Kempston Rural Primary School

KEMPSTON RURAL LOWER SCHOOL

Dates of inspection: 7 th – 9 th May 2002

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KEMPSTON RURAL LOWER 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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KEMPSTON RURAL LOWER 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. Kempston Rural Lower School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Church End Kempston Bedford

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 15 th September 1997 Kempston Rural Lower School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities 17242 Jeff White Registered inspector Mathematics; geography; history; physical education; Foundation Stage; equal opportunities; English as an additional language What sort of school is it? The school's results and achievements. How well are the pupils taught? How well is the school led and managed? What should the school do to improve further? 14178 Patricia Willman Lay inspector Pupils' attitudes, values and personal development. How well does the school care for its pupils? How well does the school work in partnership with parents? 20911 Judy Dawson Team inspector English; music; religious education How good are curricular and other opportunities? 21114 Malcolm Johnstone Team inspector Science; information and communication technology; art and design; design and technology; special educational needs

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INFORMATION ABOUT THE INSPECTION TEAM

SES 132 Whitaker Road Derby DE23 6AP Kempston Rural Lower School - 5 Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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INFORMATION ABOUT THE INSPECTION TEAM

The Complaints Manager Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Kempston Rural Lower School - 6

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PART A: SUMMARY OF THE REPORT 7

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

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HOW HIGH ARE STANDARDS? 11

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

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INFORMATION ABOUT THE SCHOOL

With a roll of 91 (38 boys, 53 girls) the school is much smaller than other primary schools. The roll is larger during the summer term because there are three entries each year into the reception. At the time of the inspection there were 16 children in the reception year. Pupils are almost all white; five pupils are of minority ethnic background or mixed parentage. None is at an early stage of English acquisition. Eligibility for free school meals is below average but has increased over the last two years. The number of pupils with special educational needs has grown. Eighteen are on the special educational needs register, a figure below the national average. Two have statements. Assessments of children on entry to the school indicate a broad range of abilities but attainment in English is higher than what is typical for this age group. The headteacher teaches a class for two days a week and has been at the school for

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INFORMATION ABOUT THE SCHOOL

less than two years. Three of the current teachers are temporary.

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HOW GOOD THE SCHOOL IS

The school is improving under the good leadership of the headteacher. Standards are good in English and art and design and satisfactory in all other subjects. Most pupils are making satisfactory progress overall, but progress is developing quickly in information and communication technology (ICT). The teaching is generally satisfactory but was often good during the inspection. Governors are becoming increasingly better informed about the work of the school and support the headteacher well. Partnership with parents is increasingly effective. Pupils behave well and have positive attitudes. Satisfactory value for money is provided.

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HOW GOOD THE SCHOOL IS

What the school does well • Pupils in Years 2 and 4 are achieving good standards in English and in art and design. • Pupils in Years 3 and 4 are making rapid progress in ICT. • The headteacher leads the school well and is well supported by staff and governors. • Partnership with parents is very effective and they support the school well. • Pupils are keen, enthusiastic and behave well. • Good links are made between subjects.

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HOW GOOD THE SCHOOL IS

What could be improved • Pupils in Year 1 have not made enough progress, especially in English and mathematics. • The most able pupils are not consistently given hard enough work. • Pupils do not achieve as well in mathematics as they do in English. 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 September 1997 and has improved satisfactorily since that time. Improvement has accelerated in the last two years The current headteacher has acted quickly to address the last inspection report’s key issues. Improvements have been made in the curriculum, assessment procedures, the information provided for parents, strategic planning, financial control, monitoring of the school’s work and the role of governors. Standards in the work seen have risen in English throughout the school. Standards in ICT, geography and history were unsatisfactory in Year 4 at the time of the last inspection. They are now satisfactory. At least satisfactory standards have been maintained in other subjects. In the national tests over the last three years the school has not progressed as well as other schools with similar eligibility for free school meals. Given the current standards, and the increase in the number of pupils eligible for free meals, the signs are that the

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Kempston Rural Lower School - 8 school’s progress is improving. Under the leadership of the headteacher and governors the school has the capacity to continue to improve, especially when the staffing situation becomes more stable. Kempston Rural Lower School - 9

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 2 based on average point scores in National Curriculum tests.

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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

Reading A C B D well above average above average A B Writing A C C E average below average C D Mathematics D D D E well below average E

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STANDARDS

The results show that, taking the three years 1999 to 2001 together, pupils’ performance exceeded the national average for their age group. Pupils performed better in English than in mathematics. A combination of low year group numbers, pupil mobility and an increase in special educational needs has contributed to the overall fall in standards since 1999. However, over the period 1999 to 2001 pupils did not perform as well as those in schools with similar eligibility for free school meals. Also, Year 4 pupils’ results in the non-statutory tests in 2001 showed that they had not progressed as well as they should have, even though they attained good standards overall. Standards in English in the current Year 2 are good overall and have improved in writing because pupils have been set individual targets. Standards in mathematics are satisfactory and are improving because the school’s analysis of test results has

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STANDARDS

identified areas for attention. Standards in most other subjects are satisfactory. In Year 4, standards are good in English, and satisfactory in mathematics, science and in most other subjects. Standards in art and design are good throughout the school. Most pupils make sound or better progress in all subjects but it is rapid in ICT in Years 3 and 4 because of some expert teaching. In all subjects, the most able pupils could achieve better and need to be challenged further. Pupils in Year 1 are not making enough progress because the work does not sufficiently build on what they already know, understand and can do. Pupils with special educational needs achieve well. The very few pupils of ethnic minority background are achieving as well as their peers. Children in the reception year are making satisfactory progress overall and are on course to achieve the learning goals expected for when they enter Year 1. Many are likely to exceed most of the goals in personal, social and emotional

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STANDARDS

development and in mathematical and creative development because the teaching is good in these areas of learning.

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Pupils have positive attitudes and they are very enthusiastic.

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PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Behaviour is good.

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Pupils relate well to one another and enjoy taking on responsibilities.

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PUPILS’ ATTITUDES AND VALUES

Attendance The attendance rate is well above average. Kempston Rural Lower School - 10

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TEACHING AND LEARNING

Teaching of pupils in: Reception Years 1 – 2 Years 3-4

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TEACHING AND LEARNING

Quality of teaching Satisfactory Satisfactory Satisfactory 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 AND LEARNING

During the inspection, the teaching was good or better in about six out of ten lessons and was rarely unsatisfactory. There was more good teaching in Years 3 and 4 than elsewhere. However, when also taking account of pupils’ progress the teaching is satisfactory overall. Pupils in Year 1 have not made enough progress and, throughout the school, the most able pupils are often not challenged enough. Teachers make good links between subjects and especially enable pupils to apply their numeracy and literacy skills. English and mathematics are taught competently. The good teaching has brisk pace and good questioning makes pupils think. Discipline and relationships are usually good. Teachers make good use of ICT throughout the curriculum and the quality of the skilled technician’s support is excellent. Pupils with special educational needs are supported well. Personal, social and emotional development, and mathematical and creative development are taught well in the reception year. Pupils

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TEACHING AND LEARNING

are generally keen and interested in their work, including the youngest.

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OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum The curriculum is satisfactory and has improved in the last two years.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs Provision is good and it is well managed.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with English as an additional language Provision is good for the very few pupils with English as an additional language

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development Provision is good in all aspects of pupils’ development.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils The day-to-day care of pupils is good.

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OTHER ASPECTS OF THE SCHOOL

The school works very well in partnership with parents. Pupils’ personal development is monitored and supported well. Kempston Rural Lower School - 11

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HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and management by the headteacher and other key staff The headteacher leads the school well and is developing the senior teacher in her relatively new role. Management is good and the school runs smoothly.

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HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities Governors fulfil their responsibilities satisfactorily and are quickly becoming more actively involved in the life of the school.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance The headteacher and governors have developed sound procedures for monitoring and evaluating the school’s performance in the last two years.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources Strategic planning and use of resources are satisfactory.

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HOW WELL THE SCHOOL IS LED AND MANAGED

Staffing, accommodation and resources are adequate overall. Although the premises are inspected regularly there is no formal system of risk assessments. The governors currently apply the principles of best value satisfactorily but are learning quickly.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

• Children like school, are being helped to become mature and responsible and are expected to work hard. • Behaviour in the school is good. • The school works closely with parents and they are comfortable about approaching the school. • The school is well led and managed. • The range of activities outside lessons is not interesting enough.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

The inspection team endorses parents’ positive views. In the inspectors’ view the school, given its small size, provides a good range of extra-curricular activities. The school provides parents with information on what their children are learning and the expectations with regard to homework. However, a small number are unsure of the best way to help and would appreciate guidance from the school. The homework diaries and reading diaries are not currently used effectively as a channel for day-to-day informal communication for parents of those children who come to school by bus. This is particularly important for the parents of the youngest children. Kempston Rural Lower School - 12

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The school’s results and pupils’ achievements

1 Taking the three years 1999 to 2001 together, pupils’ performance in reading, writing and mathematics in the national tests for pupils in Year 2 exceeded the national average. Although standards in relation to the average for all schools did not fall in 2001, a combination of small year group numbers, pupil mobility and a rise in the numbers of pupils with special educational needs (SEN) has meant that standards have not returned to the high levels achieved in 1999. The school acknowledges that progress over this period was not as good as it should have been and pupils’ performance was below the average of schools with similar eligibility for free school meals. Although girls have attained higher standards than boys, boys have made better progress over time. Although, in 2001, in the non-statutory National Curriculum tests, Year 4 pupils achieved higher standards than the LEA average, they had made

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The school’s results and pupils’ achievements

less progress over time than in other schools.

