Mill Hill Primary School

MILL HILL PRIMARY SCHOOL

Reporting inspector: Mrs Elisabeth Linley

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MILL HILL PRIMARY SCHOOL

Dates of inspection: 6th – 7th March 2003

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MILL HILL 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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MILL HILL 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. Mill Hill Primary School- 3

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INFORMATION ABOUT THE SCHOOL

School address: Saint Court Doxford Park Sunderland Tyne & Wear

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr M G Holmes

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: September 1997 Mill Hill Primary School- 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members 27281 E F Linley Registered inspector 12511 L Buller Lay inspector 18819 J Atkinson Team inspector 30346 P Lowrie Team inspector

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INFORMATION ABOUT THE INSPECTION TEAM

Eclipse Education (UK) Limited 14 Enterprise House Kingsway Team Valley Gateshead NE11 0SR

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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:

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INFORMATION ABOUT THE INSPECTION TEAM

The Complaints Manager Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Mill Hill 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

Mill Hill Primary School is a community primary school with 492 pupils catering for boys and girls from four to 11. The school is situated to the south of the city of Sunderland in the area known as Doxford Park. The school’s catchment area is wider than the immediate locality. The area has both privately owned and council properties and represents a very broad social and economic mix. An above average proportion of pupils is eligible for free school meals. Children start school in the September immediately before their fifth birthday. They enter the reception classes with a wide range of ability. However, overall, their attainment on entry to school is well below average, particularly in communication, language and literacy. There is one pupil, a refugee, who is from a black African background and who has English as an additional language and three pupils who are of mixed race. All other pupils are of white British heritage. The number of pupils on the school’s register for special

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INFORMATION ABOUT THE SCHOOL

educational needs, and the proportion of pupils with statements, is below the national average. The range of special educational needs includes moderate and severe learning difficulties, communication and language disorders, emotional and behavioural difficulties and autism.

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HOW GOOD THE SCHOOL IS

Mill Hill Primary School is a highly effective school with excellent and very good features. From a well below average start pupils achieve well. Teaching and learning are very good. The curriculum and the environment in which pupils learn are very good. With the support of the excellent partnership established with parents, pupils develop very positive attitudes to learning and their behaviour is excellent. Leadership and management are very good. The school gives very good value for money.

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HOW GOOD THE SCHOOL IS

What the school does well • Leadership and management are very good and the partnership established with parents is excellent • The quality of teaching is very good. • The school provides a very good curriculum that supports a high quality environment for learning. • Pupils’ attitudes to learning are very good and their behaviour is excellent.

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HOW GOOD THE SCHOOL IS

What could be improved • Teachers’ marking does not consistently inform pupils about how to improve the quality of their work and so help to raise standards. • Authorised and unauthorised absences in class registers are not consistently recorded throughout the school. This does not support the school’s drive to raise pupils’ attendance. 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 September 1997. Improvement since the last inspection is good overall. The quality of teaching and learning has improved from good to very good. Pupils’ attitudes to learning are very good and their behaviour is excellent. The quality of the curriculum has improved from good to very good. A new computer suite is well used and, as a result, the expertise and confidence of staff and pupils has improved. Most of the issues identified at the last inspection have been successfully addressed. Standards in handwriting, have improved significantly as a result of the improved consistency in teaching. Reports to parents now accurately describe what pupils know, understand and can do. Assessments on pupils’ work that are retained as evidence, are clearly linked to National Curriculum levels. The partnership established with parents remains a strength and the Mill Hill Primary School- 7

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

school now provides specific information about what is being taught in each year group. Authorised and unauthorised absences in class registers, however, are still not recorded consistently throughout the school and this remains an issue for action.

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STANDARDS

The table shows the standards achieved by 11 year olds based on average point scores in National Curriculum tests.

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Key

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

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Key

For the three years prior to 2002, the standards achieved in National Curriculum tests by pupils at the age of 11 have been consistent and have met the national average overall. In 2002, average standards were maintained in mathematics and science but they dropped to below average in English owing to fewer pupils achieving the higher levels. In comparison to similar schools, however, standards were above average in mathematics and science and average in English. In the tests for seven year olds, standards in reading, writing and mathematics were below the national average. However, in comparison to similar schools, standards in reading were above average and were average in writing and mathematics. The school has recognised the need to focus on the development of pupils’ literacy and numeracy skills and to consider carefully boys underachievement in relation to girls, in reading and writing. The measures that they have taken are meeting success. During the inspection, no

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Key

significant difference in the achievement of boys and girls was apparent. The school sets itself challenging targets and standards for the present Year 6 are on course to meet the national average in English, mathematics and science. Although it is not possible to make secure judgements about pupils’ progress in most other subjects, observations of lessons, pupils’ work, displays, and talking to pupils provide evidence to suggest that standards are at least what they should be for pupils’ ages. Standards achieved in art and physical education are above average. Children in reception are on target to achieve the national early learning goals by the time they start Year 1. As a result of high quality teaching, pupils achieve well as do those who have special educational needs and pupils who have English as an additional language.

