Eleanor Palmer Primary School

ELEANOR PALMER PRIMARY SCHOOL

Dates of inspection: 28 - 29 October 2002

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ELEANOR PALMER PRIMARY SCHOOL

Short inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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ELEANOR PALMER PRIMARY SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Eleanor Palmer Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Lupton Street London Postcode: NW5 2JA

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Ms C Whittaker

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: February 1998 Eleanor Palmer Primary School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members 25372 Mike Thompson Registered inspector 19322 Judi Bedawi Lay inspector 20614 Donald Kimber Team inspector

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INFORMATION ABOUT THE INSPECTION TEAM

Full Circle division of Parkman The Brow 35 Trewartha Park Weston-Super-Mare North Somerset BS23 2RT

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INFORMATION ABOUT THE INSPECTION TEAM

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 Eleanor Palmer Primary School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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INFORMATION ABOUT THE SCHOOL

Eleanor Palmer Primary School is of average size, with 193 full-time pupils on roll, and a further 25 children in the nursery class. The school serves an area of mixed housing, and its pupils come from a wide range of social and economic circumstances. Just over ten per cent of pupils are from refugee families from a wide range of countries. About 30 per cent of pupils are learning English as an additional language and receive extra help with this. Both of these proportions are high in relation to the national average. Thirty per cent of pupils have special educational needs (SEN), and about a third of these pupils have more severe special needs which entitle them to extra help, including five with Statements of Special Educational Need. Pupils' SEN are wide ranging, but principally comprise learning, emotional, communication or physical difficulties. About a third of pupils are eligible for free school

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INFORMATION ABOUT THE SCHOOL

meals. The proportions of SEN pupils and of those entitled to free meals are both above average.

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INFORMATION ABOUT THE SCHOOL

Children are admitted to the nursery on a part-time basis for their first half-term. Children are then admitted to the reception class in either the September or January before their fifth birthday. Children’s attainment on entry varies from year to year, but is above average overall.

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HOW GOOD THE SCHOOL IS

This is a good and effective school that gives good value for money. Its success is built on very good leadership, the richness of its curriculum, the very effective assessment of pupils' academic performance and the ways in which it ensures that all pupils are fully included in its work. It builds on the pupils' good standards on entry and further develops its pupils' potential through good teaching, so that by the end of Year 6 pupils achieve high standards in English, mathematics and science. Its pupils are keen to learn and are very well behaved.

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What the school does well

• Pupils make good progress and, by the end of Year 6, attain good standards in mathematics and very good standards in English and science. In particular, pupils' very good skills in literacy help them to achieve well in other subjects. • Teaching is good or better in two-thirds of lessons. Teachers are particularly skilled in providing work that interests their pupils and helps them to sustain high levels of concentration. • Pupils behave very well, standards of personal development are high, and relationships within the school are very good. • The curriculum is rich and varied. Music is an exceptional strength. • The school is very well led and managed. The headteacher is ably supported by her hardworking and committed staff and governors.

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What could be improved

• Some aspects of the teaching of mathematics in Years 3 to 6: in particular, the quality of marking and the way in which work in mathematics lessons is sometimes matched to pupils' abilities. The areas for improvement will form the basis of the governors’ action plan. Eleanor Palmer Primary School - 7

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made good improvement since its last inspection in 1998. Overall, the key issues for improvement identified in the previous inspection report have been successfully addressed as follows:

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

• communications with parents have been greatly improved; • curriculum planning is now secure in all subjects, especially English, mathematics and science; • strategic financial planning is now sound; • provision for swimming has been improved.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

However, the governors' annual report to parents needs further improvement since it does not contain all of the information required by law.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

In addition: • standards in the core subjects of English, mathematics and science have risen; • provision for pupils' spiritual, moral, social and cultural development is better; • the high standards reported in pupils' attitudes, behaviour and personal development have been sustained; • teaching remains good, despite changes in personnel; • the quality of leadership provided by the governors has improved, and the very good leadership of the headteacher continues.

