Arksey Primary School

ARKSEY PRIMARY SCHOOL

Dates of inspection: 9 th - 11 th September 2002

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ARKSEY 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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ARKSEY 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. Arksey Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Arksey Primary School Ings Way Arksey Doncaster South Yorkshire

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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: Mr A Fairhurst

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 02/02/1998 Arksey Primary School - 4

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Team members

21687 Mrs H E Davies Registered inspector 01305 Dr B Rance Lay inspector 20003 Mrs S Metcalfe Team inspector

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Team members

Evenlode Associates Ltd 6 Abbey Close Alcester Warwickshire B49 5QW

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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 Arksey Primary School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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INFORMATION ABOUT THE SCHOOL

Arksey Primary School is situated in the village of Arksey on the periphery of Doncaster. The locality is broadly average in terms of social and economic advantage. The majority of pupils are of white ethnic background. At present there are 105 pupils on roll, 60 boys and 45 girls aged four to eleven. Attainment on entry to the school varies from year to year but is generally below average overall. Some year groups are small so care needs to be taken with interpreting the data. The percentage of pupils eligible for free school meals, 11 per cent, is broadly average. The percentage of pupils with special educational needs, most for learning difficulties, 4 per cent, is well below the national average. At present, two pupils have statements of special educational needs. There are no pupils who speak English as an additional language. Six percent of pupils come from travelling backgrounds. Children start school in the September of the

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INFORMATION ABOUT THE SCHOOL

school year that they become five. At the time of the inspection there were seven children in the Foundation Stage, in the mixed age Reception Class.

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HOW GOOD THE SCHOOL IS

Arksey Primary School is an effective school with many strengths, it provides a good education for its pupils. By the age of 11 pupils attain academic standards that are well above national expectations. Pupils of all ages have good attitudes to school; they enjoy their lessons and are keen to learn. The quality of teaching and learning across the school is good. The school is led and managed satisfactorily. All pupils, including travellers, are fully engaged in the activities that the school offers. The school has above average funding and provides sound value for money.

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What the school does well

• By the end of Year 6 pupils attain standards in English, mathematics and science that are well above average compared to similar schools. • The quality of teaching and learning is good across the school. • Pupils behave well and have positive attitudes to school. • Pupils’ personal development and their relationships are good; pupils grow in confidence as they move through the school. • Provision for social, moral and cultural development is good.

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What could be improved

• The school could improve its procedures and documentation in relation to the care of pupils. • Attendance could be improved. • The curriculum could be enriched by re-introducing extra-curricular activities for pupils. 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 has made satisfactory improvements since its previous inspection in February 1998. The school has raised the standards that pupils achieve in designing skills in design and technology and in listening and appraising in music. The overall quality of teaching and learning has improved it is now good in Years 3 to 6. The school development plan is a more effective document that prioritises areas for improvement appropriately. Staff work hard and are committed to improvement. They plan the curriculum satisfactorily. However, the curriculum is still not supported by up to date documentation. Arksey 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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compared with Key

Performance in: all schools similar schools well above average A 1999 2000 2001 2001 above average B English E C A A average C Mathematics C C B A below average D Science B B A A well below average E

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compared with Key

National curriculum tests in 2001 showed that when compared to all schools results for eleven year olds were above average in mathematics and well above average in English and science. They have improved over recent years broadly in line with national trends. In comparison with similar schools (where similar numbers of pupils are entitled to free school meals) results were well above average in all three subjects. Inspection evidence confirms that pupils in Year 6 are attaining standards that are ahead of national expectations in English, mathematics and science. Tests also showed that by the age of seven pupils results were not as high as eleven year olds. They were average in mathematics, below average in writing and well below average in reading. Inspection evidence suggests that when children enter the school their levels of attainment are varied but in many year groups they are below average overall. Some

