Other · Ofsted report

Thackley Primary School

Inspected — · published 16 Jul 2003 · URN 107221

Original PDF ↗

Summary

No overall grade in this framework

David Russell

What we read, and from where

Click a reading to see it highlighted in the report.

Inspectorssingle source
David Russell
URN verified
107221

Page 1 of 46

Deep dive

What this report says

In plain English

Join free to get a short, plain-English summary of any report.

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+66Positivemore positive than 64% of reports of this type

In line with other reports of this type.

Praisevery wellexcellenteffectivelyeffectiveimprovedpositivemake good progressenjoy

Criticismbelowweaknessesinsufficientlimitedlacklowerdeficienciespoor

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsAbout the inspectionWhat needs to improve positive critical

Findings18905w+65
What needs to improve2111w+72

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

Next steps

Quoted from the report. Tap to see it on the page.

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 46
Words of findings: 20,773; longer than usual (typical 1049)
Reading level: Fairly hard; Flesch 50, typical 45
Average sentence: 16 words
Next steps: 8; typical 5
Hedged sentences: 6%; “some”, “not always”, “most”…

Where the words go

Findings 88%What needs to improve 10%About the inspection 2%

Full report text

THACKLEY PRIMARY SCHOOL

Dates of inspection: 31 st March – 3 rd April 2003

p.1

THACKLEY PRIMARY SCHOOL

Inspection number: 246660 Full inspection carried out under section 10 of the School Inspections Act 1996

p.1

THACKLEY PRIMARY SCHOOL

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.

p.2

THACKLEY 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. Thackley Primary School - 3

p.2

INFORMATION ABOUT THE SCHOOL

School address: Town Lane Thackley Bradford

p.3

INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr K Vickerman

p.3

INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 01/12/97 Thackley Primary School - 4

p.3

INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities

p.4

INFORMATION ABOUT THE INSPECTION TEAM

22516 John Williams Registered inspector Educational inclusion Science Physical education What sort of school is it? How well is the school led and managed? How well are pupils taught? 13746 David Russell Lay inspector How high are standards? Attitudes, values and personal development and attendance How well does the school care for its pupils? How well does the school work in partnership with parents? 7994 Pam Weston Team inspector Art and design Design and technology History Special educational needs 32220 Ann Waterhouse Team inspector English Geography How good are curricular and other opportunities?

p.4

INFORMATION ABOUT THE INSPECTION TEAM

29263 Florence Clarke Team inspector Mathematics Music Religious education How well does the school cultivate pupils’ personal development including spiritual, moral, social and cultural? 23196 Sue Chesters Team inspector The Foundation Stage Information and Communication Technology How high are standards? Interpretation of results

p.4

INFORMATION ABOUT THE INSPECTION TEAM

The inspection contractor was: Chase Russell Limited Winnington Hall Winnington NORTHWICH Cheshire CW8 4DU

p.4

INFORMATION ABOUT THE INSPECTION TEAM

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: The Complaints Manager Inspection Quality Division

p.4

INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Thackley Primary School - 5

p.4

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

p.5

HOW HIGH ARE STANDARDS? 10

The school’s results and pupils’ achievements Pupils’ attitudes, values and personal development

p.5

INFORMATION ABOUT THE SCHOOL

The school is located in Thackley on the northern outskirts of Bradford. The majority of the pupils live locally in owner-occupied housing. Since the last inspection the school has changed its character from a First, to a 3 – 11 Primary School. There are currently 315 full time pupils on the roll which is above average for this type of school. An additional 83 children attend part-time in the nursery. Twelve part- time places are made available in the Nursery for children with special educational needs.

p.6

INFORMATION ABOUT THE SCHOOL

Twenty four pupils (7 per cent) have been identified as having special educational needs, which is below the national average. These range from severe learning difficulties to autism, hydrocephalus and epilepsy. Five pupils have statements of special educational needs, which is above average. Currently there are no pupils for whom English is an additional language. Fifteen pupils (5 per cent) claim free school meals, which is below the national average. Children’s attainment on entry into the school is broadly average.

p.6

HOW GOOD THE SCHOOL IS

This is a rapidly improving school which is effective and which provides good value for money. It provides a good education for its pupils. The quality of teaching and learning is good throughout the school. The school has a very efficient and effective headteacher, a full complement of governors and a supportive staff. They are working very hard to raise standards and provide the best possible education for the pupils. New systems of assessment and the way that the school evaluates its work have brought about an improvement in pupils’ progress and achievement. It has good capacity to improve further.

p.6

HOW GOOD THE SCHOOL IS

What the school does well • In Years 1 and 2 standards are above average in English, and well above average in mathematics and information and communication technology • Pupils have an excellent start in the Foundation Stage • The quality of teaching and learning is good • The school is well managed by a very efficient and effective headteacher • Pupils’ attitudes, their enthusiasm for school and their interest and involvement in activities are very good • Provision for pupils’ moral and social development is very good • The school has very good methods of assessing its pupils’ attainment and progress from which it devises well focused targets for improvement

p.6

HOW GOOD THE SCHOOL IS

What could be improved • Standards in science • The quality of pupils’ writing • The status of non-core subjects • Consistency in the quality of marking of pupils’ work

p.6

HOW GOOD THE SCHOOL IS

The areas for improvement will form the basis of the governors’ action plan.

p.6

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in December 1997, when it was a First School. Since then there has been good improvement in the vital areas specified in the report. The school now provides greater challenge for its more able pupils. Teachers in their roles as subject managers are more involved in monitoring provision and standards in their subjects. The curriculum and lesson planning are now more thorough and the school has very good systems for assessing pupils’ achievement and for using the information gained to improve pupils’ learning. The quality of teaching has improved, as has the effectiveness of the school’s management systems. Thackley Primary School - 7

p.6

STANDARDS

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

p.7

STANDARDS

Performance in: all schools Similar schools Key

p.7

STANDARDS

2000 2001 2002 2002 English N/A A C E well above average above average A B Mathematics N/A B B D average below average C D Science N/A B D E well below average E ( Similar schools are those with up to 8 per cent of pupils receiving free school meals.)