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The school’s results and pupils’ achievements

2 Overall standards in English are above average in Year 2 and Year 4. Standards have been maintained in reading but they have improved in writing since the last inspection. Writing standards are also better than in the last test results because the school has striven to improve pupils’ writing, especially that of the boys, by, for example, setting individual targets. However, pupils in Year 1 have not made enough progress in writing because their work has not taken sufficient account of their prior attainment. Pupils in Year 4 have made good progress in writing from the age of seven. Pupils achieve well in speaking and listening and attain above average standards in Years 2 and 4. They are encouraged throughout the school to contribute to class discussions. Also, teachers and support staff ask well-focused questions and this enables pupils to apply their wide range of vocabulary well.

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The school’s results and pupils’ achievements

3 Standards in mathematics are average in Year 2 and Year 4 and are similar to the standards at the time of the last inspection. They are better than in the last test results for seven-year-olds because the school’s analysis of the results helped identify where improvements were needed, for example, in subtraction. Pupils in Year 1 have not made enough progress and there is little of their work that is above an average standard. Pupils in other year groups achieve satisfactorily. Generally, pupils are not doing as well in mathematics as they are in English because they do not have individual targets. Standards in science in Year 2 and Year 4 are average and have been maintained since the last inspection. In general, pupils make satisfactory progress but in the good lessons seen they achieved well.

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The school’s results and pupils’ achievements

4 Standards in information and communication technology (ICT) have improved since the last inspection, especially by Year 4,where they were unsatisfactory last time. They are rising especially quickly in Years 3 and 4. Pupils are making good or better progress and standards in Years 2 and 4 now meet expectations for pupils’ ages. Several factors have accounted for the improved standards and achievement including the leadership by the headteacher, the use of ICT across the curriculum and the use of specialist teaching from a technician with excellent expertise.

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The school’s results and pupils’ achievements

5 In history and geography, standards in Year 4 have improved since the last inspection because the school now uses national guidelines for both subjects. Standards were unsatisfactory last time and now they meet expectations. Art and design is taught well and consequently standards are above what is typical for pupils in Years 2 and 4. Kempston Rural Lower School - 13 Standards have been maintained since the last inspection. In all other subjects standards in the work seen were satisfactory and similar to those at the time of the last inspection. There was not enough evidence to evaluate overall standards in music and physical education.

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The school’s results and pupils’ achievements

6 Pupils who have SEN receive good support from teachers and teaching assistants. In all subjects, this support helps them to achieve well. They make good progress towards the specific subject targets that are set in their individual education plans (IEPs). This is because the targets develop learning in simple achievable steps. The oldest pupils are aware of their targets and when appropriate they have the opportunity to comment on them. This develops good knowledge of their own learning and has a good effect on their progress. Pupils who have a statement of SEN make good progress and one pupil is in the high ability group in literacy and numeracy. There is no significant variation in the achievements of boys and girls who have SEN.

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The school’s results and pupils’ achievements

7 There are very few pupils of ethnic minority background and those with English as an additional language (EAL) are orally fluent in English. They make similar progress to other pupils and achieved well in the lessons seen.

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The school’s results and pupils’ achievements

8 Throughout the school, the most able pupils often do not make the progress of which they are capable and in many aspects of their work they ought to be attaining higher standards. Not enough attention is paid to what pupils already know, understand and can do and this results in them not being challenged enough. This is especially the case in Year 1 where in English and mathematics very few pupils are attaining above average standards.

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The school’s results and pupils’ achievements

9 Children in the reception year make satisfactory progress overall and are on course to reach many of the expected outcomes for the beginning of Year 1. Many are likely to exceed most of the outcomes for personal, social and emotional development, mathematical development, and creative development, because the teaching is good in these areas. In general, but especially in literacy, there is scope to challenge the most able children further.

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Pupils’ attitudes, values and personal development

10 Pupils’ overall positive attitudes, values and personal development contribute significantly to the school’s happy community and have been maintained well since the last inspection.

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Pupils’ attitudes, values and personal development

11 The reception children in the Year R/1 class arrive happily at school. They get on well with each other and with the adults who work with them. They also relate well to Year 1 pupils. They come to school regularly, mostly on time, settle confidently into the routines of the classroom and are eager to get started. They participate enthusiastically in the daily activities, respond well to instructions and listen carefully to each other and to adults. They tidy up carefully and sensibly and clearly understand how the school expects them to behave.

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Pupils’ attitudes, values and personal development

12 Pupils in Years 1 to 4 are well motivated and enthusiastic about most aspects of their time in school. The majority of parents who expressed an opinion prior to and during the inspection feel that their children like coming to school and this was confirmed by many of the pupils. They talk with interest about visits they have made. For example, a recent visit to a sculpture park inspired them to create their own sculptures for the school garden. Several have already come up with interesting ideas of what they plan Kempston Rural Lower School - 14 to make. Pupils are keen and inquisitive learners who are enthusiastic about their lessons and respond readily and often thoughtfully during discussions. This was particularly evident in a Year 3 religious education lesson when, because of the very good techniques used by the teacher, they were able to relate the experiences of an important religious leader to their own lives. Pupils are proud when their good work or

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Pupils’ attitudes, values and personal development

behaviour is recognised and try hard to gain the approval of their teachers.

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Pupils’ attitudes, values and personal development

13 The vast majority of pupils are courteous and well behaved and this enables them to concentrate on their learning and to enjoy their playtimes. They settle quickly to their tasks in lessons and clearly understand how their teachers expect them to behave both in classrooms, around the school and in the playground. During playtimes pupils are lively and active, but there is no evidence of rough or deliberately aggressive behaviour, isolation or harassment. Pupils are trustworthy; they respect the school’s resources and treat each other’s property with care. There have been no exclusions.

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Pupils’ attitudes, values and personal development

14 Pupils’ personal development is good and relationships are invariably good or better. These are important elements in the development of their personal and social skills. They enjoy working and playing together, sharing resources and taking turns with good humour. They respond especially well to opportunities to carry out research, for example, when using the computer, and apply themselves with enthusiasm using a variety of sources. In a Year 4 geography lesson, for example, pupils enjoyed the challenge of finding out about a village in India, showing mature attitudes and sensitivity. Pupils take part in fund raising for charity and learn about others less fortunate than themselves. They have a good understanding of the difference between right and wrong and are aware that sometimes their actions may make their friends unhappy. Classroom jobs are carried out sensibly and the oldest Year 3 and 4

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Pupils’ attitudes, values and personal development

pupils take their school responsibilities seriously. For example, they come in early to fill up the water bottles and, during the day, monitor the movement of pupils between the school and the Church Hall. When a new pupil joins the school another pupil is chosen to be a special friend to help the new classmate settle into the routines of the school. Pupils’ ideas of how to make the school better were informally sought by the headteacher and were then incorporated into the school improvement plan where appropriate. Pupils are polite and friendly and express their views clearly.

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Pupils’ attitudes, values and personal development

15 Pupils with SEN have good attitudes to school and behave well. The sensitive support they receive and good relationships with teachers and support staff ensure that the pupils know that their efforts will be valued. This improves their confidence and develops their self-esteem well and is a key factor in their good achievements. They are fully involved in all aspects of school life.

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Pupils’ attitudes, values and personal development

16 As a consequence of the high level of parental support and pupils’ own enjoyment of school life attendance is very good. It has been consistently well above the national average since the last inspection and there is no recorded unauthorised absence. Pupils generally arrive at school in good time and the school day starts promptly. Kempston Rural Lower School - 15

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

17 The quality of teaching is satisfactory overall. In the lessons seen it was good or better in about six out of 10 lessons. Most lessons are well organised and have clear objectives for pupils’ learning. In many lessons teachers make good links between subjects, for example, in geography and English, and science and mathematics. In a good art and design lesson, Year 3 pupils’ work in the school garden contributed to their spiritual development. ICT is used well throughout the school as an integral part of pupils’ work in other subjects and the skilled technician’s teaching is having a major impact on the rise in standards. Good pace is a feature of the effective teaching especially when teachers are asking questions of whole classes. The best questions make pupils think and they know they are being challenged. For example, in a response to a teacher’s question one pupil replied; “ That’s a tricky question ”.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

18 Relationships between adults and pupils are usually good or better and help to ensure that pupils behave well and have positive attitudes to their learning. In most lessons pupils work diligently and are interested in their work. When the teaching is effective the quality of their learning is good and most achieve well. In the very effective teaching all pupils make good or better progress and work at a consistently rapid pace, for instance in the ICT work taught by the specialist technician. The quality of teacher’s marking is too variable and often does not help pupils to improve their performance.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

19 Pupils with SEN are taught effectively. All teachers and support staff know the personal targets in pupils’ individual education plans (IEPs) and make effective reference to them in their lessons. In a literacy lesson for pupils in Year 3, for example, in order to add interest to their writing, the teacher worked intensively with five pupils on the use of adjectives. Other elements such as the development of pupils’ knowledge of letter sounds and spelling patterns were introduced at appropriate times. These activities, whilst connected to the general lesson theme, also built successfully on pupils’ individual targets. Support staff are well briefed about the objectives of the lessons and their role with the pupils. All staff promote pupils’ confidence well by encouraging them to work in groups and to participate in whole class discussions. Support staff are proactive in their work with pupils and

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

take any unforeseen opportunities to develop learning. They contribute well to the assessment and monitoring of pupils’ progress in lessons. Good use is made of computers to develop pupils’ literacy and numeracy skills. Good relevant homework is set in relation to their individual targets.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

20 The very few pupils of ethnic minority background are taught as well as other pupils. Teachers encourage them to share their family and cultural experiences where appropriate.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

21 Some of the teaching in Year 1 challenges all the pupils suitably but on other occasions expectations are not high enough. The average standards attained by these pupils suggest that, over time, the teaching has not stretched the most able pupils. In other classes there are opportunities when more could be expected of the most able, for example, in mental arithmetic sessions.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

22 The overall teaching of the reception pupils is satisfactory but it is good in personal, social and emotional development and in mathematical and creative development. Better use of assessment findings is needed to ensure children make the best possible progress.

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PUPILS OR STUDENTS?