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compared with Key

year groups are small so care needs to be taken with interpreting the statistics as one pupil may represent a larger than average percentage which may effect the overall grades. Standards are improving for younger children who now make a good start to their education and more than previously are likely to attain the early learning goals (nationally expected standards). They continue to make good progress so that by the age of seven many pupils are now likely to achieve average standards in mathematics, writing and reading. Pupils in Years 3 to 6 make good, often very good, progress through the school and are likely to achieve above average standards. The school sets realistic targets for national assessment results based on careful assessment of what pupils are capable of achieving. All groups of pupils achieve well in relation to their levels of attainment. For example, higher attaining pupils in Year 6 regularly achieve the

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compared with Key

above average level 5 in English, mathematics and science.

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Aspect Comment

Attitudes to the school Good. Pupils enjoy school they work hard and try to do their best.

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Aspect Comment

Behaviour, in and out of classrooms Good. Pupils understand the school rules and abide by them. They behave well in lessons, at playtime and lunchtime. They are clear about the expectations that the school has for behaviour.

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Aspect Comment

Personal development and relationships Good. Pupils work and play together well. They form good relationships with each other and with the adults in the school.

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Aspect Comment

Attendance Below the national average. This is mainly because of many family holidays taken in term time. This is an area for improvement.

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Teaching of pupils in: Reception 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. Arksey Primary School - 8 The quality of teaching and learning across the school is good. This is better than at the previous inspection when teaching in Years 3 to 6 was judged to be satisfactory overall. Almost all the teaching observed during the inspection was good or better. Some very good teaching was observed in each key stage. Newer teachers are making a positive impact on standards achieved by pupils. Teachers are committed to raising standards for all pupils. They work together well to plan an appropriate curriculum for pupils. Teachers plan work in accordance with the national literacy and numeracy strategies, and use a topic approach based usually on a scientific theme for other subjects. As most classes have a two-year

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

age range, teachers follow a rolling programme of topics so that work is not usually repeated for pupils. Teachers make learning interesting for pupils. They explain clearly what is required in lessons so that pupils know exactly what is expected of them in terms of behaviour and academic achievement. In a very good science lesson pupils worked together to investigate which materials would conduct electricity effectively. The teacher established clearly what they needed to do, provided the relevant resources and encouraged pupils to collaborate in sharing ideas and coming to accurate conclusions. Teaching of English and mathematics is good. In a very good literacy lesson in Year 2 the teacher used her questioning skills very well to help pupils recall and structure a story correctly. In satisfactory lessons not so much emphasis was given to pupils participation as speakers. Literacy and numeracy skills are taught well and

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

used effectively in lessons. During their final year in school pupils in Year 6 are taught as a small group for literacy and numeracy this makes a positive impact on the standards they achieve particularly for the higher attaining pupils. Pupils with special educational needs are identified early and good individual education plans are in place to specify clear targets for learning. Support assistants work well, particularly in helping those pupils who have special educational needs. The school receives visits from specialist teachers to support different groups of pupils in the school effectively. Pupils enjoy lessons and are keen to learn, which has a positive impact on the standards they attain. Pupils work hard and achieve well.

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Aspect Comment

The quality and range of the curriculum Satisfactory overall. However, curriculum time allocation is below that recommended in Years 3 to 6. In the Foundation Stage the early learning goals are now in place. This is an improvement since the previous inspection. In Years 1 to 6 the national literacy and numeracy strategies are implemented effectively. The school has adopted, but not adapted, government guidelines in all other subjects. At present there are no extra curricular activities for pupils. This is a weakness and an area for improvement.

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Aspect Comment

Provision for pupils with special educational needs Good. The special educational needs co-ordinator works effectively with class teachers to prepare informative individual education plans for pupils. These clearly identify learning targets for pupils.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good. Provision for moral, social and cultural development, although informal, is good. It is satisfactory for spiritual development.

