St Andrew's Methodist Primary School

SCHOOL

Dates of inspection: 3 rd – 4 th March 2003

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SCHOOL

Inspection number: 246541 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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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. St Andrew’s Methodist Primary School - 1

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INFORMATION ABOUT THE SCHOOL

School address: Prescott Street Little Hulton Manchester

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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: Rev K Bamford

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: March 1998 St Andrew’s Methodist Primary School - 2

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Team members

23868 Dr B Blundell Registered inspector 19430 Mr T Hall Lay inspector 7418 Mrs K Rollinson Team inspector

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Team members

PPI Group Ltd 7 Hill Street Bristol BS1 5RW

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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 St Andrew’s Methodist Primary School - 3

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PART A: SUMMARY OF THE REPORT 4 - 7

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

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PART C: SCHOOL DATA AND INDICATORS 11 - 15

St Andrew’s Methodist Primary School - 4

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INFORMATION ABOUT THE SCHOOL

St Andrew’s Methodist Primary School is a very effective school for boys and girls, aged three to 11, situated in Little Hulton, Salford. There are 231 pupils on roll; the school is similar in size to most primary schools with approximately equal numbers of boys and girls. The ethnic background of the pupils is largely white with UK heritage, with a minority having Caribbean, Asian and Chinese backgrounds. No pupils are at an early stage in the acquisition of English as an additional language. The percentage of pupils known to be eligible for free school meals is broadly in line with the national average. The percentage of pupils with a statement of special educational needs is below the national average; the proportion of pupils identified within the school as having special needs is average. The nature of pupils’ special needs includes specific, moderate and severe learning difficulties, autistic tendencies and Down’s syndrome. Pupils’

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INFORMATION ABOUT THE SCHOOL

attainment on entry is well below average overall. Pupil turnover is relatively low.

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HOW GOOD THE SCHOOL IS

The overall effectiveness of the school is very good. Standards in English, mathematics and science for pupils aged 11 exceed national expectations. The overall quality of teaching is very good and leadership and management are both excellent. The school provides excellent value for money.

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What the school does well

• By the end of Year 6, pupils reach standards in English, mathematics and science that exceed national expectations; standards in music exceed national expectations also. • Leadership and management by the headteacher are both excellent; the school has an exceptionally clear educational direction. • The overall quality of teaching is very good; pupils learn very well indeed in an atmosphere most conducive to learning. • Pupils’ very good attitudes and behaviour, coupled with the very good relationships that prevail in the school, promote a very successful learning environment. • Provision for pupils with special educational needs is very good.

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What could be improved

• No areas were identified. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in March 1998. Standards in English, mathematics and science by the age of 11 have greatly improved. The overall quality of teaching has also improved. The key issue to improve procedures for setting targets for achievement has been addressed appropriately. Pupils’ attainment in information and communication technology (ICT) has greatly improved. The school’s provision for design and technology has been substantially enhanced. The school’s accommodation has been greatly improved, the previous open-plan design having been replaced with classrooms. Additionally, three classrooms have been extended to create spacious working environments. The school has made very good improvement since the last inspection and has the capacity to sustain this improvement. St Andrew’s Methodist Primary School - 5

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 6 based on average point scores in National Curriculum tests.

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Key

English B A A A* well above average above average A B mathematics B A A* A* average below average C D science B A A A well below average E

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Key

Standards attained by pupils aged eleven in 2002 were well above the national average in English and science, and very high in mathematics, being in the top five per cent of schools nationally. Compared to schools of a similar type, standards were very high in English and mathematics, being in the top five per cent of such schools and well above average in science. Over the three years from 2000 to 2002 taken together, pupils have left the school over two terms ahead of pupils nationally in English and mathematics and over one term ahead in science. Boys and girls have performed similarly in English and mathematics, but the girls have outperformed boys in science. The school’s targets are appropriately ambitious.

