Orleans Primary School

ORLEANS INFANT SCHOOL

Dates of inspection: 24-25 February 2003

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ORLEANS INFANT 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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ORLEANS INFANT 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. Orleans Infant School - 3 INFORMATION ABOUT THE SCHOOL

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ORLEANS INFANT SCHOOL

School address: Hartington Road Twickenham Middlesex Postcode: TW1 3EN

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ORLEANS INFANT SCHOOL

Appropriate authority: The governing body

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ORLEANS INFANT SCHOOL

Name of chair of governors: Dr Trevor Whittall

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ORLEANS INFANT SCHOOL

Date of previous inspection: 02/02/98 Orleans Infant School - 4 INFORMATION ABOUT THE INSPECTION TEAM

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ORLEANS INFANT SCHOOL

Team members 14906 Dr B Male Registered inspector 19419 Mrs S Boyle Lay inspector 20934 Mrs J Cutler Team inspector 20614 Mr D Morgan Team inspector

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ORLEANS INFANT SCHOOL

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

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ORLEANS INFANT SCHOOL

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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ORLEANS INFANT SCHOOL

The Complaints Manager Inspection Quality Division

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ORLEANS INFANT SCHOOL

Alexandra House 33 Kingsway London WC2B 6SE Orleans Infant School - 5 REPORT CONTENTS

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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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PART C: SCHOOL DATA AND INDICATORS 16

Orleans Infant School - 6 PART A: SUMMARY OF THE REPORT

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PART C: SCHOOL DATA AND INDICATORS 16

This large community infant school takes children from three to seven years old, and is maintained by the Richmond on Thames local education authority. At the time of the inspection there were 232 full-time pupils in eight classes. A further 111 children attended the nursery and two of the three reception classes part time. Many children start school with standards of attainment well above those usually found. The percentage of pupils known to be eligible for free school meals is well below the national average. The percentage of pupils identified as having special educational needs is also well below the national average. There is a small proportion of pupils from an ethnic minority and for whom English is an additional language, but none at an early stage of learning English.

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PART C: SCHOOL DATA AND INDICATORS 16

This is a good school providing a particularly stimulating environment for learning. There is a strong ethos within which children’s attitudes to school are excellent, and standards of behaviour very good. There is a high standard of care for children within a very supportive community. There have been significant staff changes in the last year, but standards of attainment remain well above average. The quality of teaching is good, although the level of challenge could be still higher in some lessons. The headteacher has made a significant impact on the school in a relatively short time. The good progress that children make across the school is underpinned by: the quality of teaching and the learning environment, by the support children receive from parents, and from the children’s own very positive attitudes to learning. The school gives good value for money.

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PART C: SCHOOL DATA AND INDICATORS 16

What the school does well • Standards of attainment are well above average, especially in mathematics and the reading, speaking and listening aspects of English. • Standards of behaviour are very good and children have excellent attitudes to school. • The quality of teaching is good across the school, with some very good and excellent teaching. • The school provides a particularly stimulating environment for learning both indoors and out, and involves children in a wide range of learning opportunities. • Parents are particularly supportive of the school, and this impacts very positively on learning. • The headteacher’s vigorous and enthusiastic leadership has made a significant impact on the school in a relatively short time.

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PART C: SCHOOL DATA AND INDICATORS 16

What could be developed • Standards of writing could be higher. • The level of challenge for children could be higher in some lessons. The areas for improvement will form the basis of the governors’ action plan.

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PART C: SCHOOL DATA AND INDICATORS 16

The school has already identified the need to raise standards of writing and to ensure that expectations are always sufficiently high.

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PART C: SCHOOL DATA AND INDICATORS 16

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

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PART C: SCHOOL DATA AND INDICATORS 16

The school was last inspected in February 1998, and has made good progress since then. Standards of attainment continue to be generally well above average. Pupils’ attitudes and behaviour have improved, with behaviour now very good, and attitudes now excellent. The quality of teaching continues to be good with a similar proportion of very good teaching. All the key issues raised by the previous inspection have been addressed. The new Orleans Infant School - 7 headteacher has introduced many improvements, especially in terms of the curriculum and the internal and external environment. T he school has a good capacity to improve and is well placed to continue its trend of high standards.