p.7

STANDARDS

Because the school changed its character from a First School to a Primary School in 2000, there are only two years of national test results available. These show that standards in English were average in the 2002 national tests, whereas in mathematics they were above average and in science they were below. When compared with similar schools, standards in mathematics were below average, and in English and science they were well below average. However inspection findings indicate that recent improvements in teaching and in the school’s systems for assessment and target setting have brought about improvements in pupils’ learning. These are particularly evident in the Foundation Stage and in Years 1 – 4. Pupils now achieve well. The recent improvements have not yet had time to impact on standards in Years 5 and 6. Standards in Year 6 are currently average in English. They are above average in mathematics but still below average in science. Pupils achieve average standards in all other

p.7

STANDARDS

In the 2002 national tests and tasks for seven-year-olds, pupils were well above average in reading and writing. Standards in mathematics were very high (in the highest 5% nationally.) When compared with similar schools, results were well above average in reading, writing and mathematics. For the current Year 2 pupils, standards are now above average in English, and well above average in mathematics. They are average in science. They are average in design and technology, geography, history and physical education. Standards in art and design are above average. In information and communication technology they are well above average. Standards in religious education are in line with the expectations of the locally agreed syllabus. Insufficient evidence was available to make a judgement about standards in music. Children achieve very well in the Foundation Stage. Most are on target to meet, and some to exceed the goals set for them. Pupils with special education needs, including

p.7

STANDARDS

those with specific learning difficulties and physical disabilities, make good progress. There are no pupils who are at an early stage of acquiring English. There is no significant difference between the attainments of boys and girls. The school sets itself very challenging targets in national tests, but so far has failed to achieve them in Year 6.

p.7

PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Pupils show very good attitudes to school. They are very enthusiastic and are very interested and involved in school life. Behaviour, in and out of classrooms Behaviour is good in lessons and around the school. Pupils are friendly, courteous and trustworthy. Personal development and relationships Very good. Pupils use the opportunities given to them very well to share their ideas when they work together. They are enthusiastic to take responsibility for routine tasks and show a well developed sense of responsibility to their school. Attendance Rates of attendance have been below the national average over the last Thackley Primary School - 8 year with higher than average rates of unauthorised absence. However there has been a recent improvement and attendance levels are currently running at over 95 per cent.

p.7

PUPILS’ ATTITUDES AND VALUES

Most pupils take great interest in their lessons. They work hard and are happy. They understand well the effects of their actions on others and show respect for other people’s feelings, values and beliefs. The majority of the older pupils are mature, show good initiative and take personal responsibility well.

p.8

TEACHING AND LEARNING

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

p.8

TEACHING AND LEARNING

Quality of teaching Very 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.

p.8

TEACHING AND LEARNING

The very good quality teaching in the Foundation Stage is a particular strength of the school. Overall, the quality of teaching and learning is good and has improved since the last inspection. In nine out of ten lessons observed during the inspection, teaching was good or better. Two lessons out of every five were judged to be very good or better. One lesson was unsatisfactory.

p.8

TEACHING AND LEARNING

This good quality teaching results in pupils learning and achieving well. In the best lessons, teachers have very high expectations of what it is that the pupils can achieve. They manage their pupils particularly well. Their lessons move along at a good pace and they provide activities which match the needs of the pupils. Literacy and numeracy are taught well. Very good quality teaching assistants work alongside the teachers. This support makes a significant contribution to the standards achieved, particularly for those pupils who have specific learning difficulties. Teachers reward good behaviour and good work with praise and encouragement. This effectively enhances pupils’ learning and also their enjoyment of lessons. When teaching is less successful, teachers do not accurately match the level of work to the needs of individual pupils. Their expectations of what it is that the pupils can do are too low

p.8

TEACHING AND LEARNING

and, as a result, the pace of learning drops and some pupils do not achieve well enough.

p.8

OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum Satisfactory. The curriculum is broad and relevant to the pupils’ needs. Recently there has been a high focus on English and mathematics. The time is now right to consider the emphasis placed upon other subjects in order to provide a more balanced curriculum and the school is beginning to do this. The school provides outstandingly well for children in the Foundation Stage.

p.8

OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs The school provides very good opportunities for pupils identified as having special educational needs. Pupils in the resourced provision are included particularly well in the school community and take part in all activities. Pupils make good progress towards the targets that are set for them.

p.8

OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development Provision for pupils’ personal development is good. The school makes very good provision for pupils’ moral and social development. Provision for pupils’ cultural development is good. Although provision for spiritual development is satisfactory, there is room for improvement.

p.8

OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils The school has very good systems for ensuring pupils’ safety and welfare. It also has very good procedures for checking and monitoring pupils’ attainment and progress and for setting targets for improvement. Thackley Primary School - 9 Parents provide good support for their children’s learning at school and at home. However although a large majority of parents are happy with all aspects of the school’s provision, there is a small proportion who do not feel that the school works sufficiently closely with them.

p.8

HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and management by the headteacher and other key staff The headteacher provides the school with very effective and efficient management firmly focused on raising standards. She is well supported by her senior management team. Teachers with subject responsibilities manage their subjects well.

p.9

HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities Governors offer the school good support and fulfil their responsibilities well. They are knowledgeable about the strengths and weaknesses of the school because of the good quality of information that they are sent from the school and because of their own links with it. They are also well involved in planning future developments.

p.9

HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance The school has very effective systems for evaluating its performance. Rigorous self-evaluation helps the school to plan systematically for improvement.

p.9

HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources Specific grants and other funding are used to good purpose. Spending is monitored closely and the school makes sure it gets the best value for the money that it spends. The school makes good use of its recently renovated building, which now provides a satisfactory standard of accommodation. There are a good number of well-qualified teaching and support staff to meet effectively the needs of the curriculum. Resources are satisfactory overall. Staff use them well to enhance pupils’ learning. Teachers work hard in teaching physical education to make up for the lack of a playing field. Funding is carefully targeted towards improving provision and raising standards.

