed how a rabbit in a pet shop might have felt because he had not been picked for purchase. Teachers encourage pupils to undertake a variety of charitable works to benefit those less fortunate members of society. Many good lessons introduce substantive ideas on a number of themes, including the ethical dilemmas of a global economy and the impact this has on vulnerable countries. There are opportunities for pupils to assess their own

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school environment and to decide, as a student body, on areas for change. Pupils learn to prioritise and to look at the benefits for the whole school community. Lessons are structured to encourage team and group work and are based on developing pupils’ thinking skills. Staff also promote sharing and turn-taking. Pupils take these messages to heart and point out when someone has ‘missed a go’ or spontaneously clap when a classmate makes a particularly good point.

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44. There is good provision for pupils’ cultural development. The school ensures that pupils have access to a planned programme of educational visits to places of local interest. Pupils particularly enjoy trips around the immediate environment to support specific lines of enquiry in geography and history – looking at buildings and types of houses, for example. Staff are very aware of the mono- cultural nature of the community in which their pupils live. The headteacher is innovative in his thinking and brings representatives from different cultural heritages into school whenever the opportunity allows. For example, he has employed supply teachers from the Caribbean and visitors, such as a resident Zimbabwean drummer whose skills were shared with an inner city Derby school for two weeks. Pupils are also able to experience the beauty of Japanese art alongside English watercolours in visits to art galleries. Intricate Rangoli floor patterns are also

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studied and reproduced by pupils, along with Mendhi hand patterns. Different cultural lifestyles are also explored in English, drama and through the personal, social, health and emotional programme. Through this varied approach, the school helps to prepare pupils for life in the multicultural world beyond school.

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PUPILS?

45. The well-structured personal, social and health education programme gives pupils a better understanding of their own needs and those of others. Specific weekly curriculum time is devoted to pupils’ personal development; much of the programme’s content is also taught in science lessons. The school makes provision to ensure pupils receive appropriate levels of drug and sex education so that they may make informed choices about how to enjoy a healthy and positive lifestyle. The headteacher is particularly successful at fostering a keen sense of community in the school and extends this effectively to teaching pupils about issues concerning the world beyond Britain. For example, pupils in a Year 5/6 drama lesson showed a good understanding of the problems faced by the citizens of Third World countries and how they battle daily against famine and debt. Overall, the learning opportunities offered by the pupils are good and contribute to the

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high standard that pupils attain throughout the school.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. Standards of pastoral care are high. Pupils experience a very friendly and supportive environment in which they can achieve well and make good progress. Egginton Primary School - 16 47. Procedures for child protection are very good. The headteacher is designated responsible for this aspect of care and has attended relevant training courses. Staff are familiar with the guidance issued by the Derbyshire Area Child Protection Committee, and appropriate links are maintained with outside support agencies. Staff monitor pupils’ welfare carefully and, because the school is small in size, adults are quick to identify any causes for concern.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. Very effective systems ensure pupils’ health, safety and general wellbeing. Regular risk assessments are undertaken and staff record accidents. Security issues are well addressed and constantly reviewed. Staff try very hard to create a pleasant working environment for their pupils but this is extremely difficult due to the severe shortcomings of the accommodation. Only the newest junior classroom is for the dedicated use of the school. Other areas are shared with the community and, as a result, no imaginative use of space is possible, as resources have to be packed away daily. The Memorial Hut, used by pupils for assembly, lunch and as a classroom for some junior pupils, adds nothing to children’s education and makes effective teaching so much more difficult for staff. Adults and children are very long-suffering about the impact this has on morale and on teaching and learning: it is totally unacceptable. A testament to the patience of

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pupils and staff is that they have worked so effectively in such poor surroundings for so long.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

49. The school is very effective in monitoring and promoting good attendance among pupils. Registers are carefully completed and the secretary is able to produce different attendance statistics depending on the focus of staff. Parents are contacted immediately if pupils fail to arrive at school in the morning. They are generally very conscientious about informing the school of reasons for absence. Attendance levels are very high as a result and this makes a strong contribution to pupils’ progress.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

50. The school’s assessment policy is informed by the local education authority, QCA guidance and the OFSTED Framework. Assessment procedures are good and include statutory and optional standardised assessment tests and end of unit assessment, particularly in the core areas of English, mathematics and science. Very thorough records are kept of pupils’ progress, particularly in these core subjects. Targets for individuals and groups are set and teachers are able to track pupils’ progress. Records of progress are also kept in the foundation subjects but they are less well developed in relation to identifying subject-specific skills. This is an area that the school needs to address. Although there is evidence that teachers assess the progress made by the pupils, the use of that assessment to inform future areas of learning is unsatisfactory. In mixed age classes, there are occasions when whole class lessons, and the tasks that are set, do

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

not adequately challenge older and more able pupils. Teachers should be more aware of the need to build upon pupils’ prior attainment further and ensure that, particularly in foundation subjects, pupils are taught the appropriate subject-specific skills from one year to the next. In Key Stage 2, the setting of pupils in the core areas of English, mathematics and science has a beneficial effect on their learning and ensures that they are often appropriately challenged and make at least satisfactory and often good progress. This is reflected in the results of national standardised assessment tests.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