Kempston Rural Lower School - 16 23 The curriculum is broad and meets the requirements of the National Curriculum. Religious education complies fully with the Bedfordshire Agreed Syllabus. Most schemes of work are based on the government’s guidance for subjects. This ensures that pupils’ knowledge, understanding and skills are developed throughout the school. Several subjects are taught in a two-year cycle of topics. The headteacher has maintained this system of curriculum planning so that, if year groups are ever taught together, work is not repeated. Although, currently, pupils in Years 2 to 4 are taught in single aged classes the number of pupils varies from year to year. The provision for history and geography, which was a weakness at the time of the last inspection, is now satisfactory. There has been a considerable improvement in the ICT curriculum and it is now based on government guidance for each year group.

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PUPILS OR STUDENTS?

The teaching time for the two oldest classes was below the recommended time during the last inspection but is now above that of most schools. Pupils in Year 1 and in the reception year share the same classroom and in the mornings are usually taught separately for English and mathematics. At other times they undertake similar activities. Planning for this class has not taken sufficient account of what pupils know, understand and can do especially for Year 1 pupils. They have not therefore made the progress they should have. Arrangements for pupils personal, social and health education are developing well. The school has recently introduced commercial schemes of work to support this aspect of pupils’ learning. There is a policy for sex education and teachers are receiving training on the teaching of drugs awareness and abuse.

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PUPILS OR STUDENTS?

24 All pupils have access to the curriculum. The very few pupils with EAL are fully included in all aspects of the curriculum and there are opportunities for all pupils to share their particular interests or experiences with their peers. For example, in an assembly a pupil volunteered information about his own religion while another was encouraged to share her experiences of learning the violin to illustrate overcoming dilemmas. The provision for pupils with SEN is good and has improved since the last inspection. A good policy has been developed and individual education plans (IEPs) now meet all statutory requirements. They are more tightly focused on what the pupils have to do in order to overcome any difficulties. The register of SEN is now kept up-to-date. Pupils receive their full curriculum entitlement, including those with a statement of SEN, and there are good arrangements for individual and small group

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PUPILS OR STUDENTS?

support. In general, there is not enough challenging work for the most able pupils.

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PUPILS OR STUDENTS?

25 The planning for literacy and numeracy is satisfactory overall. Most teachers apply the recommended structure for the lessons effectively and both the English and the mathematics curriculum have a good balance between the different elements of each subject. A strength of the curriculum is that opportunities are planned for pupils to use their literacy and numeracy skills in other subjects. For example, Year 4 pupils extended their science work with descriptions of imaginary planets while Year 2 pupils wrote clear accounts of how they made their puppets. Year 3 pupils described Viking life and have made a class encyclopaedia about “Our Body”. ICT is applied well throughout the curriculum, for instance computers are regularly used for research and to present and access information.

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PUPILS OR STUDENTS?

26 A good range of extra-curricular activities enhances pupils’ learning opportunities and includes recorder and choir clubs. A thriving French club, run by a local teacher, provides some twenty pupils with a good preparation for their residential trip to France. There is a daily after school club. The school has good links with other schools in the area. Local headteachers meet every term to ensure that there is continuity in the curriculum as pupils move to the middle schools. The lead teacher Kempston Rural Lower School - 17 for the pupils’ next school year visits Year 4 and there are regular events such as concerts and shared musical experiences between the schools. However, there are no links with the playgroups or nurseries that most pupils attend before joining the reception class. The community supports the school well and there are effective links that enhance the curriculum. Pupils visit the local library and the librarians have

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PUPILS OR STUDENTS?

visited the school. Parent volunteers regularly support the work in the classroom. A member of the community talks to pupils about World War 2 experiences.

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PUPILS OR STUDENTS?

27 Provision for pupils’ spiritual, moral, social and cultural has been maintained since the last inspection and remains good. Much of the curriculum for religious education and personal, social and health education involves pupils in discussion about beliefs, feelings and values. Seven-year-olds, for example, explore issues relating to self- esteem and feeling safe and secure and the attributes of a good friend. They have discussed the wonders of creation and learnt about some of the different beliefs associated with the way the world began. Older pupils use the school garden as a stimulus for their sketching. Throughout the school, pupils are given time to reflect and are encouraged to think before they speak. In a literacy lesson, nine-year-old pupils were encouraged to discuss jealously and the dilemmas it creates. This was followed up in the next lesson, with a different teacher, as pupils explored how

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PUPILS OR STUDENTS?

characters in their story dealt with their feelings and how important it is to communicate with each other. Pupils are expected to listen to each other’s point of view. Teachers set a good example by listening carefully to pupils and valuing their contribution. Sometimes in assembly, a visual stimulus, such as candles or mime, is used to aid personal reflection. Pupils are exposed to the work of different artists and sculptors, music and literature and discuss the stimulus for the work and their reaction to it. The school’s caring ethos and emphasis on self-esteem permeates throughout the school day.

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PUPILS OR STUDENTS?

28 This caring ethos extends to the provision for pupils’ moral development. Teachers expect their pupils to care for and consider the feelings of others. Each class has a code of conduct and from these a whole school code has been developed. Discussions about right and wrong are regular features of the lessons. Nine-year- olds, for example had a lively discussion about Jonah …“Should he have gone to Nineveh?” “Should the sailors have thrown him overboard?” Throughout the school pupils explore the similarities in life’s rules associated with their own and other faiths. The consistent attention to moral development has created a school where good behaviour and respect for others are the norm. The school’s “dot” award system, used in all but the reception and Year 1 class, is an effective tool in promoting understanding of personal responsibility.

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PUPILS OR STUDENTS?

29 A strong sense of community pervades the life of the school. For example, lunchtime is a social occasion and Year 3 and 4 pupils, acting as monitors, guide others to the nearby Church Hall for lunch and assemblies. They also organise the music and set out chairs for the assemblies and take care of visitors very well. The teachers promote pupils’ understanding of wider issues. In the oldest class, for instance, there is a news board that displays cuttings form newspapers, especially local issues. The school supports a range of charities, both locally and nationally. Harvest Festival contributions support the homeless in Bedford. Pupils are encouraged to work co- operatively in pairs and groups and to attend after-school clubs regularly. When homework is set, the expectations are that it will be completed. School trips, including the residential trip to France, provide opportunities for adults and pupils to

p.17

PUPILS OR STUDENTS?

socialise outside the school and home environments. The headteacher has suitable plans to provide more opportunities for pupils to undertake responsibilities and to voice their own ideas Kempston Rural Lower School - 18 30 Pupils have access to a good range of cultural experiences. Librarians visit the school and pupils visit the library to promote research skills. The school runs book weeks and poetry days as well as theme days, when, for example, a “Viking” visited the school. Pupils visit local museums and the outdoor centre. There is good provision for music both in school and beyond. Pupils play the reorder and there is a thriving choir. Some pupils learn to play the violin or the piano. The violinists are practising for a “Fiddle Fiesta”, an annual event in Bedford. The choir performs in the “Festival of Voices” at Wembley, joining schools from all over the country. Pupils learn about music and art from their own and other cultures. African artefacts,

p.17

PUPILS OR STUDENTS?

including carvings and sculptor, stimulate pupils’ interest alongside repeated patterns in the style of William Morris. The Year 3 and 4 pupils are studying the village of Chambakolli in India. Pupils are being satisfactorily prepared for life in a multi-cultural society. The small number of pupils and adults who are from ethnic minority groups are encouraged to share their knowledge with their peers and major non-Christian festivals are recognised. Pupils also visit different places of worship

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

31 Parents value highly the school’s good daily care of its pupils. The welfare of all is a fundamental priority for the school and this is supported well by the kindness and commitment of all who work with and care for them. The quality of the care has been maintained well since the last inspection

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

32 Children in the reception year are well cared for in a happy and welcoming atmosphere. There are good induction procedures for them and their parents and they settle quickly and happily into the routines of the classroom. Several parents commented on their delight at how happy their children are. There are good opportunities for parents to speak informally to staff about any small matters of concern at the beginning and end of each session. Staff know children well and consistently reinforce good work and behaviour with praise. As a result, children quickly learn what is expected of them and willingly accept the routines of the classroom.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

33 Because of the common sense and commitment of staff, the protection and physical well being of pupils are safeguarded. A new health and safety policy has been developed and there are regular inspections of the school premises. However, there is currently no programme of formal risk assessment. Emergency evacuation is practised at least once a term and appropriate records are kept. Fire, electrical and other equipment is checked annually and the arrangements for first aid are good. Supervision during the mid-day break and at playtimes is good. As the child protection co-ordinator, the headteacher has a good awareness of the particular needs of pupils who may be at risk of harm, and receives very good support from external agencies. Pupils say that they like their teachers and would talk to them if they were unhappy about something. They are taught how to use resources safely and the importance of good hygiene and diet.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

34 The formal systems for monitoring and supporting personal development are good. The high levels of attendance are achieved by involving parents and pupils in the home-school agreement and by ensuring that the school is an open and welcoming environment. Registration complies with legal requirements and the registers are checked regularly to identify any patterns of absence or emerging trends. The school receives good support from external agencies when any concerns arise over individual attendance or punctuality. Formal and informal procedures for recording and monitoring instances of unacceptable behaviour are good. Pupils are taught that Kempston Rural Lower School - 19 bullying is unacceptable and any particularly kind or thoughtful behaviour is rewarded. All members of the school community have been involved in drawing up the class and school rules and this encourages self-regulation. There are, however, no formal

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

records of other areas of pupils’ personal development. As a result, because of staff changes, the personal support and guidance are not as good as they could be.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

35 Assessment and the use of assessment information to plan developments in the curriculum for English, mathematics and science are satisfactory and have developed well since the last inspection. At that time, there were no whole school systems to inform the development of the curriculum. Children are assessed a few weeks after their entry into the reception class and the findings are used satisfactorily to identify particular strengths and weaknesses in their learning. However, there is scope for them to be used much more thoroughly to help plan their subsequent work. In Years 1-4, the range of assessment systems in English, mathematics and science are sound and are used to help track significant features of pupils’ progress. The results are passed to each new teacher so that they have better information about strengths and weaknesses in learning.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

