Crowlees Church of England Voluntary Controlled Junior and Infant School

CROWLEES C of E (VC) PRIMARY SCHOOL

Dates of inspection: 18 - 19 November 2002

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CROWLEES C of E (VC) 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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CROWLEES C of E (VC) 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. Crowlees C of E (VC) Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Springfield Park Parker Lane Mirfield West Yorkshire Postcode: WF14 9PD

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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: Reverend Peter Craig-Wild

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 12 January 1998 Crowlees C of E (VC) Primary School - 4

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Team members

21060 Mr G Brown Registered inspector 9348 Mrs M Le Mage Lay inspector 17877 Miss C Ingham Team inspector 11510 Mr K Oglesby Team inspector

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Team members

Demeter House Station Road Cambridge CB1 2RS

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Team members

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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Team members

The Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Crowlees C of E (VC) 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

Crowlees is an above average size primary school situated in the small town of Mirfield between Huddersfield and Dewsbury. There are 14 single age classes in the school giving a total roll of 409 pupils with slightly more boys than girls. The school is over-subscribed and, although many pupils come from the mainly privately owned properties surrounding the school, others come from a range of more distant areas. On entry to the reception class, significant numbers of children are above average in terms of their personal development, language and communication and knowledge and understanding of the world. A well below average number of pupils (3.5 per cent) is entitled to free school meals. There are 23 pupils, mainly from Indian and Pakistani backgrounds, for whom English is an additional language, but none are at an early stage of English acquisition. A small number of pupils (4 per cent) have special educational needs, including some with physical or other specific learning needs. Four

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INFORMATION ABOUT THE SCHOOL

pupils have Statements of Special Educational Needs. The school works under its Christian Foundation and seeks to promote high standards and a range of meaningful experiences for pupils within a safe and caring environment.

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HOW GOOD THE SCHOOL IS

Crowlees is a highly successful school with several outstanding features. Pupils achieve particularly well and many reach well above average standards for their age. The pupils benefit from the excellent leadership and management provided by an experienced headteacher and a strong and committed team of staff and governors. The quality of teaching and learning is very good and the school provides very effective education for all its pupils. It continues to fulfil its basic aims very well, particularly its emphasis on high achievement and the personal development of the pupils. The school provides very good value for money.

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What the school does well

• By the end of Years 2 and 6, pupils’ standards are well above average in the core subjects of English, mathematics and science. Standards in many other subjects are also high. • The quality of teaching and learning is very good and enables pupils to make rapid and sustained progress as they move through the school. • The quality of leadership offered by the headteacher is excellent and provides the key to a strong and influential management team. • The learning opportunities for pupils are very good. The curriculum is rich, exciting and challenging. • The school is successful in its provision for pupils with special educational needs and those who are able, gifted or talented. • There is very good provision for the pupils’ spiritual, moral and social development. This helps to create a positive school ethos marked by very good working relationships. Pupils show excellent attitudes to their work together with high standards of behaviour.

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What could be improved

• There are no significant areas of weakness for the school to address. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in January 1998 when the standards achieved by the pupils were judged to be good. In addition, the quality of education, the school’s climate for learning and the management and efficiency of the school were all very good. The school had no key issues to address following its previous inspection. Since that time, it has continued to make very good progress, overall. Pupils’ standards have risen still further and all the strengths recognised during the previous inspection, have been either sustained or have improved again. The school has also benefited from the effective use of several national initiatives such as the Literacy and Numeracy Strategies and the support given to staff through performance management. This is a school that tries hard and successfully to improve on its already very good standards and qualities. Crowlees C of E (VC) Primary School - 7

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STANDARDS

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

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Key

2000 2001 2002 2002 very high well above average A* A English A A A B above average average B C Mathematics A* A* A* A* below average well below average D E Science A B A A

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Key

The school achieves high standards across all its age groups. Most children in the reception classes achieve very well and are on course to leave that year group with well above average standards, particularly in their speech and language, mathematical development and knowledge and understanding of the world. Infant pupils also achieve very well and inspection evidence supports those trends reflected in the annual tests for Year 2 pupils, namely that standards are well above average in reading, writing, mathematics and science. The results of statutory and other tests, combined with inspection evidence, confirm the well above average standards reached by pupils by the end of Year 6. In the Year 6 tests conducted in 2002, pupils’ achievements reflected well above average standards in English, mathematics and science. Taking these subjects as a whole, the results were among the top five per cent in the country. In the same year, pupils performed very well in relation to schools in similar social

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Key

settings, particularly in mathematics. Pupils continue to achieve very well over time and there are no significant differences between the attainment of girls and boys. The very few pupils with special educational needs make very good progress in relation to their own learning targets. Higher-attaining pupils also achieve very well; a small proportion reach Level 6 in their language or mathematics, which is exceptional. Standards in several other National Curriculum subjects are also above average, including information and communication technology, design technology, geography and history. The targets set for pupils’ attainment in the future are high and challenging and current evidence suggests there is every likelihood that many will achieve these.