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STANDARDS

The table shows the standards achieved by pupils in Year 6 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

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

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STANDARDS

Overall, the attainment of children on entry to the school is above average. Children are given a good start to their education in the nursery and reception classes, and by the time that they transfer to Year 1 most have achieved the nationally recommended Early Learning Goals for children in the Foundation Stage 1 . Inspection findings show that pupils make good progress in Years 1 and 2, and by the end of Year 2 attain very good standards in English and satisfactory standards in mathematics and science. Results of the national tests for pupils in year 2 show that, in reading and writing, attainment in most years is above or well above average. Standards in mathematics are more variable, but when test results over the past few years are viewed as a whole, they are about average. Pupils' good progress continues

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STANDARDS

1 The Foundation Stage begins when children reach the age of three. Children complete the Foundation Stage at the end of their 'reception' year. Eleanor Palmer Primary School - 8 from Year 3 upwards and, by the end of Year 6, overall standards are high. Results achieved in the national tests for English over the past five years have usually been above or well above average. In mathematics, as in Year 2, results in Year 6 have varied considerably from year to year. Taken together over the past few years, they have been just above average, and in the most recent tests were well above average. In science, results have never been less than average, and in the most recent tests were among the highest five per cent nationally. When compared to schools with about the same proportion of pupils eligible for free school meals, National Curriculum test results are well above average in English and mathematics and among the highest five per cent of these schools in science. The school's

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STANDARDS

performance in the most recent National Curriculum mathematics tests for pupils in Year 6 improved significantly because the proportion of pupils attaining the national target of Level 4 rose by about 20 percentage points. This was the result of very good assessment leading to the careful targeting of individuals, helping them to achieve very well. Another reason for the school's strong performance in the 2002 tests is that the proportions of pupils attaining levels above the national target of Level 4 in English, mathematics and science was high. The school successfully achieved the demanding targets set for its performance in 2002 and is well on course to achieve the slightly lower, but equally demanding, targets for 2003.

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STANDARDS

Inspection findings reflect the overall pattern of test results, with standards in Year 6 judged to be well above average in English and science and above average in mathematics. Pupils' skills in literacy, and their high standards of behaviour and keen interest in lessons are significant factors contributing to the good progress that they make. Skills in information and communication technology (ICT) develop steadily throughout the school, and pupils' sound attainment in elements of the subject such as word processing, data handling and research make a satisfactory contribution to their work in most subjects.

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Very good. Pupils enjoy being at school. They sustain their concentration very well and work busily and purposefully.

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PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Very good. Pupils respond to the school's high expectations of their behaviour in a tolerant and mature way.

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Very good. Pupils make good progress in developing social skills and confidently work with their classmates. Particularly noteworthy is the way in which pupils from very diverse backgrounds work and play together.

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PUPILS’ ATTITUDES AND VALUES

Attendance Satisfactory. However, too many pupils are late, and holidays taken in term-time are a problem.

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TEACHING AND LEARNING

Teaching of pupils: Nursery and reception Years 1 and 2 Years 3 to 6

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TEACHING AND LEARNING

Lessons seen overall Good Very good Good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses. Eleanor Palmer Primary School - 9 Of the 20 lessons observed, six were very good, seven were good and seven were satisfactory. There were no unsatisfactory lessons. In the Foundation Stage, teachers have a very good understanding of the way in which very young children learn. Teaching in Years 1 and 2 is very good because teachers have very high expectations of their pupils and because they are particularly good at ensuring that their explanations are clearly understood. Overall, teachers have a good knowledge and understanding of what they teach, and basic skills in literacy and numeracy are well taught. They have high expectations of their pupils'

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TEACHING AND LEARNING

work and behaviour, manage their pupils well and use a very good range of teaching strategies. However, on some occasions, introductions to lessons are too long. When this happens, there is not always enough time left at the end of lessons to fully review the impact of learning. The teaching of English is particularly good. Lessons in mathematics are of variable quality, but are good overall. Evidence from samples of pupils' previously completed work shows that in Years 3 to 6, in mathematics, pupils of different ages and abilities are sometimes given very similar work to do, and teachers are not good at using corrections as a tool for improving pupils' work. All teachers are skilled in giving clear explanations of what pupils have to do and, because class routines are good and materials easily accessible, the pupils quickly set to work on their tasks. Teachers are good at making their lessons lively

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TEACHING AND LEARNING

and interesting, in response the large majority of their pupils are keen to learn and have an appetite for work. Learning support staff also make a significant contribution to pupils' learning, and provide good quality help for pupils with SEN. They are well trained for what they do, and provide skilled help when working with individuals or with small groups of pupils. Very good support is also provided for pupils for whom English is not the first language spoken at home, and this enables these pupils to play a full part in all class activities.

