Milton St John's CofE Primary School

MILTON ST JOHN’S CE PRIMARY SCHOOL

Dates of inspection: 20 – 21 January 2003

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MILTON ST JOHN’S CE PRIMARY SCHOOL

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

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MILTON ST JOHN’S CE PRIMARY SCHOOL

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

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INFORMATION ABOUT THE SCHOOL

School address: Mill Lane Mossley Ashton-under-Lyne

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 2 March 1998 Milton St John’s Primary School - 4

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Team members

23482 Diana Mackie Registered inspector 19343 Marion Howel Lay inspector 23306 John Hawkins Team inspector

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Team members

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 Milton St John’s Primary School - 5

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REPORT CONTENTS

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 B: COMMENTARY

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 15

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PART B: COMMENTARY

PART C: SCHOOL DATA AND INDICATORS 16 Milton St John’s Primary School - 6

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INFORMATION ABOUT THE SCHOOL

Milton St John’s Church of England Primary School caters for pupils aged three to eleven. It is located in the small town of Mossley, about ten miles east of Manchester. Former cotton mills stand along the River Tame and there is a variety of housing, including owner-occupied and rented homes. Most pupils live locally, and many parents now commute to Manchester, Oldham and other surrounding towns. There are 216 pupils on roll, 60 of whom are in the Foundation Stage. Of these, 30 attend the Nursery part-time. There is a broad range of attainment when children enter the Nursery but overall, attainment is average. Nearly nine per cent of pupils are eligible for free school meals, and this is below the national average. Very few pupils are from ethnic minority groups and no pupils speak English as an additional language. Just over seven per cent of pupils are on the school’s register of special

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INFORMATION ABOUT THE SCHOOL

educational needs for learning, behavioural or physical needs. This is below the national average and includes the designated provision for two pupils who have Statements of Special Educational Need. The school benefits from participation in a number of local initiatives, including ‘Healthy Living’.

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HOW GOOD THE SCHOOL IS

This is a very good school where pupils achieve well and are set to reach above average standards in English and well above average standards in mathematics and science by the end of Year 6. Pupils enjoy school, have positive attitudes and behave very well. The quality of teaching is good, and teachers provide a stimulating range of experiences that promote good levels of learning so that pupils make good progress throughout the school. Parents value the school’s work and support their children’s learning very well. The headteacher provides very good leadership and the governors manage the school very well to get the very best for the pupils. The school provides good value for money.

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What the school does well

• Pupils in Year 6 attain high standards. They achieve well because the school community believes in them and what they can do. • Teachers work very well as a team to plan and teach lessons that help pupils to make good progress and achieve well. • Pupils’ very good behaviour is the result of a concerted effort by the staff, governors and parents. • The headteacher provides very good educational direction for the school and the governors carry out their duties very effectively. The school’s work is underpinned by commonly held aims that lead to pupils’ good achievement.

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What could be improved

• Pupils’ handwriting in Years 3 to 6 is not as good as it should be. They do not consistently use joined handwriting, even though it has been taught. 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 issues raised for improvement at the last inspection in March 1998 have been dealt with very effectively. Standards in ICT were criticised but are now high by the end of Year 6, due to the improved equipment, effective professional training of staff, very good technical support and the very good leadership of the subject co-ordinator. The curriculum is now well organised and ICT is used regularly and effectively in other subjects. Annual reports to parents have been improved and parents say that they are well pleased with the information in the reports. In addition, standards in geography, which were unsatisfactory, are now in line with national expectations by the end of Year 6. Pupils are set to achieve higher standards than in 1998 in English, mathematics and science by the end of Years 2 and 6. Teaching of good quality has been maintained since the last inspection. The school has a very good

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

capacity to continue to improve. Milton St John’s Primary School - 7

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

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Key

As indicated in the above table, the school’s performance in the national tests for pupils in Year 6 was very good overall in 2002 in comparison with all schools nationally and compared with similar schools. Current standards reflect these results, and pupils are on course to do well by the end of the year. Targets set with the local education authority were exceeded last year and challenging targets have been set for 2003.

