Crofton Anne Dale Junior School

CROFTON ANNE DALE JUNIOR SCHOOL

Dates of inspection: 11 and 12 March 2002

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CROFTON ANNE DALE JUNIOR SCHOOL

Short 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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CROFTON ANNE DALE JUNIOR 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. Crofton Anne Dale Junior School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Cuckoo Lane Stubbington Fareham Hampshire

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: February 1998 Crofton Anne Dale Junior School - 4

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Team members

23785 Mr M Massey Registered inspector 8991 Ms P Goldsack Lay inspector 13122 Ms S Matthews Team inspector 22948 Ms M Vallis Team inspector

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Team members

Demeter House Station Road Cambridge CB1 2RS

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Team members

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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Team members

The Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Crofton Anne Dale Junior School - 5

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PART A: SUMMARY OF THE REPORT 6

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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INFORMATION ABOUT THE SCHOOL

Crofton Anne Dale Junior School is situated in the Hillhead ward of Fareham, in Hampshire. The school is bigger than average with 409 pupils on roll, 218 boys and 191 girls. Pupils are aged from seven to eleven years and are taught in 12 classes. Pupils’ attainment is generally above average when they start the school in the September of the year in which they are seven. Pupils mainly come from the local area, where the accommodation is mostly in private housing. Only around 2.5 per cent of the pupils are eligible for free school meals, which is below average and there are no pupils for whom English is an additional language. About 11 per cent of the pupils are on the school register of special educational need, which is also below average, and there are very few pupils with statements of special educational need. The school is currently working towards the Investors In People award.

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HOW GOOD THE SCHOOL IS

Crofton Anne Dale Junior School is a very good school with many strengths. The school is very well led by the headteacher, supported by other senior teachers, staff and governors. Pupils achieve very well due to the consistently high quality of the teaching. Standards have been maintained at a level that is above the national average over the last five years and inspection evidence shows that the present group of pupils at the school is also achieving at this level. The school gives good value for money.

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What the school does well

• The very good leadership provided by the headteacher, senior staff and governors ensures that high expectations are maintained and new initiatives support teaching and learning effectively. • The very good teaching results in high standards in English, mathematics and science. • The high priority given to pupils’ personal development, the high expectations and clear guidance given on how pupils should behave leads to hard working pupils who behave very well. • The very high quality of provision across the curriculum provides pupils with a wide variety of experiences and opportunities for personal and academic development.

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What could be improved

• Information and communication technology could be used more consistently in classrooms to support learning. 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 has improved very well since it was last inspected in February 1998. High standards have been maintained overall since the last inspection. High standards have been achieved in the national tests for pupils in Year 6 in English, with a very high proportion of pupils achieving at the higher level 5. The school has addressed the areas identified for improvement in the last report very thoroughly. Very good teaching is now a feature of the school and the strengthened role of the co-ordinators in monitoring planning and pupils' work plays an important part in this process. Assessment information is used very effectively to plan work that is appropriate to pupils of all levels of attainment and the enhanced learning opportunities for more able pupils in Year 6 is an excellent development. Standards in art are now very good and there are wide ranging opportunities presented to pupils with the resulting displays adding

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

considerably to the ethos of the school. Teachers’ plans give a clear indication of what the pupils will learn and pupils themselves are made very aware of these expectations. An excellent homework initiative involving a working group of parents and staff has resulted in pupils being given stimulating and often innovative homework challenges. The provision for multi-cultural education is now very good. Observations show that this is an integral part of many lessons and permeates much of the work done in the school; preparing pupils well for life in a diverse society. There have also been improvements in pupils’ attitudes and behaviour and leadership and management, all of which are now very good. Crofton Anne Dale Junior School - 7

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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

English A A A A well above average above average A B Mathematics A A B C Average below average C D Science A A B C well below average E

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Key

Last year’s National Curriculum tests for pupils at the end of Year 6 showed that compared to all schools standards were well above average in English and above average in mathematics and science. When compared to similar schools standards were well above average in English and average in mathematics and science. A very high proportion of pupils achieved the higher level 5 in English, which is why the overall grade is well above average. In mathematics and science, the proportion of pupils attaining the higher level 5 was also above average but not to such a high degree. Over the last five years standards have risen broadly in line with the national average, although there was a slight decline in standards in mathematics and science in 2001. This was because this particular group of pupils, although working at an appropriate level for their prior attainment, could not achieve at the higher levels.

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Key

Inspection evidence shows that based on the current attainment levels of pupils in Years 3, 4 and 5 standards will rise again over the next two years. Appropriate targets have been set in English and mathematics in order to re-establish high standards at the school.