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Key

Standards reached by pupils aged seven in the national tests in 2002 were in line with the national average in reading and writing and well below average in mathematics. In the teacher assessments in science, standards were above average. Compared to schools of a similar type, pupils’ attainment was well above average in reading and writing and below average in mathematics. Over the three years from 2000 to 2002 taken together, pupils have left the infant phase with standards nearly one term ahead of pupils nationally in reading and writing and in line with standards nationally in mathematics. Boys have outperformed girls slightly in reading and writing; boys and girls have performed similarly in mathematics.

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Key

In the work seen during the inspection , standards for pupils aged seven met national expectations in reading, writing, mathematics and science. For pupils aged seven and 11, standards in information and communication technology met national expectations. Pupils aged 11 exceed national expectations in English, mathematics and science. Although children aged five make very good progress, not all of the will meet the Early Learning Goals (The Early Learning Goals are the nationally expected standards for children at the end of the Foundation Stage). Pupils’ achievement is very good overall; standards at the school are sufficiently high. St Andrew’s Methodist Primary School - 6

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Aspect Comment

Attitudes to the school Pupils’ attitudes to the school are very positive; they enjoy coming to school and are enthusiastic about their work.

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Aspect Comment

Behaviour, in and out of classrooms Behaviour, both in and out of the classrooms, is very good. Older pupils look after younger ones appropriately.

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Aspect Comment

Personal development and relationships Pupils’ personal development is good; relationships are very good both between pupils and with adults.

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Aspect Comment

Attendance Pupils’ attendance meets the national average. Unauthorised absence is below average.

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Aspect Comment

Particular strengths in pupils’ attitudes include their hard work and enjoyment of learning.

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Teaching of pupils in: Reception Years 1 – 2 Years 3 – 6

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

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Teaching of pupils in: Reception Years 1 – 2 Years 3 – 6

The quality of teaching in English and mathematics is very good; the skills of literacy and numeracy are very well taught overall. Particular strengths in teaching include teachers’ expectations, class management and the sharing of learning objectives with pupils, most especially in literacy and numeracy. Classroom support assistants work very well with teachers in planning lessons and helping to mark homework. The school meets the needs of all pupils appropriately. All pupils are fully included. Particular strengths in pupils’ learning include their concentration, productivity and pace.

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Aspect Comment

The quality and range of the curriculum The quality and range of the curriculum are very good throughout the school. The curriculum is enhanced by all pupils from Year 2 learning to play chess; pupils from Year 3 all learn to play the recorder and have the option of learning to play the violin. French is taught to older pupils. Provision for pupils with special educational needs Provision for pupils with special educational needs is very good overall; learning support assistants support pupils well. The school provides well for pupils who are gifted and talented. Provision for pupils’ personal, including spiritual, moral, social and cultural, development Provision for pupils’ personal development is very good. The school provides successfully for pupils’ spiritual, moral, social and cultural development. Assemblies are uplifting and accompanied by enthusiastic singing.

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Aspect Comment

How well the school cares for its pupils The school looks after its pupils very well. The school has a very caring ethos. The way in which it tracks pupils’ progress is very good. St Andrew’s Methodist Primary School - 7 The school works very well in partnership with parents. All areas of the curriculum meet statutory requirements. A particular strength in the way the school cares for its pupils is how it assesses their attainment and tracks progress.

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Aspect Comment

Leadership and management by the headteacher and other key staff Leadership and management by the headteacher are excellent. She is very ably assisted by an excellent deputy headteacher, who provides structured support throughout the school.

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Aspect Comment

How well the governors fulfil their responsibilities The manner in which the governors fulfil their responsibilities is excellent. They bring a wide range of expertise to the running of this school. The chair of governors is a regular visitor to the school, taking assemblies on a weekly basis.

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Aspect Comment

The school’s evaluation of its performance The school’s evaluation of its performance is excellent It analyses its work in external national tests and uses the findings to improve standards appropriately.

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Aspect Comment

The strategic use of resources The strategic use of resources is excellent.

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Aspect Comment

Particular strengths in leadership and management include the dedication and commitment of the headteacher and senior management team. The school bursar and clerk are efficient and help ensure the smooth running of the school. Lunchtime assistants and catering staff create a happy atmosphere at the midday break. The accommodation is exceptionally well maintained by a very dedicated caretaker and cleaner. The school makes the very best use of the accommodation that it has. The school’s application of the principles of best value is excellent.