51. A scrutiny of pupils’ work indicates that, although teachers mark work regularly, marking is very brief and does not adequately support the pupils in their learning. It consists mainly of ticks, with very few comments on how pupils might improve in the future. Higher attaining pupils rarely get work wrong and this demonstrates that they are not always sufficiently challenged in the tasks that are set. The school could usefully review its marking policy and ensure that its implementation is monitored.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

52. Individual pupil profiles, containing information about the personal, social and academic development of the pupils, are maintained. These are brought up to date termly or when the learning objectives in a particular area have been achieved.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

53. Procedures to ensure the effective management of pupil behaviour are very good. Staff are very clear about their expectations and consistently apply the code of conduct; the school is very calm and orderly as a result. Rewards and sanctions are well known to pupils, who respond Egginton Primary School - 17 appropriately. The school makes certain that parents are familiar with the behaviour code – they are asked to read, sign and return a copy to school. Staff provide additional levels of appropriate support to pupils with behavioural problems; lunchtime behaviour logs are also used effectively. All staff, including lunchtime supervisors, communicate any concerns to each other. As a result, the needs of individual pupils are carefully met. No evidence of any oppressive behaviour was seen during the inspection.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

54. Lunchtimes are pleasant, social occasions in spite of the very dismal surroundings of the Memorial Hut. The headteacher eats with the children and engages them in animated conversation. Lunchtime staff are friendly and have a clear understanding of the children’s needs, both physical and emotional. The school secretary ensures that any medical needs are met during the day and she, too, is a strong partner in the school’s pastoral care team.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

55. The school maintains very good procedures for monitoring and supporting pupils’ personal development. Home visits have been optional in the past but a new system has been drawn up in which the parents of each new child have the opportunity to meet a member of staff at home with their child. The induction programme is well considered and helps pupils to settle well into school routines. Comprehensive systems to ensure smooth transition to secondary school are also in place. Detailed academic and personal information accompanies each pupil. The school offers a very good range of visits and trips to extend pupils’ experiences of different social settings and this helps to build their self-confidence.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

56. The school has a positive approach to furthering the development of pupils with special educational needs. The provision for care, welfare and health and safety is good. The new special educational needs code of practice is being implemented. Individual education plans are drawn up, reviewed appropriately and are of good quality. Pupils’ progress is tracked and monitored, especially in the core subjects of mathematics and English; when necessary they are given extra support either in class or at lunchtime.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

57. Since the last inspection, the care of pupils has improved and is now judged as very good.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

58. Parents are extremely positive about the school. They feel staff are very approachable and value the quality of teaching and the standards of behaviour. They also feel that the school is well led and managed. Inspectors confirm their very positive views.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

59. The headteacher establishes very effective, regular communication with parents; this enables them to be active participants in the school community and in their children’s education. The previous inspection report highlighted some areas of concern around the issue of home-school links. These have been addressed by the school and the majority of parents feel communication is good.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

60. The well-considered induction programme ensures that children and parents experience an organised start to school life. Useful publications such as the school brochure and the governors’ annual report to parents are detailed and provide a good insight into the ethos and routines of the school. The entrance hall contains a good cross section of information about school and the local community. Very regular newsletters are sent home, along with a broad overview of the termly topics. A more detailed curriculum newsletter is also produced and parents are invited to curriculum evenings, where different subjects form the focus for discussion. Such arrangements help parents to feel more involved in their children’s learning. The headteacher and staff are usually available for parental discussions at the end of the day.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

61. The quality of individual progress reports sent to the parents and carers of each child at the end of the academic year is good. They contain detailed, evaluative comments on each subject and parents gain a very clear understanding of what their children can do. A section at the end of the report also sets out what a pupil needs to do next to improve; this is good practice as it highlights areas in which parents may support their children’s learning at home. Egginton Primary School - 18 62. Parents make a very good contribution to children’s learning, both at home and in school. They are very supportive of the home school agreement and sign this, along with the behaviour management policy. In this way, they have a clear understanding of what the school expects from them and their children and this works well. Parents are particularly impressive in the way they make sure their children attend school very regularly. As a result, attendance levels are very high

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and pupils benefit from the lack of interruption to their schooling. Home-school notebooks are also used well by most parents. These provide an effective link between staff and parents. They contain detailed interactions and allow pupils to build on work begun either at school or at home.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

63. A very active parent teacher association raises significant sums of money to spend on learning resources and to support the work of the school. Parent governors provide effective support for the school and some have a regular playground presence during the school week. Parents respond well to invitations to attend special events such as the weekly ‘Celebration Assembly’. The headteacher makes them feel very much part of the assembly, sometimes including them in light- hearted banter about what their children have done. There is an obvious rapport here between staff, parents and pupils and this has a significant impact on how pupils respond in school.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

64. The school provides sound opportunities for parents of pupils with special educational needs to maintain links with it and to follow their children’s attainment and progress. They are consulted in the drawing up of individual education plans and are able to discuss the progress of their children with the class teacher. In this way, parents are encouraged to help their children at home.

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