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PUPILS’ ATTITUDES AND VALUES

Aspect Comment Attitudes to the school Very good. Pupils’ eagerness to learn is evident throughout the school. Pupils are proud of their school and have great enthusiasm for lessons and other activities. Behaviour, in and out of classrooms Behaviour is excellent. Pupils act responsibly at all times. This high level of behaviour results from the high expectations of teachers and parents for pupils to behave in a responsible way. Personal development and Relationships and personal development are very good. Pupils take Mill Hill Primary School- 8 relationships their responsibilities seriously. Relationships are founded on mutual respect. Attendance Well below average. Although pupils enjoy coming to school and attendance has improved recently, attendance remains an issue for the school. Mill Hill Primary School- 9

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TEACHING AND LEARNING

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

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TEACHING AND LEARNING

Quality of teaching Very good Good Very good

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TEACHING AND LEARNING

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 AND LEARNING

The quality of teaching is very good overall. Almost 100 per cent of teaching is good or better with a significant proportion that is very good and some excellent. No unsatisfactory teaching was seen during the inspection. Teaching in the reception classes provides a very good start for children. Throughout school the teaching of English, including literacy, and mathematics, including numeracy, is very strong. All teachers make very good links between subjects and plan to develop pupils’ literacy and numeracy skills in all lessons. Where teaching is good, very good and excellent, regular assessment of pupils’ knowledge and understanding in lessons means that teachers know what the pupils have achieved and so work is well matched to what pupils already know. The main characteristic of high quality lessons is the high expectations that teachers have for pupils of all abilities to concentrate and to achieve well. Where teaching could be improved, teachers need to increase the

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TEACHING AND LEARNING

pace of their lessons and plan activities that challenge pupils further so that they make the progress of which they are capable. In addition, some teachers do not mark pupils’ work consistently to support pupils in their next steps of learning. Even so, all teachers and pupils relate very well to each other and this promotes a very good atmosphere for learning. As a result, by the time pupils leave school they have made very good progress in their learning and this reflects the high quality of teaching in the school overall.

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OTHER ASPECTS OF THE SCHOOL

Aspect Comment The quality and range of the curriculum Very good. The curriculum meets all statutory requirements. The emphasis given to teaching literacy and numeracy across the curriculum ensures that pupils are well equipped to learn and make progress in other subjects. There is a good range of extra-curricular activities. The curriculum that the school provides is enriched by: a good range of visits, extra curricular activities, a residential experience and visitors to school. School also promotes an inclusive environment in which all pupils are equally valued and have equality of opportunity in all that is offered. Provision for pupils with special educational needs Very good. The school works very well and in partnership with outside agencies and parents to identify and support pupils’ needs effectively. Provision for pupils with English as an additional language Very good. Pupils’ needs are quickly identified and suitable support is

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OTHER ASPECTS OF THE SCHOOL

provided. Pupils are well integrated into the class.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good. Provision for pupils’ spiritual, moral, social, and cultural development is very good and contributes effectively to the very good atmosphere for learning established by the whole school community.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils Very good. This is a caring school that has highly effective arrangements in place for child protection and for ensuring pupils’ welfare. The school’s strategy for monitoring and assessing pupils’ progress and personal development is used very well to support pupils’ Mill Hill Primary School- 10 learning. A particular strength is the promotion of excellent behaviour, elimination of bullying and other oppressive behaviour. Mill Hill Primary School- 11

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HOW WELL THE SCHOOL IS LED AND MANAGED

Aspect Comment Leadership and management by the head teacher and other key staff The head teacher and other key staff provide very good leadership. The very strong management team, supported very well by staff and governors, have a clear view of where the school is going. Subject and aspect leadership is of a high quality. The school has a firm commitment to school improvement. How well the governors fulfil their responsibilities The governors are effective in their work and fulfil their responsibilities to the school very well. They bring a good range of expertise and enthusiasm to their role, and work hard to carry out their duties. The school’s evaluation of its performance The school reflects critically on its work. It is very good at evaluating its own performance and provision in order to identify suitable priorities for further improvement, setting targets and taking appropriate action. The strategic use of