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OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum Good overall. Particular strengths of the curriculum are the ways in which it is enriched through the use of visits, and by visitors to the school. The school's strong commitment to inclusion is exemplified in its excellent provision for music.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs Good.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with English as an additional language Very good. The way in which they are supported ensures that their emerging skills in English are not a barrier to learning in other subjects.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good overall. Provision for pupils' spiritual development is good. Arrangements for the moral, social and cultural development of pupils is very good. Particularly noteworthy is the work of the school council in developing pupils' social awareness and sense of citizenship.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils Procedures for child protection and for ensuring pupils' welfare are satisfactory. Overall, pupils flourish within the school's caring environment.

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OTHER ASPECTS OF THE SCHOOL

In ICT, skills in sensing technology are not yet being taught. The school has already identified this weakness, and is actively engaged in addressing the situation. While the school's day- Eleanor Palmer Primary School - 10 to-day care of pupils is good, the quality of health and safety record-keeping does not match the expectations of the school's new policy.

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HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and management by the headteacher and other key staff Very good. The headteacher provides very clear direction for the school. The work of the school is closely monitored to ensure high standards through effective teaching and learning.

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HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities The governing body is well organised, and this enables the governors to fulfil their responsibilities effectively. Governors have a clear understanding of the school's strengths and areas for development because they are well informed and monitor the work of the school carefully.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance The school is good at reflecting critically on its work and shows a clear commitment to continuous improvement.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources The school uses its staff and accommodation exceptionally well. Good strategic planning ensures that funds are carefully spent. The large budget surplus accumulated over recent years is the result of careful planning, and these funds are being spent on projects designed to further improve the quality of education provided. The way in which the school provides funds for specialist music tuition is excellent.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The governors apply the principles of 'best value' very well when decisions are made.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved • Their children like coming to school • Their children are well taught and make good progress • Behaviour in the school is good • Teachers are approachable • The school is well led and managed • The school helps their children to become mature and responsible • The ways in which the school keeps them informed • The way in which homework is set • The range of activities provided outside lessons

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Inspectors' judgements fully support all of the positive views expressed.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

With regard to the areas that some parents would like to see improved: • Overall, the quality and frequency of information provided for parents are good; • The school has consulted parents about homework, and has a clear policy about homework, which appears in its informative prospectus. Homework is set regularly, although practice regarding the quantity varies from class to class. • The school has limited use of its own premises at the end of each day, but does what it can to provide activities for its pupils, for example by providing basketball and cooking Eleanor Palmer Primary School - 11 activities on Saturdays. Overall, the range of activities provided outside lessons is typical of most schools. Eleanor Palmer Primary School - 12

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mathematics and very good standards in English and science. In particular, pupils'

very good skills in literacy help them to achieve well in other subjects.

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mathematics and very good standards in English and science. In particular, pupils'

1. Standards attained in the 2002 National Curriculum tests for pupils at the end of Year 6 were well above average in English and mathematics, and among the top five per cent nationally in science. Inspection evidence suggests that the school's performance in the national tests for 2003 is not likely to be quite as good, but is, nevertheless, likely to be better than that of most other schools. Currently, standards in Year 6 are well above average in English and science and above average in mathematics. Teachers make good use of pupils' previous learning as a firm base for the teaching of new skills, and the very good standards attained in literacy help pupils to achieve well in other subjects.

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mathematics and very good standards in English and science. In particular, pupils'

2. The success of the school's work in raising standards of literacy is evident in the results achieved in the national tests over the past two years. Its focus in future terms is to be on the further development of pupils' skills in numeracy.

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mathematics and very good standards in English and science. In particular, pupils'

3. Throughout the school, pupils make good progress because they are well taught and because teachers are particularly skilled in ensuring that all pupils, regardless of prior attainment, play a full part in all lessons. From an above average starting point, children achieve well in the nursery and in the reception class because the adults working with them have a very good understanding of the ways in which young children learn and because the working environment provided is particularly stimulating. When they move from the Foundation Stage to Year 1, children have very positive attitudes towards school and a firm platform of early skills in literacy and numeracy on which teachers can build. This is because most children achieve the nationally recommended Early Learning Goals 2 in communication, language and literacy and in mathematical development by the end of the reception year. From Year 1 to Year 6 pupils continue to achieve well because of the good structure and

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mathematics and very good standards in English and science. In particular, pupils'

richness of the curriculum and because their progress is carefully monitored.