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What pleases parents most What parents would like to see improved

• Their children like school. • Parents feel that the school sets high expectations. • They are very happy with the way that the school is led and managed. • They judge the overall quality of teaching to be good. • Parents feel that the school helps their children to mature and be responsible. • They are happy with behaviour at the school. • Some parents would like to see a greater range of extra-curricular activities.

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What pleases parents most What parents would like to see improved

The inspection team agrees with parents’ positive views. It finds that the range of extra-curricular activities is good and improving. St Andrew’s Methodist Primary School - 8

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Pupils by the end of Year 6 are reaching standards in English, mathematics and science

that exceed national averages; standards in music exceed national expectations also.

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Pupils by the end of Year 6 are reaching standards in English, mathematics and science

1. Pupils achieve very well indeed at this school. Results of national tests for pupils aged 11 in 2002 show standards in English, mathematics and science that exceed national standards. Compared to schools of a similar type, results are well above average in English and above average in mathematics and science. Girls have generally performed better than boys in science, with the reverse being true in English and mathematics.

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Pupils by the end of Year 6 are reaching standards in English, mathematics and science

2. Over the years from 2000 to 2002 taken together, pupils have left the school, on average, over two terms ahead of pupils nationally in English and mathematics and over a term ahead in science. Pupils currently aged 11 are exceeding national expectations in all three subjects.

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Pupils by the end of Year 6 are reaching standards in English, mathematics and science

3. If we look at the performance of recent 11-year-old pupils who stayed at the school throughout the junior phase and compare it with their results when they were aged seven, we find that they have generally made excellent progress in English, mathematics and science.

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Pupils by the end of Year 6 are reaching standards in English, mathematics and science

4. In English, the skills of reading, writing, speaking and listening of pupils currently aged 11 all exceed national expectations, as a result of very good teaching. Pupils in Year 6 use persuasive writing to very good effect, including the use of rhetorical questions. They use ideas from the source material appropriately in their own work. They engage well in discussion. Pupils at the end of Year 2 respond well to a “big book” on the theme of “Martians”. They use simple sentences and volunteer suggestions in class enthusiastically.

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Pupils by the end of Year 6 are reaching standards in English, mathematics and science

5. In mathematics, pupils aged 11 know and thoroughly understand the properties of numbers. They group numbers up to at least 100, according to whether, for example, they are prime, square, both or neither. Pupils go on to subdivide these groupings, recognising that 63 is in both the seven and nine times tables and is neither prime nor square. They are clear and concise in their mental strategies and are able to explain clearly how they arrive at their answers. Pupils show appropriate understanding of the properties of quite complex shapes, including parallelograms and nonagons. Seven year olds recognise simple number sequences and extend them appropriately. Pupils count both forwards and backwards in two’s, three’s, five’s and ten’s with a high degree of accuracy. They understand the key words in problems. Pupils in the school generally have a sufficiently prompt recall of their multiplication tables and this is greatly helping their learning.

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Pupils by the end of Year 6 are reaching standards in English, mathematics and science

6. In science, pupils aged 11 carry out investigations well, on topics as diverse as forces, light and shadow and physical and chemical changes. They understand the life cycles of plants. Pupils in the infant phase group flowers according to their properties and make good use of the school grounds to recognise “signs of spring”. Pupils use correct scientific vocabulary throughout the school and this practice is having a most positive impact on pupils’ learning.

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Pupils by the end of Year 6 are reaching standards in English, mathematics and science

7. All pupils from Year 3 upwards learn to play the recorder and can also choose to learn the violin. They play these instruments proficiently in assemblies and in class. Standards in music lessons exceed national expectations. In a lesson for Year 4 pupils, on the theme of “Paintings with sound”, pupils emulated a variety of kitchen sounds, such as a dishwasher emptying or a tap dripping, to a high standard. In assemblies, 50 or more pupils are able to perform with confidence for the rest of the school.