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Key

Pupils’ attainment on entry to the school is generally above average. However, a scrutiny of National Curriculum test results for pupils at the end of Year 2 show that for the present group of pupils in Year 6 and last years group, standards on entry were average. Standards for the present pupils in Year 6 are above average in mathematics and well above average in English and science. In English, the pupils’ writing shows skilful use of vocabulary and a very good understanding of writing for different purposes and audiences. Writing is punctuated correctly and spelling is very good. Throughout the school the pupils’ presentation of work is excellent and pupils use their English skills very effectively in subjects like history and science. In science, the investigative work is of a very high standard and pupils are developing a very good scientific methodology, making sensible predictions and drawing accurate

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Key

conclusions about their experiments. Pupils’ problem solving skills in mathematics are very good and they are confident in tackling tasks independently. The standard of work in subjects like art, history and geography is well above what is expected nationally. Overall, pupils achieve very well during their time at the school.

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Aspect Comment

Attitudes to the school Very good. Pupils work very hard and are enthusiastic learners. They are very positive about their experiences in the school and appreciate the work done by teachers.

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Aspect Comment

Behaviour, in and out of classrooms Very good. This means that in lessons pupils and teachers can concentrate on learning without distractions and this makes a good contribution to the high standards.

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Aspect Comment

Personal development and relationships Very good. Pupils are mature and confident. They support one another well in lessons and respond well to adults. Crofton Anne Dale Junior School - 8 Attendance Good. Attendance is above the national average and pupils arrive in school promptly at the start of the day. The pupils’ very good attitudes and behaviour make a significant contribution to their achievement. They work hard in lessons and support one another well. High attaining pupils respond very well to the enhancement classes in Year 6 and this makes a very good contribution to their progress in English, mathematics and science.

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Teaching of pupils in: Years 3 – 6

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

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Teaching of pupils in: Years 3 – 6

Teaching throughout the school is very good and sometimes excellent. It is never less than satisfactory. The teaching of literacy is very good with teachers adapting the National Literacy Strategy well in order to promote high standards of writing. The teaching of numeracy is very good with some particularly challenging activities for pupils in Year 6.

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Teaching of pupils in: Years 3 – 6

The large class sizes mean that space is at a premium. However, the high quality of teachers’ classroom management and organisation ensures that challenging and exciting activities are set. This was seen to good effect in an English lesson where dramatic activities were included in the study of “Macbeth” and in investigative science and mathematics. In the satisfactory lessons there was too much teacher direction and pupils’ independence and active involvement in their own learning could be improved. Enhancement groups have been established for talented children in Year 6 for English, mathematics and science. The teaching in these groups is stimulating and challenging and really stretches the higher attaining pupils. Activities are set at appropriate levels for all pupils in lessons, where very good support is given to lower attaining pupils. Classroom assistants are used mainly to support these pupils. Some pupils with special educational needs are withdrawn for work specifically

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Teaching of pupils in: Years 3 – 6

targeted to their needs and this teaching makes a good contribution to their progress. The very good medium term planning, which is done by co-ordinators, gives clear guidance to teachers and lays a good foundation for teachers’ day-to-day planning. Teachers do not always make the best use of computers in the classroom.

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Aspect Comment

The quality and range of the curriculum Excellent. The full range of National Curriculum subjects is covered. High quality planning and a commitment to a broad curriculum provides pupils with excellent opportunities across a range of subjects like art, design and technology as well as successfully promoting their personal development.

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Aspect Comment

Provision for pupils with special educational needs Very good. Pupils are well supported in class. Their needs are accurately identified and their progress carefully monitored both by the class teacher and through the withdrawal work carried out by the special educational needs teacher.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good. Lots of opportunities are provided during lessons to promote pupils’ social awareness and prepare them for life in a diverse society. Staff give clear guidance on how pupils should behave and they provide good role models. They make sure that pupils are given opportunities to take responsibility and make decisions independently.

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Aspect Comment

How well the school cares Very good. Assessment information and teachers’ personal knowledge Crofton Anne Dale Junior School - 9 for its pupils ensures that activities are well matched to pupils’ abilities. Very good child protection procedures are in place and all staff are informed. Thorough health and safety checks and risk assessments are carried out.

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Aspect Comment

The high quality work across a range of subjects is a strength of the school, giving pupils good opportunities to apply skills learned in English and mathematics to their studies in subjects like design and technology and geography. All the statutory areas of the curriculum are taught, including religious education and personal and social education.