p.9

PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved

p.9

PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

• Most parents feel that their children like school • They feel that teaching is good • Their children make good progress • The school is helping their child to become mature and responsible • A minority of parents do not feel that the school provides an interesting range of activities outside lessons • A small proportion of parents do not feel that the school works closely with them • A few parents do not feel that their child gets the right amount of work to do at home. • A very few parents do not feel that the school is well led and managed This is a very popular school. Many more parents want to bring their children here than there are places for them. Inspection findings confirm the positive views of parents. The range of activities the school provides outside of lessons is satisfactory. The quality of information provided for parents, particularly about curriculum, school events and pupils’ progress is judged to be satisfactory. The school is led

p.9

PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

and managed efficiently and effectively. Homework is provided on a regular basis and makes a good contribution to pupils’ learning in school. Thackley Primary School - 10

p.9

The school’s results and pupils’ achievements

Foundation stage 1. Children enter the nursery with levels of attainment which are broadly average for three year olds. They achieve very well and by the time they move to the reception classes most are on appropriate stepping stone 1 levels for their age. Most start their reception year with levels of attainment expected of four year olds. About one quarter of the children attain levels slightly above average, particularly in personal, social and emotional development, communication, language and literacy and mathematical development. This is confirmed by the initial assessments conducted with these young children. They make rapid progress in the reception class in all areas of learning. This is because of the very good teaching that they receive and because of the importance placed, by all staff, on using language correctly and on working and playing well together. Most children are on course to achieve the Early

p.10

The school’s results and pupils’ achievements

Learning Goals 2 set for the end of the Foundation Stage and about one half will exceed the goals, in all areas of learning. This represents very good achievement.

p.10

The school’s results and pupils’ achievements

Years 1 and 2 2. Results in the Year 2002 national tests and tasks show that reading and writing standards for seven-year-olds were well above average. In mathematics, they were very high and in the top five per cent of schools in the country. These results were well above average when compared with the results of similar schools. In science, teacher assessments show standards were below average, although the number of pupils gaining the higher level 3, was average. Inspection findings show that, for the current group of pupils in Year 2, standards in English and mathematics are well above average. In science, they are average. Standards have been maintained in English since the last inspection. They have risen in mathematics. This is the result of the good teaching and the effective implementation of the National Literacy and Numeracy Strategies. Standards in science have dipped since the last inspection, mainly due to the low focus that it has had because of

p.10

The school’s results and pupils’ achievements

the emphasis on literacy and numeracy. In Year 2, standards in information and communication technology are well above average. This is because the subject has been a major focus for school improvement in recent months. The information and communication technology team leaders have worked very hard to implement the full curriculum and to meet all the requirements of the National Curriculum. This has not only improved provision but has also ensured that standards have risen rapidly. Standards in art and design have been maintained at above average levels. Similarly, since the last inspection, standards in design and technology, geography, history and physical education have been maintained at average levels. No judgements could be made about music because not enough was seen during the inspection.

p.10

The school’s results and pupils’ achievements

1 Stepping stones: show the knowledge, skills, understanding and attitudes that children need to learn during the Foundation Stage in order to achieve the Early Learning Goals. Progression is through the yellow, blue and green bands to the final grey band which is the final step of the Early Learning Goals. 2 QCA (Qualifications and Curriculum Authority) has produced a set of ‘Early Learning Goals’ for children in this stage of education. These outcomes are a set of skills, knowledge and understanding that children might be expected to achieve by the age of six. There are six areas of learning: personal, social and emotional; communication, language and literacy; mathematical development; knowledge and understanding of the world; physical development and creative development. Thackley Primary School - 11 Years 3 - 6 3. The results achieved by 11-year-olds in national tests in the year 2002 were above

p.10

The school’s results and pupils’ achievements

average in English, above average in mathematics and below average in science. When compared with similar schools, these results were below average in mathematics and well below average in English and science. It is not possible to make comparisons with previous results because the school was a First School until 2000. The school has only had two Year 6 groups take the national tests. Inspection evidence shows that standards mirror last year’s test results in the current Year 6. They are average in English, above average in mathematics and below average in science. Currently in Year 6, standards in art and design, design and technology, information and communication technology, history, geography, music and physical education are average. Standards in religious education have been maintained in Years 2 and 6 since the last inspection when they were in line with the expectations of the locally agreed syllabus. French is taught in Years 5 and 6 and pupils

p.11

The school’s results and pupils’ achievements

Across the school 4. Recent improved provision ensures that pupils throughout the school now achieve well and standards are rising. This is particularly evident in Years 1 – 4. There is no significant difference between the attainments of boys and girls. The school’s agreed targets in English, mathematics and science national tests are very high. It did not achieve the targets set last year for pupils in Year 6 and it is likely to fall short of achieving them again this year. 5. Pupils with special educational needs make good progress, particularly in personal and social skills. They make good progress towards targets set for them in their individual education programmes. The literacy and numeracy strategies plus setting and movement of pupils between classes is having a positive effect on their attainment. Pupils are usually assessed each half term as well as through ongoing and informal assessments. Support

p.11

The school’s results and pupils’ achievements

staff work with groups or individuals throughout the school. They support the pupils in their work, which has usually been adjusted to help them achieve their IEP or subject target or both. These pupils benefit from the strong commitment that the school has to inclusion. They have a positive attitude to their work and make good gains in their self confidence.

p.11

Pupils’ attitudes, values and personal development

6. As at the time of the last inspection the school successfully maintains high standards of attitudes to learning, behaviour, values and personal development. These contribute significantly to the levels of attainment and progress pupils make in their studies, especially with pupils at the lower end of the school. Attendance levels are generally below those at the time of the last inspection.

p.11

Pupils’ attitudes, values and personal development

7. Pupils come to school with enthusiasm. Through staff encouragement pupils involve themselves in the school’s development. A good example of this is their contribution to the plans for developing the school play areas. With the completion of the new school building pupils exhibit great pride in their new surroundings. They are keen to produce good standards of work for wall displays. One consequence of the new building is a reduced play area. Members of the school council eagerly contribute to the variety of different playtime activities that can be used in this restrictive play area.

p.11

Pupils’ attitudes, values and personal development

8. During lessons pupils show very good involvement and interest in activities. There is general acceptance by pupils that teachers expect them to take responsibilities for their own learning and to work independently to achieve their learning objectives. Very good Thackley Primary School - 12 relationships and implicit trust exists between teachers and pupils. This is a good setting for pupils to accept challenge and make acceptable progress in learning and not to be afraid to make mistakes during the learning process. For example, in a Year 3 / 4 literacy lesson the teacher, asking about what features every thrilling story should have, one child replies “a coat hanger” instead of a “cliff hanger.” Whilst not the expected answer the teacher builds on this comment by saying “it could easily be something to hang the story onto.” This sensitive and meaningful approach encourages pupils to participate in lessons without fear of

p.11

Pupils’ attitudes, values and personal development

embarrassment when giving an incorrect response. The school’s all-inclusive approach is benefiting pupils’ personal development and desire to succeed.