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Key

In the 2002 tests for pupils in Year 2, the school’s performance was well above average in reading, writing, mathematics and science. Current standards in Year 2 are not as high as they were last year, but pupils are achieving well and are on course to exceed national expectations for the age group.

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Key

In ICT, pupils throughout the school achieve well, and standards are on course to be above national expectations by the end of Year 2 and well above national expectations by the end of Year 6.

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Key

Children in the Nursery and Reception classes make good progress and achieve the nationally set goals for early learning by the end of the Reception year.

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Aspect Comment

Attitudes to the school Very good. Pupils’ positive attitudes help them to achieve well and enjoy school.

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Aspect Comment

Behaviour, in and out of classrooms Very good. This has a beneficial effect on the rate at which pupils learn, because teachers are able to get on with lessons without interruption.

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Aspect Comment

Personal development and relationships Very good. Pupils become increasingly responsible and relate very well to their peers and to adults.

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Aspect Comment

Attendance Very good, and well above the national average. This supports pupils’ good progress. Milton St John’s Primary School - 8

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Years 1 – 2 Years 3 – 6

Quality of teaching Good 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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Years 1 – 2 Years 3 – 6

The good quality of teaching is a strength of the school. There were examples of very good teaching at all of the above three stages of education. No unsatisfactory teaching was seen. The quality of teachers’ planning and preparation is very good throughout the school. The quality of teaching in English and mathematics is good and teachers promote the use of numeracy and most aspects of literacy effectively in other subjects. Teachers’ secure subject knowledge helps them to set appropriate tasks for all pupils, including those with special educational needs. As a result, pupils achieve well and acquire skills, knowledge and understanding at a good rate. Teachers make effective use of resources, including computers, and organise the time well in lessons. They relate very well to the pupils so that there is a happy working atmosphere in the classrooms. Occasionally, when lessons, though satisfactory, are less successful, pupils sit for too long or the teacher does not use interesting

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Years 1 – 2 Years 3 – 6

resources to stimulate pupils’ interest. Throughout the school, teachers work well as a team with the teaching assistants, who play a significant role in the teaching programme as they work with groups of pupils.

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Aspect Comment

The quality and range of the curriculum Good. The National Curriculum is enhanced through extra-curricular activities, visits, visitors and residential trips.

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Aspect Comment

Provision for pupils with special educational needs Good. Teachers follow pupils’ Individual Education Plans carefully. There is good support for pupils’ individual needs and the results of regular assessments are shared with parents.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good. The Christian background of the school pervades all its work. All pupils are valued and service to others is promoted as pupils learn to contribute to society. Clear, firm and fair rules help pupils to understand the difference between right and wrong. Pupils’ cultural development is promoted and supported effectively. Pupils are prepared effectively for life in contemporary British society.

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Aspect Comment

How well the school cares for its pupils Good. There are clear guidelines for all staff in matters of child protection and the governors deal with health and safety issues promptly. Milton St John’s Primary School - 9

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff Very good. The headteacher provides very good educational direction and the deputy headteacher and senior staff play a significant role in the management of the school.

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Aspect Comment

How well the governors fulfil their responsibilities Very well. The governors work very well through a committee system. Governors use their wide-ranging expertise and experience generously in the service of the pupils.

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Aspect Comment

The school’s evaluation of its performance Very good. The governors and staff are actively involved in improvement planning and evaluation. The views of parents and pupils are considered. This gives the governors a picture of the strengths of the school and a clear view of where improvements need to be made.

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Aspect Comment

The strategic use of resources Very good. The school makes very good use of its resources, including specific funds for pupils who have special educational needs. Very good financial planning supports the school’s priorities and is informed by up- to-date financial statements. ‘Best value’ is considered well as governors judge how the pupils benefit, in terms of attainment and welfare, from the school’s spending.