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Leadership and management by the headteacher are both excellent; the school has an

exceptionally clear educational direction. St Andrew’s Methodist Primary School - 9 8. The headteacher and deputy headteacher are leading the school very skilfully in an appropriate educational direction. They both know their pupils very well indeed and lead, very much, by example. The management team want the very best for all the pupils. The school is eminently well placed for further improvement. The school’s priorities for further development are most appropriate and the current priorities of improving writing in the lower juniors and further raising standards in ICT are bearing fruit.

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Leadership and management by the headteacher are both excellent; the school has an

9. The senior management team is effective and its members work well together. The coordinators for literacy, numeracy and ICT have monitored and evaluated teaching through the school. Teaching and learning throughout the school have also been very rigorously monitored by the headteacher, giving teachers constructive written and verbal feedback, with areas for improvement indicated and demonstrated where appropriate. The deputy headteacher is timetabled to teach targeted whole- and part-classes throughout the school and is an accomplished teacher. These strategies are having a marked effect on raising standards.

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Leadership and management by the headteacher are both excellent; the school has an

10. The governing body is committed and brings an excellent range of expertise to the school. It is effective in its function as a critical friend. Governors have an appropriate understanding of the strengths and weaknesses of the school. The chair of governors comes into school, taking assembly and liaising informally with the headteacher. Governors monitor the way in which the curriculum is taught appropriately.

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The overall quality of teaching is very good; pupils learn very well indeed in an

11. The pupils at this school are very fortunate indeed to have a team of hard working, high quality, happy teachers; they engender great enthusiasm in their pupils and this greatly helps the pupils to learn really well. The overall quality of teaching throughout the school is very good, with examples of very good teaching being seen in every class in the school. Overall, teaching was excellent in approximately four out of every ten lessons seen, very good in three out of ten of lessons seen and good in the other three. Teaching standards have improved considerably since the time of the last inspection. Pupils’ learning mirrors the effectiveness of the superb teaching throughout the school.

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The overall quality of teaching is very good; pupils learn very well indeed in an

12. Pupils know and understand the precise purpose of their lessons. At the outset, teachers explain in appropriate language what the learning objectives are for the lesson. At the end of each lesson, the learning objectives are looked at again to see how far they have been achieved. This was a particular feature of literacy and numeracy lessons observed, including those in the Foundation Stage and such practice is very effective in increasing the rate of pupils’ learning.

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The overall quality of teaching is very good; pupils learn very well indeed in an

13. Time is generally used very well indeed in lessons because everybody realises what they have to do. This was particularly evident in excellent numeracy lessons for pupils throughout the school, where no time was lost as pupils tackled their work. In a blisteringly paced Year 4 lesson, pupils worked out their strategies for multiplying 5 x 19 or 4 x 27. Their speaking and listening skills were also extended very effectively.

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The overall quality of teaching is very good; pupils learn very well indeed in an

14. Planning is most effective at this school, as is marking. Teachers manage their classes very efficiently indeed; expectations are high in terms of both behaviour and standards of work for all pupils, including those with special educational needs. Gifted and talented pupils are identified and catered for in a range of subjects, from literacy and numeracy to science.

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The overall quality of teaching is very good; pupils learn very well indeed in an

15. The school has a wonderful learning atmosphere which all have striven hard to achieve. On walking in through the front door, visitors are most aware that whatever the prevailing deprivation locally, this is different. Pupils’ hard work is celebrated, with stunning displays on themes as diverse as “The Vikings” in Year 3 to “Our arguments and opinions” in Year 6. St Andrew’s Methodist Primary School - 10

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Pupils’ very good attitudes and behaviour coupled with the very good relationships

promote a very successful environment for learning.

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Pupils’ very good attitudes and behaviour coupled with the very good relationships

16. Pupils’ attitudes are very good. They behave well and want to learn. They mirror the enthusiasm of their teachers and really enjoy coming to school.

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Pupils’ very good attitudes and behaviour coupled with the very good relationships

17. Pupils take part in question and answer sessions eagerly, as in a Year 6 numeracy lesson on number patterns. Pupils want to justify their answers and are keen to explain what they are doing and demonstrate their thorough understanding of sequences.