p.12

Pupils’ attitudes, values and personal development

9. The behaviour of pupils in lessons, when they move around the school and during playtimes is good. They show respect towards visitors and fully understand the impact of their actions on others. In every aspect of school life they are extremely polite and courteous. There have been no exclusions during this academic year and only one fixed term exclusion the previous year. Good pupil behaviour emanates from development of class rules, teachers reinforcement of behaviour expectations and very good behaviour procedures. Pupils adopt sensible behavioural attitudes and know the difference between right and wrong. No bullying was apparent during the inspection week. Pupils work and play well together.

p.12

Pupils’ attitudes, values and personal development

10. The personal, social, health and citizenship education (PSHCE) programme is effective. It imparts important information on personal development and establishes a good ethos around the school. Pupils willingly take on responsibility for helping at school. Opportunities are available for pupils to act as prefects and monitors.

p.12

Pupils’ attitudes, values and personal development

11. Attendance levels over the last three years show a downward trend and are unsatisfactory. Data for the last full year, 2001/2002 shows attendance as being below the national average. The rate of unauthorised absence is well above the national average. However, it is encouraging to report that attendance levels during the first two terms of this academic year are above 95 per cent with a noticeable drop in unauthorised absences. Punctuality is generally satisfactory. Analysis of current data reveals up to 25 per cent of pupils have at least one incident of lateness. Registration procedures are efficient and meet statutory requirements.

p.12

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

12. In the last inspection teaching was judged to be satisfactory overall. It was good in just over four lessons out of ten. 13. The quality of teaching now shows signs of substantial recent improvement. The quality of teaching and learning is now good. It is very good in the Foundation Stage. Nine out of ten lessons observed during the inspection were good or better. Two lessons out of every five were very good or better. Only one lesson was unsatisfactory. 14. The quality of teaching is now a significant strength of the school. It is consistently good and often better. It is consistently very good in the Foundation Stage. This is because of highly effective monitoring of teaching and learning, and recent training that all staff have received. It also reflects the enthusiasm and hard work with which all staff have tackled recent changes, for the benefit of all pupils. 15. There are significant strengths in the teaching of English and mathematics. Teachers

p.12

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

plan very effectively and provide good levels of challenge in most lessons. They follow well the structure of the Literacy and Numeracy Strategies. This is beginning to have a positive impact on standards and a perceptible rise, particularly in attainment in mathematics, is noticeable. Teachers take care to identify groups with different abilities and plan well to meet their needs. Thackley Primary School - 13 16. The teaching of literacy and numeracy supports learning in other curricular areas. For example, in science lessons the pupils have the opportunity to measure accurately and to record the results of their experiments, explaining what the results show. Teachers are beginning to promote good links between subjects so that the pupils can begin to see the relevance of their learning and the way it develops. A good example of this was a Year 5 literacy lesson where the theme of the lesson links very closely with the class history project.

p.12

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

Teachers are beginning to use information and communication technology as a tool in other subjects, however there is room for this aspect to be usefully developed. 17. Throughout the school, the teachers show commitment in their drive to improve their teaching and this is having an impact on the standards pupils achieve. The headteacher has introduced a programme of monitoring teaching and learning and is well aware of strengths and weaknesses throughout the school. All staff strive to improve their own practice and provide the best possible teaching for their pupils. The support and assistance that the teachers give to each other, in planning and reviewing their work, in regular meetings, have a positive impact on the quality of teaching within the school.

p.13

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

18. Teachers usually have good knowledge and understanding of the subjects they teach. They use the correct vocabulary in different subjects, to develop pupils’ knowledge and understanding of each subject. This is particularly evident in science where one of the school’s priorities is to improve scientific language. Teachers employ good questioning skills to challenge pupils to think scientifically and to use appropriate vocabulary.

p.13

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

19. In the most successful teaching, teachers place a significant level of demand upon pupils of all attainments, to ensure that they are fully involved. In weaker lessons, the work given to pupils with different abilities is not sufficiently different to challenge them all. Thus, pupils are unsure of what it is they are to do and lose interest in the tasks, with a subsequent drop in the pace of learning. However, in most lessons, pupils listen carefully to the good instructions that they receive and know exactly what they are expected to do. The vast majority of pupils work hard and the quality of their learning is good. 20. Teachers’ planning is very good. It is exemplary in the Foundation Stage. This is a good improvement since the last inspection. In literacy and numeracy lessons, the teachers plan closely to the structured frameworks. Planning is detailed and informative giving good

p.13

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

structure to the lessons. Teachers know exactly what it is they want their pupils to learn. At the beginning of each lesson, they recap and revise previous learning effectively. Most share the learning objectives for each lesson with the pupils. They return to the aims at plenary sessions to ensure that the objectives have been met. In other lessons the best learning occurs when teachers have a very clear idea of exactly what it is they want their pupils to learn. 21. Teachers use questions very well to establish what pupils know and understand and to help them to think for themselves. A good example of this was a Year 2 science lesson about testing how waterproof certain materials are and what makes a test fair. All staff have high expectations that pupils will behave well and work hard. The vast majority of pupils live up to these expectations. Teachers use praise and encouragement very well so that they

p.13

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

give their best performance. This ensures that most pupils are fully involved in their lessons, work hard and concentrate well. As a result, pupils achieve well. 22. In the small number of lessons where teaching was less successful, teachers’ expectations of what the pupils could achieve were too low. The result was that pupils were not challenged sufficiently and the teaching lacked pace. 23. The way that teachers manage the pupils is very impressive. They constantly strive to find ways to reward and encourage good behaviour and work. They are very sympathetic and positive. Lessons are well organised. Teachers use time and resources very effectively and, as a result, lessons move along at a good pace. The well trained learning support staff Thackley Primary School - 14 give very good support to pupils and considerably enhance their learning. Their contribution to the quality of teaching is significant.