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What pleases parents most What parents would like to see improved

• The children like school and are helped to become mature and responsible. • The teaching is good and the children make good progress. • The children behave well and the school expects them to work hard and do their best. • The school is well led and managed. • They are kept well informed about how their children are getting on. A few parents think that: • Their children do not get the right amount of work to do at home.

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What pleases parents most What parents would like to see improved

Only 34 questionnaires were returned of the 200 sent out. The inspectors agree wholeheartedly with the positive views of parents. The amount of homework set is reasonable, and the evidence of large numbers of parents coming into school each day indicates that the staff are approachable. The school regularly sends out its own questionnaires, and there is a good response to these. Milton St John’s Primary School - 10

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Pupils in Year 6 attain high standards. They achieve well because the school

community believes in them and what they can do.

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Pupils in Year 6 attain high standards. They achieve well because the school

1 In the 2002 tests for pupils in Year 6, the school’s results in English, mathematics and science were well above average in comparison with similar schools nationally. Inspection evidence suggests that pupils currently in Year 6 are on course to achieve standards that are above national expectations in English and well above national expectations in mathematics and science by the end of the school year, and standards in ICT are also on course to be well above national expectations. A number of factors lead to the pupils’ good achievement, not least, their very good attitudes and behaviour. The good quality of teaching is a crucial factor, and the careful organisation of the curriculum ensures that all pupils receive their entitlement at levels appropriate to their needs. These factors alone, however, do not fully account for the school’s success in achieving high standards. It is the driving force of the whole community and the way it values its

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Pupils in Year 6 attain high standards. They achieve well because the school

children of all abilities which give them the confidence to believe in themselves and what they can do.

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Pupils in Year 6 attain high standards. They achieve well because the school

2 Pupils make good progress in numeracy and almost all aspects of literacy throughout the school. In the Nursery and Reception classes, children gain confidence in expressing their ideas and exploring valuable skills in speaking and listening as teachers help them to extend and enrich their vocabulary. In mathematics, children gradually develop ideas of sequence, pattern and order as they sort, match and count objects. The teachers use everyday situations to bring relevance to the children’s learning; for example, when children take on roles as they play in the class ‘café’. Parents feel that the Nursery gives their children a good start to their education, and they are right.

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Pupils in Year 6 attain high standards. They achieve well because the school

3 By the end of Year 2, most pupils read very well for their age and use their reading effectively to enhance learning in other subjects. Parents say that the teaching of reading is particularly good, and the involvement of parents in hearing their children read at home helps to keep up high standards. Older pupils help, too, by listening to younger ones read. The cumulative effect of good teaching and valuable support from the school community ensure that pupils in Years 1 and 2 get off to a good start. All pupils make effective use of their knowledge of letter sounds to decipher words, and older pupils confidently break words into syllables. Higher-attaining pupils in Year 6 read very well indeed, and lower-attaining pupils, though their reading is less fluent, have a sound understanding of how to decipher words, use dictionaries and consider how the plot might help them to guess at meanings.

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Pupils in Year 6 attain high standards. They achieve well because the school

4 The school has placed great emphasis on improving the content of pupils’ written work, and pupils write well for a wide range of purposes. Teachers use an interesting range of strategies in order to introduce new ideas and reinforce pupils’ learning. Pupils do well because teachers link one subject with another. For example, pupils in Year 3 honed their writing skills as they wrote Viking diaries in history – ‘On Tuesday, I went hunting deer. I went catching fish. When I got back, I was carving bowls for my family.’ As they learned about persuasive language in a very good literacy lesson in Year 6, pupils expressed their views on drinking and driving very clearly and used persuasive words to deter people from doing so. The content of pupils’ written work is often good, and higher-attaining pupils write very well indeed. Pupils in Year 6 have a sure grasp of the idea of similes and metaphors. The teacher reinforced pupils’ understanding by getting them to

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Pupils in Year 6 attain high standards. They achieve well because the school

write imaginative and sensitive poetry – ‘The monkey’s black fur is like a great black rug’ and, ‘I am war / Laughing at wound and sore.’ Pupils’ handwriting, however, does not always match up with the quality of the content of the work.