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Aspect Comment

Attitudes to the school Excellent. Pupils are very eager to learn and to do their best. Many show good awareness of their own targets and how they can improve.

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Aspect Comment

Behaviour, in and out of classrooms Good, overall, and consistently very good during lessons. The school’s code of conduct is well established and pupils respond to it very well, behaving sensibly and safely for their age.

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Aspect Comment

Personal development and relationships Very good. The positive working relationships are a true reflection of the pupils’ maturity and of the values the school helps to promote. The all- round development of the pupils is central to the school’s aims.

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Aspect Comment

Attendance Very good and well above the national average. Crowlees C of E (VC) Primary School - 8

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

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

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

The quality of teaching and learning is very good across the school. Effective teaching begins in the reception year and then extends throughout the school. There is a particularly strong emphasis on high teacher expectations and on the thorough planning of lessons, all of which target very successfully the needs of pupils with widely different abilities. During the inspection period, only good, very good or excellent teaching was observed in a wide range of subjects. The teaching of both English and mathematics is very effective and a major reason why pupils do so well in much of their learning. The control and management of pupils is firm but unobtrusive and this keeps them well focused and helps to bring challenge, clarity and pace to their learning. Staff display children’s work to a high standard and this raises pupils’ self-esteem and their individual efforts still further. The assessment of pupils’ work,

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

including everyday marking, is an integral part of teachers’ planning and is used very well to support pupils’ learning. Most teachers also have the ability to make learning enjoyable as well as challenging for the pupils. They use support staff, parents and a wide range of attractive resources to help make lessons meaningful and productive. Homework is used satisfactorily to both support and extend pupils’ learning.

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Aspect Comment

The quality and range of the curriculum The quality, range and organisation of learning opportunities are all very good and represent a considerable strength of the school. The full statutory curriculum is enriched well by a sound range of educational visits, visitors and extra-curricular activities.

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Aspect Comment

Provision for pupils with special educational needs Very good. Pupils with special needs are carefully assessed and well targeted in class through individual planning and additional support.

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Aspect Comment

Provision for pupils with English as an additional language Very good. Currently there are no pupils at an early stage of English Language learning but very good procedures exist should any pupil require additional support in this respect.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good, overall, particularly in relation to the emphasis given to the spiritual, moral and social development of the pupils. The school’s provision for cultural development is good but could be usefully extended into a wider range of lessons. The school prepares pupils satisfactorily for life in a diverse society.

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Aspect Comment

How well the school cares for its pupils Good. Although large, the school does not lose sight of the need to know and support all its pupils as individuals. Matters relating to pupils’ welfare and child protection are also good. Health and safety assessments are carried out regularly, including the safe use by pupils of the Internet. The methods used to assess, monitor and record pupils’ academic progress are all very good. Very effective use is made of these many forms of assessment to help set new targets for the future progress of the pupils. Crowlees C of E (VC) Primary School - 9 Many parents are eager to support their children’s learning. The school welcomes their contributions through helping in class, on outside visits and becoming involved in the work their children do at home. Parents make a good contribution to learning in these respects. Their views of the school are also very positive.

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Aspect Comment

Leadership and management by the headteacher and other key staff Excellent. This provides a cornerstone for the pupils’ high standards. A strong, talented and committed team of staff help support the drive and vision given by the headteacher. The contribution made by subject leaders is particularly influential.

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Aspect Comment

How well the governors fulfil their responsibilities Very good. Governors are also very committed, have a good grasp of the aims and strengths of the school and meet their statutory requirements. They contribute widely to school life, including aspects of monitoring and strategic planning.

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Aspect Comment

The school’s evaluation of its performance Excellent. A school that is constantly trying to improve still further by careful monitoring of its past and present performance and by establishing fresh priorities as new initiatives get underway.