p.13

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

24. The quality of day-to-day assessment is usually good. There are good relationships between teachers and pupils which enhances learning. However, the quality of marking varies from class to class. Marking is most effective when it focuses clearly on what pupils need to do to improve their work. The school has developed a policy for marking pupils’ work and there is much good practice, however, this is not consistently applied. Homework is used well to supplement work done in class. 25. Teachers and teaching assistants provide effective support for pupils with special educational needs. Teaching assistants are usually well deployed and have a good understanding of individual pupils’ learning needs, which they meet effectively. They are familiar with their groups and work well with them, often making a significant difference to pupils’ learning during lessons. This was apparent in a Year 4 history lesson when the

p.14

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

teaching assistant worked closely with a small group explaining the beliefs of the Ancient Egyptians regarding life after death. Overall staff take care to ensure that work is well matched to individual needs and that pupils build on their previous learning. On occasions work is of a more general nature and has not been adjusted to meet the needs of the individual pupil. When this occurs the pupil is fully supported and succeeds because of the support from the teaching assistant.

p.14

PUPILS OR STUDENTS?

26. The curriculum is satisfactory overall; it is broad, relevant and interesting to the pupils. The quality and range of learning experiences is satisfactory. In all subjects statutory requirements are met. Since the last inspection in December 1997, curriculum planning has improved considerably. The school has recently allocated additional teaching time to information and communication technology, in its determination to improve standards. This has proved successful.

p.14

PUPILS OR STUDENTS?

27. The curriculum for the children in the Foundation Stage is outstandingly good. Teachers and support staff plan the children’s work with very good regard to the curriculum specially designed for young children. There is very clear emphasis on learning through play, alongside which are detailed strategies for the development of the children’s personal and social skills, as well as the progression of their speaking and listening and mathematical skills.

p.14

PUPILS OR STUDENTS?

28. The school has recently made raising standards in English and mathematics a major priority and considerable curriculum time has been allocated to this end. However, it is aware that further development of the curriculum is now necessary in order to deliver an even more broadly balanced curriculum. There is now a need to extend the pupils’ learning experiences in other non-core subjects 3 to enable them to make effective use of their developing literacy and numeracy skills, particularly with opportunities for extended writing.

p.14

PUPILS OR STUDENTS?

29. The school has recently focused on developing teaching through topics involving a range of different subjects. Provision has also been made for subjects such as history and geography by blocking periods of timetable time to enable teachers to concentrate more heavily on one aspect at a time. French is taught in Years 5 and 6 which enhances the curriculum.

p.14

PUPILS OR STUDENTS?

3 Non-core subjects: these are art and design, design and technology, geography, history, information and communication technology, music and physical education. Thackley Primary School - 15 30. The school has successfully embraced the National Strategies for Literacy and Numeracy. In Years 5 and 6 pupils are grouped according to their abilities for these lessons. This effective strategy enables the teachers to plan for a narrower range of ability in the group. As a result the pupils have more help and support with tasks which are more closely matched to their abilities. This has a positive effect on how they approach their work and how well they achieve. Teachers plan the curriculum very well to meet the needs of all pupils and this is now beginning to have a beneficial impact on their progress.

p.14

PUPILS OR STUDENTS?

31. There is a satisfactory range of extra-curricular and additional activities. This includes football, running, drama, craft, singing for performance, recorders and violins. Opportunities to develop and extend pupils’ learning are maximised through the use of well-planned visits, including those to a synagogue and mosque. These visits widen pupils’ awareness and understanding of different religions and faiths and enhance the provision for their cultural development. Visitors are invited into the school to further pupils’ interest and understanding. The school is also profitably involved in local initiatives such as a Networked Learning Community bid with a local high school and other primary schools to develop citizenship. The school offers initial teacher training experiences to students from two institutions. There are also good links with local high schools. This enhances arrangements for the transition of

p.15

PUPILS OR STUDENTS?

pupils in Year 6 and helps prepare them for the move to their next schools.

p.15

PUPILS OR STUDENTS?

32. This is an inclusive school and generally pupils have very good equality of access to the curriculum. Because the school has an admission limit of forty five pupils in each year group there are some mixed-age classes. Subject leaders work hard to ensure that pupils in split age classes receive an equal entitlement to learning opportunities. Teaching assistants are deployed in each class and give very good support, encouraging pupils to learn independently. For example in reception, rather than tidy up after pupils as they change for physical education, the teaching assistant quietly reminds children that they have left their belongings on the floor and praises them as they put their clothes away tidily. In Year 4, a pupil with particular needs is encouraged to make his own decisions and work independently on a computer.

p.15

PUPILS OR STUDENTS?

33, Provision for pupils with special educational needs is good. There are good systems in place to ensure that all these pupils are fully supported in all aspects of their learning and that they all have total access to a broad and balance curriculum. Pupils with Special Educational Needs are clearly identified and the groups and setting in literacy and numeracy allow them to have full access to the curriculum at their own level and pace whilst still being challenged and encouraged at all times. A very good example of this was in a Year 3 class when the teacher used a pupil’s work to demonstrate to the class exactly what he wanted them to achieve.

p.15

PUPILS OR STUDENTS?

34. There is very good equality of access and opportunity for both girls and boys, for pupils with special educational needs and ethnic minority pupils. The good planning and use of appropriate teaching methods and materials and the good monitoring and support of pupils’ academic and personal progress provide this. Staff know their pupils well and their individual needs. The relationship between staff and pupils is very good. Staff are aware of the needs of the pupils and are caring and helpful towards them. The monitoring of pupils with Special Educational Needs is very good. Careful and detailed records are kept. Parents are kept well informed of their child’s progress through the targets set on their Individual Education Plans and are welcome to come into school.

p.15

PUPILS OR STUDENTS?

35. The provision for the personal, social and health education of pupils is good overall. Following a warm-up activity in a reception class physical education lesson, children explain that their hearts are beating fast and that they are breathing quickly because they have been running fast. Pupils in Year 6 have a range of responsibilities in school such as introducing Thackley Primary School - 16 the music and the composer for assemblies. They also supervise younger pupils in the quiet room at lunchtimes. The School Council is developing in its effectiveness. Pupils are encouraged to contribute their ideas to a range of developments in school, including the provision of appropriate playtime activities. Older pupils talk about lunchtime activities and explain the rewards for good behaviour.

p.15

PUPILS OR STUDENTS?