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mathematics and very good standards in English and science. In particular, pupils'

4. Skills in speaking and listening are developed very well. Children have well-planned opportunities to develop confidence in speaking and self-discipline in listening. In all classes, pupils use a wide range of vocabulary specific to the subjects being studied. For example, pupils in Year 2 confidently explained the meaning of the term ' anthology' when studying poetry, and in a Year 6 science lesson, almost all pupils showed a good knowledge of the different parts of a flower and confidently used terms such as 'stamen', 'stigma' and 'style'. When answering teacher's questions, most pupils clearly articulate their views.

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mathematics and very good standards in English and science. In particular, pupils'

5. Skills in reading are well developed. As they move through the school pupils acquire a wide range of strategies to decipher unknown words. This begins in the Foundation Stage, where teachers are skilled in making learning enjoyable. For example, in a reception class lesson the teacher used a 'Big Book' effectively to help pupils to learn initial letter sounds and to find objects beginning with certain sounds. Techniques such as challenging children to find missing letters in words, helped to develop skills

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mathematics and very good standards in English and science. In particular, pupils'

2 The Early Learning Goals are standards for each of the six areas of learning for children in the Foundation Stage. Most children are expected to have achieved these by the time they start Year 1. Eleanor Palmer Primary School - 13 in spelling and, by the end of the lesson, higher-attaining children were able to spell simple words such as 'dog'. By the time they are in Year 6, most pupils read fluently and expressively. Pupils of higher, average and lower attainment all read well, with some of the higher-attaining pupils at a level well above that expected. For instance, a higher-attaining pupil in Year 4 was on her second reading of the Lord of the Rings trilogy. She displayed excellent fluency and expression as well as a very good ability to determine the meaning of new words from their context. All of the pupils interviewed enjoyed reading, and said that they are given regular opportunities to read,

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mathematics and very good standards in English and science. In particular, pupils'

either in literacy lessons or privately. However, the library skills of pupils in Years 3 to 6 are relatively underdeveloped. Year 6 pupils said that they do not use the school library very much, and Year 4 pupils have very limited knowledge of the colour-coding system for classifying books. To some extent, this occurs because books used for research about the various topics studied tend to be kept in the classrooms and, therefore, pupils have less reason to use the library.

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mathematics and very good standards in English and science. In particular, pupils'

6. Writing skills are well taught across the school, and pupils are given good opportunities to develop their skills through their work in other subjects. A firm basis for the development of pupils' writing is provided in the nursery, where children are encouraged to think of themselves as writers, and to attempt their own 'writing'. Teachers are very good at developing a wide range of pupils' writing for different purposes and in different forms through all areas of the curriculum, and provide very good opportunities for pupils' imaginative writing. Key skills are well taught and good opportunities are provided for pupils to practise them. For example, pupils in a Year 5 science lesson developed their competence in the important skill of note taking by conducting research about our solar system. A particularly good feature of this lesson was the way in which pupils for whom English is not the first language were

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mathematics and very good standards in English and science. In particular, pupils'

fully included in the task through the skilled help provided by an additional teacher. A good emphasis is placed on the development of pupils' skills in handwriting. By the end of Year 2, pupils generally produce writing that is well formed and of consistent size, and by the end of Year 6 writing is usually fluent.

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mathematics and very good standards in English and science. In particular, pupils'

7. Results of the national tests show that most pupils with SEN or those for whom English is an additional language attain nationally expected standards by the end of Year 6.

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mathematics and very good standards in English and science. In particular, pupils'

8. The impact of pupils' very good skills in literacy is seen in all subjects. For instance, pupils work with high levels of independence in subjects such as mathematics, science or history because they generally read fluently and with good understanding and are therefore more easily able to solve problems, follow instructions or conduct research. Their ability to write fluently enables them to express their thoughts clearly, for instance when describing the features of a village in a geographical study or when writing about the features of a mask as a homework assignment.

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in providing work that interests their pupils and helps them to sustain high levels of

9. The good quality of teaching observed at the time of the last inspection in 1998 has been sustained. About two thirds of the lessons observed were good or better, and no unsatisfactory lessons were observed.