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff Very good. The headteacher, with the support of the deputy, is innovative and clear about where the school is going. Subject co- ordinators provide very good guidance to staff and the senior management team are actively involved in monitoring standards.

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Aspect Comment

How well the governors fulfil their responsibilities Very good. The governors have implemented an excellent framework for governing and governor improvement plan. This means that they a clear programme of work which gives them good understanding of how the school operates. The school administrative and finance officer gives them good financial information and they monitor budget spending effectively.

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Aspect Comment

The school’s evaluation of its performance Very good. The results of assessments and national tests are analysed and used well to identify future improvements, for example in writing.

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Aspect Comment

The strategic use of resources Very good. Long term aims are identified and budgeted for. Regular resource audits by co-ordinators ensure that teachers are well supported with the necessary materials and equipment.

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Aspect Comment

The headteacher has a very good strategic view of the needs of the school. The employment of a technician for the computer suite and a full-time librarian reflect this. An excellent system of monitoring has been established involving the deputy headteacher and senior staff and this is instrumental in ensuring high standards and good quality teaching. The school is well aware of the principles of best value and applies them effectively through constantly comparing its performance against other schools and setting challenging targets. Competitive quotations for work to be carried out in the school, such as the development of the link corridor, further demonstrate that the school has a clear understanding of best value. Much of the substantial carry forward has been used appropriately to set up the computer suite.

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What pleases parents most What parents would like to see improved

• Their children like school and make good progress. • The school expects children to work hard and do their best. • They feel comfortable approaching the school with questions or problems. • Teaching is good. • The school is well led and managed. • There is not the right amount of homework. • There could be a more interesting range of activities outside lessons.

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What pleases parents most What parents would like to see improved

The inspection team fully agrees with the positive views expressed by parents. The team judged that the activities provided for homework were very appropriate and fully met national guidelines. A wide Crofton Anne Dale Junior School - 10 range of activities are available outside lessons and it is difficult to see how this could be improved without it being a burden to staff. Crofton Anne Dale Junior School - 11

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support teaching and learning effectively

1. The headteacher has successfully developed an effective staff team. He has a very clear view of how the school should develop and is not afraid to be innovative or to delegate responsibility to other senior staff. At the same time he firmly believes that he, along with the very able deputy, has the overwhelming responsibility for ensuring that standards and teaching are of a high quality. The employment of a full-time technician, to support work in information and communication technology, and a librarian are excellent initiatives that contribute very well to the smooth running of the school. This means that the computer network is always fully functional and staff and pupils have access to good information and advice. The availability of the librarian enables pupils to carry out individual research under supervision and provides staff with instant access to books and other resources that support learning.

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support teaching and learning effectively

2. The headteacher has established an excellent system of monitoring teaching and learning. Along with the deputy he carries out regular observations of teachers and gives them feedback on how they can improve. Where necessary support procedures are put in place to ensure that improvements are made. Senior teachers are given responsibility for monitoring teachers’ planning and they also check standards by sampling work and talking to pupils. Along with either the headteacher or deputy, senior staff are given opportunities to carry out some monitoring of teaching, which reinforces their understanding of standards and delivery within the school. All staff are given release time every week in order to concentrate on developing work within their subject, for example by reviewing policies or planning.

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support teaching and learning effectively

3. The evaluation of the school’s performance is very good. This has led to initiatives like the establishment of enhancement groups in English, mathematics and science for talented pupils in Year 6 and the concentration on extended writing in English. Such initiatives make a very good contribution to the high standards in the school.

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support teaching and learning effectively

4. The headteacher provides good information to the governing body and has established a good working relationship with them. The excellent framework programme that the governors have drawn up provides a clear programme for governor activities throughout the year and provides a clear focus for meetings. As a result the governors fulfil their responsibilities very well and have a clear understanding of developments within the school.