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HOW WELL THE SCHOOL IS LED AND MANAGED

resources The school uses its resources very well. Financial planning benefits from careful attention to obtaining best value and the very efficient management of its resources.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved • Children like school and make very good progress. • The school expects children to work hard and do their best and helps them to become mature and responsible. • Children’s behaviour is excellent. • Teaching is very good. • The school is very well led and managed. • The school provides ‘very good support’ for parents. Their suggestions are valued and parents are kept very well informed about their children’s progress. • No issues were raised

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Inspectors agree entirely with the positive views of the parents raised at the parents’ meeting, through questionnaires and during the inspection. Mill Hill Primary School- 12

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Leadership and management are very good and the partnership established with parents is

1 The head teacher, deputy head teacher and other key staff provide very good leadership. They are supported very well by a hard working and dedicated staff who provide subject and aspect leadership and management qualities of a high standard. All staff are determined to provide education for pupils of a high quality. This determination is underpinned by a genuine care for all pupils and a commitment to equal opportunity. As a result the school is a pleasant, well-ordered and happy community and an industrious learning environment. Self-respect, self-esteem, and the importance of valuing others, are evident at all times and have a significant impact on pupils’ learning. The head teacher and staff communicate these very effectively through school policies and their day-to-day involvement with each other, pupils, parents and with governors.

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Leadership and management are very good and the partnership established with parents is

2 The school’s commitment to consulting and empowering its members is demonstrated by the highly developed roles taken by subject and other co-ordinators who take their responsibilities seriously. Communication within the school is very good and everyone shares a sense of common purpose. For example, all teachers have a clear and practical vision of what constitutes high standards in teaching and learning. As a result the quality of teaching and learning in school is very good overall.

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Leadership and management are very good and the partnership established with parents is

3 Rigorous monitoring by the head teacher, deputy head teacher and curriculum co-ordinators clearly identifies strengths and areas for development. Monitoring is set within the context of celebrating what is done well and identifying ways to improve still further. It is enhanced by a planned programme of support, when subject co-ordinators have the opportunity to teach alongside their colleagues. An agreed timetable of ‘non contact time’ is also in place and this provides time for teachers to manage their subjects very well. Such procedures help to raise teachers’ expertise and support improvements in teaching and learning still further.

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Leadership and management are very good and the partnership established with parents is

4 Governors fully meet their statutory requirements and have allocated responsibilities through a clear committee structure. They take on their role as ‘critical friend’ to the school very well and provide effective management skills and support. Very effective financial procedures are in place to link identified spending priorities accurately to the school budget. There is a rigorous process in place to ensure that best value is always achieved. For example, in relation to the proposed boundary fence, a comprehensive range of quotations had been sought and discussed before agreement was made. Governors are also provided with reports on the quality of contractors’ workmanship, gaining valuable information from local schools. These procedures are enhanced by the very efficient financial administration carried out by the school administrative staff

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Leadership and management are very good and the partnership established with parents is

5 The aim to work in partnership with all those associated within the school community is significant to the school’s success. Links with the adjacent nursery and local secondary schools are strong as are those established with the community police and local businesses. The school’s approach to partnership working is made clear in its ‘Partnership policy’. The importance of working closely with parents is clear, for example, it states that parents are encouraged to contact school ‘at the earliest opportunity’ should they have any concerns. This approach is greatly valued by parents. As a result the leadership of the school is highly regarded by parents; in questionnaires returned, 99.6 per cent of parents stated that the school is well led and managed. Mill Hill Primary School- 13 6 Parents recognise that high demands are made on everyone within the school community to try their best and are pleased that, as a result, the high quality of teaching in school enables their

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Leadership and management are very good and the partnership established with parents is

children to learn effectively. Parents feel that their views and suggestions to support the school are valued and they appreciate the excellent links made by the school to help them support their children’s education. Parents’ views, expressed at the parents’ meeting and through questionnaires, show that they are comfortable to approach school with questions (99.3 per cent agreed) and that school works closely with parents (96.9 per cent agreed).

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Leadership and management are very good and the partnership established with parents is

7 At the time of the school’s last inspection, the partnership established with parents was judged to be strong. It continues to remain a strength of the school.