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in providing work that interests their pupils and helps them to sustain high levels of

10. Lessons are generally very well planned, and the structure provided by this planning gives the basis for good learning to take place. In the best lessons, planning ensures Eleanor Palmer Primary School - 14 that a good balance is achieved between time for direct teaching, time for pupils to concentrate and to develop their skills, and time for learning to be reviewed. However, on some occasions teachers' introductions are too long and when this happens, opportunities to consolidate learning at the end of lessons are lost.

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in providing work that interests their pupils and helps them to sustain high levels of

11. Teachers have a good knowledge of the subjects they teach and are good at teaching the core skills of literacy and numeracy necessary for pupils to make progress. Expectations are often high. Teachers are particularly good at developing pupils' vocabulary, and do not shy away from using technical terminology when required. They know their pupils very well, and are skilled in using information from their day-to- day observations and questioning of pupils. In lessons that are good or better, teachers use this knowledge to find the right starting point for their pupils. Work is planned at different levels around a common theme, so that the introduction is relevant to all pupils and everyone can contribute to the important plenary session at the end of lessons, when learning is reviewed. For example, the focus of a mathematics lesson for lower-attaining pupils in Years 3 and 4 was the development

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in providing work that interests their pupils and helps them to sustain high levels of

of pupils' skills in counting on or back in twos from different starting points. The teacher conducted the plenary through the use of a counting game in which every second number in the chosen sequence was replaced by the word 'buzz'. This technique ensured that all pupils concentrated hard, enjoyed taking part, and learned well.

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in providing work that interests their pupils and helps them to sustain high levels of

12. Where teaching is good or better, teachers are often good at exciting and interesting their pupils, and use a wide range of strategies to sustain a crisp pace throughout their lessons and to keep all pupils actively involved. For instance, the use of 'Forgetty Teddy' added anticipation and enjoyment to the learning of number sequences in reception, and helped pupils to develop skills in predicting the next number in a 'number line'. While in the same lesson the use of a 'Feely Numbers' game, in which rigid plastic numbers were put inside socks for the pupils to feel, helped lower-attaining pupils to remember the correct way to form their numbers.

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in providing work that interests their pupils and helps them to sustain high levels of

13. The quality of the partnership between teachers and learning support staff is another important factor contributing to the good quality of learning throughout the school. Teachers are good at ensuring that their support staff know clearly what they have to do. The skilled help given by these adults helps to ensure that the individual needs of pupils, such as those with SEN, are fully met, or that small groups of pupils are given extra help in practising skills in activities such as manipulating numbers or using computer programs.

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in providing work that interests their pupils and helps them to sustain high levels of

14. The school's strategy for supporting pupils who have English as an additional language and those with SEN is highly effective and results in very good progress for these pupils. Additional teachers, who have specific responsibility for the support of English as an additional language and SEN pupils, work closely in partnership with teachers in lessons and ensure that they have the same experiences as their classmates. In addition, a bilingual learning support assistant provides good quality help for children in the Foundation Stage.

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in providing work that interests their pupils and helps them to sustain high levels of

15. In almost every lesson observed, teachers' skills in managing their pupils were good or better and as a result pupils are able to concentrate on what they have to do. The very good attitudes of pupils resulting from teachers' skills in motivating them make a significant contribution to the quality of learning throughout the school. Eleanor Palmer Primary School - 15

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Pupils behave very well, standards of personal development are high, and

relationships within the school are very good.

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Pupils behave very well, standards of personal development are high, and

16. The school's very effective arrangements for promoting pupils' moral and social development result in high standards of behaviour and very good relationships between pupils, a situation similar to that reported at the time of the previous inspection.

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Pupils behave very well, standards of personal development are high, and

17. The school provides pupils with a clear moral code as the basis for behaviour, and this is carefully promoted throughout the life of the school. Adults are very good role models through their courtesy and respect for pupils and in their interest in what pupils are doing or in what they have to say. Pupils' behaviour is very good overall, and is sometimes exemplary. Pupils move about the school sensibly and show consideration for others, even when not directly supervised by adults. For example, some of the pupils in Year 2 were observed taking their lunchboxes to the school hall at the start of the school day. They did this without disturbing other classes, walking sensibly in line and following their 'leader' even though no teacher was present.

