Honeywell Junior School

HONEYWELL JUNIOR SCHOOL

Dates of inspection: 9 - 11 December 2002

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HONEYWELL JUNIOR SCHOOL

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

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HONEYWELL JUNIOR SCHOOL

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

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INFORMATION ABOUT THE SCHOOL

School address: Honeywell Road Battersea

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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: Mrs Sian Mathias

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 19 January 1998 Honeywell Junior School - 4

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Team members

23637 Mr J Donnelly Registered inspector 9092 Mr R Elam Lay inspector 27635 Mrs D Cinamon Team inspector 13122 Mrs S Matthews Team inspector

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Team members

Cambridge Education Associates Ltd Demeter House Station Road Cambridge CB1 2RS

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Team members

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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Team members

The Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Honeywell Junior School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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INFORMATION ABOUT THE SCHOOL

Honeywell Junior School caters for 347 boys and girls aged seven to eleven years. The school’s catchment area includes a wide variety of residential housing but is generally favourable. The three- storey Victorian building is situated in a residential area close to Wandsworth Common. The number of pupils who claim free school meals is below the national average at nine per cent and the number of pupils with special educational needs at 25.1 per cent is just above the average of 22.2 per cent. There are three pupils with Statements of Special Educational Needs. Around 65% of pupils are from a white UK heritage and there are many other cultures represented in the school. There are 53 ethnic minority pupils, but they are fluent in English. The level of pupil mobility in Years 3 to 6 is 14 per cent, higher than average. Pupils’ overall attainment upon entry into Year 3 from the local infant school is generally

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HOW GOOD THE SCHOOL IS

Honeywell Junior is a very good school. The school’s very good ethos for learning, high expectation of pupils and commitment to improvement reflect the very good leadership and management at all levels. The leadership by the headteacher is excellent. Overall, the teaching and learning observed during the inspection was very good and as a result all pupils make good progress. As a result levels of attainment are well above average in the lessons observed. The school provides very good value for money.

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What the school does well

• Most pupils make consistently good progress. By the end of Year 6, standards in mathematics are well above average and in English and science above average. • Pupils’ very good attitudes to learning, their behaviour and relationships with each other and the staff make a significant contribution to the standards they achieve. • Teaching of a consistently high quality ensures that effective learning takes place. • The headteacher, supported by the governing body and highly effective key staff, provides very good leadership and management. • The school has a very clear awareness of its strengths and weaknesses, based on evidence gained through careful evaluation of its performance. This leads to very effective action to secure improvement. • The very broad curriculum leads to effective learning, supported very effectively by the very good spiritual, moral, social and cultural provision.

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What could be improved

• There are no major weaknesses in the school. 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

Since the previous inspection in January 1998, the school has made very significant improvements in addressing the key issues. High standards have been maintained. The quality of teaching has now improved and is of a very good standard overall. There is now no unsatisfactory teaching in the school. The roles of the subject co-ordinators are now very effective. Planning in most subjects has the necessary elements to ensure that pupils’ prior learning is built on in a systematic way. The school’s improvement plan clearly identifies what needs to be done and what has been achieved. The school assesses its pupils’ attainment throughout the school and uses the information very effectively to ensure work is matched well to the needs of all its pupils. Pupils’ behaviour is very good and the supervision by staff is appropriate. The capacity to improve further is very good. Honeywell Junior School - 7

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STANDARDS

The table shows the standards achieved by 11 year olds based on average point scores in National Curriculum tests.

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Key

English A A B B Well above average Above average A B Mathematics B A A A Average Below average C D Science A A B A Well below average E

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Key

Pupils make good progress including those who have English as an additional language or special educational needs. Many attain standards well above those expected by Year 6. Over the last three years, standards attained in national tests by pupils in Year 6 have remained well above the national average in the core subjects of English, mathematics and science. Compared with the performance of similar schools, pupils’ performance overall has been well above average. The results of the latest national tests (2002) were above average in English and science and well above in mathematics and in comparison to similar schools were well above average overall. Overall standards of work seen during the inspection were well above average. The skills of literacy and numeracy are developed well as pupils move through the school. The good progress made by both boys and girls of all abilities as they move through the school reflects not only their very good behaviour and attitudes but also the effective

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Key

teaching and rich curriculum they enjoy. The rate of progress is particularly good in some classes grouped by ability. The school is making good progress towards meeting the realistic and appropriately challenging targets it has set for pupils’ academic achievement this year.