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Leadership and management are very good and the partnership established with parents is

8 The quality of teaching in the school is very good overall. It is very good in the reception classes and junior classes overall and good overall in the infant classes. The close monitoring of teaching and learning by the head teacher, deputy head teacher and co-ordinators has led to good improvement since the last inspection. A particular feature of the improvement that has been made is the quality and consistency of the teaching of handwriting. As a result, the standards of pupils’ handwriting has improved significantly.

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Leadership and management are very good and the partnership established with parents is

9 The strengths of very good teaching include: • A very good pace to the lesson • Very good management of pupils’ behaviour built upon very good relationships • Regular assessment of pupils’ knowledge and understanding in lessons • Work that is carefully matched to pupils’ needs • Very good links that are made between subjects • Very good teaching of literacy and numeracy • Every opportunity is taken to develop pupils’ literacy and numeracy skills in lessons • Lessons are imaginative and fun • Very high expectations of pupils, to work hard and enjoy their lessons. As a result, pupils have very positive attitudes to learning and their behaviour is excellent.

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Leadership and management are very good and the partnership established with parents is

10 Teaching in the reception classes is very good. Teachers plan effectively to ensure that children have a very good range of opportunities that meet the requirements of the foundation stage curriculum. Classrooms and the shared area are set out to make good use of space and children are stimulated and challenged by their environment. Staff interact with children effectively and work hard to create and hold children’s interest. They are also skilled in their questioning of children to take their learning forward. Staff have very good relationships with children and manage them very well.

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Leadership and management are very good and the partnership established with parents is

11 The teaching of literacy and numeracy skills is very good overall throughout the school. In literacy lessons, teachers challenge pupils to improve the language used in their writing; for example, in a Year 6 lesson where ‘pace and urgency’ was required. Pupils responded very well and shared their descriptions, such as ‘my mind was erupting with thoughts’ and ‘it seemed like days but it was only hours’. In well-structured numeracy lessons, teachers ensure that pupils are clearly focussed as they concentrate on finding methods to solve problems.

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Leadership and management are very good and the partnership established with parents is

12 In the junior classes, pupils are taught in sets of similar abilities in English and mathematics and this allows teachers to match the pace of working effectively to pupils’ needs. This was evident Mill Hill Primary School- 14 in a small Year 6 literacy group when very good teaching enabled pupils to scan the shared text ‘Danger at Sea’ to identify key words such as ‘tiger shark’.

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Leadership and management are very good and the partnership established with parents is

13 A good feature of most lessons is the use of links that teachers make between subjects. Pupils are given good opportunities to apply their knowledge, skills and understanding, and to realise that learning can be fun. Another strength in many lessons is the whole class teaching, which almost always includes effective explanations and very good questioning that promotes thinking. Pupils respond enthusiastically, expand on their answers and know that their contributions are valued.

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Leadership and management are very good and the partnership established with parents is

14 Pupils with special educational needs and those with English as an additional language are very well taught. Teachers give clear instructions and time for pupils to complete their work. The work is meaningful to the pupils and there are good links between subjects. This leads to good progress. For example, in a Year 1 class excellent support was provided for a pupil with English as an additional language. The teacher modelled how to make the sound ‘oo’ and ensured that the pupil looked at the teacher’s face as she did so. Careful links were then made with words such as book, look and scooter. The teacher sensitively acknowledged the importance of dialect and how this might impact on the spelling of these words. Excellent teaching ensured that potential barriers to learning were eliminated.

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Leadership and management are very good and the partnership established with parents is

15 Throughout school, teachers have sensitive and caring relationships with their pupils and work hard to raise pupils’ self-esteem and pride in their achievements. Teachers have high expectations of their pupils and use praise and encouragement regularly to motivate them. All teachers know, manage and control pupils very well. This enables them to ensure that all pupils are fully included in all activities. In most lessons, teachers share objectives with the class at the beginning of the lesson so that pupils are focussed. They work conscientiously to provide interesting starting points and resources are used imaginatively. Teachers also successfully balance whole class teaching with opportunities for enquiry and for pupils to work independently and co-operatively. For example, in a Year 6 history lesson the class teacher motivated pupils very well to develop their history skills on ‘enquiry’ on World War 2. She created an excellent atmosphere for learning by blacking out

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Leadership and management are very good and the partnership established with parents is

windows and working in torch light. Pupils were inspired to write diaries as an evacuee following one pupils’ description in the role of life as an evacuee. Resources to support this task were excellent.