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Pupils in Year 6 attain high standards. They achieve well because the school

5 In mathematics, a major feature in lessons is the pupils’ quick response to questions. Secure routines in mental arithmetic sessions ensure that there is a brisk pace and pupils recognise that they are expected to come up with the answers. As a result, they learn their multiplication tables Milton St John’s Primary School - 11 and acquire a good range of strategies to help them to solve problems. In Year 4, pupils enthusiastically broke numbers into tens and units in order to solve problems such as 83 minus 45. They knew that instead of 80+3 they could use 70+13 to help with the subtraction, and did so confidently. Pupils also solve problems in their own ways and then share their solutions with the rest of the class. This helps them to make sense of mathematics and develop a deeper understanding of the subject. In Year 2, scrutiny of pupils’ work shows that they learn systematically and make good progress. They already have a sound ‘feel’ for mathematics. They

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Pupils in Year 6 attain high standards. They achieve well because the school

recognise the relationship between addition and subtraction, use doubling and halving to find quick answers to problems and calculate periods of time to the quarter hour. Pupils in Year 6 work confidently with problems that include the understanding of mathematical terms such as ‘mode’, ‘median’, ’ratio’, ‘proportion’ and ‘percentage’. They have a secure understanding of the measurement of angles in degrees and, with their increasing skills in ICT, use a data-handling package to present a range of interesting graphs.

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Pupils in Year 6 attain high standards. They achieve well because the school

6 In science, a high proportion of current work in Year 6 is already of a standard well above that expected for this age group. Throughout the school, pupils are encouraged to be young scientists, and their work increasingly demonstrates interest and good scientific method. Pupils in Year 1 already talk about tests being fair. Teachers provide opportunities for pupils to investigate and find things out for themselves. As a result of some good research from books, CD ROMs and the Internet to support work on habitats, pupils in Year 6 produced some interesting facts, such as the way the eyes and noses of otters have adapted to help them to search for prey under the water. The teachers have high expectations of pupils and there is a strong emphasis on specific subject vocabulary and systematic scientific investigation. Skills of observation and measurement develop very well so that pupils gain increasing awareness of fair testing. In Year 5,

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Pupils in Year 6 attain high standards. They achieve well because the school

pupils were totally involved in a lesson in which they explored the volume of air trapped in different types of granular material such as topsoil, peat and sand.

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Pupils in Year 6 attain high standards. They achieve well because the school

7 There have been significant improvements in standards in ICT since the last inspection, and pupils’ attainment is on course to be above national expectations by the end of Year 2, and well above national expectations by the end of Year 6. In a very good lesson in Year 2, pupils logged on to the computers and worked in pairs to practise making quarter and half turns as one pupil gave instructions and the other moved the cursor across the screen to draw shapes. The teacher’s high expectations and confidence in the pupils resulted in good levels of work. In Year 6, pupils prepare presentations that are shown to the whole school; for example, when they researched the lives of famous people such as Marilyn Monroe and included text, images and music. Pupils use ICT to enhance their learning in other subjects; for instance, when they used databases to extend their study of classification in science. The skilled technician makes a

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Pupils in Year 6 attain high standards. They achieve well because the school

significant contribution to the very good teaching and learning of ICT. The computers are always prepared meticulously for lessons, with appropriate programs and the network set up, and pupils’ snags are soon sorted out.