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Aspect Comment

How well the school cares for its pupils Statutory assessments are undertaken appropriately. Assessment of personal development is satisfactory and support and guidance given to pupils by teachers is sound. Pupil’s planners provide a good means of exchanging information between pupils, parents and teachers. However, procedures for ensuring pupils’ welfare and safety are informal. Documentation is not reviewed and updated on a regular basis. This is unsatisfactory and an area for improvement. Arksey Primary School - 9

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff Satisfactory overall. The headteacher is supportive of staff and ensures that most of the aims of the school are implemented appropriately. He is supported well by his deputy. All staff are committed to improvement. They work together closely as a team and share expertise and information well. Teachers ensure that planning for and implementation of the National Curriculum is satisfactory. However, the sound classroom practice is not supported by secure whole school documentation. This was the case at the previous inspection. Whole school procedures relating to care of pupils and monitoring of attendance are informal and not monitored rigorously enough.

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Aspect Comment

How well the governors fulfil their responsibilities Satisfactory overall. Governors are proud of the school’s achievements and support it appropriately. They were involved effectively in recent good staff appointments. However, they are not all familiar with and do not ensure that all policies and procedures are fully implemented.

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Aspect Comment

The school’s evaluation of its performance Satisfactory. Results of assessments are analysed carefully and used to set targets appropriately. The headteacher and deputy monitor teaching and learning in all classes effectively. The previous inspection noted that the school development plan was underdeveloped. It has improved. The role of subject co-ordinators in monitoring and reviewing subjects has correctly been identified as a priority as most policy documents are due for review and do not reflect the current good practice.

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Aspect Comment

The strategic use of resources Satisfactory. Accommodation, staff and resources are used appropriately. The finance sub committee meets once a term and has agreed a best value statement. However, they do not consult widely, for example, with parents, to see what they would like provided out side of the statutory curriculum.

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What pleases parents most What parents would like to see improved

• That their children like school. • That behaviour is good. • That teaching is good. • That their children make good progress. • That the school is helping their children to become mature and responsible. • That the school expects their children to work hard and achieve their best work. • Some parents would like more homework. • Many parents would like extra curricular activities.

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What pleases parents most What parents would like to see improved

The inspection team agrees with all of the positive comments made by parents. The inspection team agrees that extra-curricular provision needs improving. The team judge that the use of homework is satisfactory overall. Arksey Primary School - 10

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By the end of Year 6 pupils attain standards in English, mathematics and science that are well

above national average compared to similar schools.

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By the end of Year 6 pupils attain standards in English, mathematics and science that are well

1. Pupils in Year 6 achieve well. Samples of pupils work from last year confirmed that high standards were achieved in English, mathematics and science. During the inspection high standards were observed in lessons. Pupils work hard to achieve their best. They speak confidently and listen carefully and accurately to each other and to their teachers. In an excellent speaking and listening lesson, pupils achieved high standards. They had very good opportunities to demonstrate their skills. Presentations showed that thought and care had been taken. They took very good account of the audience and ordered their work very effectively. Pupils listened to each other carefully and asked pertinent questions showing a good level of understanding and interest. In a very good mathematics lesson pupils learnt effectively how to develop strategies for multiplying by 50 quickly and accurately. Pupils put considerable effort into their work to develop

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By the end of Year 6 pupils attain standards in English, mathematics and science that are well

ideas and find the methods that suited them best to arrive at a correct answer. In a science lesson, they demonstrated an increasing knowledge and understanding of materials and their properties as they worked eagerly on a task to investigate which materials would or would not conduct electricity. They used the correct scientific language and were aware of safety considerations. Pupils recorded their work carefully, using accurate scientific vocabulary and labelling their diagrams correctly.