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Aspect Comment

The strategic use of resources Very good. The school uses its available finance and annual grants well to help meet its aims and declared priorities. Very good financial systems are in place ensuring the school gets best value from its available resources. There are very good levels of staffing, including a team of effective support staff. Learning resources are of very good quality and the accommodation is good, overall, with a particularly attractive library, computer areas and a new teaching block for Year 6 pupils.

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What pleases parents most What parents would like to see improved

• The standards reached by the pupils and the progress they make over time • The quality of teaching. Teachers know the pupils well and support them in all sorts of ways • Children are expected to work hard, behave well and to do their best • The school is well led and managed • The school is helpful when parents are faced with any questions and problems. • The quantity of homework given to pupils should reflect their needs and ages a little more • The range of extra-curricular activities could be extended.

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What pleases parents most What parents would like to see improved

The inspection bears out all the positive points made here by parents and indeed, recognises many of them as ongoing strengths of the school. The type and amount of homework given to pupils is within the range commonly found in most primary schools and is used satisfactorily to support pupils’ learning. The range of extra-curricular activities is again satisfactory for a primary school of this size. The school is trying to find ways to ensure that clubs and groups meet as often as possible throughout the year and will try to involve an even wider range of interested pupils. Crowlees C of E (VC) Primary School - 10

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subjects are also high

1. The results of statutory and other forms of assessment, supported by inspection evidence, confirm that pupils’ standards are well above average by the end of Years 2 and 6. These high standards have been sustained by the school over a long period. In English, pupils speak, read and write to well above average standards and these skills are used convincingly to support other areas of the curriculum. From a young age, pupils show great confidence when explaining their work to visitors and speak with clarity when answering questions in front of the class. Reception children, for example, spoke and wrote enthusiastically about every aspect of their recent visit to the local bakery. Individual pupils from Year 2 readily explain the computer graphics which illustrate their work on the Fire of London, whilst those in Year 6 are very articulate when debating the influence of ancient Greece on the architecture in their own area. The use that pupils make of

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subjects are also high

technical language is at times quite outstanding and reflects high levels of comprehension and consistently very good teaching.

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subjects are also high

2. Pupils read a wide range of books both for enjoyment and also to support their learning in many National Curriculum subjects. When reading aloud, they are expressive, respond accurately to punctuation and show excellent understanding of characterisation, including how the author creates special effects. The pupils’ reading records are very well maintained and reflect titles and subjects sometimes well in advance of their age. Pupils in Years 3 to 6 can talk freely about the books they have read, including their favourite authors. Many pupils show their knowledge and growing sense of taste in literature when they write their own book reviews. Pupils in Years 5 and 6 display very good research skills when they interrogate topics on the Internet or use the index pages of non-fiction books in order to bring out information on their chosen projects.

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subjects are also high

3. Most pupils show well above average imagination when writing creatively on a wide range of topics. Year 2 pupils wrote particularly well about an animal adventure in Egypt and were highly imaginative during their own versions of ‘The Space Dragon.’ Pupils in Years 3 to 6 also write imaginatively, factually and convincingly on a wide range of topics. Their growing skills in literacy are used to good effect when taking notes in science, retelling Bible stories or writing in the style of a particular author. Some of their work borders on excellence when writing about the contents of their bedroom, ‘Mirfield Fun Day’ or ‘Looking after a dog.’ Year 6 pupils study and write their own poetry to a very good standard, whilst those in Year 5 can offer good examples of play- scripts. A significant strength of most pupils’ writing is their understanding, grasp and use of good grammatical structures. Sentences, phrases and clauses are used correctly and pupils

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subjects are also high

improve their work through self-checking and by adding their own descriptive vocabulary. Many pupils use the computer for such improvements. Spelling is accurate and can be easily traced back through vocabulary practised as homework. A further striking feature of many exercise books is the high quality of presentation offered by almost all the pupils. Considerable pride is reflected in their everyday efforts.