36. Provision for pupils' personal development is generally good, maintaining the standards identified in the previous inspection. The provision for pupils' moral and social development is very good and has a positive impact on pupils' good behaviour and attitudes to school.

p.16

PUPILS OR STUDENTS?

37. Provision for the spiritual development of pupils is satisfactory. Daily assemblies ensure that statutory requirements for collective worship are met and planning for assemblies is good with a range of appropriate themes covering all aspects of pupils' personal development. Assemblies provide pupils with valuable insights into the spiritual aspects of life when they include opportunities for prayer and reflection, such as when pupils consider Gods' forgiveness in relation to what happened at Easter time. However, some assemblies lack spiritual content. Opportunities for pupils to reflect on their feelings and values are restricted. In lessons the teachers give pupils time and opportunity to consider and answer questions relating to subject content, but it is not the practice in every class for the teachers to use the time at the end of lessons to discuss with pupils and encourage them to reflect on what they have learnt and achieved.

p.16

PUPILS OR STUDENTS?

38. Moral development is given a high priority and provision is very good. Pupils are involved in drawing up the rules for behaviour and there is a shared understanding of what is expected. Staff show great respect for pupils and promote positive behaviour by their own example and by praise and encouragement as well as consistent but unobtrusive application of the positive behaviour policy. Older pupils in the school are following a programme of study which includes considering moral issues for example in relation to stealing. Pupils are encouraged to express their feelings about bullying through their posters on the theme of "Beat the Bully"

p.16

PUPILS OR STUDENTS?

39. Provision for social development is very good. Pupils' self-esteem and confidence are boosted through giving them important responsibilities within the school community. The setting up of a School Council has introduced pupils to elements of citizenship. Elected class representatives meet regularly to consider issues affecting the school. During the inspection the council members interviewed caterers about the proposed salad bar service. Prefects are elected and expected to set a good example to others in the school. As well as looking after younger pupils during playtime and lunchtime, some prefects are given the extra responsibility of looking after the welfare of more vulnerable pupils and actively promoting the anti-bullying policy. The school successfully fosters a sense of citizenship and concern for others by raising funds for a variety of charitable causes chosen by the pupils. Residential

p.16

PUPILS OR STUDENTS?

visits provide pupils with opportunities for social interaction and encourage independence as pupils take part in adventurous activities.

p.16

PUPILS OR STUDENTS?

40. Provision for cultural development is good. There are regular visits to museums, art galleries and places of geographical and historical interest. The planned curriculum for religious education ensures that the beliefs and ideas of Christianity and other major world faiths are taught well. Visitors to the school such as a Methodist minister, a Buddhist, and a Jewish faith leader, who talk about of their traditions and values, effectively foster pupils' awareness of their own and other cultures. Visits to places of worship such as a Mosque and a Baptist church are equally effective. Pupils experience live theatre within the school and enjoy listening to a variety of live musical performances to promote their awareness of a Thackley Primary School - 17 range of music traditions including different styles and instruments. Pupils in Years 5 and 6 learn some French and hear about French culture.

p.16

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. This is a very caring and supportive school. Through rigorous evaluation of pupils’ educational needs and risk assessments the school is able to operate systems that encourage all pupils to achieve their full potential in a safe and secure environment. As an all-inclusive school it creates a clear ethos that permeates throughout all year groups. Since the last inspection the school is improving upon the level of care and support it provides to pupils.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. Child protection procedures are very good. The headteacher, fully trained in child protection issues and responsible for dealing with matters of concern, imparts this knowledge to all members of staff so they may sensitively deal with any evidence of child abuse. Teachers know their pupils well. They react quickly when they sense “things are not going well” with any individual pupil. There are no pupils on the “at risk” register.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. Members of staff are conscious of the need to pay attention to the welfare and well- being of pupils. There are five trained first-aiders at the school. When pupils are injured as a result of an accident, or feeling unwell, they can recover in private and away from the “hustle and bustle” of school life in a pleasant designated medical room. The school regularly carries out risk assessments and appointed personnel continuously review health and safety issues. The school needs to consider whether finger-safe devices on doors in the foundation stage and in other areas of the school would add to the pupils’ safety.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. The school has good procedures for monitoring and improving attendance and uses electronic facilities for recording and monitoring this important aspect. This facilitates detailed reports on levels of attendance, lateness and holidays taken during term time for all pupils or selected pupils. Trends in levels of attendance are readily identifiable. These systems are helping to positively raise the level of attendance. The introduction of ‘follow up’ letters is also having a positive effect of making parents aware of the need to confirm reasons for absence. This is lowering the levels of recorded unauthorised absences. The Educational Welfare Officer does not visit the school on a regular basis but is always there to offer advice when requested on matters of attendance or welfare.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. There are very good procedures for monitoring and promoting good behaviour. Teachers effectively implement behaviour control strategies. Pupils are fully aware of their teachers’ behaviour expectations and respond appropriately. Names of pupils displaying disruptive behaviour during lessons are recorded in the classroom Behaviour Book. Teachers evaluate whether to include pupils who exhibit high frequency of inappropriate behaviour onto the special educational needs register. Behaviour targets are then set and formal monitoring with parental involvement begins. Procedures for monitoring and eliminating oppressive behaviour are effective. No bullying was evident during the inspection week.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. Procedures for monitoring and supporting pupils’ personal development are good. The personal, social, health and citizen education programme encourages teachers to keep tracking records for all pupils under their care. Progress in pupils’ personal development is easily accessible from these records and they provide very useful information on achievements, behaviour and general comments. Thackley Primary School - 18 47. The procedures for assessing children’s attainment in the Foundation Stage are very good. An initial assessment on entry to the nursery provides the starting point for the staff to plan work that is very well matched to the children’s needs. This work is continued in the reception classes and very effectively impacts on the rate of learning for all children. Records are detailed, informative and regularly updated. There is good liaison with parents and outside agencies for children with special educational needs to ensure that they make