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PART C: SCHOOL DATA AND INDICATORS 16

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

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PART C: SCHOOL DATA AND INDICATORS 16

Performance in: all schools Similar schools Key

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PART C: SCHOOL DATA AND INDICATORS 16

2000 2001 2002 2002 very high A* Reading A A* A B well above average above average A B Writing A* A* C D average below average C D Mathematics A* A* A B well below average very low E E*

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PART C: SCHOOL DATA AND INDICATORS 16

The school’s scores in national tests for seven year olds in 2002 were well above the national average in reading and mathematics, and average in writing. These scores were above the average of similar schools in reading and mathematics, and below that average in writing. These scores, particularly in writing, were not so high as in previous years when they had been in the top five per cent nationally. This is associated with a higher than usual proportion of children who had special educational needs.

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PART C: SCHOOL DATA AND INDICATORS 16

Inspection evidence suggests that this year’s standards are still well above average in reading and mathematics. Standards are higher than last year in writing, although not so high as they are in reading and mathematics. The overall standards represent good achievement for these pupils.

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PART C: SCHOOL DATA AND INDICATORS 16

There is good progress through the Foundation Stage, with almost all children attaining the nationally expected Early Learning Goals long before they move into Year 1.

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PART C: SCHOOL DATA AND INDICATORS 16

Most children enter the nursery with standards of attainment already well above those usually found, and they maintain these high standards across the school. There is good support for children with special educational needs and for those for whom English is an additional language that enables them to make good progress. Very few children fail to attain the nationally expected levels by the time they are seven. There is a new programme for supporting children capable of very high attainment that is at too early a stage to evaluate.

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PART C: SCHOOL DATA AND INDICATORS 16

Aspect Comment Attitudes to the school Children have excellent attitudes to school. They take a great interest in their lessons, and are keen to learn. They are active and very confident learners. Behaviour, in and out of classrooms Standards of behaviour are high across the school. Children have a good sense of ownership of the school. They understand the need for rules and respect the spirit of community. Orleans Infant School - 8 Personal development and relationships Children relate particularly well to each other. They are very aware of others, and are thoughtful and sensitive in their dealings with others. They are able to settle any disputes in sensible and positive ways. Attendance The rate of attendance is in line with the national average.

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PART C: SCHOOL DATA AND INDICATORS 16

Teaching of pupils: Nursery and Reception Years 1 - 2

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PART C: SCHOOL DATA AND INDICATORS 16

Lessons seen overall Good Good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. Satisfactory means that the teaching is adequate and strengths outweigh weaknesses.

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PART C: SCHOOL DATA AND INDICATORS 16

The quality of teaching is good across the school, and is sometimes very good and excellent. This underpins the good progress that children make. Where teaching is best, there is very high challenge for children, and expectations of attainment are high. Children respond well to this challenge and the pace of learning is brisk. In these lessons, there is often a sense of excitement as children are simulated by the ideas or the learning materials, and this helps promote good learning. A more precise focus in other lessons on the level of learning expected, would ensure that this level of challenge is consistently high.

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PART C: SCHOOL DATA AND INDICATORS 16

Good teaching of the basic skills of literacy and numeracy ensures that children make good progress and that standards are high. The teaching of writing could ensure that children have more opportunities to develop their skills in extended pieces within the context of other subjects. In many lessons, children could be given more independence to choose their own materials and methods of learning, as required by the National Curriculum.

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PART C: SCHOOL DATA AND INDICATORS 16

There is good support for children who have special educational needs, and for those for whom English is an additional language.

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PART C: SCHOOL DATA AND INDICATORS 16

Teachers work very hard. They are thorough in their planning and preparation, and are concerned for their pupils as individuals. There is some good support for learning from teaching assistants.

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PART C: SCHOOL DATA AND INDICATORS 16

Aspect Comment The quality and range of the curriculum The school has worked hard to ensure that children are involved in a wide curriculum that gives emphasis to the whole range of expected learning experiences, and not just English and mathematics. The physical environment has recently been significantly improved and this has greatly enhanced the quality of learning. Provision for pupils with special educational needs There is good support for these pupils. Individual education plans set clear targets and pupils make good progress in terms of them. The requirements of the national ‘Code of Practice’ are met. Orleans Infant School - 9 Provision for pupils’ personal, including spiritual, moral, social and cultural development The school makes good provision in this area. The programme for personal, social and health education has been re-introduced and is working well, although expectations could sometimes be higher. The school has

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PART C: SCHOOL DATA AND INDICATORS 16

greatly increased its emphasis on multicultural education. How well the school cares for its pupils There is a high standard of care for children within a very supportive community. The school is making extensive use of assessment information to track children’s progress and set targets.