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subjects are also high

4. Well above average standards in mathematics are reflected in pupils’ workbooks, well-produced displays and during daily lessons. As in English, pupils produce a wide range of well-presented and accurate work. The understanding and use of number is perhaps the most significant of many strengths pupils possess. Most show very good recall of their number tables and are adept in applying their growing knowledge of how numbers relate to each other, that is place value. Many, for example, are fully aware of the relationship between addition and subtraction, multiplication and division. Pupils also have considerable strengths in mental work. During oral sessions taken as part of the Numeracy Strategy, pupils show speed and accuracy when handling large numbers. The very good teaching also provides them with a wide range of strategies to help complete number problems in a variety of ways. Pupils as young as those in

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subjects are also high

Crowlees C of E (VC) Primary School - 11 Year 1 show very good understanding of the order of numbers and use mathematical language such as ‘fifth, ‘tenth’ and ‘larger than’ with accuracy and confidence. Year 2 pupils are quick at spotting ways of adding and subtracting 11, to or from large numbers, whilst almost all those in a Year 5 class knew that that the 5 in 35367 represented five thousand. Pupils are introduced to a wide range of mathematical topics as they progress through the school. Some very high standards were noted in work on fractions, decimals, percentages and aspects of probability. By the end of Year 6, most pupils have a very clear understanding of area, perimeter, the properties of complex shapes and know how to use metric measures in relation to distance, area, weight and volume. As pupils get older, some of the work becomes extremely challenging whereby they have to use and apply their mathematical skills in investigations and problem solving. Pupils get

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subjects are also high

very good practice in using these mathematical skills as a means of supporting other subjects, such as design and technology. They use information and communication technology well to illustrate their work on many aspects of data handling.

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subjects are also high

5. Pupils’ efforts in science also reflect well above average standards in knowledge, understanding and practical work. Pupils retain their knowledge well and use their growing understanding of scientific principles to good effect. From Year 2 onwards, pupils understand the concept of how to conduct a fair test and this is shown in their investigations and recordings, both of which are usually completed to a very good standard. From discussions with Year 6 pupils, it is very clear that many reach the point where they can set up their own experiments in order to investigate topics such as friction and insulation. Exercise books show that pupils cover a wide range of topics and that this work involves either group research, close observations or practical tasks that seek to make sense of pupils’ experiments. The emphasis within teaching and learning is on making predictions and explaining why things happen as they do. Pupils’ work is particularly well

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subjects are also high

supported by careful recordings and annotated diagrams. When Year 2 investigate topics such as changing materials and growing broad beans, the pupils’ work is completed accurately to a high standard and the skills needed for scientific investigations have been thoroughly aired and practised. Similarly, when Year 6 pupils carry out investigations on the impact of light on different papers, they are able to use past knowledge and experiences to good effect. The pupils’ use of technical language in both oral and written work generally far exceeds the standards expected for their age. The teachers also make science fun, as, for example, when Year 3 pupils learn about their sense of taste by sampling different flavoured crisps under scientific conditions.

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subjects are also high

6. Although the inspection was not able to gather substantial evidence about all subjects, it is clear that pupils reach high standards in several other areas of the curriculum, including information and communication technology, history, geography and design and technology. Rapid progress has been made in relation to pupils’ skills in ICT since the previous inspection. The computers are always in good use and pupils use both hardware and software to good effect. Reception pupils gain very good mastery of the mouse and keyboard for their age whilst Year 3 pupils show that they are adept with reading on-screen menus and can readily change fonts and perform other functions. Year 6 pupils use the Internet well to investigate great sportsmen of the past and produce graphs and pie-charts to support their work in a range of topics. Standards in geography are particularly good. Pupils have a secure knowledge of the local area and also of contrasting

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subjects are also high

regions around Britain. By the end of Year 6, they also have completed useful studies of France, Spain and the Netherlands. From their detailed maps and descriptions, many know clearly how the type of landscape in a particular region affects different forms of human activity. Topics in history are well-researched and reflect very good levels of knowledge and understanding.

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rapid and sustained progress as they move through the school

7. During the inspection period, all observed teaching was either good, very good or excellent. Based on all the evidence available to the inspection team, the quality of teaching and learning was judged to be very good across the school. This indicates a further improvement since the previous inspection. Teaching is now a significant strength of the school and accounts for much of the very good progress that pupils make. Crowlees C of E (VC) Primary School - 12 8. This is a school where staff support each other very well through good teamwork and by pooling their various strengths and interests. Year group staff plan their lessons together and every effort is made to ensure that the outcomes are enjoyable and meaningful to the pupils. Teachers’ knowledge and understanding of the pupils’ age groups, and the learning that is relevant to them, are both very good. What emerges is highly detailed planning that is very well focused on the

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rapid and sustained progress as they move through the school

needs of all abilities within the class. Teachers’ planning reflects the need for the pupils to acquire a wide range of skills as well as a growing bank of knowledge and understanding. For example, the needs of reception children are very well met through planning that correctly identifies their full development across all areas of learning.