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The quality of teaching and learning is good across the school

2. The quality of teaching and learning across the school is good. Almost all the teaching observed during the inspection was good or better. Some very good teaching was observed in each key stage. Although the children in the Foundation Stage had only been in school for a few days, good routines ensured that they felt happy and secure when left by their parent or carer. This had a positive impact on their ability to settle into school and learn effectively. The teachers’ effective planning, clear learning objectives and well-organised classroom provision characterised the teaching in the Foundation Stage. A very good lesson enabled children to begin to develop independence as learners by planning what they would do, undertaking the task and then reviewing their work. Many activities were available to the children, for example, painting, cutting and sticking, imaginative role-play and model making. In Years 1 and 2 the teaching is

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The quality of teaching and learning is good across the school

characterised by very good management of pupils and positive use of praise. Learning objectives are made clear to pupils, ensuring that they understand what is required of them. In a very good literacy lesson, the teacher’s good use of time and brisk pace maintained challenge and kept pupils interest. In Years 3 to 6, teachers set clear expectations of behaviour and academic work. Lessons follow a definite structure and pupils know what is expected of them. Management of pupils is good and in the best lessons relationships are very good and pupils work hard and enjoy their learning. Learning support assistants work hard to support pupils effectively. Pupils are fully engaged in their learning. The needs of different groups of pupils are met well. For example, a small group of lower attaining pupils in Year 3, receive additional literacy support on a regular basis to develop their reading and writing skills. Traveller pupils are fully integrated in the life of

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The quality of teaching and learning is good across the school

the school and extra support is available, if required, from a teacher who specialises in the needs of travelling pupils.

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Pupils behave well and have positive attitudes to school

3. In lessons and around the school pupils behave well. In all classes rules are agreed and clearly displayed. For example, in class 3 pupils wrote their own sentences about how to behave in class using words such as sensible, smart, honest and polite to describe their behaviour. Pupils understand what is required of them and work hard to be recognised for good behaviour. In class Arksey Primary School - 11 2 pupils use a “class mat” to record a variety of helpful actions from the previous day. They are also aware of sanctions if they behave inappropriately. Pupils enjoy school and are keen and eager to attend. Pupils work well together on tasks and help each other if needed. At break times and lunchtime, they follow the rules and play together amicably. The “Red Caps” are on duty to help and support those who are new to the school or uncertain about what to do. Pupils take care of the equipment and are polite to each other. At lunchtime they sit and eat their lunch

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Pupils behave well and have positive attitudes to school

quietly and chat happily to each other. In lessons, they listen to each other and to their teachers politely. They understand that, for the school to be a happy place they have a responsibility to follow the rules.

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they move through the school

4. Pupils’ personal development within a ‘family’ atmosphere is good. This is true for the youngest to the oldest pupils, enabling them to develop a sense of ‘belonging’. Older pupils show a sense of responsibility and care for the younger pupils. Some classroom displays remind pupils of the need to care for each other and live together harmoniously. Relationships are good. Pupils like and trust their teachers. Teachers ensure pupils of all abilities and backgrounds are included in the life and work of their classes. Pupils show initiative and are willing to take responsibility. For example, the ‘Red Caps’ taking the play equipment out at playtime for all pupils and then returning it to the correct place at the end of playtime. Pupils notice what needs to be done and do it; at lunchtime they help younger children. They are involved in the daily routines of school taking registers to the office, helping midday supervisors and performing a range of in-class jobs, tidying

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they move through the school

and caring for resources and books. Older pupils plan and organize their work well. They set up the computers for younger pupils and organize the screen and projector for singing. They are considerate and helpful to each other.

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Provision for social, moral and cultural development is good

5. Pupils understand the difference between right and wrong, and respect the traditions, values and beliefs of others. The school encourages pupils to think of how their actions affect others. Teachers enable pupils to explore issues of importance to them via “circle time”. Pupils take it in turns to discus moral issues such as those concerning behaviour. Pupils support each other with worries and problems. Caring for each other is encouraged in the roles and responsibilities pupils have round the school. The school provides many opportunities for pupils to know about the local area by inviting visitors into school such as, the local policeman. Local people are invited into school for special events for example, the harvest festival, carol concerts and the nativity. The summer musical evening enables pupils to share their talents by performing to their fellow pupils and parents. Pupils are encouraged to learn about different peoples around the world and the

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Provision for social, moral and cultural development is good

backgrounds of those who have settled into the local area. Stories by a range of authors and about children from different cultures are studied in literacy work. For example, books such as ‘Handa’s Surprise’ and ‘Bringing the Rain to Kapiti Plain’ introduce pupils to the clothes, foods, climate and lives of children from the Caribbean and Africa.