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PART C: SCHOOL DATA AND INDICATORS 16

Aspect Comment Leadership and management by the headteacher and other key staff The headteacher’s vigorous and enthusiastic leadership has made a significant impact on the school in a relatively short time, and is very effective in his management. He has worked very hard indeed, has been very successful in instituting necessary changes particularly to the curriculum and the learning environment. The senior management team and main subject managers were new, and roles and responsibilities were still being developed at the time of the inspection. After a significant number of changes, the school will benefit from a period of consolidation. How well the governors fulfil their responsibilities The governors have a good overview of the school and are well involved in its work. They play a full and active part in the management of the school. The school’s evaluation of its performance The school is particularly thorough in monitoring and

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PART C: SCHOOL DATA AND INDICATORS 16

evaluating its performance. This is one of many areas of recent improvement introduced by the headteacher. Data on progress and performance are analysed rigorously and targets are derived from the analysis. The strategic use of resources The school’s budget is handled effectively and resources are allocated appropriately. There was a fairly large budget surplus from previous years, but much of this is already committed.

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PART C: SCHOOL DATA AND INDICATORS 16

PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

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PART C: SCHOOL DATA AND INDICATORS 16

What pleases parents most What parents would like to see improved • The progress made by pupils and the standards attained. • The quality of teaching and support for pupils. • The standards of behaviour. • The way the school is open and approachable. • That children like going to school. • Some parents feel they could be better informed about how their children are getting on.

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PART C: SCHOOL DATA AND INDICATORS 16

In addition to the above points, some parents were naturally concerned whether the relatively high number of teachers who had left the school at the end of the previous Orleans Infant School - 10 academic year would affect attainment and progress. The inspection agrees with all the positive comments made by parents, and finds that progress continues to be good and standards high despite the high number of staff changes. The quality of teaching is very similar to that found by the previous inspection. Although some parents feel they could be better informed about progress, the school already provides the usual range of information, and teachers are always willing to talk to parents about this. Orleans Infant School - 11

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Standards of attainment are well above average, especially in mathematics and the

reading, speaking and listening aspects of English.

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Standards of attainment are well above average, especially in mathematics and the

1. The school’s scores in national tests for seven year olds have been well above the national average, and often in the top five per cent of all schools over the last four years. In 2002, the school’s scores were well above average in reading and mathematics and average in writing. These scores were lower than in previous years because there was a higher than average proportion of pupils with special educational needs in the year group. Inspection evidence indicates that standards continue to be well above average in reading and mathematics, and that they are higher than last year in writing, but they are not so high as in reading and mathematics.

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Standards of attainment are well above average, especially in mathematics and the

2. Most children enter the nursery with standards of attainment well above those usually found. Good teaching, a rich learning environment, considerable support from parents and the children’s own very positive attitudes to learning combine to promote good progress across the school. Good progress through the Foundation Stage ensures that most children attain the nationally expected Early Learning Goals for five year olds long before they enter Year 1.

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Standards of attainment are well above average, especially in mathematics and the

3. Standards of reading are particularly high. Across the school, pupils read fluently and with interest and understanding. Younger children in the reception classes already have a good knowledge of letters and their sounds, and can read a good range of words. By the time they leave school, a significant proportion of pupils attains the higher level (Level 3) where they understand the main points of the stories they read, and are beginning to understand how authors create their effects. For example, in a very good Year 2 reading lesson, children were able to locate the words that had been used to describe character traits. They also meet the higher expectation in terms of retrieving information from books and knowing how to use devices such as the index.

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Standards of attainment are well above average, especially in mathematics and the

4. Standards in mathematics are high in all aspects of the subject. Pupils have a good understanding of number from an early age, and build well on this as they move through the school. For example, some of the youngest children in the reception classes are already able to count confidently and can add and subtract; some are able to work out calculations such as ten more or less than a given number. By the end of Year 2, mathematical understanding is very well developed across the range of expectations. In one Year 2 lesson, the teacher was challenging the children to work out the pattern of a sequence of numbers by asking them a series of questions to which they gave the answers on their individual whiteboards. The children were not only able to work out the sequence of numbers, they were also able to work out the pattern of the teacher’s series of questions, and wrote the answer to the fourth

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Standards of attainment are well above average, especially in mathematics and the

question before she had asked it! This showed particularly sophisticated understanding.