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rapid and sustained progress as they move through the school

9. There are particular strengths in the way that pupils are taught basic skills in English and mathematics. The Literacy and Numeracy Strategies are used very effectively across the school in order to pinpoint key skills that pupils need to use on a regular basis. Teachers promote oral language very well and give many opportunities for pupils to talk about their work and to respond to questions that probe the point of learning they have reached. Year 6 pupils were given very good opportunities to talk about the relationship between fractions, percentages and decimals, whilst those in Year 1 were given the confidence to explain how numbers make most sense when they are put in order. By the time they are in Year 6, pupils are encouraged to use their skills in literacy across a wide range of subjects and contexts. Teachers introduce them to technical language in subjects such as science and design technology and pupils begin to use this as a

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rapid and sustained progress as they move through the school

10. The expectations of teachers and support staff remain very high and this has a significant impact on pupils’ learning. Pupils become part of a work ethic that encourages them to try hard, taste success and to achieve their very best. These qualities are reflected in the pupils’ own attitudes to work, their behaviour in class and the standard of the work they produce. During a lesson based on the ‘Firework Dance,’ Year 2 pupils were expected to work to a high standard in groups and then to evaluate the efforts of each other at the end of the session. They accepted the high expectations of their teacher in this respect and produced above average results that gave them, and her, much satisfaction. Whether they are making pop-up cards (Year 3) or writing in a journalistic style (Year 6), pupils learn well through their own intellectual, physical or creative effort brought on by the high expectations of their teachers.

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rapid and sustained progress as they move through the school

11. The management of the pupils is very good and leads to little time being wasted. Teachers are quick to draw their pupils’ attention to the aims of a lesson and to remind them of their individual or group targets, many of which are readily accessible at the front of their books. Lessons start on time, learning is brisk and very few pupils need be reminded of the efforts expected of them in a given period. In a Year 1 numeracy session, the teacher made it perfectly clear what output she expected from each pupil by the end of the lesson and pupils enjoy taking such challenges on board.

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rapid and sustained progress as they move through the school

12. Teachers use a wide range of strategies to suit the learning needs of their pupils. The work is planned so that pupils of all abilities are generally fully occupied. Many lessons have a strong practical flavour, whilst, at other times, the very good listening skills of the pupils allows the teacher to hold lengthy discussions with them. The activities set for pupils show considerable diversity during the day. Teachers ensure there is a good balance of group work, periods of silent reading and some occasions when pupils can use their initiative and make some choices about their own learning. Pupils’ activities are enhanced by the wide range of attractive, quality resources available to them. Many subjects have above average resources which are used well by staff, and, in the library and computer areas, pupils can enjoy resources of particularly high quality. The finished work of pupils is clearly valued by staff as can be seen from the huge range

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rapid and sustained progress as they move through the school

of quality work that is on display. Very good use is made of support staff, who bring their own skills and experiences to pupils’ learning. Where help is available, parents also make a good contribution to work in the classroom.

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rapid and sustained progress as they move through the school

13. Pupils’ work is assessed regularly and to a high standard. Teachers’ marking is very helpful and makes sure that pupils know exactly how to improve their work. In reception and Year 1, much of this is done with the children at the side of their teacher, whilst among older pupils, the marking in Crowlees C of E (VC) Primary School - 13 books praises their efforts as appropriate, but then indicates any areas that could be improved still further. The results of these forms of assessment are used alongside more formal types of testing, in order to judge pupils’ progress, set new targets and plan the next stage of learning. This approach is particularly helpful to pupils in English, mathematics and science. The use of homework is widespread across the school and provides satisfactory opportunities for many pupils to consolidate and extend their learning.

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the key to a strong and influential management team

14. The school is led excellently by the headteacher, his deputy and other senior staff. Together, they form an influential team, bringing clarity and firm direction to the school. Like others, the headteacher has shown great commitment to the school for several years and is determined that it will continue to flourish and provide a high quality of education for all the pupils. The management systems he has helped to create are strong and well-established, and are typified by good communications and by staff who act on clear responsibilities in their designated areas. The aims of the school are well met, not least in the way that it continues to be a place of sustained learning where pupils’ individual needs are well met within a supportive community. There is a shared vision that the school will continue to grow and meet the challenge of any initiatives that come its way.