36 Pupils’ performance in the statutory National Curriculum tests at the end of Year 2, and in the optional tests in Years 3 and 4, is analysed well and there are some good examples of action being taken as a result. For example, in reading, the analysis of pupils’ performance has led to more focus on the development of inference and deduction skills. Personal targets for pupils have been introduced in writing and these are beginning to have a good effect on their progress. This good development has not been extended into other subjects, although there are plans to do this. Generally, however, the assessment information is not used thoroughly enough to help match work sufficiently accurately to the needs of the most able pupils. Consequently, in all subjects, their learning is often not as challenging as it should be.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

37 Assessment in subjects other than English, mathematics and science is less well developed, although manageable new systems are being introduced in most. These are based securely on nationally recommended guidelines that outline what pupils should know, understand and be able to do at the end of each year. These have not been established for long enough to have had any significant effect on pupils’ learning.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

38 Assessment procedures for pupils who have SEN are good and records of their progress are well maintained. IEPs have achievable targets and are primarily focused on literacy and numeracy. These are regularly reviewed and amended in the light of pupils’ progress. Where appropriate, they indicate when it is necessary for pupils to move up or down the various stages. Parents of pupils who have SEN are aware of the targets and relevant activities that they can help with at home are indicated in the plans.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

39 Parents who expressed a view prior to and during the inspection are very positive about all aspects of school life. They value the care the school takes of their children and the range of educational opportunities provided. Most parents are involved in the work of the school and the learning of their children and this has a positive impact on the day-to-day life of the school and on how well the pupils achieve. As a result, the school’s partnership with parents is very effective. The school has remedied the criticisms in the last report concerning the information provided about pupils’ progress and has maintained the strong and effective links with parents well. Kempston Rural Lower School - 20 40 The information provided for parents is good. The school brochure is practical and interesting, enlivened by pictures of the children taking part in different activities. The governors’ annual report for parents contains useful information about the school and

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

its achievements. The annual reports on pupils’ progress are satisfactory. The text describes what the children have learned and, in many cases, identifies weaknesses. There is, however, insufficient emphasis on identifying explicit targets for improvement and it is difficult to gain a clear idea from the text of the level of achievement. There are two opportunities during the year for individual consultation with staff about their children’s progress and a third is offered in the summer term for any parents to discuss their child’s report. All parents attend these important meetings. Parents are kept up-to-date with activities taking place in school through regular letters both from the school and from the parents’ association. Helpful details of what their children will be learning are also sent to parents.

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

41 Parents of pupils with SEN are kept well informed about their progress. They contribute to decisions about pupils’ IEP targets and have the opportunity to be involved in reviews of pupils’ progress. They have regular contact with the SEN co- ordinator and their children’s teachers.

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

42 The school recognises the positive impact of parental involvement in raising pupils’ attainment and improving school life. Several parents are actively involved within the school and their help and that of the parent governors is valued. Many parents volunteer to accompany the children on visits and they support the events organised by the very active parents’ association well. The delightful school garden masterminded by parents is not only an attractive and pleasant area but also supports pupils’ scientific and environmental studies. Parents comment that they feel welcome in the school and are confident that they will be informed in the event that their children do something special or if the staff have any concerns. All parents responded favourably to the recent survey of their views concerning the home targets, and they take their responsibilities as partners in their children’s education very

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

seriously. They help their children with their reading and other homework and ensure that they attend regularly and on time. Despite receiving information about what their children are learning and the school’s expectations with regard to homework, a small number of parents are unsure of the best way to help and would appreciate guidance from the school. Pupils in Years 3 and 4 have homework diaries and all pupils have reading diaries. Although these provide a form of communication, they are not currently used effectively to provide the parents of those children who come to school by bus with a channel for day-to-day informal communication. This is particularly important for the parents of the youngest children.

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

43 The headteacher joined the school in September 2000. Her immediate priority, which was supported by the governors, was to respond to the issues in the last inspection report. These have subsequently been addressed well in the last two years and the headteacher is providing good leadership. She has steered the school through a fairly turbulent period. Several teachers have left in the last two years and others are due to leave at the end of the current term. A more stable staffing structure is expected from the beginning of the next autumn term. The headteacher carries a heavy load. Apart from teaching a class for two days a week she is also the SEN co-ordinator and also co-ordinates several subjects. Most parents who have expressed a view feel that the school is well led.

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

44 The governing body has become increasingly more involved in the life of the school in recent times and they fulfil their responsibilities satisfactorily. They are kept well Kempston Rural Lower School - 21 informed by the headteacher’s reports, have undertaken training in their roles and now discuss the school’s performance more regularly. Since the Spring of 2001 governors have been visiting the school on a termly basis and have designated responsibilities. Committees now have clear terms of reference. Although there are regular inspections of the school premises there is no formal programme of risk assessments and governors should address this as soon as possible.

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

45 The headteacher has been instrumental in instigating procedures for monitoring and evaluating the school’s work. This has involved lesson observations and scrutiny of planning and of pupils’ work. Staff were given non-teaching time during the Autumn of 2001 to undertake some of these duties. Currently, because of the staffing situation, these arrangements are largely on hold. The headteacher has made good use of self-evaluation to audit the school’s provision and practice. For example, in her first term she interviewed staff to identify their professional needs. The school improvement plan has clear targets for the school’s development and success criteria and costs are identified. A suitable “strategic vision” plan looks ahead over the next five years. Annual improvement plans do not include an evaluation of how well the targets in the previous plan have been met nor are they informed by the results of

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

46 The school is managed well. It runs smoothly and the administrative support is very good. The headteacher has ensured that the curriculum is suitably broad and is steadily updating curricular and general policies. The policy for performance management is clear and the arrangements are on course. Targets for performance management are appropriately identified in the school improvement plan.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

47 Finances are controlled efficiently and the recommendations in the last auditor’s report have been addressed. Following significant financial problems two years ago the governors have tightened up the financial control arrangements. The draft budget is submitted to the finance committee before approval and the finance committee meets monthly to monitor expenditure. Governors are becoming increasingly more aware of the need to have clear procedures for seeking best value. Recent help from the LEA in interpreting the school’s results in National Curriculum tests has helped the governors to compare the school’s performance with other schools.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

48 The leadership and management of special educational needs are good and have improved since the last inspection. Both the headteacher and the governor with responsibility for SEN have attended recent training on the implementation of the new Code of Practice and are building recommendations into the school’s policy. The governor visits the school regularly in order to review provision with the headteacher. Support staff have received good training and as a result, have greater understanding of how needs can be met. The headteacher keeps all staff and governors well briefed and manages record keeping efficiently. All specific grants designated to SEN are used for their designated purpose.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

49 Staffing, accommodation and resources are satisfactory overall. There have been some problems with recruiting teachers. The Year R/1 class is currently being taught by two teachers who job share, covering a permanent teacher’s leave of absence. This is not the best arrangement for such young pupils. Class assistant support is only provided in the mornings in this class and this inevitably affects what activities can be provided. Five pupils from Year 1 join the Year 2 class in the afternoons to help ease this situation. A graduate trainee teacher has been successfully trained in the school and now has newly qualified status. The building has disadvantages. There is no hall so the school uses the nearby church hall. The area that houses a Kempston Rural Lower School - 22 central collection of books is too small to be used as a library. One of the classrooms is small and lacks daylight and ventilation. The school’s five-year plan includes

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

improvements to the accommodation. The headteacher and staff make good use of the accommodation despite its disadvantages. Classrooms are well displayed with pupils’ work and pictures and artefacts to interest the pupils. A key development in resources has been the improved provision for ICT, including the appointment of a skilled technician.

p.22

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Improve Year 1 pupils’ progress and attainment by: • setting higher expectations of their performance; • ensuring that assessment findings are used to plan their work Paragraphs: 2, 3, 8, 21, 23, 58, 61, 66, 70, 89.

p.22

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) Make sure the most able pupils are achieving their capabilities by ensuring they are given more difficult work than their classmates. Paragraphs: 8, 21, 22, 24, 35, 51, 53, 58, 60, 63, 67, 69, 70, 76.

p.22

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(3) Raise standards in mathematics by setting targets for individual pupils’ performance. Paragraphs: 3, 21, 67, 69, 70, 71.

p.22

INCLUSION IN THE ACTION PLAN

• Ensure that teachers’ marking helps pupils to improve their work. Paragraphs: 18, 63, 76, 90.

p.22

INCLUSION IN THE ACTION PLAN

• Ensure there are appropriate systems for formal risk assessments. Paragraphs: 33, 44.

p.22

Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 15

p.22

Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very Poor

p.22

Summary of teaching observed during the inspection

Number 1 1 16 10 1 0 0 Kempston Rural Lower School - 23 Percentage 3.5 3.5 55.5 34 3.5 0 0

p.22

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.

p.23

Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 83

p.23

Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 7

p.23

Information about the school’s pupils

Number of pupils with statements of special educational needs 2

p.23

Information about the school’s pupils

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

p.23

Information about the school’s pupils

English as an additional language No of pupils

p.23

Information about the school’s pupils

Number of pupils with English as an additional language 3

p.23

Information about the school’s pupils

Pupil mobility in the last school year No of pupils

p.23

Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 6

p.23

Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 6

p.23

Attendance

National comparative data 5.6 National comparative data 0.5

p.23

Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Kempston Rural Lower School - 24

p.23

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

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2001 6 12 18

p.24

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

National Curriculum Test/Task Results Reading Writing Mathematics

p.24

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

Boys Numbers of pupils at NC level 2 and above Girls

p.24

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

Percentage of pupils School 89 (81) 94 (76) 89 (81) at NC level 2 or above National 84 (83) 86 (84) 91 (90)

p.24

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

Teachers’ Assessments English Mathematics Science

p.24

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

Boys Numbers of pupils at NC level 2 and above Girls

p.24

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

Percentage of pupils School 94 (81) 83 (71) 83 (100) at NC level 2 or above National 85 (84) 89 (88) 89 (88)

p.24

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

Percentages in brackets refer to the year before the latest reporting year. Results for boys and girls are omitted where there are less than eleven pupils in either group. Kempston Rural Lower School - 25

p.24

Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage - Black – Caribbean heritage - -

p.25

Ethnic background of pupils Exclusions in the last school year

Black – African heritage - Black – African heritage - -

p.25

Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 1 Other minority ethnic groups - -

p.25

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.