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Pupils behave very well, standards of personal development are high, and

18. The school's provision for pupils' social development is very good, and pupils are friendly, polite and well mannered. The results of the high quality relationships are seen in lessons, where pupils work together very well in paired or group work, share tasks equally, and organise their work without fuss. A particularly noteworthy feature is the school council, which comprises two 'councillors' from each year group from Year 1 to Year 6, and which helps to promote pupils' understanding of social responsibility. For instance, as part of the school's involvement in the local community 'Home Zone' project, the school council recently surveyed pupils' opinions to find out what they liked and disliked about the locality. Information and communication technology skills were used in collating this information, which has now been passed on to Camden Borough Council.

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Pupils behave very well, standards of personal development are high, and

19. Pupils with SEN are fully integrated into all activities, and their classmates show high levels of patience and understanding of their needs. For example, these pupils were sometimes slow to answer teachers' questions, or needed considerable prompting to do so. However, others in the class waited patiently and showed appreciation of their efforts.

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Pupils behave very well, standards of personal development are high, and

20. The good emphasis placed on the spiritual development of pupils also contributes strongly to the quality of behaviour and relationships, and to pupils' own perception of themselves. For instance, during an assembly for the youngest pupils celebrating black history, pupils were asked to think about a quotation from the story 'Amazing Grace': 'You can do anything you want to Grace - if you put your mind to it.' Well- planned acts of collective worship, such as this one, give pupils very good opportunities for reflection. Pupils' work is valued and celebrated through good quality displays around the school and in weekly 'achievement assemblies'.

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Pupils behave very well, standards of personal development are high, and

The curriculum is rich and varied. Music is an exceptional strength.

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Pupils behave very well, standards of personal development are high, and

21. The curriculum is broad, balanced and relevant, and enables pupils' skills, knowledge and understanding to be developed systematically from year to year. Very good links are made between subjects, so that pupils have regular opportunities to develop skills learned in one subject to their work in another.

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Pupils behave very well, standards of personal development are high, and

22. A good programme of educational visits and high-quality experiences provided by Eleanor Palmer Primary School - 16 visitors to the school enrich the curriculum and provide valuable stimuli for pupils. For example, Year 6 pupils took part in a residential visit to a Field Study Centre in Ewhurst. This visit is an annual feature, and gives pupils very good opportunities for practical work in geography and history as well as outdoor and adventurous pursuits, which are an important element of the curriculum for physical education. Work produced as a result of this visit shows its value in developing pupils' skills in writing and their use of ICT. Visitors to the school, such as the Nigerian author Ifeoma Onyefulu, help to inspire pupils and broaden their horizons.

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Pupils behave very well, standards of personal development are high, and

23. A unique and exceptional feature of the school's curriculum is the use of specialist musicians to provide instrumental tuition in violin or cello to all pupils in Years 4, 5 and 6 and weekly, creative 'music-making' sessions for all pupils in all classes. Evidence from video recordings of concerts and from discussions with parents shows that pupils' musical performances are of an exceptionally high standard, and are greatly appreciated. Most of the cost of the school's provision in music is met from funds carefully managed by the Eleanor Palmer School Association.

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Pupils behave very well, standards of personal development are high, and

24. A strong ethos of inclusion and of respect for differences in beliefs and cultural traditions permeates all of the school's work. Pupils learn to have care and consideration for one another and to develop good skills in citizenship. Staff know their pupils very well and provide a secure environment in which all pupils flourish.

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The school is very well led and managed. The headteacher is ably supported by her

hardworking and committed staff and governors.

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The school is very well led and managed. The headteacher is ably supported by her

25. The school is very well led and managed by the headteacher, who is ably supported by her deputy, senior staff and governors. She regularly monitors the quality of teaching and learning in the classrooms, knows her pupils and staff well, and has a very clear view of the future development of the school. Teachers are committed to improving pupils' attainment and are good at critically analysing the impact of their teaching. There are very good relationships within the school and a strong sense of teamwork among all staff. The work of the staff is clearly guided by shared values, particularly the commitment to ensure that all pupils are given equal opportunities to succeed. Day-to-day routines are well managed by an efficient administrative team in the school office.