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The school could improve its procedures and documentation in relation to the care of its pupils

6. Most teachers know their pupils well and are adept at identifying any concerns that pupils might have. They show care and concern for pupils’ well being. However, procedures are informal and documentation is out of date. There is a designated child protection person and staff are aware that they have responsibilities in this area, but there is no written policy or guidance. There is a health and safety policy but this has not been updated for at least two years, since, for example, it nominates as a first aider a person who has left the school. At present there is only one qualified Arksey Primary School - 12 first aider in school. The headteacher and caretaker carry out informal risk assessments of the premises. However, no formal objective assessments are carried out in accordance with the policy and no governor participates in this aspect of school life. The policy for racial harmony has

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The school could improve its procedures and documentation in relation to the care of its pupils

not be completed or ratified by governors. Arksey Primary School - 13

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Attendance could be improved

7. The previous inspection identified the monitoring of attendance as underdeveloped. This is still the case. The attendance statistics for 2001/02 were lower than 2000/01. Statistics show that attendance in 2001/02 was 92.5%. This is below the national average and puts the school in the lowest 30% of primary schools nationally. Parents co-operate with the school in explaining pupils’ absences so that the level of unauthorised absence is very low, and pupils arrive punctually at school. The school procedures for registration, annotating registers and rewarding pupils with 100% attendance are satisfactory, and the school rarely has to call upon the support of the welfare officer from the local education authority regarding pupils who are persistently absent. Scrutiny of the registers makes it clear that the major factor adversely affecting the attendance statistics is the frequency of pupils being taken on family holidays during term time.

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The curriculum could be enriched by re-introducing extra curricular activities for pupils

8. During the school day, planned visits linked to topics being studied are undertaken each term. Older pupils have the opportunity to benefit from a residential visit. At the time of the previous inspection the curriculum was enhanced by a number of extra-curriculum activities. These included football, basketball, line dancing and music club. However, at present there are no after school or lunch time extra-curricular activities provided for pupils, that would enrich their learning outside the school day. The school introduced football via a professional coach last year but interest waned. Parents, at their meeting, and many answering the questionnaires raised this as an issue. They would like to see some extra-curricular activities including some sporting activities offered. This area of school life has been identified as an area for development by the school for two years.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

9. At Arksey Primary School many pupils achieve above average standards by the age of eleven. The quality of teaching and learning is good across the school. Pupils behave well and have good attitudes to learning. Personal development is good. To improve even more the headteacher, staff and governors should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• improve the informal procedures and documentation in relation to the care of pupils by: ensuring that child protection and health and safety policies and procedures are up to date and working effectively in the school. (Paragraph 6)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• improve levels of attendance by: ensuring that parents are made more aware of the need to send their children to school so that their children may benefit from what the school has to offer. (Paragraph 7)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• re-introduce extra-curricular activities, so that pupils learning outside the school day is enriched. (Paragraph 8) Arksey Primary School - 14

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Summary of the sources of evidence for the inspection

Number of lessons observed 15 Number of discussions with staff, governors, other adults and pupils 10

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor Number 1 6 5 3 0 0 0 Percentage 6 40 33 20 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 one percentage point.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR– Y6 Number of pupils on the school’s roll (FTE for part-time pupils) 0 105 Number of full-time pupils known to be eligible for free school meals 0 13 FTE means full-time equivalent.