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Pupils’ very good attitudes and behaviour coupled with the very good relationships

18. Relationships both between pupils and with adults are very good. Staff treat pupils respectfully and this is reciprocated by the pupils. Pupils help around school, with the older ones acting as lunchtime monitors, for example. Throughout the school, pupils’ very good learning is greatly enhanced by the high quality of the relationships.

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Pupils’ very good attitudes and behaviour coupled with the very good relationships

The school’s provision for pupils with special educational needs is very good.

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Pupils’ very good attitudes and behaviour coupled with the very good relationships

19. Provision for pupils with special educational needs is a strength of the school. The coordinator for special needs manages this area of school life effectively.

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Pupils’ very good attitudes and behaviour coupled with the very good relationships

20. Pupils have succinct individual educational plans with clear targets for improvement. The targets are reviewed regularly. The quality of the plans for these pupils means that teachers and support staff tailor their teaching more accurately to meet the needs of these pupils, which enables them to make very good progress.

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Pupils’ very good attitudes and behaviour coupled with the very good relationships

21. Learning support assistants make a most valuable contribution to pupils’ learning. They work seamlessly with teachers and are fully aware of the targets for improvement identified in pupils’ individual education plans. Whatever their special needs, pupils make very good progress as a result.

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WHAT COULD BE IMPROVED

No areas were identified. St Andrew’s Methodist Primary School - 11

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 9

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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 38 29 33 0 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 four percentage points.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 30 201

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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 51 FTE means full-time equivalent.

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 0 3

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 0 12

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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 8

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 13

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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. St Andrew’s Methodist Primary School - 12

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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 13 16 29

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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 12 12 11 Numbers of pupils at NC level 2 and above Girls 16 13 14

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

Percentage of pupils School 97(97) 86(97) 86(94) at NC level 2 or above National 84(83) 86(84) 91(90)

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

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

Percentage of pupils School 97(94) 93(94) 97(97) at NC level 2 or above National 85(84) 89(88) 89(88)

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

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

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

Year Boys Girls Total Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2002 14 19 33

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

National Curriculum Test/Task Results English Mathematics Science

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

Boys 13 14 14 Numbers of pupils at NC level 4 and above Girls 19 18 19

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

Percentage of pupils School 97(91) 97(94) 100(97) at NC level 4 or above National 75(75) 71(72) 87(85)

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

Teachers’ Assessments English Mathematics Science

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

Boys 13 13 14 Numbers of pupils at NC level 4 and above Girls 19 19 19

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

Percentage of pupils School 97(91) 97(94) 100(100) at NC level 4 or above National 72(70) 74(72) 82(79) Percentages in brackets refer to the year before the latest reporting year. St Andrew’s Methodist Primary School - 13

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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 1 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 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. St Andrew’s Methodist Primary School - 14

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 9.3 Financial year 2001-2002

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Teachers and classes Financial information

Number of pupils per qualified teacher 25.1

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 557,606

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Teachers and classes Financial information

Total number of education support staff 4 Total expenditure 549,327

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Teachers and classes Financial information

Total aggregate hours worked per week 110 Expenditure per pupil 2,313

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Teachers and classes Financial information

Qualified teachers and support staff: Nursery Balance brought forward from previous year 52,654

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 1 Balance carried forward to next year 60,933

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Teachers and classes Financial information

Number of pupils per qualified teacher 30

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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 35

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Teachers and classes Financial information

Number of pupils per FTE adult 15 FTE means full-time equivalent.

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Recruitment of teachers

Number of teachers who left the school during the last two years 1

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 1

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0.0

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Recruitment of teachers

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 0.0

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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. St Andrew’s Methodist Primary School - 15

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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. 60 36 2 0 2

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Percentage of responses in each category

Behaviour in the school is good. 60 35 2 0 3

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Percentage of responses in each category

My child gets the right amount of work to do at home. 47 45 7 1 0

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 42 44 12 0 2

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 66 27 3 3 1

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 74 25 1 0 0

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Percentage of responses in each category

The school works closely with parents. 44 48 6 1 1

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Percentage of responses in each category

The school is well led and managed. 59 35 4 0 2

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Percentage of responses in each category

The school is helping my child become mature and responsible. 56 40 3 0 1

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 34 29 20 8 9

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