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The school is very well led and managed. The headteacher is ably supported by her

26. In common with other schools in the area, the school has had to manage a high turnover of teaching staff. This situation has been caused by a combination of circumstances beyond the control of the school, such as the high cost of local accommodation. Nonetheless, work in improving areas such as the curriculum and the assessment of pupils has proceeded at a good pace, and the pupils have continued to be well taught and to make good progress. To a large extent, this has occurred because of the commitment and professionalism of the headteacher and her senior staff, who have been willing to take on additional responsibilities.

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The school is very well led and managed. The headteacher is ably supported by her

27. A clear commitment to continuous improvement is evident in the way in which curriculum developments are managed and the very good way in which additional, specific support for pupils is carefully targeted. The members of the senior management team are very active in monitoring the quality of provision throughout the school, particularly in English, mathematics and science, and have ensured that the knowledge and skills of their colleagues are regularly updated.

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The school is very well led and managed. The headteacher is ably supported by her

28. The governing body is very well organised, and its committees enable it to provide Eleanor Palmer Primary School - 17 effective support for the school. Governors are strongly committed to the school; many have regular contact and all are kept very well informed about its work. Three members of the senior management team are also members of the governors' curriculum committee and keep governors up to date on developments. Discussions with representatives of the governors showed that they have an excellent understanding of the school's strengths and of its priorities for future development.

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The school is very well led and managed. The headteacher is ably supported by her

29. Financial planning is good. Funds designated for specific purposes, such as SEN, are well spent, and grants for pupils with English as an additional language are augmented from school funds. Data from the 2001-2 financial year, contained in Part C of this report, shows that the proportion of funding carried forward from the previous financial year is well in excess of what is recommended. However, governors provided clear evidence that this large surplus has been very carefully planned to fund a number of initiatives, including improvements in the provision for ICT and a building project. The building work has recently been completed, and has significantly improved the quality of the outdoor learning area for pupils in the Foundation Stage as well as providing a better link between some of the classrooms and the rest of the premises. Clear financial projections drawn up by the chair of the governors' finance

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The school is very well led and managed. The headteacher is ably supported by her

committee show that the amount carried forward from year-to-year should fall to an acceptable proportion by 2004.

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of marking and the way in which work in lessons is sometimes matched to pupils'

30. Evidence from a scrutiny of samples of pupils' previously completed work shows that it is generally carefully marked, and that the marking broadly complies with the school's clear policy guidance. However, in mathematics, there is little evidence of teachers making effective use of their marking as a tool for improving pupils' work. During the course of their marking, teachers often make their own corrections of pupils' inaccurate calculations, and do not expect their pupils to correct their own work. As a result, opportunities to improve and consolidate pupils' understanding are missed. Sometimes, pupils' work is left unfinished, and therefore possible gaps in pupils' learning are not addressed.

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of marking and the way in which work in lessons is sometimes matched to pupils'

31. In Years 3 to 6, pupils are grouped according to their prior attainment for lessons in mathematics. These 'sets' are formed by combining two classes, such as the Year 5 and Year 6 classes, and then dividing pupils into three teaching groups. The advantage of this system is a reduction in the size of teaching groups and the range of abilities within each group. Within each set, teachers typically divide pupils into smaller groups so that work can be even more closely matched to pupils' potential. However, work in pupils' books shows that sometimes, within these small groups, and occasionally within the entire set, pupils are engaged on the same tasks and are developing the same skills even though they are from different year groups.

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of marking and the way in which work in lessons is sometimes matched to pupils'

32. Given the quality of the monitoring systems evident in other subjects, it is likely that these shortcomings would have been previously identified had the co-ordinator for mathematics not left the school a year ago. A replacement has been difficult to find, and so responsibility for the subject has been taken on temporarily by a member of the senior management. The school has already identified mathematics as its next focus for improvement through its performance management procedures. Eleanor Palmer Primary School - 18 Eleanor Palmer Primary School - 19

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Make better use of pupils' own corrections of their work in mathematics, and ensure that greater attention is paid to the different levels of skills expected of pupils of different ages within each ability group.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• In addition, the school needs to ensure that the governors' annual report to parents contains all of the information required by law. Eleanor Palmer Primary School - 20

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Summary of the sources of evidence for the inspection

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

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. Care should be taken when interpreting these percentages as each lesson represents five percentage points.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 25 193

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 3 62

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 1 4

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 4 56

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 55

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 3

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 7

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Attendance

School data 5.9 School data 0.3 Eleanor Palmer Primary School - 21 National comparative data 5.6 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Eleanor Palmer Primary School - 22