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Aspect Comment

Attitudes to the school Pupils’ attitudes are very good. Older pupils bring a particularly mature approach to their learning. Pupils are keen to learn and succeed.

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Aspect Comment

Behaviour, in and out of classrooms Pupils’ behaviour is very good, reflecting the consistently high expectation of all the staff. Pupils are courteous, friendly and helpful. Their behaviour contributes significantly to their rate of learning. There have been no exclusions.

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Aspect Comment

Personal development and relationships Pupils’ personal development and relationships are very good. They work well together and display a confidence that equips them well for the next stage in their learning.

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Aspect Comment

Attendance Attendance is above the national average. A significant number of pupils take holidays in term time and so miss lessons. Punctuality is very good.

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Teaching of pupils in: Years 3 - 6

Quality of teaching Very Good Honeywell Junior School - 8 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. Teaching is very good overall. The teaching of English and mathematics was observed in all year groups. Although teaching was observed in only some of the other subjects; of the few lessons seen, teaching reached an equivalently high standard. There was no unsatisfactory teaching. Teachers have consistently high expectations of what pupils will achieve and, as a result, pupils learn well in lessons. This high quality teaching promotes very effective learning and, as a result, pupils achieve levels of performance often well above the national average. The teaching of literacy skills is good overall with pupils learning the skills of writing creatively, improving their spelling and punctuation effectively. The

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Teaching of pupils in: Years 3 - 6

teaching of mathematics and especially of numeracy skills is of similarly good quality. In the few lessons observed in English and mathematics where pupils were grouped according to ability, work was particularly well matched to the spread of pupils’ abilities. During the teaching of other subjects, teachers effectively develop pupils’ literacy and numeracy skills. Pupils also enjoy their learning as a result of interesting activities and they settle down to work enthusiastically and with determination. Teachers show enjoyment in, and enthusiasm for, their work and challenge pupils’ learning. The teaching of all pupils with specific special educational needs in reading and writing is very good. The school is effective in meeting the needs of all pupils including the gifted and talented.

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Aspect Comment

The quality and range of the curriculum The learning opportunities provided by the school are very good. The clubs during lunchtime and after school are of a very high quality.

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Aspect Comment

Provision for pupils with special educational needs The systems and provision for pupils with special educational needs are very good. Pupils have full access to the rich curriculum provided.

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Aspect Comment

Provision for pupils with English as an additional language Very good. Pupils make good progress during their time at school and the high quality teaching overall is responsible for this.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development The school makes very good provision for pupils’ moral, social and cultural development. Pupils’ opportunities to take part in whole school decision-making, in order to improve their citizenship skills, are not yet fully in place.

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Aspect Comment

How well the school cares for its pupils The school gives high priority to pupils’ welfare. It maintains very good procedures and practices for meeting statutory requirements and health and safety issues. The school is a safe and secure environment. Teachers know their pupils well and, as a result, provide individual and appropriate support and challenge.

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher provides excellent leadership. The school’s continuing success is based on a thorough knowledge of its strengths and weaknesses and how these can be built upon. The headteacher is particularly effective in developing strong teams. He is very well supported by a hard-working and committed staff.

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Aspect Comment

How well the governors fulfil their responsibilities The governors provide very good support for the school and fulfil their statutory responsibilities well. They are very committed and provide a good balance of challenge and support to the work of the school. As a result, they are effective in helping to improve provision and maintain high Honeywell Junior School - 9 standards. Honeywell Junior School - 10 The school’s evaluation of its performance Very good. The school knows its strengths and weaknesses. This work is supported by effective targets for each pupil, to raise standards further.

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Aspect Comment

The strategic use of resources The school makes good use of its available resources. The school spends its budget wisely. The administration of the school by the office staff is very good.

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What pleases parents most What parents would like to see improved

• Children like school. • The school expects children to work hard and achieve their best. • Teaching is good. • Children make good progress. • Homework.