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. The procedures used by teachers to assess and monitor pupils’ progress throughout Years 1 – 6 are very good. The strength of this very good practice is a result of the rigorous and continuous programme of evaluation and testing conducted by the school, and the way in which this information is used to influence the curriculum and modify lesson planning to meet pupils’ learning needs. All pupils know their individual targets. Older pupils are quite clear about how these are decided and what they have to do to improve. This use of assessment information to detect weaknesses in pupils’ knowledge and understanding, and to move them on when it is time, helps pupils of all abilities with their learning. This makes a good contribution to the successful achievement of most pupils. However, teachers’ marking is inconsistent and not always used effectively to inform pupils what it is they need to do to

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

move to the next stage of learning. Thus, this is a weak link in the overall very good methods used to monitor pupils’ achievement.

p.18

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

49. There is a 60 per cent over-subscription for places at the school – 72 applications for 45 places. Parents want their children to come to this school.

p.18

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

50. Parents hold satisfactory views of the school as the 150 returned questionnaires indicate. However, there are five areas requiring further investigation as there is a measure of disagreement reported in the questionnaires.

p.18

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

51. These disagreements are in relation to: • children receiving the right amount of homework • informing parents of their children’s progress • the school working closely with parents • the school’s leadership and management • the school’s provision of a range of activities outside of lessons. When compared with the last inspection these comments suggest lower levels of support from parents.

p.18

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

52. Evidence confirms work set for pupils to do at home is acceptable. The work takes the form of home/school reading scheme, spellings, mental arithmetic skills and research tasks relating to class topics.

p.18

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

53. In response to some criticism from parents the format and layout of reports on pupils’ progress was modified in Summer 2002. The school plans to monitor the use and effectiveness of the new format in line with published guidelines from Department for Education and Skills (DfES). At the present time they give attainment levels for all curriculum subjects but could give more detailed comments on progress and areas for development in specific non-core subject areas.

p.18

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

54. Evidence confirms the school works closely with parents. There are regular consultation sessions when changes are made to policies directly affecting parental involvement. For example, parents were consulted about the new behaviour policy and changing the progress report layout. A selection of DfES publications are available for Thackley Primary School - 19 parents to read in the event of any queries about the educational services provided by the school. The school regularly sends newsletters to parents informing them of school events. Inspection evidence confirms the school is well led and managed. The governing body is effective in fulfilling its responsibilities in ensuring clear educational direction.

p.18

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

55. The school provides a satisfactory range of activities outside of lessons. After the school day there are activities covering drama, recorders, violins, running, craft and singing. Very few parents help around the school but they support the events organised by the active parent teacher association each year and raise extensive funding for school.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

56. The quality of information provided to parents about the school activities is satisfactory. The combined School Prospectus and Annual Report contains very useful information for prospective parents and gives a very clear picture of the school. However, there is a minor omission on the numbers of pupils on roll and inappropriately presented data of national test results for the seven and eleven-year-old pupils. In order to fully meet statutory requirements the school should address these anomalies when next reviewing this document.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

57. Parents make a good contribution to children’s learning at home. This extends to grandparents who are active in helping at home and in bringing the children to school each day. The majority of pupils are fortunate to be able to share their learning with grandparents.

p.19

HOW WELL IS THE SCHOOL LED AND MANAGED?

58. The headteacher is a very efficient and effective manager who gives the school determined leadership, firmly focused on raising standards. She has carried through an action plan to address the issues for improvement identified in the last inspection. This has been successful. The quality of teaching in particular has improved and this is beginning to raise standards. She has a very clear vision of the direction the school should move in and takes very firm action to make it happen. The senior management team gives her good support. Subject leaders now take an active role in monitoring provision and standards in their subjects.

p.19

HOW WELL IS THE SCHOOL LED AND MANAGED?

59. The governing body is active and supportive. Governors fulfil their statutory duties well. They are fully informed about school activities. The headteacher gives them comprehensive reports and the result is that they have a good understanding of the strengths and weakness of the school. They ask challenging questions in holding the school to account for its standards. They are actively involved in formulating the school improvement plan, in which spending is closely linked to the raising of standards and to school improvement projects. Governors are also involved in monitoring expenditure against projections, on a regular basis.

p.19

HOW WELL IS THE SCHOOL LED AND MANAGED?

60. School improvement is planned rigorously. Targets for development are clearly identified with clear success criteria. The school’s recent priorities have centred around improving the quality of teaching, improving curriculum planning, and in developing staff roles in monitoring work in their subjects. There has been a strong emphasis on the way that the school evaluates its effectiveness. Effective systems of assessment and target setting have also been introduced and together these measures have had an impact on standards . As a result they are beginning to rise.

p.19

HOW WELL IS THE SCHOOL LED AND MANAGED?

61. Day-to-day financial management is efficient. Specific grants and other funding are allocated very carefully for their intended purposes. The office staff are very efficient and provide the headteacher and teaching staff with very good support. Thackley Primary School - 20 62. Teachers and teaching assistants are very well qualified to meet the needs of the curriculum. The school has a generous number of support staff who are well deployed in the school’s drive to raise standards. Midday staff are well organised and helpful and ensure good lunchtime routines.

p.19

HOW WELL IS THE SCHOOL LED AND MANAGED?

63. Resources for teaching are adequate in most areas of the curriculum and good in mathematics and music. However resources for the teaching of design and technology, particularly for pupils in Years 3 – 6 are insufficient. At the present time the school library is inadequate for the number of pupils, but the school has plans to improve this area.

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

64. The rebuilding of the school to meet the needs of pupils of the whole primary range is now complete. The accommodation now meets an acceptable standard, however there are deficiencies. The hall is large but used as a thoroughfare which can be a distraction in physical education and music lessons. The school does not have its own playing field and some of its outdoor play areas are bleak and uninviting. To counter these deficiencies use is made of sports facilities at a neighbouring school. The school has plans, involving suggestions made by the pupils, to enhance its outdoor areas.