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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 2002 16 14 30

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

National Curriculum Test/Task Results Reading Writing Mathematics

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

Boys 15 15 16 Numbers of pupils at NC level 2 and above Girls 12 13 10

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

Percentage of pupils School 90 (93) 93 (97) 86 (93) at NC level 2 or above National 84 (84) 86 (86) 90 (91)

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

Teachers’ Assessments English Mathematics Science

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

Boys 15 16 15 Numbers of pupils at NC level 2 and above Girls 13 11 9

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

Percentage of pupils School 93 (93) 90 (100) 80 (90) at NC level 2 or above National 85 (85) 89 (89) 89 (89)

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

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

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

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2002 10 18 28

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

National Curriculum Test/Task Results English Mathematics Science

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

Boys 8 9 10 Numbers of pupils at NC level 4 and above Girls 16 14 17

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

Percentage of pupils School 86 (97) 82 (63) 96 (100) at NC level 4 or above National 75 (75) 73 (71) 86 (87)

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

Teachers’ Assessments English Mathematics Science

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

Boys 8 9 10 Numbers of pupils at NC level 4 and above Girls 15 14 17

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

Percentage of pupils School 82 (87) 82 (80) 96 (100) at NC level 4 or above National 73 (72) 74 (74) 82 (82)

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

Percentages in brackets refer to the year before the latest reporting year. Eleanor Palmer Primary School - 23

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Ethnic background of pupils Exclusions in the last school year

Categories used in the Annual School Census No of pupils on roll Number of fixed period exclusions Number of permanent exclusions

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Ethnic background of pupils Exclusions in the last school year

White – any other White background 36 0 0

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Ethnic background of pupils Exclusions in the last school year

Mixed – any other mixed background 14 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British - Pakistani 1 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British – Bangladeshi 6 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British – any other Asian background 2 0 0

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Ethnic background of pupils Exclusions in the last school year

Black or Black British – Caribbean 10 0 0

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Ethnic background of pupils Exclusions in the last school year

Black or Black British – any other Black background 1 0 0

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Ethnic background of pupils Exclusions in the last school year

The table refers to pupils of compulsory school age only. It gives the number of exclusions, which may be different from the number of pupils excluded. Eleanor Palmer Primary School - 24

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 10.6 Financial year 2001-2

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Teachers and classes Financial information

Number of pupils per qualified teacher 18.2

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Teachers and classes Financial information

Education support staff: YR – Y6 Total expenditure 699,366

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Teachers and classes Financial information

Total number of education support staff 7 Expenditure per pupil 2,989

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Teachers and classes Financial information

Total aggregate hours worked per week 124 Balance brought forward from previous year 88,646

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Teachers and classes Financial information

Balance carried forward to next year 106,959

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Teachers and classes Financial information

Qualified teachers and support staff: nursery

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 1

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Teachers and classes Financial information

Number of pupils per qualified teacher 25

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Teachers and classes Financial information

Total number of education support staff 3

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Teachers and classes Financial information

Total aggregate hours worked per week 66

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Teachers and classes Financial information

FTE means full-time equivalent. Eleanor Palmer Primary School - 25

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Results of the survey of parents and carers

Percentage of responses in each category (rounded to the nearest whole number)

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Results of the survey of parents and carers

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

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Results of the survey of parents and carers

My child is making good progress in school. 52 43 2 0 2

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Results of the survey of parents and carers

Behaviour in the school is good. 54 40 4 1 2

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Results of the survey of parents and carers

My child gets the right amount of work to do at home. 35 42 20 2 1

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Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 37 41 20 0 2

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Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 51 41 5 2 0

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Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 54 44 2 0 0

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Results of the survey of parents and carers

The school works closely with parents. 37 38 23 2 1

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Results of the survey of parents and carers

The school is well led and managed. 41 49 5 2 4

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Results of the survey of parents and carers

The school is helping my child become mature and responsible. 46 50 0 2 2

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Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 26 37 27 5 5

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Results of the survey of parents and carers

Sixty-four per cent of parents or carers returned their questionnaires

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Results of the survey of parents and carers

Twenty-three people attended the pre-inspection meeting with the registered inspector. The views expressed at this meeting broadly reflected those found in the response to the questionnaire (above).

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