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What pleases parents most What parents would like to see improved

The inspection team endorses the positive views of parents. Inspectors consider that the school is committed to working closely with parents and has a very good range of procedures in place to facilitate this. Although 15 per cent of parents feel there is insufficient homework the inspection team judges the amount of homework to be appropriate. Honeywell Junior School - 11

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in mathematics are well above average and in English and science above

1. A considerable amount of pupils’ work, from the current school year, was available for the inspectors to examine. This, together with the observation of lessons, talking to pupils and reviewing teachers’ records, provided clear evidence of pupils’ progress and attainment on which secure judgements could be based.

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in mathematics are well above average and in English and science above

2. By the end of Year 6 pupils have made good progress in their learning, due to the high standard of teaching which pupils experience. This has a significant impact on the standards they attain. Over the last four years, standards in English, mathematics and science in national assessments of pupils in Year 6 have remained typically very high compared with the national average. In 2002, results in English and science were above the national average and well above in mathematics. Most pupils gained the level expected nationally (Level 4) in each subject. Many pupils achieved the higher Level 5. Compared with the performance of similar schools, the school’s standards were well above average in mathematics and science and above average in English. The work of the current Year 6 pupils indicates that these high standards are being maintained. Analysis of the Year 6 national tests for 2002 in English shows that a number of more able pupils made very

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in mathematics are well above average and in English and science above

basic errors in their papers which could not be explained or forecast other than by deducing that a blip had occurred.

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in mathematics are well above average and in English and science above

3. The school’s attention to the needs of boys is very successful in that boys attain equivalent and sometimes higher standards than girls, whereas nationally they do less well than girls. Pupils now in their final year for example, use vivid images - such as “as quiet as death” and “the trees in the forest wailed and cried as she crept through the forest” - to create character vulnerability and an atmosphere of suspense.

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in mathematics are well above average and in English and science above

4. Pupils with special educational needs as well as those with English as an additional language are well supported and make good progress towards the targets set for them, many achieving standards similar to pupils of average ability. Learning is a priority within a fully supportive atmosphere in classrooms. Staff know the pupils well as individuals and, as a result, the pupils learn well and move forward at a good rate towards attaining the high standards the school maintains. By the time pupils leave the school at the end of Year 6, they are confident, articulate, self-assured young people, well prepared for the next stage in their learning.

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Pupils’ very good attitudes, their behaviour and relationships with each other

and the staff make a significant contribution to the standards achieved.

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Pupils’ very good attitudes, their behaviour and relationships with each other

5. Pupils have a positive attitude to their work. They work well, showing maturity and confidence. When they find tasks difficult they persevere, ask others for help or seek out the teacher for further guidance. Boys are particularly motivated in this environment and in discussion with Year 6 boys they say that “ learning is cool.” There is a climate of mutual respect and pupils collaborate well on tasks; for example, in discussing the words they might use in order to improve the quality of a short passage they are drafting. On such occasions, they listen carefully to each other and are sensitive in the way they suggest improvements. They work hard for teachers whom they know are working equally hard for them. Pupils grasp readily the opportunities given them to take on additional responsibilities in the school, such as preparing the hall for assemblies and providing a musical accompaniment should this be needed.

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Pupils’ very good attitudes, their behaviour and relationships with each other

6. Behaviour in and around school is very good with teaching and learning time being maximised as pupils move efficiently between classrooms and activities. At playtime behaviour is orderly with no instances of inappropriate behaviour. Although staff expect good behaviour, they do not take it for granted and give praise readily to support these expectations. Honeywell Junior School - 12 Honeywell Junior School - 13 7. Pupils are given, and readily take, opportunities to demonstrate their personal development. In literacy, Year 4 pupils give mature responses in discussion, which reflect their development as critical readers. Year 6 pupils reflect thoughtfully on their work and demonstrate a desire to improve it further, explaining how the setting of targets support this. Pupils are taught to reflect on questions before answering them and to take ownership of the presentation of their work. This

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Pupils’ very good attitudes, their behaviour and relationships with each other

ensures pupils are on task and learning well.

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Teaching of a consistently high quality ensures that effective learning take

8. Teaching and learning in the lessons observed were very good. This is directly responsible for much of the good practice in the school, such as high quality learning and good progress over the key stage. In the limited time available, inspectors focused on the teaching of English and mathematics, and of the skills of literacy and numeracy. Although teaching was observed in only some of the other subjects of the curriculum, this sample does provide a clear picture of the overall quality of teaching in the school. Pupils’ work shows the good progress, which has occurred because of the very good levels of planning by teachers.