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science

5. The quality of teaching is very good throughout the school. This represents a good improvement since the last inspection. Some excellent teaching was observed in mathematics where the activities set were very challenging for pupils but expertly based on the teachers’ assessment of pupils’ previous learning. This ensured that pupils made very good progress during the lesson. A feature of these lessons is the confidence that the teacher gives to the pupils to use their own intiative, for example by allowing them to select their own data for analysis in Year 4. In Year 6, pupils are encouraged to carry out their own investigations and spend time looking for their own solutions. The skill of the teacher is in planning for this but always being aware of when and how support should be given during the lesson to ensure a successful outcome. The result of this approach is highly motivated pupils who have an enthusiasm about mathematics and an

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science

excitement about their discoveries. The excellent teaching observed in information and communication technology generated exactly the same kind of commitment and excitement from pupils. Crofton Anne Dale Junior School - 12 6. Planning throughout the school is very good. The teachers’ day-to-day plans are based on the medium term plans drawn up by all the subject co-ordinators in the school. This very good initiative ensures that co-ordinators’ expertise is used very effectively for the benefit of all the pupils in the school. It also improves the subject knowledge of teachers who may not have the same level of expertise as the appointed co-ordinator. Precise statements about what pupils will learn are included in plans and this is explained very clearly by teachers at the start of lessons and reinforced as the lesson progresses. Teachers’ very good knowledge of pupils and the good assessment procedures in place in the school are used to good effect to set targets for individual

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science

pupils in English and mathematics. This, plus the clear explanation of exactly what they are expected to learn, gives pupils a very good understanding of their own learning and how they can improve. This approach makes a very good contribution to the high standards achieved.

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science

7. A common feature of the very good teaching in science is the high quality of pupils’ investigative work. There is evidence in all the year groups of pupils carrying out their own investigations. They make sensible predictions based on their previous learning, for example when some pupils in Year 6 predicted that icing sugar would dissolve the quickest because “it had smaller granules”. Having been well taught about the need for a fair test there was never a concern that they would manufacture the result to fit the prediction! By the time pupils leave the school at the end of Year 6 the standard of writing is very good. This is due to the hard work and high expectations of staff throughout the school. Looking through pupils’ books is a joy, not only in English, but in subjects like geography and science where the work is neat and accurate with very good spelling and punctuation. In the best English lessons, for example in the study of Macbeth in Year 6, pupils

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science

are involved in role play and a study of the motives and emotions of the main characters. This involvement and their depth of understanding enables them to produce high quality writing on Macbeth in a variety of styles, such as reporting and stage directions for a production using “modern” language. A particular feature of the role play observed was the involvement and very good use of language by boys in Year 6, who enjoy the more active element of this type of learning.

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science

8. The enhancement programme for pupils in Year 6 makes an excellent contribution to attainment of talented pupils. The small groups, focused teaching and challenging activities fully involve pupils and ensures their total concentration and commitment. The provision for pupils with special educational needs is very good. The mixture of withdrawal work with a specialist teacher and the very good support that pupils are given in class ensures that they make very good progress.

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and clear guidance given on how pupils should behave leads to hard working

9. The school has invested a lot of time and energy in supporting pupils’ personal development. There are regular personal, social and health education lessons where pupils are able to explore their own, and others’, emotions and reasons for doing things. This is further developed through the establishment of a school council, with a representative from each class. The high importance attached to this is exemplified by the regular attendance of a school governor at the council meetings, which is an excellent initiative and reflects the very good governor commitment to the school. This makes pupils feel that they are being listened to and that their concerns and priorities are taken seriously. As a result they are gaining in maturity and developing a good understanding of what it means to be a part of a community. There are very close links with the very good cultural and social provision in the school where pupils are encouraged to think about

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and clear guidance given on how pupils should behave leads to hard working

others and the impact of their actions on them. Through this rounded approach to personal development pupils form very good relationships and have a good awareness of the needs of others, hence some of their excellent charitable efforts on behalf of communities around the world.

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and clear guidance given on how pupils should behave leads to hard working

10. The high expectations of pupils’ behaviour and clear guidance given by staff means that pupils behave very well. In class they allow others to work undisturbed and take part in practical lessons, for example in science and drama, with due regard to safety and the correct handling of equipment and resources. There is a calm, well-ordered atmosphere when pupils are moving around the school and in the dining hall. Although the playground space is limited pupils play Crofton Anne Dale Junior School - 13 happily together and no instances of poor behaviour were observed during the inspection. Pupils’ very good behaviour and hard working attitude have a positive impact on their attainment.

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variety of experiences and opportunities for personal and academic

11. At a time when there is very much a focus on improving standards in literacy and numeracy the headteacher and governors have made a real commitment to ensuring that pupils receive a broad and balanced curriculum that is stimulating and challenging. As a result standards in subjects like art, design and technology, geography and history are above national expectations. There is a real drive to improve provision in information and communication technology that is now bearing fruit in improved standards. Other initiatives such as the establishment of a school council and regular personal and social education lessons give pupils a maturity and understanding of how society functions and their place within it.