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Teachers work very well as a team to plan and teach lessons that help pupils to

8 Pupils learn at a good rate because the teachers ensure that each day the children know more, understand more and can do more than the day before. Teachers have high but realistic expectations, plan tasks that engage with pupils’ developing abilities and make very clear what each lesson is about. In creating challenge, teachers suggest that they believe pupils are capable of responding to it. In a lesson in Year 5, the teacher continually offered opportunities for pupils to extend their learning. She asked questions such as, ‘Does anyone know what an imperative verb is?’ Teachers build effectively on the understanding that the children bring to new ideas, and encourage pupils to use their imagination and power of problem solving. In a very good mathematics lesson for the higher-attaining pupils in Years 5 and 6, the teacher got pupils to explain their various methods of calculation - they had solved problems such as 60 per cent of

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Teachers work very well as a team to plan and teach lessons that help pupils to

420. He then moved on to new material and gave a succinct explanation of how a remainder could be expressed as a fraction. As a result, pupils made very good progress in the lesson. In a lesson for pupils in Year 4, pupils with special educational needs made good progress in their Milton St John’s Primary School - 12 reading when they were paired with higher-attaining pupils so that they could follow the text at a good pace.

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Teachers work very well as a team to plan and teach lessons that help pupils to

9 Pupils benefit from the way teachers plan together regularly and formally. Because of strong leadership by co-ordinators who have a confident command of their subjects, teachers produce well-structured lessons that result in the effective step-by-step increase in pupils’ knowledge. Teachers have ambitious expectations for pupils. Corporate planning, recorded on computers, ensures that pupils learn systematically and make consistently good progress as they move from class to class. Because of the very good relationships in the school, there is also frequent informal discussion of planning between colleagues, both teaching and non-teaching. Within the whole-school planning, teachers show individuality, flair and humour in the classroom. In the Nursery, the teacher’s enthusiasm brought life and excitement to a music lesson when she used a scarf, imagining it to be a cloud and creating a breeze that blew on the children’s faces. The

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Teachers work very well as a team to plan and teach lessons that help pupils to

children were enthralled. In the Reception class, the teacher organises exciting displays of pupils’ work, especially in art and design, to reinforce the children’s learning and raise their self- esteem.

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Teachers work very well as a team to plan and teach lessons that help pupils to

10 Pupils contribute to each other’s learning. They willingly show their classmates what they have learnt; for example, when a pupil in Year 1 demonstrated how he had found out about the north and south poles of a bar magnet. Teachers use effective questioning to assess pupils’ knowledge and challenge their thinking. The marking of work helps pupils to see how they can improve their efforts. The pupils’ books are marked regularly, and helpful comments enable pupils to understand ideas more clearly. The teachers use information gained from marking to help with planning the next stage of learning for the pupils. All pupils are encouraged to do their best in meeting the requirements of tasks. However, teachers do not insist that pupils consistently join their writing once they have learned to do so, and this results in work that is not always well presented.

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Teachers work very well as a team to plan and teach lessons that help pupils to

11 Teachers expect pupils to knuckle down and get on with their work. Pupils take independent control over the tasks they are completing, and the teachers give them reinforcement and beneficial feedback. For example, in a very good literacy lesson in Year 3, the teacher ensured that the purpose of the lesson was well understood, and as she worked with individual pupils, she reinforced the message, ’You’re getting really good at looking for information in texts and at finding adjectives and nouns.’ As a result, the pupils were sure about the task and did well in the lesson. Teachers are not indiscriminate with their praise, so that pupils value their comments. Pupils are keen to show their work and point to positive remarks from the teachers.

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Teachers work very well as a team to plan and teach lessons that help pupils to

12 Good management of lessons ensures that pupils have time to acquire knowledge and skills, explore and practise new ideas and share their work with their classmates. Lessons are well prepared, with resources and materials available so that pupils can get on with their work promptly. Because of this, teachers spend all of the time in lessons communicating with the pupils, as a whole class, in groups or as individuals. This constant vigilance by teachers is a major factor in the school’s success. Pupils are given opportunities to work independently, but they are not allowed to drift away from the task in hand. There is not a lot of walking about by pupils during lessons – pupils have what they need and are able to concentrate and be productive. The noise level is low and the time teachers spend on establishing discipline is minimal in nearly all lessons. Teachers move from group to group and to individuals, encouraging pupils to work

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Teachers work very well as a team to plan and teach lessons that help pupils to

hard, asking probing questions, eliciting pupils’ understanding and extending their learning. Occasionally, teaching, though satisfactory, is less successful when there is little visual stimulus or pupils spend too much time sitting on the carpet. However, pupils make sound progress in these lessons because there are clear learning objectives that are met.