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Teaching of a consistently high quality ensures that effective learning take

9. Teaching seen was of very good quality overall. Just under a half of all lessons were very good or excellent. No teaching seen was judged to be unsatisfactory. Senior staff monitors teaching throughout the school to ensure that teachers’ practice reflects the guidance and support made available. This process has been very effective in developing a common understanding of what makes effective teaching. Most teachers have consistently high expectations of what pupils will achieve. Most of the very good or excellent teaching occurred in Years 5 and 6 where pupils were grouped and work matched to the needs of the pupils in English and mathematics. This high quality teaching promotes very effective learning and, as a result, pupils achieve levels of performance well above the national average.

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Teaching of a consistently high quality ensures that effective learning take

10. The teaching seen of English and literacy skills was very good overall. The teaching of mathematics, and especially of numeracy skills, was of similarly very good quality. During the teaching of other subjects, teachers effectively develop pupils’ literacy and numeracy skills. Teachers in Years 3 and 4 give particular attention to speaking and listening skills. Teachers show enjoyment in and enthusiasm for their work, and are rightly confident in their subject knowledge and ability to offer pupils a range of strategies for learning. The teaching of pupils with special educational needs is very good, and ensures that some achieve nationally expected levels of performance. The challenges offered to pupils of average and higher ability, particularly at the end of the junior years in Years 5 and 6, where they are grouped by ability in English and mathematics, enables many of them to attain standards that are well above average. The school

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Teaching of a consistently high quality ensures that effective learning take

is effective in meeting the needs of all pupils.

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Teaching of a consistently high quality ensures that effective learning take

11. Teachers plan their teaching to a common format that includes very precise lesson objectives and activities well chosen to achieve the lesson’s purpose. Thanks to teachers’ very clear explanations, pupils are equally clear about not only what they have to do but also why they are doing it. For example, the teacher made very effective use of the final ten minutes in a Year 4 lesson, when pupils explained to each other what they had been doing and what they had learned as a result. Constant repetition and review of learning objectives ensure that effective learning takes place. Through their skilled use of questions, teachers challenge pupils’ thinking, never accepting less than a thoughtful and considered response. The subject knowledge of the teachers of Year 6 pupils is used well. They are able to help pupils acquire knowledge, skills and understanding at a level normally expected in the early years of secondary school. This promotes

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Teaching of a consistently high quality ensures that effective learning take

understanding. Teachers regularly refer to work done in other subjects and link pupils’ learning experiences in a way that gives extra meaning to what pupils do.

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Teaching of a consistently high quality ensures that effective learning take

12. The teaching of information and communication technology is sound and an improvement since the school was previously inspected. Of particular value is the teaching of basic ICT skills in the purpose built suite. Honeywell Junior School - 14

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The headteacher, supported by the governing body and highly effective key

staff, provides outstanding leadership and management.

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The headteacher, supported by the governing body and highly effective key

13. The headteacher provides excellent leadership. Aims and values of the school are exemplified in his rigorous yet supportive approach, which focuses on a high quality education for all pupils. The deputy headteacher provides effective support and makes a positive contribution to all aspects of pupils’ learning throughout the school.

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The headteacher, supported by the governing body and highly effective key

14. The headteacher’s vision for the school’s continuing success is based on a thorough knowledge of its strengths and weaknesses, and how these can be built on. He is a source of ideas and initiatives intended to promote effective learning and maintain high standards. He provides clear educational direction for the development of the school, successfully combining the demands made by national and local initiatives with the school’s own identified priorities, leading to improved provision.

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The headteacher, supported by the governing body and highly effective key

15. The headteacher is particularly effective in managing the staff, developing a strong sense of teamwork and a commitment to improvement. His thorough knowledge of the particular talents of each member of staff enables him to make best use of the expertise within the school, to the benefit of pupils and the staff as a corporate group.

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The headteacher, supported by the governing body and highly effective key

16. In the previous inspection, the school was judged to have insufficient clarity in relation to strategic developments, success criteria and costings. There has been good progress in relation to these issues and both the senior management team and subject leaders are now forward looking and have a good knowledge of what works well and what needs developing.