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Information about the school’s pupils

Special educational needs Nursery YR – Y6 Number of pupils with statements of special educational needs 0 2 Number of pupils on the school’s special educational needs register 0 4

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Information about the school’s pupils

English as an additional language No of 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 Pupils who joined the school other than at the usual time of first admission 5 Pupils who left the school other than at the usual time of leaving 4

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Authorised absence Unauthorised absence

% % School data 6.2 School data 0.2 National comparative data 5.6 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Arksey Primary School - 15

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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 2001 7 6 13

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National Curriculum Test/Task Results Reading Writing Mathematics

Numbers of pupils at NC Boys level 2 and above Girls Total Percentage of pupils School 69 (71) 85 (76) 100 (86) at NC level 2 or above National 84 (83) 86 (84) 91 (90)

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Teachers’ Assessments English Mathematics Science

Numbers of pupils at NC Boys level 2 and above Girls Total Percentage of pupils School 62 (71) 77 (86) 85 (86) at NC level 2 or above National 85 (84) 89 (88) 89 (88) Percentages in brackets refer to the year before the latest reporting year. *Only totals shown as both boys and girls numbers are below ten.

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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 2001 7 12 19

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National Curriculum Test/Task Results English Mathematics Science

Numbers of pupils at NC Boys level 4 and above Girls Total Percentage of pupils School 100 (90) 84 (90) 100 (90) at NC level 4 or above National 75 (75) 71 (72) 87 (85)

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Teachers’ Assessments English Mathematics Science

Numbers of pupils at NC Boys level 4 and above Girls Total Percentage of pupils School 100 (80) 95 (60) 100 (80) at NC level 4 or above National 72 (70) 74 (72) 82 (79) Arksey Primary School - 16 Percentages in brackets refer to the year before the latest reporting year. *Only totals shown as boys numbers are below ten.

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exclusions

White – British 91 0 0 White – Irish 0 0 0 White – any other White background 1 0 0 Mixed – White and Black Caribbean 1 0 0 Mixed – White and Black African 0 0 0 Mixed – White and Asian 0 0 0 Mixed – any other mixed background 1 0 0 Asian or Asian British - Indian 0 0 0 Asian or Asian British - Pakistani 0 0 0 Asian or Asian British – Bangladeshi 0 0 0 Asian or Asian British – any other Asian background 0 0 0 Black or Black British – Caribbean 0 0 0 Black or Black British – African 0 0 0 Black or Black British – any other Black background 0 0 0 Chinese 0 0 0 Any other ethnic group 0 0 0 No ethnic group recorded 0 0 0 The table refers to pupils of compulsory school age only. It gives the number of exclusions, which may be different from the number of pupils excluded.

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Qualified teachers and classes: YR – Y6

Total number of qualified teachers (FTE) 5.5 Financial year 200/01 Number of pupils per qualified teacher 23 Average class size 26 £ Education support staff: YR – Y6 Total income 331647 Total number of education support staff 5 Total expenditure 326266 Total aggregate hours worked per week 93 Expenditure per pupil 3168 Balance brought forward from previous year

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Recruitment of teachers

Number of teachers who left the school during the last two years 2 Arksey Primary School - 17 Number of teachers appointed to the school during the last two years 3

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0 Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 1 Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) FTE means full-time equivalent.

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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 4 0 0

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Percentage of responses in each category

Behaviour in the school is good. 40 46 10 0 4

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Percentage of responses in each category

My child gets the right amount of work to do at home. 25 44 21 4 2

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 48 46 4 2 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 54 35 10 2 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 60 36 4 0 0

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Percentage of responses in each category

The school works closely with parents. 36 48 13 0 0

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Percentage of responses in each category

The school is well led and managed. 48 32 11 7 2

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Percentage of responses in each category

The school is helping my child become mature and responsible. 52 46 2 0 2

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 11 23 31 23 6

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Percentage of responses in each category

Not all totals add to 100 because of rounding and nil response.

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