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

65. The school is kept clean and tidy thanks to the work of the caretaker and his hardworking team. Displays are particularly effective in the classrooms and corridors. They combine to create an interesting environment. They are of practical use because they support pupil’s learning.

p.20

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Thackley Primary School - 21 66. In order to further improve the quality of education and standards achieved, the headteacher, staff and governors should:

p.21

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) raise standards in science (paragraphs 2, 3, 111, 116 )

p.21

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) improve the quality of pupils writing throughout the school ( paragraphs 91, 97, 98 )

p.21

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(3) raise the status of the non-core subjects (paragraphs 28 , 99 )

p.21

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(4) ensure greater consistency in the quality of marking so that pupils know exactly how to improve their work (paragraphs 24 )

p.21

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

These issues are identified in the school’s current plan for improvement.

p.21

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

67. In addition to the key areas for development, the following less significant but nevertheless important aspects should be considered for inclusion by governors in the action plan:

p.21

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• Continue to take measures to improve attendance • Find ways to make parents feel that the school works closely with them • Improve the spiritual dimension of school life, identifying opportunities in planning across the curriculum for pupils to reflect and wonder at things which amaze and puzzle them, in the natural and man-made worlds and life in general

p.21

EDUCATIONAL NEEDS

68. The Resourced Provision for children with special educational needs is very good with some excellent aspects. The provision is for 12 children, six in the morning and six in the afternoon. At the moment there are five children who attend in the afternoons and one child who attends in the mornings. All children are fully integrated within the mainstream nursery. The very good integration opportunities ensure full access to the very good early years curriculum for all the children. The children have a wide range of needs and these are very well catered for through the excellent quality and range of learning opportunities offered to them within the mainstream nursery. These children will not necessarily transfer to the mainstream reception class unless they live in the area.

p.21

EDUCATIONAL NEEDS

69. One teacher and one nursery nurse staff the resource nursery. They work very effectively as part of the mainstream nursery provision. This arrangement provides very good opportunities for the children to benefit from the social interaction of a greater number of children and provides them with access to a greater number of adults. There are exceptionally good links developed by staff with parents before the children enter nursery and this is continued throughout the children’s nursery education. Staff are very well supported by other support agencies who attend all review meetings and provide considerable support in the writing of individual programmes of work. Thackley Primary School - 22 70. During their time in the nursery the children make good progress in relation to the specific targets in their individual educational plans. The children have equality of access and opportunity to the full curriculum. Progress can be seen when for example the children

p.21

EDUCATIONAL NEEDS

choose their own activities, tidy away willingly and make good attempts to dress themselves for outdoor play. Some are able to identify their own name card and self register by placing it in the appropriate place.

p.22

EDUCATIONAL NEEDS

71. The children’s personal and social skills are developing well and their behaviour is very good and at times excellent. Children settle very well in nursery and establish effective relationships initially with the teachers then with other children as they join them in their group activities. Snack time offers very good opportunities to develop interactive social skills. Children choose their own time to have their snack and know the rules, for example they can only have one piece of fruit but are allowed extra milk. They sit happily together enjoying their fruit and drink. Though happy to play alone they also play alongside other children and are beginning to maintain interest in both directed activities and activities of their own choice. The children are developing good turn-taking skills and co-operate both in small and large activities.

p.22

EDUCATIONAL NEEDS

72. The children enter nursery with mixed abilities in speaking and listening skills. Individual educational programmes are very well planned to take account of the children’s needs and staff follow these carefully. One child for example chatted away happily as she painted her ladybird as part of the nursery topic. The children particularly enjoy listening to stories and singing nursery songs and rhymes.

p.22

EDUCATIONAL NEEDS

73. Most children can recognise their own name and know that words and pictures carry meaning. Some make good attempts to write their own name when making cards for baby bear and are able to distinguish one sound from another.

p.22

EDUCATIONAL NEEDS

74. There are many opportunities for the children to develop their mathematical skills. The nursery routine of directed activities and self-choice opportunities ensures children become aware of number, shape, space and size. The children make good progress, they match colours and textures with some accuracy and show a growing understanding of number in for example, nursery rhymes when singing ‘five fat sausages’. One child knows that when he has three sausages he will need two more to make five. The children experiment with a range of objects and materials using words such as big and small.

p.22

EDUCATIONAL NEEDS

75. The children’s knowledge and understanding of the world is developing by exploring for instance the properties of sand and water. They make good attempts to draw the route between Tigger and Winnie the Pooh’s house. They show curiosity and interest by exploring surroundings using their senses to explore the physical world. Some children are able to activate the touch screen while others use the mouse when working with the nursery nurse on the computer.

p.22

EDUCATIONAL NEEDS

76. In physical development most children move confidently and imaginatively with varying degree of control and co-ordination. The children have equal access to all the activities. They are aware of the need for safety and so are careful and considerate to one another. They are developing an understanding of positional language such as on, in, and under. Fine motor skills are being established with tools such as brushes and crayons. They are beginning to share and play together when for example working with the nursery nurse to follow instructions and build a moving truck.

p.22

EDUCATIONAL NEEDS

77. In creative development the children respond to what they hear and feel. They listen carefully as the teacher claps a rhythm. They try hard to repeat the pattern with more able children making more complex rhythms with increasing speed. They roll playdough and Thackley Primary School - 23 make shapes using pastry cutters and scissors. They explore different media and respond with pleasure when for example they play with a large tray of shaving foam and make comments such as ‘it’s soft, and light’. They make simple models from a variety of materials enjoying for instance tearing and scrunching tissue paper.

p.22

EDUCATIONAL NEEDS

78. The quality of teaching in the resourced area is very good and sometimes excellent. Staff have a very secure knowledge of the early learning curriculum for nursery children and provide very well planned lessons with very good learning objectives matched to children’s needs and abilities. Children are assessed on entry into nursery and the day to day assessment based on this is built into the very effective planning Each child has a very good and individual educational plan, which has specific targets to ensure that their specific needs are met in full. The planning ensures continuity and progression and dovetails into the mainstream nursery planning. Staff provide continual support in mainstream nursery to ensure all integration opportunities are purposeful as well as social. The continual monitoring and assessment by the staff not only informs future teaching and planning but also have a very positive impact on the children’s progress within this very good provision .

p.23

EDUCATIONAL NEEDS

79. The children have full access in all areas of the early years curriculum. The school fully complies with the Code of Practice, assessment reporting and recording requirements. The school is fully meeting statutory requirements regarding statements of special educational need for those children who hold a statement of need. Both the teacher of the resource nursery and the teacher of the mainstream nursery are fully dedicated to full inclusion in every aspect of nursery life for these children and because of this very close teamwork, all children enjoy a fully inclusive nursery education. Thackley Primary School - 24

p.23

Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 32

p.24

Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very Poor

p.24

Summary of teaching observed during the inspection

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

p.24