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The headteacher, supported by the governing body and highly effective key

17. The governors provide good support for the school, and fulfil their statutory responsibilities well. Established systems of communication ensure that they have an appropriately up-to-date overview of the school’s work and achievements. This information, together with their developing employment of the principles of best value, enables them to make informed decisions on the school’s behalf. Within the governing body, there is a good breadth of expertise and experience that places governors in a strong position to support the headteacher and staff in improving provision and maintaining standards. Governors respect the headteacher’s professional knowledge and integrity, coupled with his flair for leadership and strong management ability. They recognise that he and the staff are crucial factors in the school’s achievements.

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The headteacher, supported by the governing body and highly effective key

18. There is good use of the school’s budget to support pupils’ attainment and personal development; for example, the employment of part-time teaching staff for reading and writing.

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on evidence gained through evaluation of its performance. This leads to very

effective action taken to secure improvement.

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on evidence gained through evaluation of its performance. This leads to very

19. This is a school that knows its strengths and weaknesses well. It has very effective arrangements for getting a detailed and accurate picture of its performance, and for analysing the information. Challenging but realistic targets for individual pupils and for the whole school, based on this evaluation, are supported by well-designed plans for action to ensure these targets are met.

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on evidence gained through evaluation of its performance. This leads to very

20. The school has focused on developing whole-school procedures for the analysis of its performance data and the regular examination of pupils’ work. The evidence gained is put to good use in evaluating how well the school is performing in relation to the national picture, the performance of similar schools and, most importantly, its own previous achievement. Detailed profiles of individual pupils’ achievements are based on class teachers’ regular assessment of each pupil’s progress towards the targets set for them in English, mathematics and science. The school makes good use of statutory and optional national tests to inform these assessments. The examination of pupils’ work in other subjects, carried out effectively by subject leaders, provides similarly focused evidence of standards across the curriculum. In this way the school is beginning to use the principle of “best value” in self review and school management.

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on evidence gained through evaluation of its performance. This leads to very

Honeywell Junior School - 15 21. Alongside this process, the school has successfully established a programme for the regular observation of teaching and the examination of teachers’ planning and record keeping procedures. The headteacher and subject leaders ensure that all staff have a clear, corporate view of the strengths and weaknesses in the school’s teaching. This regular observation, identifying areas for improvement, which are successfully addressed, ensures that good improvement takes place. This open climate reflects mutual professional respect and confidence in the school’s leadership. All staff feel a keen sense of ownership of what is achieved and a shared commitment to improvement.

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on evidence gained through evaluation of its performance. This leads to very

22. There is a clear sense of purpose in the school: teachers, pupils, non-teaching staff, governors and most parents take pride in the school. Although results in national tests compare favourably with other schools, staff are not complacent and there is a clear commitment to continued development.

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on evidence gained through evaluation of its performance. This leads to very

23. The views of parents and staff are sought regularly and plans to involve pupils further are at an advanced stage. These evaluations help to ensure that staff, parents and pupils feel that their views are valued and important.

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on evidence gained through evaluation of its performance. This leads to very

24. There is clear acknowledgement of areas of strength but also targets for development as identified in the detailed school development plan and subject action plans. Pupils’ work is regularly monitored and pupils are beginning to be involved in setting their targets for development with their teachers.

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The very broad curriculum leads to effective learning, supported very

effectively by the very good spiritual, moral, social and cultural provision.

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The very broad curriculum leads to effective learning, supported very

25. The curriculum is very broad and includes a modern foreign language in Year 6 and very good extra-curricular activities. Very good attention is given to the core subjects, yet the curriculum is stimulating and structured and gives a very good breadth to the pupils’ learning experiences. Boys do very well as the curriculum and teaching encourages and demands very high standards in a positive ethos where expectations are very high. All pupils are very well prepared for the next stage of learning.

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The very broad curriculum leads to effective learning, supported very

26. Provision for moral and spiritual education is very good. The school is very successful in developing an atmosphere within which all pupils can grow and flourish, respect others and be respected. The high quality teaching values pupils’ questions and allows them appropriate time to reflect on their own ideas, thoughts and concerns. There are very high expectations of good behaviour and teachers provide very good role models. The introduction of work on citizenship into the curriculum is enabling pupils to have good opportunities to discuss issues such as ‘choices and consequences’, making appropriate decisions with a value judgement.