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Standards of attainment are well above average, especially in mathematics and the

Standards of behaviour are very good and children have excellent attitudes to school.

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Standards of attainment are well above average, especially in mathematics and the

5. Children have excellent attitudes to learning, and this is one of the factors underpinning their good progress and high standards. They are active and very confident learners who are keen to participate in their lessons and eager to find Orleans Infant School - 12 things out. They become absorbed in their learning activities from a very early age, and sustain their concentration particularly well. For example, children in the nursery took great care when making clay masks, amending their work until they were satisfied with the outcome. Many were persistent in ensuring that they had included all the details of the faces, and one even included the spots left over from a recent attack of chicken-pox! Children in the reception classes continue this approach, and are prepared to give great time and effort to their work. This is continued through Key Stage 1, and by Year 2 pupils have developed very good work habits. For

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Standards of attainment are well above average, especially in mathematics and the

example, in a very good Year 1 art lesson, pupils were particularly industrious when creating pictures of changed materials; they were completely absorbed in their work and determined to get it just right. Very effective interventions from the teacher helped here, as she praised their efforts, but also helped them see ways in which their work could be improved.

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Standards of attainment are well above average, especially in mathematics and the

6. Standards of behaviour are very good across the school, and children relate very well to one another. They have a good sense of ownership of the school, and a particularly well developed sense of community. They are thoughtful of others and polite in their approach. They co-operate very well from an early age. For example, a reception class child needing a particular coloured pencil noticed that someone else was using it. “Could I use that pencil when you have finished with it?” “Certainly,” came the reply and, after a final flourish of colouring, the pencil was handed over with a smile.

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Standards of attainment are well above average, especially in mathematics and the

The quality of teaching is good across the school.

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Standards of attainment are well above average, especially in mathematics and the

7. The quality of teaching is good across the school, and is sometimes very good and excellent. This underpins the good progress that children make. Where teaching is best, there is very high challenge for children, and expectations of attainment are high. Children respond well to this challenge, and the pace of learning is brisk. For example, in an excellent reception class lesson, the teacher’s particularly good organisation enabled her to ensure that all the different groups of children were well engaged on challenging tasks with clear learning objectives. The teacher herself was able to offer high quality teaching of reading to other groups where her very clear explanations and very high expectations ensured a very quick pace to learning.

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Standards of attainment are well above average, especially in mathematics and the

8. In these lessons, there is often a sense of excitement as children are simulated by the ideas or the learning materials, and this helps promote good learning. For example, in the Year 1 art lesson quoted above, the children were stimulated both by the opportunities and by the materials they used. Younger children are entranced by the use of the ‘Crispin’ puppet in lessons and this really helps them to focus their attention. For example, the use of Crispin to open his birthday presents changed an ordinary activity of recognising initial letter sounds into a special one. Some Year 2 English lessons were enhanced by pupils making jam sandwiches and ‘pop-up’ books when writing instructions, although it was a shame that not all pupils were actually able to eat the sandwiches at the end!

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Standards of attainment are well above average, especially in mathematics and the

9. Where expectations are highest and children are put in practical situations where they can use skills and develop concepts, learning is best. For example, the teacher worked with nursery children in the ‘shop’, and her involvement enabled children to put price labels on the toys for sale, whilst other children counted out the correct number of pennies to make their purchases that were then recorded on the till. In some lessons, older children do not always have the access to the range of materials that would give the practical experiences necessary to underpin conceptual development. For example, one reception child was trying to work out a calculation Orleans Infant School - 13 on her fingers, when access to practical materials would have enhanced the experience.

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Standards of attainment are well above average, especially in mathematics and the

10. Teachers work very hard. They are thorough in their planning and preparation, and are concerned for their pupils as individuals. There is some good support for learning from teaching assistants.

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The school provides a particularly stimulating environment for learning both indoors

and out and involves children in a wide range of learning opportunities.

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The school provides a particularly stimulating environment for learning both indoors

11. The internal and external environment of the school have been improved significantly in the last year, and this, together with widening the curriculum, has been one of the priorities for the new headteacher. He has been very successful in both ventures.