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Teachers work very well as a team to plan and teach lessons that help pupils to

13 Teachers deploy other adults effectively in the classroom so that pupils are appropriately supported and challenged. Teaching assistants play a significant role in supporting the teaching of individuals and groups of pupils. Because they are well trained, involved in the planning and know the pupils well, teaching assistants ensure that pupils concentrate well and complete tasks. This support for pupils is a significant factor in ensuring the success of lessons. Pupils from groups of lower-attaining pupils are able to contribute confidently to class discussions because Milton St John’s Primary School - 13 they have a clear understanding of new work. Teachers are sensitive to the learning needs of individual children and use regular assessments, including the marking of work, to ensure that every pupil progresses well. For example, in Year 2, the examination of pupils’ work shows that the teacher’s provision of well-chosen tasks, including well-chosen resources and interesting

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Teachers work very well as a team to plan and teach lessons that help pupils to

practical activities to meet the needs of different groups of pupils, has resulted in good progress in mathematics.

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Pupils’ very good behaviour is the result of a concerted effort by the staff,

14 The very good behaviour of the pupils does not happen by accident. It is the result of a number of sensible measures implemented by the school. First, the headteacher ensures that parents know what the school expects of their children. He listens to parents and welcomes their views. They want their children to behave well. All pupils are valued and, at the same time, the school has high expectations of them. High standards of good behaviour are expected and fostered in lessons so that the teachers are able to focus on teaching and learning. The governors have ensured that staff are trained properly to manage pupils in the varied range of circumstances that occur during the school day. Pupils with behavioural difficulties concentrate for longer because teachers carefully follow their clear Individual Education Plans. Lunchtime staff are trained to manage and engage with pupils at lunchtime to make this period of the day enjoyable.

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Pupils’ very good behaviour is the result of a concerted effort by the staff,

15 The warm, friendly atmosphere, which pervades the corridors as parents chat with the staff and pupils before school, continues throughout the day. When parents have left, the staff maintain a sense of community and purpose in which the main focus is on learning and productivity. During the inspection, there were very few occasions when teachers had to reprimand pupils, and these were for minor offences. Relationships are very good, and pupils accept justified criticism because the idea of justice and fairness is promoted from the earliest days in the Nursery. Christian values reinforce the teaching of good behaviour in the school. There are firm and fair general school rules, and each class also sets up its own rules at the beginning of the school year. Early training in citizenship takes place as pupils are encouraged to put ideas forward to the School Council, which is composed of pupils from Years 5 and 6. Council members take into

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Pupils’ very good behaviour is the result of a concerted effort by the staff,

account the views of pupils in the younger classes and feed back to them after the council meetings. The sense of community is fostered here, as pupils begin to take on responsibility for creating a harmonious society, where everyone has a role to play. Older pupils are thoughtful for younger ones; for example, when they care for them in the playground or hear them read.

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Pupils’ very good behaviour is the result of a concerted effort by the staff,

16 Daily assemblies are used as a forum for exploring how pupils respond in everyday situations. The school’s involvement in the local ‘Healthy Living’ initiative has enabled the school to extend its work on pupils’ personal development. ‘Circle time’, when pupils sit in a circle and discuss social issues, provides opportunities for discussion of problems such as bullying, loneliness or worry about work. Pupils value this time and say that it often allays their fears and makes them realise that other people worry about similar things to themselves. When pupils behave well, try their best and are helpful, they are rewarded in front of the whole school.