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the key to a strong and influential management team

15. The governing body meets its statutory requirements and makes a very good contribution to the working life of the school. It too has a membership of committed, often experienced people, who bring their own interests and strengths to their work. Governors show very good awareness of the strengths of the school and how it can become even better. They are involved in monitoring procedures and in long-term strategic planning. Some are regular visitors to the school. Governors also make valuable contributions to the development of the curriculum and in ensuring that the school gets best value from the resources made to it on an annual basis. Educational priorities are very well supported through careful financial planning and expenditure. Annual grants, such as school standards funding, are used effectively ultimately to support pupils’ learning. The under spend from last financial year has been directed towards enhanced staffing,

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the key to a strong and influential management team

including a non-class based deputy and an increase in hours for support assistants.

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the key to a strong and influential management team

16. This is a thoroughly well-organised and popular school that sends out consistent messages about its quality to parents and the wider community. Much of what it does revolves around a well- established form of strategic planning that incorporates new ideas and reviews policies and procedures on a regular basis. A significant strength is the monitoring and evaluation of school performance and setting targets for further growth and development. The declared priorities at any one time are expressed clearly in the school improvement plan, to which many people contribute. Staff development is always high on the school agenda as this is seen as a way of supporting teachers and others to become even more effective in their work. Performance Management has become an integral part of school improvement and is very well established and conducted. The monitoring of teaching and learning in particular has become crucial to moving the school forward

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the key to a strong and influential management team

in an attempt to make pupils’ standards even higher. The school evaluates very successfully what is going on within its walls and uses the results to take effective action to meet its latest targets. Good attention is paid in ensuring that pupils benefit from a range of high quality learning resources and from a modern building that is well maintained and attractive for staff and pupils to work in.

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exciting and challenging

17. The curriculum meets statutory requirements and provides particularly well for all ages and abilities of pupils. There is very good breadth and balance in pupils’ learning. No pupil is disadvantaged through having special educational needs or the need, for example, for more stimulating or challenging tasks. The learning opportunities across all subjects are well-defined and illustrated in a series of well-produced policies and schemes of work. The planning of lessons that emerges is usually of very good quality and highly effective in terms of its impact on Crowlees C of E (VC) Primary School - 14 pupils’ learning. This is particularly the case with English and mathematics where the use made of the National Strategies for these subjects borders on excellence. The National Curriculum is also enriched by a range of other topics and activities, including visits out of school. The new Foundation Stage (reception children) is very well provided for through careful planning that meets

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exciting and challenging

the needs of part and full-time children in all areas of their learning. Being a church school, the curriculum is also strengthened by the values and direction provided by the neighbouring Anglican Church and also by the governing Diocese. Crowlees C of E (VC) Primary School - 15 18. The curriculum is brought to life mainly through discrete subject teaching supported well by a bank of topics that excite the pupils. Teachers are skilled at establishing links between the various subjects so that pupils see their learning as a whole. The curriculum also creates a very good balance between the teaching of important skills and the natural desire of pupils for knowledge and understanding. Where it is helpful, pupils are sometimes taught in different groups in order to encourage them to make progress among pupils of broadly similar ability. Some specialist provision also occurs, for example, in music. Year 6 pupils are taught ICT for

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exciting and challenging

part of the school year by a visiting teacher from the local High School and Year 5 pupils attend the High School itself for extra ICT curriculum provision. French is taught to a range of pupils as part of out-of-hours provision and almost all pupils in Year 6 can swim by their time of transfer. The overall provision for promoting personal, social and health education is good, although it would improve still further if these aspects of pupils’ development were planned for more systematically. The school provides a satisfactory range of extra-curricular activities involving mainly the expressive arts, music and sport. These activities are well supported and appreciated by parents and pupils.

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educational needs and those who are able, gifted or talented

19. As indicated earlier in the report, pupils of all abilities are well-targeted by both the quality of teaching and by the nature of the curriculum. Pupils with special educational needs are relatively few in this school but where learning difficulties occur, the needs of pupils are very well met. Pupils likely to have special educational needs are identified at an early stage through careful observation and banks of assessments that clearly indicate the nature of their learning needs. Once these are recognised, the school provides careful monitoring procedures and well-directed adult help to ensure that pupils are well supported, usually in the classroom, but sometimes by limited withdrawal. Class teachers are skilled at drawing up educational plans that reflect learning priorities for the individual pupil. Parents are kept fully informed about the support their child receives together with the progress they make. During the inspection period, pupils were

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educational needs and those who are able, gifted or talented

observed to be making very good progress set against their previous learning, mainly because the teachers planned specific activities that would raise their self-esteem and ensure that they learned in small, regular stages. Where pupils have Statements of Special Educational Needs, visiting support staff work in tandem with the pupils’ class teacher to ensure there is good progress both during and after their visits.