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The school provides a particularly stimulating environment for learning both indoors

12. Significant changes have been made to the outside environment, with more playground space being created and individual outdoor areas for the reception classes. Extra play areas and lawned areas with plants have been created and the play equipment has been extended. The playground now provides a particularly attractive and stimulating range of recreational and learning activities. The new “Blue Gym” is an exceptional facility for physical education.

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The school provides a particularly stimulating environment for learning both indoors

13. Staff have worked very hard to create a stimulating indoor environment to match the one outdoors. Work is displayed attractively and recognises children’s achievements well. Other visual displays stimulate interest and promote learning. The libraries and computer suites have been well developed and provide good opportunities for learning. The role-play areas in Foundation Stage classrooms are generally well used, but could provide more opportunities for children’s imagination to be developed.

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The school provides a particularly stimulating environment for learning both indoors

14. The school’s overall planning ensures that there is due attention paid to the whole curriculum and that children are give good access to the arts and humanities. A wide range of visits and visitors enhances the curriculum.

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Parents are particularly supportive of the school, and this impacts very positively on

15. Parents are very supportive indeed of the school. A large number of parents help in class, hearing children read, and working with groups in activities such as cooking and using computers. This makes a significant impact on children’s learning. There is a very active ‘Friends of Orleans Infants’ group that raises a considerable amount of money for the school each year, and brings parents together. The way in which the group is organised by class greatly increases parental involvement and enhances its impact. Many playground improvements, the ‘blue gym’ and a great deal of equipment have been made possible by the work of the friends group, and their efforts are to be commended.

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Parents are particularly supportive of the school, and this impacts very positively on

16. Parents also contribute significantly to learning in the support they give to their own children at home through homework and the wide range of learning and experiences that the children bring from home. All of this underpins the children’s self-confidence and positive attitudes to learning. Orleans Infant School - 14

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The headteacher’s vigorous and enthusiastic leadership has made a significant

impact on the school in a relatively short time.

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The headteacher’s vigorous and enthusiastic leadership has made a significant

17. The headteacher’s vigorous and enthusiastic leadership has made a significant impact on the school in a relatively short time. He has a clear view of what he wants to achieve, has worked very hard indeed to institute necessary changes and has been successful in doing so. The changes to the physical environment have already been mentioned. Other significant changes include the much more thorough approach to monitoring and evaluation and to planning. Many of these systems now need time to be consolidated and developed, especially as there have also been a significant number of staff changes in a fairly short time. The senior management team and main subject managers were new to the school, and roles and responsibilities were still being developed at the time of the inspection. However, the systems have now been created, and the school is well placed to maintain its high standards.

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WHAT COULD BE IMPROVED

18. Standards of writing are above the national average, but are not as high as in reading or mathematics, and are not as high as they could be. Almost all pupils attain the expected level (Level 2) but many of these are at the lower stages of this level, and relatively few attain the higher level (Level 3).

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WHAT COULD BE IMPROVED

19. The school has already identified the need to address this issue, and has made amendments to the timetable to allow more time for writing within the national literacy hour, by allocating time for reading outside the hour. The disadvantage of this is that it will reduce time available for other subjects, and the teaching of a wide curriculum is one of the school’s aims. A slightly different approach would be to use other subjects more to create opportunities for children to practise the writing skills they are learning in English. At the moment, a great deal of the work in other subjects such as history, geography and religious education is done on worksheets which require simple answers to questions, or short answers in boxes. These do not give children the opportunities to develop and extend their writing into the forms expected at the higher levels of attainment. Similar use of ‘frames’ within English lessons also

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WHAT COULD BE IMPROVED

restricts children’s writing. For example, the frame for writing instructions in the ‘jam sandwich’ lesson referred to above, contained only four lines when many children were capable of much more detail than that.

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WHAT COULD BE IMPROVED

20. Pupils are often called upon to correct errors, but do not always have opportunities to amend and extend their work under the guidance of the teacher, or with other pupils; for instance, with direct feedback from one pupil trying to follow another’s written instructions.

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WHAT COULD BE IMPROVED

The level of challenge for children could be higher in some lessons.

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WHAT COULD BE IMPROVED

21. In most lessons, there is good challenge for the whole range of pupils and expectations are high. These promote the good progress that pupils make and the high standards they attain. In some lessons the levels of attainment in not so high, and so there is less learning. For example, some Year 2 mathematics lessons required pupils to make a simple block graph illustrating the favourite fruit of Orleans Infant School - 15 members of their group. This enabled pupils to work at the expected level (Level 2), but not at the higher level.