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The very broad curriculum leads to effective learning, supported very

27. Provision for social education is very good. Pupils understand the need for school rules and treat each other well. Many lessons provide opportunities for pupils to work together in pairs or groups to share ideas and solve problems. The personal, social and health education programme, which includes drugs awareness education and sex education, provides a good programme for pupils to consider a range of relevant issues about taking responsibility in society. Residential visits provide a different environment for pupils to work together. The school’s very good programme of self-evaluation seeks out pupils’ and parents’ views on a range of issues and is an extremely effective way of raising pupils’ self-esteem and confidence.

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The very broad curriculum leads to effective learning, supported very

28. Provision for cultural education is very good. Pupils find out about their own tradition and culture when considering life in post war Britain from the demise of coal mining and ship building to the introduction of new industry. Other cultures are considered when pupils undertake comparisons between England and a country such as Egypt. In literature, books from different cultures help older pupils understand some of the situations facing children in different parts of the world, helping them to learn tolerance and understanding of other countries and different ways of living. Honeywell Junior School - 16

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WHAT COULD BE IMPROVED

29. There are no major weaknesses in the school.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

30. No measures to be undertaken. Honeywell Junior School - 17

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 20

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very Poor

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Summary of teaching observed during the inspection

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

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 347

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 32

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Information about the school’s pupils

Number of pupils with statements of special educational needs 3

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 87

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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 53

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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 17

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 25

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Attendance

National comparative data 5.2 National comparative data 0.5 Honeywell Junior School - 18 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Honeywell Junior School - 19

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Attainment at the end of Key Stage 2

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2002 43 44 87

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Attainment at the end of Key Stage 2

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 39 40 41 Numbers of pupils at NC level 4 and above Girls 34 33 41

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Attainment at the end of Key Stage 2

Percentage of pupils School 84 (88 84 ( 90) 94 ( 98) 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

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 39 41 39 Numbers of pupils at NC level 4 and above Girls 32 36 37

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Attainment at the end of Key Stage 2

Percentage of pupils School 85 (95) 91 (93) 94 (98) 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

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

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Ethnic background of pupils Exclusions in the last school year

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 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Mixed – any other mixed background 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British - Pakistani 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British – Bangladeshi 0 0 0

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Ethnic background of pupils Exclusions in the last school year

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

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Ethnic background of pupils Exclusions in the last school year

Black or Black British – Caribbean 15 0 0

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Ethnic background of pupils Exclusions in the last school year

Black or Black British – any other Black background 20 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other ethnic group 23 0 0 Honeywell Junior School - 20 No ethnic group recorded 0 0 0 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.

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 15.6 Financial year 2001/2002

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Teachers and classes Financial information

Number of pupils per qualified teacher 22.2

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Teachers and classes Financial information

Education support staff: Y3 – Y6 Total income 953,990

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Teachers and classes Financial information

Total number of education support staff 17 Total expenditure 906,128

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Teachers and classes Financial information

Total aggregate hours worked per week 281 Expenditure per pupil 2,538

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Teachers and classes Financial information

Balance brought forward from previous year 4,862

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Teachers and classes Financial information

Balance carried forward to next year 52,723

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Recruitment of teachers

Number of teachers who left the school during the last two years 2

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 2

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

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Recruitment of teachers

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

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Recruitment of teachers

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

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Recruitment of teachers

FTE means full-time equivalent. Honeywell Junior School - 21

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Percentage of responses in each category

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

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Percentage of responses in each category

My child is making good progress in school. 55 37 6 1 1

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Percentage of responses in each category

Behaviour in the school is good. 44 54 0 1 2

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Percentage of responses in each category

My child gets the right amount of work to do at home. 39 44 14 1 2

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 33 60 6 1 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 70 26 4 0 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 62 35 2 0 1

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Percentage of responses in each category

The school works closely with parents. 38 56 4 1 1

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Percentage of responses in each category

The school is well led and managed. 64 32 3 0 1

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Percentage of responses in each category

The school is helping my child become mature and responsible. 56 40 3 1 1

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 45 46 6 1 1

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