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educational needs and those who are able, gifted or talented

20. The school has recently placed considerable emphasis on the recognition and development of the more able or gifted pupils, of which there are several in the normal school setting. A register of the most able, gifted or talented pupils has been compiled and a co-ordinator appointed to look after their specific needs and interests. Most of these pupils have well above average skills in subjects such as English and mathematics, but others have strengths in sport or art. Whatever their talents, pupils’ needs are very well met through careful, differentiated planning that challenges their learning. There is a Crowlees tradition that pupils with marked ability do well in their annual tests and many such pupils reach the higher levels anticipated for their age. The school remains very successful in its ‘inclusive’ aim to ensure that pupils of all abilities are well provided for and that equal opportunities are given to them all. For this reason, it monitors

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educational needs and those who are able, gifted or talented

carefully the standards reached by all pupils, including any for whom English is an additional language, and ensures that boys and girls reach broadly compatible standards.

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together with high standards of behaviour

21. The school has been careful to ensure that the personal development of the pupils is not overshadowed by its own emphasis on high academic standards. Although not formally laid down, the curriculum nevertheless provides very well for the all-round development of the pupils. The school also sees its overall provision well rewarded in terms of pupils’ attitudes to learning, Crowlees C of E (VC) Primary School - 16 the very good relationships that emerge and the consistently good behaviour that is also an important characteristic of school life. The spiritual development of the pupils is promoted through moments of quiet reflection and a growing sense of self-awareness. During worship, in particular, pupils are often given a deepening perception of the world around them and the things they cannot readily see or appreciate. In one assembly, they are asked to think about their own importance in

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together with high standards of behaviour

the eyes of God, whilst in another, they are taught the need to forgive and perhaps ’go the extra mile.’ Above all, the school has been developing, over a long period, an ethos in which all pupils can grow and flourish, respect the needs and beliefs of others and be respected themselves as unique individuals. The connections with the Christian Church also ensure that pupils become increasingly aware of the possibility of God at work in their own lives and how they can react to this. During lessons and through the wide-ranging displays, pupils are given opportunities to absorb the atmosphere of their school and to explore their own thoughts and feelings in a tangible way. The school makes satisfactory provision in relation to preparing pupils for life in a culturally diverse society.

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together with high standards of behaviour

22. The provision for the pupils’ moral and social development is very good and results in well- adjusted pupils who quickly mature, behave well and form very good relationships. Teachers are good role models in this and other respects. The school does well in promoting the need to live harmoniously alongside others and its few rules are widely understood and followed by the pupils. In many subjects, such as design technology, physical education and science, pupils are encouraged to work together and come to a joint conclusion or a final team effort. Several examples were seen of older pupils providing ’helping hands’ towards new or younger children. There is a strong sense of community whereby pupils are taught the importance of showing respect for each other and taking care of the school’s environment. Working relationships are very good and moments of falling out or silly behaviour were noted to be few and far between.

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together with high standards of behaviour

Pupils move around the school in a sensible way, entering acts of worship, for example, with due respect and quietness. The school aims to create the need for a sense of responsibility towards one another. On questioning them, many pupils have a very keen sense of right and wrong and of the school’s expectations in this respect. Older pupils are given several opportunities to assist with wider school life such as answering the telephone and helping with lunch-time arrangements. The recently formed school council is helping pupils to express their views and to share in the development of the school.

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together with high standards of behaviour

23. The pupils’ response to learning is excellent. Attitudes are typified by energy, effort and enthusiasm. During lessons, pupils are very keen to participate in prepared activities or to join in classroom debates and oral questioning. They are proud of what they do and take delight in doing their best and seeing such qualities in others. Most feel secure and valued in what they do. From reception onwards, children know the importance of their own contributions to the wider life of the school. During lessons, many pupils also show clear awareness of their personal targets and most have a very good sense of their own learning needs and how they can improve.