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WHAT COULD BE IMPROVED

22. Planning needs to ensure that the learning objectives are linked more precisely to expected levels in terms of the National Curriculum so that the level of challenge in lessons is always sufficiently high. This is particularly important in a school where standards are well above average. Many lessons are based on the national Qualifications and Curriculum Authority’s units of work. These were, of course, devised with children of average attainment in mind, and will need considerable amendment to be suitably challenging for Orleans pupils.

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WHAT COULD BE IMPROVED

23. There is also a need for management to consider how plans are monitored in advance, and to ensure that responsibilities are clarified within the new senior management team between subject and year group leaders.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER

In order to build on the high standards being attained, the school needs to:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER

1) Raise standards of writing by ensuring that: • children have more opportunities to practise their writing in extended pieces in the context of other subjects; • less use is made of writing frames and worksheet formats that restrict the amount and style of writing; • children have more opportunities to improve and extend writing they have done. (paragraphs 18-20)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER

2) Ensure that the level of challenge for children is consistently high in lessons by: • relating the learning objectives of lessons more precisely to the levels of attainment expected from each age group; • clarifying the roles of subject managers in monitoring lesson plans in advance; • ensuring that pupils have sufficient independence in lessons to select methods and materials as required by the National Curriculum. (paragraphs 21-23) Orleans Infant School - 16

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 16

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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

Percentage 4 20 27 50 0 0 0 The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. Care should be taken when interpreting these percentages as each lesson represents more than three percentage points.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y2

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 26 316

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals N/A 10 FTE means full-time equivalent.

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Information about the school’s pupils

Special educational needs Nursery YR – Y2

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Information about the school’s pupils

Number of pupils with Statements of Special Educational Need 0 3

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 0 16

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 0

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 16

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 10

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Attendance

National comparative data 5.4 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Orleans Infant School - 17

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

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2002 59 50 109

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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 55 49 57 Numbers of pupils at NC level 2 and above Girls 49 46 48

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

Percentage of pupils School 95 (100) 87 (100) 96 (100) 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 52 56 56 Numbers of pupils at NC level 2 and above Girls 48 45 48

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

Percentage of pupils School 92 (100) 93 (100) 95 (100) 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. Orleans Infant School - 18

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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 9 0 0

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Ethnic background of pupils Exclusions in the last school year

Mixed – any other mixed background 1 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British – Pakistani 2 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 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Black or Black British – any other Black background 0 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. Orleans Infant School - 19

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 11 Financial year 2001-2002

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Teachers and classes Financial information

Number of pupils per qualified teacher 26.5 : 1

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Teachers and classes Financial information

Education support staff: YR – Y2 Total income 803,849

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Teachers and classes Financial information

Total number of education support staff 8 Total expenditure 790,141

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Teachers and classes Financial information

Total aggregate hours worked per week 171.25 Expenditure per pupil 2461

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Teachers and classes Financial information

Qualified teachers and support staff: nursery Balance brought forward from previous year 111,594

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 1 Balance carried forward to next year 125,302

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Teachers and classes Financial information

Number of pupils per qualified teacher 26

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Teachers and classes Financial information

Total number of education support staff 1

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Teachers and classes Financial information

Total aggregate hours worked per week 27.5

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Teachers and classes Financial information

Number of pupils per FTE adult 13 FTE means full-time equivalent.

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Recruitment of teachers

Number of teachers who left the school during the last two years 7

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Recruitment of teachers

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

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

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Recruitment of teachers

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

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Recruitment of teachers

Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 0 FTE means full-time equivalent. Orleans Infant School - 20

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Results of the survey of parents and carers

Percentage of responses in each category

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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. 44 45 6 1 4

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Results of the survey of parents and carers

Behaviour in the school is good. 58 35 3 0 4

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Results of the survey of parents and carers

My child gets the right amount of work to do at home. 38 46 7 1 7

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Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 31 46 18 3 1

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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. 61 36 3 0 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. 52 39 4 2 3

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Results of the survey of parents and carers

The school works closely with parents. 46 43 8 1 2

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Results of the survey of parents and carers

The school is well led and managed. 36 52 7 0 4

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Results of the survey of parents and carers

The school is helping my child become mature and responsible. 45 51 2 0 1

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Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 25 47 13 2 13

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