p.25

Teachers and classes Financial information

Total number of qualified teachers (FTE) 4.6 Financial year [ ]

p.25

Teachers and classes Financial information

Number of pupils per qualified teacher 19.8

p.25

Teachers and classes Financial information

Education support staff: YR – Y4 Total income [ ]

p.25

Teachers and classes Financial information

Total number of education support staff 5 Total expenditure [ ]

p.25

Teachers and classes Financial information

Total aggregate hours worked per week 64 Expenditure per pupil [ ]

p.25

Teachers and classes Financial information

Balance brought forward from previous year [ ]

p.25

Teachers and classes Financial information

Balance carried forward to next year [ ]

p.25

Recruitment of teachers

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

p.25

Recruitment of teachers

Number of teachers appointed to the school during the last two years 4

p.25

Recruitment of teachers

Total number of vacant teaching posts (FTE) 1.6

p.25

Recruitment of teachers

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 1.6

p.25

Recruitment of teachers

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

p.25

Recruitment of teachers

FTE means full-time equivalent. Kempston Rural Lower School - 26

p.25

Results of the survey of parents and carers

Percentage of responses in each category

p.26

Results of the survey of parents and carers

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

p.26

Results of the survey of parents and carers

My child is making good progress in school. 43 39 11 0 7

p.26

Results of the survey of parents and carers

Behaviour in the school is good. 59 36 2 0 2

p.26

Results of the survey of parents and carers

My child gets the right amount of work to do at home. 32 50 9 2 7

p.26

Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 34 50 11 0 5

p.26

Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 73 25 2 0 0

p.26

Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 68 25 5 0 2

p.26

Results of the survey of parents and carers

The school works closely with parents. 41 52 7 0 0

p.26

Results of the survey of parents and carers

The school is well led and managed. 52 41 5 0 2

p.26

Results of the survey of parents and carers

The school is helping my child become mature and responsible. 52 39 5 0 5

p.26

Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 16 57 20 0 7 Kempston Rural Lower School - 27

p.26

AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

51 Children are admitted into the reception class at the beginning of the term in which they become five. They share a classroom with Year 1 pupils. Because there are more pupils in this class during the summer term, a class assistant is deployed to work with the reception children during the mornings. During the inspection there were 16 pupils of reception age. The class assistant is mainly responsible for teaching literacy and numeracy but the children join Year 1 pupils at other times and are taught by two part-time teachers covering for the permanent class teacher’s leave of absence. The school was not able to appoint a full-time teacher and one of the teachers has little experience of teaching this age group. The reception children’s attainment on entry represents the full ability range but is better than what is typical for this age group. Children are on course to achieve most, if not all, the expected

p.27

AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

learning goals for the beginning of Year 1 and in some aspects of their work they should exceed them. This picture is very similar to the findings of the last inspection. Assessment is under-used to help plan children’s work and consequently some of the most able children are not achieving as well as they could do.

p.27

Personal, social and emotional development

52 Children are making good progress in this area of learning and many are already exceeding the early learning goals because the teaching is good. They behave well, listen carefully to adults and each other and are keen to work. They respond well to working with each other, for example, in role-play in the “Travel Agents”, but also to opportunities to work independently when painting a picture or using constructional equipment. Children tidy away their work and resources sensibly and when they have the opportunity occupy themselves well when making their own choice of activity. The oldest children have grown in confidence and contribute maturely to discussions. In all but one of the lessons seen the adults’ quiet and reassuring manner helped children, especially those who joined the class at the beginning of term, feel comfortable and well cared for

p.27

Communication, language and literacy

53 Children enter the school with mainly above average skills in speaking, listening, reading and writing. Teaching is satisfactory and children make satisfactory progress overall. However, some of the most able children under achieve because not enough account has been taken of what they already know and can do. The class assistant is growing in confidence and uses the teachers’ planning for literacy suitably. She provides good opportunity for children to use and develop their oral skills, for example, at the beginning of literacy lessons when sharing a “Big Book”. Good links are made with reading, for instance, when children are asked to notice words or pictures that begin with a particular letter sound. Children respond well to the opportunities to talk about their work, especially at the end of lessons, for instance when talking about their number work. Many talk clearly and use a good range of vocabulary. Literacy

p.27

Communication, language and literacy

lessons include regular opportunities for children to practise and learn the sounds of letters and they have a keen interest in books. They listen carefully to stories and several read simple words accurately. They are aware that books have titles and authors. Handwriting is practised regularly but sometimes this goes on for too long and children need more opportunities to develop writing for different purposes. Kempston Rural Lower School - 28

p.27

Mathematical development

54 Children enter the school with broadly average attainment in number. Because of good teaching they are making good progress. Many children will exceed the expected outcomes by the time they enter Year 1. In a good lesson they counted backwards and forwards accurately to 10 and beyond. Moat recognised written numbers and several named large ones, such as 86. They quickly grasped how to add on “one more” and several were beginning to add on “two more” accurately. Children responded confidently to the class assistant's calm and methodical approach. Activities were well organised and helped children to re-inforce their learning of number. At the end of the lesson the class assistant made good use of a counting rhyme and also gave children the opportunity to talk about their work. Children use the language of shape generally accurately and are beginning to name common shapes, for example, in their work on “houses”, as part of their knowledge

p.28

Knowledge and understanding of the world

55 Children make satisfactory progress in this area of learning and the teaching is sound overall. Children have planted seeds and observed their growth under different conditions. In a good lesson, they showed good designing and making skills as they made model houses. They used scissors, paper and glue carefully and, when painting, used brushes accurately. They carefully held two pieces of card together until they had dried. In these activities they were well supported by a parent. Work on houses around the world and in the past and present has contributed satisfactorily to children’s sense of time and place. However, in an unsatisfactory lesson they would have made better progress in their understanding of old and new if they had been given more opportunity to talk about the work. Good progress is being made in ICT because of the support by a skilled technician. Children are growing in confidence in

p.28

Knowledge and understanding of the world

the use of the “Dazzle” program, for example, when drawing pictures related to the “Big Book”. They used the mouse confidently when “dressing a teddy bear”.

p.28

Physical development

56 No physical education lesson was observed. However, children undertake regular physical activity in the nearby church hall as well as outside. In the work seen, they used equipment and materials safely and with good control, for example, in their designing, making and painting. Adults suitably encourage children to work carefully.

p.28

Creative development

57 Children have a range of opportunities to paint, print, construct collages and make models. They are making satisfactory or better progress in this area of learning and the teaching is good overall. Some careful brush work and bold use of colour are evident in children’s paintings, such as in their self portraits and in their pictures of farm animals. Their drawings of plants show they have looked closely. No use of music was observed during the inspection but it features in the curricular plans. Children respond well to the opportunity for creative role-play in the “Travel Agents” and enter fully into role when deciding on which holidays to take. However, because the children share a room with Year 1 pupils there is insufficient space for the staff to promote more varied role-play activities.

p.28

ENGLISH

Kempston Rural Lower School - 29 58 Overall standards in English are above average in Years 2 and 4. Standards in reading have been maintained since the last inspection but standards in writing have risen. Writing has also improved since the national tests for Year 2 pupils in 2001 because the school has acted to improve the quality of pupils’ writing throughout the school. Taking the three years 1999 to 2001 together, pupils’ performance in the national tests for Year 2 pupils exceeded the national average. Pupils’ achievements have tended to be lower than those of pupils from similar schools but year-on-year comparisons need to be treated with caution because of the small numbers in successive year groups. Most children enter the school with achievement levels that are above those of the majority of children nationally. Pupils do not make enough progress in writing in Year 1 but many of the Year 4 have made good progress since

p.29

ENGLISH

Year 2. There have been significant differences in the achievements of boys and girls. The school identified this and was successful in improving boys’ performance in the 2001 national tests. The most able pupils throughout the school generally do not achieve as well as they could do but pupils with average or below average abilities do well.

p.29

ENGLISH

59 Pupils throughout the school are confident and articulate speakers and good listeners. This includes the very few pupils for whom English is an additional language who achieve as well as their peers in all aspects of English. From the time they start school all pupils are encouraged to contribute to class discussions. Teachers and support staff are good at asking questions that require explanations or opinions. Some of the discussions are mature and make a significant contribution to pupils’ spiritual, moral, social and cultural education. The oldest pupils, for example, explored the impact of jealousy on relationships and how to solve the dilemma produced by the outcomes. Later in the week, another teacher developed this as pupils discussed the importance of communication in resolving issues. Pupils throughout the school have a wide vocabulary and apply this well to their speech, reading and writing. Year 2 pupils, for example, defined both meanings of the word

p.29

ENGLISH

“crane” as they make a comprehensive list of words beginning with “cr”. In this class, and throughout the school, pupils listen attentively to each other and to their teachers. They are active listeners, often making relevant comments. Teachers encourage “thinking partners”. Year 3 pupils learnt from each other as they discussed the meaning of challenging vocabulary with their partners, including defining “inched” and “up wind”. Attentive listening as the text of a passage from “Fantastic Mr Fox” unfolded enabled the pupils to include words from the text in their discussions and writing. Teachers are careful to include pupils with SEN by asking direct questions matched to their needs.

p.29

ENGLISH

60 Most pupils enjoy books and reading and enter school with a well-established appreciation of stories and books. Pupils of similar abilities read together and take their group reading book home to read. Pupils are taught how to recognise the sounds that letters make and to decode words throughout the infant classes. By the time they are seven the majority of pupils are accurate and confident readers. They understand the difference between fiction and non-fiction and understand how to find and retrieve information from books. They are beginning to express likes and dislikes in reading material. Pupils with SEN make good progress throughout the school. The classrooms are rich in all types of books although the school library is cramped with no space for pupils to sit and read or to undertake research. Older pupils have appropriate library skills. They explain the categorisation system and use the index