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Pupils’ very good behaviour is the result of a concerted effort by the staff,

17 At the pre-inspection meeting for parents, they expressed the view that behaviour is generally very good, and those who ‘get out of line’ are soon reminded of the school’s expectations. The staff are very good role models, and the very good behaviour of most pupils acts as an example to any who stray. The school has a policy of ‘catching pupils when they’re good’, recognising good behaviour and providing incentives through praise, stickers and certificates. The emphasis on good behaviour, rather than preoccupation with wrongdoing, adds to the general positive atmosphere in the school. Parents support the school’s home-school agreement and believe that teachers do a good job in managing the pupils and keeping them on track with their learning.

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the governors carry out their duties very effectively. The school’s work is

underpinned by commonly held aims that lead to pupils’ good achievement. Milton St John’s Primary School - 14 18 The very effective leadership of the headteacher provides the school with strong curricular leadership and clear goals for improvement. He understands the needs of the school and is actively involved in its work, without exerting total control over the rest of the staff. He works closely with the deputy headteacher on policy decisions and everyday management of the school. Together, they delegate duties to all staff with the prime purpose of providing high quality teaching and support for all pupils. The governing body, through regular consultation, involves the whole school community on issues affecting school policy. For example, questionnaires are sent out each year to canvass the opinions of staff and parents on aspects of school life. The governors act on this information and, as a result, this is a school with clearly understood and common

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the governors carry out their duties very effectively. The school’s work is

aims and very good levels of parental and community involvement and support. A set of values and beliefs, shared by the parents, pupils, staff and governors, underpins all of its work and creates a climate that is conducive to pupils’ learning.

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the governors carry out their duties very effectively. The school’s work is

19 Teachers are motivated and they work well in teams, and the pupils are well motivated too. The headteacher influences the teaching style of the teachers by organising appropriate professional training for staff, setting out agreed ways of working in the classroom and then monitoring teachers’ work to ensure consistency throughout the school. The regular monitoring of classroom teaching and learning ensures that teaching strategies and classroom organisation are consistent throughout the school. The headteacher is meticulous in the organisation of regular and systematic monitoring of pupils’ progress, so that teachers have a clear knowledge of the progress of individual pupils, groups of pupils and year groups. High expectations of pupils and frequent monitoring of their progress ensures that appropriate work is set for them to make good progress. Subject co-ordinators are closely involved with curricular planning and play a major role

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the governors carry out their duties very effectively. The school’s work is

in developing their own curricular guidelines. As the number of pupils has risen during the past few years, the organisation of pupils into mixed-age classes and then classes for each year group has required a flexible approach from staff. The teachers have adapted their planning to ensure that all pupils receive their entitlement to the National Curriculum and religious education.

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the governors carry out their duties very effectively. The school’s work is

20 The governors ensure that there is a supporting framework within which the headteacher and his staff can work to promote pupils’ progress and development. Job descriptions and performance management procedures are firmly in place, and there are clear and well understood policies for all aspects of school life and all subjects. The high level of mutual trust between the governors and the staff makes it possible to deal openly and effectively with the school’s weaknesses. Although overall standards are high, teachers and governors recognise that improvements can be made, for example in writing, to lift pupils’ attainment further. The governors link with subject co- ordinators to learn about the curriculum and to monitor standards, and this dialogue informs decision-making.

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the governors carry out their duties very effectively. The school’s work is

21 There are formal procedures for ensuring that governors review and decide on major items of expenditure, or changes to the budget. The governors base their financial projections on current trends, possible changes in pupil numbers, the cost of staff salaries and patterns of essential spending on fuel, buildings and equipment. This prudent approach to possible change helps the school to introduce associated curricular organisation and staffing changes smoothly. The unavoidable change of teachers during the school year is managed effectively to ensure an easy transition and minimise disruption to the pupils. The governors have their ‘ear to the ground’, and they consult teachers about decisions on spending, so that funding actually gets into the classroom to support pupils’ learning. The large balance at the end of the last financial year has already almost halved as the governors have taken on extra staff to meet the needs of the pupils.

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the governors carry out their duties very effectively. The school’s work is

The governors recognise the importance of providing a pleasant and safe working environment, and the school has been improved since the last inspection. It is now bright and cheerful, with interesting displays of work that reinforce learning and raise pupils’ self-esteem.