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WHAT COULD BE IMPROVED

24. The school has no significant areas to improve.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

25. The school already has very effective systems in place to help support the very good achievements of its pupils. The current school development plan indicates very clearly those areas of school life which are on course to grow even stronger as new initiatives get under way. It is important that these are carried out well and that the school maintains its current stance of welcoming change and building on its already considerable strengths. Crowlees C of E (VC) Primary School - 17

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 14

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very Poor

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Summary of teaching observed during the inspection

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

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 409

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 14

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Information about the school’s pupils

Number of pupils with statements of special educational needs 4

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 29

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 23

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 22

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 2

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Attendance

School data 3.2 School data 0.0 Crowlees C of E (VC) Primary School - 18 National comparative data 5.4 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Crowlees C of E (VC) Primary School - 19

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

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2002 35 23 58

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

National Curriculum Test/Task Results Reading Writing Mathematics

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

Boys 34 34 35 Numbers of pupils at NC level 2 and above Girls 23 23 23

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

Percentage of pupils School 98 (92) 98 (90) 100 (98) at NC level 2 or above National 84 (84) 86 (86) 90 (91)

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

Teachers’ Assessments English Mathematics Science

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

Boys 34 35 35 Numbers of pupils at NC level 2 and above Girls 23 23 23

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

Percentage of pupils School 98 (92) 100 (98) 100 (96) at NC level 2 or above National 85 (85) 89 (89) 89 (89)

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

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

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

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2002 30 26 56

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

National Curriculum Test/Task Results English Mathematics Science

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

Boys 27 29 30 Numbers of pupils at NC level 4 and above Girls 25 26 25

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

Percentage of pupils School 93 (94) 98 (96) 98 (96) at NC level 4 or above National 75 (75) 73 (71) 86 (87)

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

Teachers’ Assessments English Mathematics Science

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

Boys 27 29 28 Numbers of pupils at NC level 4 and above Girls 25 24 25

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

Percentage of pupils School 93 (87) 95 (89) 95 (89) at NC level 4 or above National 73 (72) 74 (74) 82 (82)

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

Percentages in brackets refer to the year before the latest reporting year. Crowlees C of E (VC) Primary School - 20

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Ethnic background of pupils Exclusions in the last school year

Categories used in the Annual School Census No of pupils on roll Number of fixed period exclusions Number of permanent exclusions

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Ethnic background of pupils Exclusions in the last school year

White – any other White background 3 0 0

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Ethnic background of pupils Exclusions in the last school year

Mixed – any other mixed background 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British – Pakistani 11 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British – Bangladeshi 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British – any other Asian background 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Black or Black British – Caribbean 2 0 0

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Ethnic background of pupils Exclusions in the last school year

Black or Black British – any other Black background 0 0 0

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Ethnic background of pupils Exclusions in the last school year

The table refers to pupils of compulsory school age only. It gives the number of exclusions, which may be different from the number of pupils excluded.

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 16.47 Financial year 2001-02

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Teachers and classes Financial information

Number of pupils per qualified teacher 25

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 737, 498

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Teachers and classes Financial information

Total number of education support staff 8 Total expenditure 734,239

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Teachers and classes Financial information

Total aggregate hours worked per week 183 Expenditure per pupil 1,786

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Teachers and classes Financial information

FTE means full-time equivalent. Balance brought forward from previous year 59,599

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Teachers and classes Financial information

Balance carried forward to next year 62,858 Crowlees C of E (VC) Primary School - 21

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Recruitment of teachers

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

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Recruitment of teachers

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

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

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Recruitment of teachers

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

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Recruitment of teachers

Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 0

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Recruitment of teachers

FTE means full-time equivalent. Crowlees C of E (VC) Primary School - 22

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Percentage of responses in each category

Strongly agree Tend to agree Tend to disagree Strongly disagree Don’t know

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Percentage of responses in each category

My child is making good progress in school. 60 39 1 0 0

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Percentage of responses in each category

Behaviour in the school is good. 52 46 0 0 2

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Percentage of responses in each category

My child gets the right amount of work to do at home. 36 53 6 2 3

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 51 43 6 0 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 69 30 1 0 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. 73 24 1 0 2

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Percentage of responses in each category

The school works closely with parents. 43 51 1 0 5

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Percentage of responses in each category

The school is well led and managed. 67 29 1 0 3

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Percentage of responses in each category

The school is helping my child become mature and responsible. 52 42 2 0 4

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 33 47 9 2 9

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