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ENGLISH

and contents, thesaurus and glossary with ease. From the age of seven, pupils skim and scan text to extract the main points. However, the system of using group reading books for independent reading, while raising the attainment of the average and below average abilities, does not provide sufficient challenge for the more able readers. Kempston Rural Lower School - 30 61 The school has worked hard to raise the achievements in writing of pupils from Year 1. Opportunities to write in a range of different styles and forms within the whole curriculum have especially helped standards to rise. ICT is also being used increasingly. In science, religious education, history and geography, pupils write accounts, descriptions and play scripts. They list, summarise and “bullet point” the main features of their writing before starting their final work. Much of the writing shows a mature understanding and empathy with characters. The oldest pupils have

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written war diaries, for example, dedicating them to people killed in action. From Year 2 onwards, pupils have accurate secretarial skills. Correct punctuation and grammar are expected and mostly achieved; standards in spelling are above average. Handwriting is almost always well formed, with joined script and presentation is good. Pupils are taught how to recognise and use spelling patterns, beginning with the systematic teaching of letter formation and letter sounds in Year 1. However, not enough is expected of these pupils. In spite of the fact that children start school well prepared for writing there has been little progress in the pupils’ writing throughout the year. Many start and finish the year achieving little more than an inaccurate sentence or two of their own writing. The most able pupils should be achieving much more, including stories and extended texts. At the end of Year 1 there are no pupils

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achieving more than the average level of writing, making it very difficult for them to achieve a higher than average National Curriculum level at the end of Year 2.

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62 Teaching is never less than satisfactory and it was good in half the lessons observed during the inspection. Strengths in the teaching include very good relationships with the pupils, clear explanations and effective questioning. As a result, pupils enjoy their lessons and generally work hard. Where the teaching is good, the teachers adapt the lesson to meet the needs of individuals and groups of pupils to ensure that they are working at suitable levels. All teachers make sure that pupils know what they are expected to learn. Teachers use interesting and challenging vocabulary and expect their pupils to do likewise. The conventions of writing, including grammar, spelling, handwriting and punctuation are taught well in Years 2, 3 and 4. Pupils are given lots of opportunities to discuss and to read independently and to the class. Teachers extend literacy skills to other curriculum areas and ensure that the work pupils cover

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is relevant and useful. The teaching of pupils with SEN is never less than good and there is some very good practice. Learning support assistants are skilful in supporting these pupils. Teachers plan the work to help the pupils achieve their learning targets.

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ENGLISH

63 In most of the lessons observed during the inspection, however, opportunities to challenge the most able pupils were not grasped fully. In one lesson, for example, the majority of the class answered the same questions about the text they had read. The more able pupils began to lose interest because this task was too easy. Pupils’ work over the last year shows that teachers expect a lot of the average and below average ability pupils but not always of the most able. Although there are some examples of teachers’ marking that helps pupils to improve their work, in most cases there are few written comments to extend their learning. Pupils have targets for writing but these are rarely referred to in the teachers’ marking.

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ENGLISH

64 Teachers keep appropriate records of the pupils’ progress in reading and spelling. Pupils complete a piece of independent written work at regular intervals and teachers match this to National Curriculum levels. The results of national and other tests are used to track pupils’ progress. Underachievement in writing has been identified and the curriculum has been adjusted to address this. Kempston Rural Lower School - 31

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MATHEMATICS

65 In the national tests for Year 2 pupils, taking the three years 1999 to 2001, pupils’ performance exceeded the national average for their age group. However, standards over this time fell and performance compared with that in similar schools was well below average. In 2001 standards were below average compared with all schools. Small year group numbers, pupil mobility and an increase in the number of pupils with SEN have all contributed to the fall in standards over this period. Girls’ progress fell most sharply but they achieved higher standards than boys. Although in 2001 Year 4 pupils’ performance was higher than the LEA average, pupils had not progressed as well as pupils in other schools. Standards in the current Year 2 and Year 4 are broadly average and similar to those at the time of the last inspection. The school’s analysis of its test results and consequent action has helped standards to rise, for

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MATHEMATICS

example, by improving the teaching of subtraction.

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MATHEMATICS

66 By the end of Year 2 pupils have made satisfactory progress in number, shape, space and measures. They have plenty of opportunities to practise and develop basic number skills. Many add and subtract two digit numbers accurately and use their knowledge of number facts to solve simple problems. However, in the lesson seen pupils’ mental recall of number facts was often too slow. For example, only a very few subtracted 8p from 20p reasonably quickly and only one pupil attempted 50p- 8p. Several pupils in Year 2 understand simple fractions and recognise equivalents. They recognise common shapes and describe their properties. In the lesson observed, pupils were beginning to use vocabulary related to capacity and most showed reasonable understanding of standard units of measure. However, a small group of pupils were unable to work confidently on their own and needed constant help because they did not understand the work they were asked to do. Pupils in Year

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MATHEMATICS

1 have not made satisfactory progress over time. Little of their work is at an above average level. In a numeracy lesson many struggled to subtract simple numbers using a number line.

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MATHEMATICS

67 Year 4 pupils have made satisfactory progress over time and, in some of their work, progress since September 2001 has been good. In the lesson seen, they achieved well and made good progress in their understanding of shape. In September pupils were working with multiples of numbers 3-5 and during the inspection showed that they now work confidently with multiples of 10. They explain their thinking well, for example, when talking about place value, and calculate quite quickly. Pupils’ work shows growing knowledge and understanding of shape, space and measures including accurate calculation of areas and perimeters. However, in the lesson seen, several pupils did not draw and measure carefully enough in their work on reflective symmetry. Pupils in Year 3 have also made satisfactory progress over time in all aspects of mathematics. In a good lesson, most pupils made discernible progress in their recognition of right angles in turns. In their mental work in number, pupils added

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MATHEMATICS

together two and single digit numbers generally accurately but the tasks did not stretch the most able pupils.

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MATHEMATICS

68 Throughout the school ICT is used regularly to support pupils’ learning in mathematics. For instance, in Year 4, in the work on shape pupils used the Dazzle program confidently to draw symmetrical shapes and in Year 1 pupils entered data on their favourite colours into a simple spreadsheet. Pupils have good opportunities to apply their numeracy skills in science, especially when recording data.

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MATHEMATICS

69 Pupils with SEN make mainly good progress over time and in lessons. For example, a high attaining pupil with a statement of SEN made good progress in his Kempston Rural Lower School - 32 understanding of reflective symmetry and repeating patterns. In general, there is scope for the most able pupils to undertake more challenging work. Too often the work undertaken is similar across the ability range. The very few pupils of minority ethnic background, including those with EAL, are achieving well.

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MATHEMATICS

70 The quality of teaching is satisfactory overall. During the inspection, the teaching was never less than satisfactory and was good in two out of the five lessons seen. In the good lessons, the pace of teaching in the opening mental arithmetic sessions was brisk and questions were clearly focused. In Year 3 the use of a number game captured pupils’ interests very quickly. The lessons were well organised, time was used productively and pupils worked diligently with sustained concentration. As a result many of the pupils made good progress. In the vast majority of lessons relationships were very good and pupils behaved well. Year 1 pupils often take time to settle to work and their interest is not always sustained. In all lessons and especially where the teaching was satisfactory there were opportunities to challenge the most able pupils further. For example, in the mental arithmetic sessions there were few

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MATHEMATICS

occasions when teachers specifically posed more difficult questions for the ablest pupils or adapted the work when it was clear that pupils found it easy.

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MATHEMATICS

71 Good use has been made of analysis of performance in statutory and non-statutory tests to identify where pupils, in general, need more help, and to help set year group targets. Assessment findings have not been used to set targets for individual pupils and this now needs to be addressed to help raise standards and ensure that pupils are making the progress of which they are capable.

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SCIENCE

72 Standards in science are similar to the national average by the end of Years 2 and 4 and pupils’ achievements are satisfactory overall. This reflects the position at the time of the last inspection, although improvements have been made in key areas. A good scheme of work now provides a secure planning base for the teachers. Whole school assessment systems are sound and enable teachers to build key skills more effectively from year to year. Teachers are now better at developing scientific enquiry skills, although there are not enough opportunities provided for Year 3 and 4 pupils of above average ability to choose their own equipment in investigative work or to suggest their own lines of enquiry.

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SCIENCE

73 In last year’s Year 2 National Curriculum teacher assessments, the teacher assessed overall standards as well below average. This was a reflection of the different abilities in the group of pupils. In the current Year 2 there is a higher percentage of pupils with above average ability and assessment of their attainment reflects the inspection findings.

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SCIENCE

74 By the end of Year 2, pupils have developed sound knowledge and skills in all aspects of the subject. For example, Year 2 pupils know that pushes and pulls are forces and can make things move and change shape. They know that air can be a force and, in an investigation with a ping-pong ball that moved along a track, pupils of average and above average abilities made a reasonable prediction as to whether blowing down a straw, squeezing air from a plastic bottle, or using a fan, would move the ball furthest. Most pupils were able to explain how the investigation could be made fair. Pupils’ work over the past year indicates that they have acquired a satisfactory knowledge of the properties of solids and liquids and have investigated the effects of heating and cooling. They have observed and recorded, for instance, how an ice cube converts to a liquid when heated and how a jelly forms a solid when cooled. They have

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SCIENCE

Kempston Rural Lower School - 33 investigated which type of paper would be suitable for sending a package through the post and how various papers are affected by water.