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Pupils’ handwriting is not as good as it should be in Years 3 to 6. They do not

consistently use joined handwriting, even though it has been taught.

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Pupils’ handwriting is not as good as it should be in Years 3 to 6. They do not

22 Teachers are not sufficiently vigilant in insisting on joined handwriting, and pupils seem to choose whether they write with pens or pencils. This lack of consistency detracts from the quality of the content of pupils’ written work. The school’s guidelines for the teaching of handwriting are not followed with sufficient rigour. Teachers do not write in the school’s agreed style on the board, so that pupils have a good model to copy. Pupils practise the letters and joins and then do not use them for everyday writing. In the marking of work seen during the inspection, teachers made little reference to the fact that pupils should be using a cursive style. Although pupils should be using pens in Years 5 and 6, they do so at will.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

23 In the context of its many strengths, the following issue for improvement should be addressed by the governors and staff:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) In Years 3 to 6, pupils’ joined handwriting should be improved through

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• the renewed provision of clear guidelines for staff and pupils on the school’s approach to handwriting • regular focused teaching of handwriting • the teachers’ use of the school’s adopted style when writing on the board (Paragraphs 4, 10, 22) Milton St John’s Primary 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 18

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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 five percentage points.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 15 186

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 0 16

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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 2

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 1 15

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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 7

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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

% % Milton St John’s Primary School - 17 School data 4.3 School data 0.0

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Attendance

National comparative data 5.4 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Milton St John’s Primary School - 18

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

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2002 17 7 24

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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 Numbers of pupils at NC level 2 and above Girls

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

Percentage of pupils School 96 (89) 100 (85) 100 (89) 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 Numbers of pupils at NC level 2 and above Girls

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

Percentage of pupils School 96 (95) 100 (93) 100 (93) at NC level 2 or above National 85 (85) 89 (89) 89 (89) Percentages in brackets refer to the year before the latest reporting year. Separate figures for boys and girls are not included as so few girls took the tests.

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

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2002 18 11 29

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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 14 15 18 Numbers of pupils at NC level 4 and above Girls 10 9 10

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

Percentage of pupils School 83 (77) 83 (88) 97 (100) at NC level 4 or above National 75 (75) 73 (71) 86 (87)

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

Teachers’ Assessments English Mathematics Science

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

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

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

Percentage of pupils School 83 (85) 83 (88) 93 (92) Milton St John’s Primary School - 19 at NC level 4 or above National 73 (72) 74 (74) 82 (82)

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

Percentages in brackets refer to the year before the latest reporting year. Milton St John’s Primary School - 20

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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 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.

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 7 Financial year 2001-02

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Teachers and classes Financial information

Number of pupils per qualified teacher 18.9

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 460,430

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Teachers and classes Financial information

Total number of education support staff 8 Total expenditure 459464

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Teachers and classes Financial information

Total aggregate hours worked per week 240 Expenditure per pupil 2286

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Teachers and classes Financial information

Qualified teachers and support staff: Nursery Balance brought forward from previous year 41,000

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 0.5 Balance carried forward to next year 41,966

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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 15 Milton St John’s Primary School - 21 Number of pupils per FTE adult 26

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Recruitment of teachers

Number of teachers who left the school during the last two years 1.6

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 3.0

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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) 1

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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. Milton St John’s Primary School - 22

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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. 76 21 3 0 0

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Percentage of responses in each category

Behaviour in the school is good. 68 29 3 0 0

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Percentage of responses in each category

My child gets the right amount of work to do at home. 55 24 18 0 3

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 65 29 3 3 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 73 12 12 0 3

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 82 15 3 0 0

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Percentage of responses in each category

The school works closely with parents. 64 24 9 0 3

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Percentage of responses in each category

The school is well led and managed. 70 24 0 0 6

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Percentage of responses in each category

The school is helping my child become mature and responsible. 73 24 0 0 3

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 67 21 9 3 0

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