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variety of experiences and opportunities for personal and academic

12. There is ample evidence of the impact that this has on the school, for example through art, with the good quality of displays. Pupils’ three dimensional work in art and ceramics, for example the action figures made of fabric, paper and wire in Year 5, enliven the environment and demonstrate links with other subjects like physical education. Visitors are used to good effect for demonstrating activities such as spinning and parent helpers make delicious Tudor biscuits as part of the pupils’ work in history. In subjects like history and geography many of the skills that pupils have learned in English, art and mathematics are put to good effect. Writing is clear and concise and the pupils take a real pride in their presentation so that it is a real pleasure to share their work.

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variety of experiences and opportunities for personal and academic

13. However, perhaps the most important illustration of the impact that this challenging and exciting curriculum has comes from the children. They talk with clarity and enthusiasm about their work in subjects like physical education and their studies of Macbeth. As a result they enjoy coming to school. As one pupil said, “There’s not much to change in this school, it’s good as it is.”

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Information and communication technology could be used more consistently in

14. The establishment of the new computer suite is having a good impact on pupils’ computer skills and a number of pupils have computers at home. Classes are regularly timetabled to use the suite and the availability of a technician means that good advice is readily available. However, not all teachers are making best use of the classroom computers during lessons like English and mathematics. This means that pupils are missing some opportunities to practise the skills that they have learned either at home or when using the computer suite. As a result their progress in this area of the curriculum is not as fast as it could be. Where computers are used in the classroom, for example in mathematics in Year 6, pupils practise skills such as data handling effectively to record their results in investigative maths. In some English lessons opportunities for pupils to practise their word processing skills are not taken.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

15. In order to raise standards further the governing body, headteacher and staff should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Ensure that teachers’ planning clearly indicates when computers can be used in the classroom, across a range of subjects; • Include a review of the use of computers in the classroom in the monitoring arrangements that are already in place in the school. Crofton Anne Dale Junior School - 14

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 11

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very Poor

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Summary of teaching observed during the inspection

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 three percentage points.

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Information about the school’s pupils

Pupils on the school’s roll Nursery Y3 – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 409

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 10

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Information about the school’s pupils

Special educational needs Nursery Y3 – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 3

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 45

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 0

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 19

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 19

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Attendance

National comparative data 5.6 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Crofton Anne Dale Junior School - 15

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

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2001 52 50 102

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

National Curriculum Test/Task Results English Mathematics Science

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

Boys 46 44 49 Numbers of pupils at NC level 4 and above Girls 48 41 49

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

Percentage of pupils School 92 ([95) 83 ([91) 96 ([98) at NC level 4 or above National 75 (75) 71 (72) 87 (85)

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

Teachers’ Assessments English Mathematics Science

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

Boys 42 44 50 Numbers of pupils at NC level 4 and above Girls 44 41 46

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

Percentage of pupils School 84 (95) 83 (94) 94 (99) at NC level 4 or above National 72 (70) 74 (72) 82 (79)

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

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

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 0 Other minority ethnic groups

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Ethnic background of pupils Exclusions in the last school year

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. Crofton Anne Dale Junior School - 16

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 14.7 Financial year 2000/01

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Teachers and classes Financial information

Number of pupils per qualified teacher 27.8

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Teachers and classes Financial information

Education support staff: Y3 – Y6 Total income 747496

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Teachers and classes Financial information

Total number of education support staff 9 Total expenditure 748979

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Teachers and classes Financial information

Total aggregate hours worked per week 202 Expenditure per pupil 1850

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Teachers and classes Financial information

FTE means full-time equivalent. Balance brought forward from previous year 51231

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Teachers and classes Financial information

Balance carried forward to next year 49748

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Recruitment of teachers

Number of teachers who left the school during the last two years 5

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 7

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

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Recruitment of teachers

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 0

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Recruitment of teachers

Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 0

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Recruitment of teachers

FTE means full-time equivalent. Crofton Anne Dale Junior School - 17

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Percentage of responses in each category

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

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Percentage of responses in each category

My child is making good progress in school. 47 50 1 1 2

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Percentage of responses in each category

Behaviour in the school is good. 36 58 2 0 3

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Percentage of responses in each category

My child gets the right amount of work to do at home. 37 46 15 2 0

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 30 59 11 0 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 64 32 3 1 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 60 37 1 0 2

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Percentage of responses in each category

The school works closely with parents. 34 53 13 0 0

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Percentage of responses in each category

The school is well led and managed. 44 48 3 2 3

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Percentage of responses in each category

The school is helping my child become mature and responsible. 47 47 2 1 3

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 35 42 14 2 8

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