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SCIENCE

75 By the end of Year 4, knowledge and skills across all aspects of the subject are developed satisfactorily. Pupils in Year 3 develop a good knowledge of the characteristics of teeth and their function in humans and animals. In a good lesson the teacher used good resources such as models of human and animal skulls to develop learning. Good use is also made of ICT, such as CD-ROMs, to help pupils gain additional knowledge of the topic being studied. Year 4 pupils’ work over the past year shows that they have a sound knowledge and understanding of habitats; for example, they have made a chamber for woodlice. This has helped them learn whether woodlice prefer light or dark places. They have investigated how plants take up water for nutrition and how waterproof are various materials. Pupils have recorded their work in an appropriate variety of forms including writing, drawing, tables, charts and graphs. They have used the Internet to download pictures and text to supplement

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SCIENCE

their work. In the lessons seen, pupils’ attitudes to the subject were good. They were interested in the work, particularly in the practical investigations. All pupils, including those who have SEN, co-operate well together when working on practical activities and work at a productive pace.

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SCIENCE

76 On the basis of a scrutiny of pupils’ work in all year groups, the quality of teaching is satisfactory overall. In the two lessons seen, one in Year 2 and the other in Year 3, the teaching was good. Teachers have a secure understanding of the subject. This is exemplified in the good scientific vocabulary that pupils use, the range of the work covered and the emphasis on practical investigation. However, in pupils’ completed work over time, there is very little difference in the challenge provided, irrespective of pupils’ abilities. For example, the work of pupils of above average ability is similar in quality and quantity to that of pupils of average ability. There is little evidence of extension work of a more challenging nature for the above average pupils in all year groups. The achievements of the above average pupils, whilst satisfactory overall, should be higher. There are few comments in the marking of pupils’ work to indicate

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SCIENCE

how it might be improved. In the two good lessons, teachers used effective questioning to develop pupils’ understanding, for example, in the Year 2 lesson the teacher asked; ‘How can we make this fair?’ and; ‘What do you think is going to happen next?’ Both lessons were well structured to include good whole class introductions and closing recaps of what had been learnt and good focused group activities to consolidate and extend learning. Resources were used well to stimulate discussion. As a result of these factors, pupils made good progress in the lessons. Pupils with SEN made good progress and received effective support from teachers and support staff. This ensured their participation in all aspects of the lessons.

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ART AND DESIGN

77 By the end of Years 2 and 4, standards in art and design are better than those expected for pupils’ ages. The quality of teaching is good across the school and helps all pupils to achieve well and make good progress in lessons. These are similar judgements to those made at the time of the last inspection and represent satisfactory progress.

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ART AND DESIGN

78 By the end of Year 2, pupils draw good self-portraits that show well observed positioning of facial features and good progress from similar portraits produced in Year 1. This work shows that teachers develop key skills well from year to year. In Year 1, for example, the teacher provided pupils with a facial template to guide their efforts whilst in Year 2, they worked without this using the skills they had developed in Kempston Rural Lower School - 34 their previous work. Teachers’ link art work well to work in other subjects and this gives more meaning to the work and contributes well to pupils’ progress. Pupils in Year 2 produced good images of lions to illustrate tongue twisters they had studied in a literacy lesson. By the end of Year 2, most pupils have had experiences of working in a good variety of media and with a wide range of materials. Paintings on display show confident and effective use of colour, and co-operative friezes on topics such

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ART AND DESIGN

as spring show good skills with collage techniques.

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ART AND DESIGN

79 By the end of Year 4, pupils’ work shows good development of skills learnt previously. Teaching is good and the teachers’ good knowledge and enthusiasm for the subject has a marked effect on pupils’ standards and achievements. Teachers use the work of artists such as Picasso, Lear and Klee effectively as inspiration for pupils’ work. Sketchbooks are used well by pupils to record designs and sketches of various features in the environment. These develop pupils’ observational skills and pencil techniques effectively. Teachers use these well to encourage pupils to evaluate and amend their work. Visits to places of interest are used successfully to interest and motivate the pupils. Pupils in Years 3 and 4, for example, made a recent visit to a Sculpture Park where they observed sculptures made for a variety of natural and man-made materials. This experience was used very well to develop pupils’ learning

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ART AND DESIGN

in this aspect of the subject. They are currently planning their own sculptures and deciding where they will site them in the school garden in order to achieve the best effect. There have been no opportunities for pupils to draw inspiration from visits to art galleries or to learn from the work of visiting artists. This is identified as an area for development in the subject action plan. Computers support work well and all pupils have used them to create designs and pictures in various aspects of their work

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ART AND DESIGN

80 Pupils’ attitudes to the subject are good and they are proud of their achievements. In the lesson seen in Year 3, pupils were working in the school garden with sketchbooks. They showed respect for the surroundings and behaved well. The teacher used the activity well to encourage pupils to reflect on the peacefulness of the garden, the birdsong and the abundance of plants. This made a good contribution to their spiritual development.

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ART AND DESIGN

81 There are no established whole school procedures to assess the development of pupils’ knowledge and skills in the subject. This makes it more difficult for teachers to ensure that key skills are developed from year to year. The school is aware of this and is working on the development of a whole school assessment record. Kempston Rural Lower School - 35

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DESIGN AND TECHNOLOGY

82 In the work seen, standards at the end of Year 2 and Year 4 were similar to those expected for pupils’ ages with some examples of work that was better than that expected. Although little direct teaching was observed during the inspection, a scrutiny of teachers’ planning and pupils’ past and present work indicates that it is satisfactory overall with examples of good teaching. This has led to satisfactory achievements for all pupils with good progress in some activities. These judgements are similar to those made at the time of the last inspection and indicate satisfactory progress since that time.

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DESIGN AND TECHNOLOGY

83 By the end of Year 2, pupils use a satisfactory range of tools to assemble, join and combine materials in different ways and use models, pictures and words to describe their designs. In a lesson in Year 1, pupils used a variety of two-dimensional shapes to design a house. The teacher encouraged pupils to discuss which shapes are suitable for which parts, for example, a triangle for the roof. This developed understanding of simple design well. The teacher extended the activity well and pupils moved on to work with toy construction equipment to build a model by following a simple plan. Effective teaching in a topic on puppets in Year 2 was exemplified in the scrutiny of work that had been produced by the pupils. There was good work in drawing a design, making a template, cutting out fabric and sewing pieces together to create a puppet. The pupils had been encouraged to think about how their designs

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DESIGN AND TECHNOLOGY

might be improved. This was evident in pupils’ drawings, which included ideas for modifications and in the case of the above average pupils, drawings had detailed labelled sketches of ideas for the finished product.

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DESIGN AND TECHNOLOGY

84 By the end of Year 4, pupils begin to recognise that their designs have to meet a range of different needs. They use more detailed labelling of sketches, pictures and models to communicate the details of their designs. In Years 3 and 4, work in pupils’ design books and sketch books shows that they have designed and made attractive Mothers’ Day cards and Easter cards and looked at the use and position of furniture in a room. In their work on sculpture, teachers encourage the pupils to plan out their ideas for a piece of sculpture with notes on aspects such as colour, texture and shape. In Year 4, the teacher links design and technology effectively to work in science; for example, pupils have designed and made a working flashing light alarm using skills and knowledge acquired in a science topic on electrical circuits. This heightens pupils’ interest and develops learning effectively because pupils see a

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DESIGN AND TECHNOLOGY

practical application for their work. Other than basic work with simple programmable toys, little work is evident whereby pupils use a range of equipment, including computers to make things move in various ways. In the scrutiny of work over the past year, no evidence of work on food technology was seen.

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DESIGN AND TECHNOLOGY

85 There are no whole school assessments of pupils’ progress from year to year and this makes it more difficult to plan from what pupils already know, understand and can do. This is recognised as a weakness in the subject and there are appropriate plans to build a system based on the good scheme of work.

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GEOGRAPHY AND HISTORY

86 Three lessons were observed in geography and one in history. In the small amount of work seen in Year 2 standards in both subjects met expectations, a similar picture to that at the time of the last inspection. Standards in Year 4 have improved and also meet expectations. In the last inspection they were unsatisfactory. Standards are better because the school now uses the national guidelines for the subject. Kempston Rural Lower School - 36 87 Generally, pupils make satisfactory progress but in lessons their achievement ranged from good to unsatisfactory. Pupils with SEN make similar progress to their peers. The very few pupils of ethnic minority background make similar progress. Those who have visited India contributed their own experiences in the geography lessons seen in Years 3 and 4. Pupils in Year 1 talk about the present and the past, for example, in identifying different features of houses. They also learn to recognise different houses

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GEOGRAPHY AND HISTORY

around the world and compare them with their own. Pupils’ work in Year 2 has included writing about famous historical characters and events such as being a Roman legionary on Hadrian’s Wall and the Great Fire of London. In geography pupils have labelled their own maps of the area and sorted differences between geographical terms and places into a Venn diagram. Work on distant places has included simple listing of geographical features of Mexico. There is little evidence in Year 2 pupils’ completed work, in history and geography, of thorough development of their enquiry skills. In an unsatisfactory lesson pupils in Year 1 were not challenged enough and therefore made unsatisfactory progress in their historical understanding.

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GEOGRAPHY AND HISTORY

88 Pupils in Year 3 and 4 have covered a suitable range of work in history. Pupils in Year 3 have written informatively about Viking life and in Year 4 good links have been made with geography as pupils mapped the likely best places for human settlement. In both year groups pupils are developing their understanding of chronology, helped by the displays of time lines, for example, from the Romans to Harold. Year 4 pupils have usefully listed Anglo- Saxon words and English town names with Anglo-Saxon endings. Some of the best work is about Britain since 1930 especially where pupils have written about their conversations with people who remember the 1930’s and 40’s. For example, a pupil recorded clearly the memories of his grandmother including her walking two miles to school and using slate and chalk in her lessons. Year 3 and Year 4 pupils responded very well to the opportunity to interview a local

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GEOGRAPHY AND HISTORY

resident. Other good work includes writing about evacuation and how pupils might have felt. One pupil wrote that she would have “missed her mum”. A good display of pictures and artefacts supports work well in Year 4. In a good lesson in geography in Year 4 pupils showed a range of basic knowledge about work they are undertaking on life in a rural village in India. They identified climatic conditions and named several places, rivers and animals that are found in India. They responded well to the opportunity to discuss quite complex issues pertaining to geographical location. In Year 3, pupils began to articulate differences between their own lives and life in a distant country. They were excited by the prospect that they would subsequently have the opportunity to use a range of resources, including CD-ROMs. The Internet is used well in Years 3 and 4 to support pupils’ work in both subjects.

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GEOGRAPHY AND HISTORY

89 The quality of teaching is satisfactory overall. It was good in two of the lessons and unsatisfactory in one. In the best teaching, pupils’ interest was captured by the teachers’ good use of questions. For example, in a good geography lesson in Year 4 the teacher’s careful questions helped pupils to broaden their knowledge of life in India beyond some initial stereotyping. For example, they learnt that India has major cities apart from villages and that there are rich and poor people. A good opportunity was provided for pupils to develop their literacy skills as they kept written notes of their discussions in small groups. In an unsatisfactory history lesson, Year 1 pupils did not make enough progress because they were given the same work as children in the reception year.

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GEOGRAPHY AND HISTORY

90 The quality of teachers’ marking is weak and there are very few occasions when it suggests how pupils might improve their work. New assessment arrangements are Kempston Rural Lower School - 37 currently being developed and have not had time to make any significant impact on the teaching.

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INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

91 There has been rapid improvement since the last inspection and this has been particularly marked over the past eighteen months. At the time of the last inspection, standards were just about average in Year 2 but below average by Year 4. Standards now meet national expectations at the end of Year 2 and Year 4 and are rising quickly, particularly in Years 3 and 4. Pupils now achieve very well in relation to their prior attainment and make rapid progress in lessons.

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INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

92 This turnaround has been brought about by several key developments:

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INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

• the very effective leadership of the headteacher. This has raised the profile of the subject throughout the school • the use of specialist teaching support from a technician with excellent subject knowledge and teaching skills • greatly improved resources, including new computers and software • good planning based on a helpful scheme of work that develops key skills progressively • improved confidence and expertise of the teachers through in-service training and greater use of equipment and • the use of computers to support learning across all subjects.

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INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

93 There is insufficient evidence to make a judgement about the overall quality of teaching in Years 1 and 2. Pupils’ work and teachers’ planning, however, indicates it is at least satisfactory. Some good teaching of small groups and individuals was observed. Good opportunities are provided for all pupils to work regularly on computers and this enables them to develop sound keyboard and mouse skills. By the end of Year 2, the pupils of average and above average ability generate, amend and record work using text, tables and graphs successfully. The pupils of below average ability, and those who have SEN, do this with effective support from teachers and other pupils. In an activity for pupils in Year 1, for example, pupils had entered data on a tally chart about their favourite colours. They them entered the data into a simple computer spreadsheet and produce a graph. The above average pupils

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INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

changed the colour of their graph unaided. These experiences and skills are built on successfully in Year 2. The teacher provides good opportunities for pupils to develop data handling skills such as changing style, size and colour of text. She enables pupils to experiment with an art program to produce attractive computer generated pictures of a firework display and pupils use a digital camera to examine plants.

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INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

94 By the end of Year 2 pupils have also learnt that certain devices can be controlled in pre-determined ways. They have operated tape recorders to listen to stories and have programmed a “Roamer” toy vehicle to perform forward, backward, right and left movements.

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INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

95 Little direct teaching of computer skills by the class teachers was seen in Years 3 and 4. As with the teachers in Years 1 and 2, scrutiny of other similar sources of evidence suggest it is at least satisfactory. Teaching of small groups of pupils by the technician is excellent and has been a major factor in pupils’ rapidly rising standards and achievements. Her very good subject knowledge, expectations and good questioning of pupils contributes very well to their learning. The teachers plan well to provide opportunities that build key skills and experiences successfully from one Kempston Rural Lower School - 38 activity to the next. General subject planning identifies where computers will support learning in all subjects and this is clearly working in practice. In a literacy lesson for pupils in Year 3, for example, pupils explored a website for information about the author Roald Dahl. In a mathematics topic on position, direction and movement,

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INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

pupils programmed a screen turtle to make clockwise, anti-clockwise, right and left turns. Pupils regularly use the Internet to access information in history, geography, religious education and science. Pupils in Year 4 have used the computer to compose a simple musical score, amend it and play it back. Pupils in Year 3 have their own e-mail address and password and have successfully e-mailed a classmate and received one in turn.

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INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

96 All pupils who were observed working on computers were enthusiastic about the activity and treated the equipment with care. When working in pairs and small groups, they co-operated effectively. In a Year 1 activity, for example, boys and girls worked together in pairs and shared out the task; one would read out the data while the other fed it into the computer. Pupils’ good attitudes towards the subject make a positive contribution to their social development as well as their achievements in the subject.

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INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

97 Good new assessment systems based on the scheme of work have been recently introduced but these have not been established for long enough to have made any significant effect on standards. Since pupils’ past experiences have been intermittent and their skills poorly developed in the past, it is important for the development of pupils’ learning that key skills are tracked consistently across all year groups. The support technician is now using a good system to chart pupils’ progress.

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MUSIC

98 Pupils’ achievements were above average in the one music lesson observed during the inspection but there was insufficient evidence to make a judgement about pupils’ standards throughout the school. In this good lesson, Year 4 pupils had a good understanding of the length of notes in standard notation. They listened attentively and identified the structure of a new song. The pupils’ singing was melodic and accurate. Several pupils played recorders to accompany the singing, maintaining a repeated rhythm throughout the song. Pupils made good progress in this lesson because the teacher had high expectation of the their capacity to succeed. By the end, they were performing in a round maintaining their parts accurately and accompanying the song with recorders and untuned percussion. Pupils obviously enjoyed this lesson and they worked hard.

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MUSIC

99 Year 3 and 4 pupils have access to a good range of musical activities. From Year 3 pupils have the opportunity to play the violin with lessons provided by the Bedfordshire performing arts service. Others have piano lessons. The string players take part in the “Fiddle Fiesta” in Bedford and the thriving choir performs in the annual Festival of Voices at Wembley. They join with local schools to perform in concerts, including the piano and single instrument concert at Harlington Upper School and parts of “The Magic Flute” in the summer of 2001.

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MUSIC

100 Pupils listen to a range of music in assemblies and teachers introduce the instrument and the source of the music at the beginning of the week. Year 4 pupils know what music they enjoy although their knowledge of western composers and the music of other cultures is rather limited. Kempston Rural Lower School - 39 101 Teachers use a commercial scheme of work for music. In the youngest two classes, one teacher usually teaches music to both classes but she was not at school during the inspection. The planning for music reflects the government guidance for the subject.

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PHYSICAL EDUCATION

102 Only one lesson was observed in physical education so there was insufficient evidence to evaluate overall standards. In the lesson seen, Year 2 pupils achieved satisfactory standards in their games skills as they practised sending, receiving and striking a ball. They showed good awareness of the need to act safely and what happens to their bodies when they are warmed up. The teacher’s question; “What are the signs that you have been doing exercise?” elicited the response; ”Your heart beats faster”. Pupils participated well in the activities and behaved well. The teacher on occasion suggested how pupils could improve their performance and this helped pupils to make progress. The lesson did not end well and there was no concluding re-enforcement of skills.

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PHYSICAL EDUCATION

103 Since September 2000 pupils in Year 3 and Year 4 have undertaken 10 swimming lessons per year at the local swimming pool. The school has no school hall and uses the nearby church hall for physical education lessons. Equipment has to be transported to the hall and once set out is used by all classes on that day.

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RELIGIOUS EDUCATION

104 Pupils’ achievements meet the expectations of the Bedfordshire Agreed Syllabus for Religious Education in both Years 2 and 4. Pupils make satisfactory progress throughout the school. No judgements about standards or progress were made at the time of the last inspection.

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RELIGIOUS EDUCATION

105 By the time they are seven, pupils know a range of stories from the Bible. They make simple deductions about the lessons Jesus taught through the parables. Pupils are familiar with Christian festivals and the parts of the church associated with Christenings. Pupils’ work includes the Old Testament story of the creation and the Hindu story of Rama and Sita. This knowledge-based curriculum is supplemented with more personal aspects of pupils’ lives. For example, they discuss friendship and what makes a best friend. Nine-year-olds have studied celebrations in more detain, showing appropriate progress as they move through the school. They understand the importance of food in ritual and celebration. Within their study of Judaism, for example, they have listed kosher food, know the reason for the Seder meal and learnt about the Rosh Hashanah. Pupils are also aware of the Islamic festival of Ramadan

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RELIGIOUS EDUCATION

and have visited a Sikh Gurdwara. Links with the personal, social and health education curriculum are good and the lessons include not only studying facts but also plenty of opportunities for discussion and reflection about the issues raised. While Year 3 pupils were studying a story from the Buddhist religion, pupils related the story of Siddhatha to difficult decisions and choices in their own lives. In this good lesson, the teacher led the discussion towards the incidents that make the pupils think about life. Pupils listed the Queen Mother’s funeral, war in Afghanistan and suffering throughout the world, including the recent baby-snatching incident. Pupils had a good recall of their lesson from the previous week and made good use of the Internet, CD-ROMs and books to research the subject.

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RELIGIOUS EDUCATION

106 The teaching was good in two of the three lessons observed and satisfactory in the other. Very positive relationships between teachers and pupils contribute well to Kempston Rural Lower School - 40 pupils’ learning. Pupils feel confident to express their feelings and are secure in the fact that both teacher and peers will respect their comments. In the good lessons, teachers manage the time well, allowing opportunities for discussion and research while maintaining the momentum of the lesson. The curriculum is planned well and maintains continuity throughout the school while ensuring that skills are developed at appropriate levels for pupils’ ages. Assemblies, personal, social and health education and literacy, history and geography are linked to the curriculum where appropriate, giving coherence to pupils’ learning. The subject makes a good contribution to the pupils’ spiritual, moral, social and cultural education.

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