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Leadership and management are very good and the partnership established with parents is

16 Pupils respond very well to the high expectations placed upon them and their attitudes to learning are very good. They are very quick to settle to their work and they are ready and attentive at the start of lessons. Pupils listen well to their teachers and to each other in lessons. Pupils are enthusiastic about what they learn, for example, in a Year 6 mathematics lesson pupils expressed their disappointment when the teacher brought the lesson, on how to calculate the measurement of the perimeter of compound shapes, to an end!

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Leadership and management are very good and the partnership established with parents is

17 Overall, the quality of teaching and learning makes a very good contribution to the quality of education that the school provides.

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The school provides a very good curriculum that supports a high quality environment for

18 The quality of the curriculum provided by the school for all its pupils is very good overall and has improved since the last inspection.

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The school provides a very good curriculum that supports a high quality environment for

19 The quality and range of learning opportunities for children in the reception classes is very good and supports children very well as they progress towards the early learning goals. Teachers plan work carefully to reflect the areas of learning, a statutory requirement of the foundation stage Mill Hill Primary School- 15 curriculum. As a result, children take part in a wide range of planned and carefully structured activities and experiences, which gives them a very good start to their education. For pupils in the infant and junior classes, the curriculum is broad and balanced and relevant to their ages and interests. The curriculum meets the statutory requirements of the National Curriculum in all subjects and the locally agreed syllabus for religious education.

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The school provides a very good curriculum that supports a high quality environment for

20 The whole curriculum is supported very well by the school’s provision for pupils’ spiritual, moral, social and cultural development. Teachers successfully create an environment where pupils’ contributions are valued. In assemblies, the school celebrates the ‘super stars’ and pupils enjoy sharing the celebration of achievements by others as well as themselves. Within the daily act of collective worship pupils are given the opportunity to listen quietly to music and have moments for reflection. The school teaches pupils to know right from wrong and the pupils respond well to the school’s emphasis on self-discipline. Parents feel strongly that staff at school present good role models for their children. 21 Pupils have appropriate opportunities to exercise responsibility and are aware of the need to support and care for others; a particular feature of their play at break and lunch times. Pupils’

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The school provides a very good curriculum that supports a high quality environment for

cultural experiences are supported effectively through for example, the work of artists. For example, in Year 3 where work on shapes was inspired by Kandinsky and ‘winter landscapes’ was inspired by the work of Charles Burchfield.

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The school provides a very good curriculum that supports a high quality environment for

22 Personal, social, health and citizenship education also contributes significantly to the school’s positive learning environment. This aspect of the school’s curriculum enables pupils to develop positive self-esteem and confidence, independence and responsibility. Pupils are encouraged to become active members of the school’s society through participation in school activities and events, fundraising for charities, class assemblies and residential trips.

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The school provides a very good curriculum that supports a high quality environment for

23 The school provides a curriculum to meet the needs of all its pupils. Provision for pupils with special educational needs and for those who have English as an additional language is a strength. The school aims to set suitable challenges, to give every pupil the opportunity to experience success in learning and to achieve as high a standard as possible. To this end the school works effectively with outside agencies. Analysis of assessments is used well to determine pupils’ needs. For example, through analysis of the statutory tests taken in Year 2 and Year 6 in 2002, the school identified that boys had not achieved as well as girls. As a result, the school has implemented a substantial focus on the teaching of English and mathematics to provide effectively for boys to achieve their best. Inspection evidence finds that the curriculum is inclusive and that every effort is being made to support

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The school provides a very good curriculum that supports a high quality environment for

boys’ achievement in line with that of girls.

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The school provides a very good curriculum that supports a high quality environment for

24 There are many strengths in the curriculum but particularly noteworthy is the quality of links that are made between subjects to support and develop pupils’ skills, knowledge and understanding. For example, in a Year 3 information and communication technology lesson, the teacher planned effectively for pupils to use the Internet to find and select poems which they then read well and with expression.

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The school provides a very good curriculum that supports a high quality environment for

25 The curriculum offered in physical education and art is also a strength. As a result standards achieved by pupils are high. For example, in a Year 1 physical education lesson, pupils demonstrated good gymnastic skills. They travelled across a bench using different parts of their body and showed imagination and flair in their balanced positions. Improvements in information and communication technology have been made since the last inspection and since a suite of computers has been installed. A technician has also been employed by the school to support both teachers and pupils. Both strategies have enabled staff and pupils to improve their expertise and confidence and as a result the information and communication technology curriculum and standards achieved have improved. Mill Hill Primary School- 16 26 The curriculum is enhanced by the positive partnerships that are developed between school,

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The school provides a very good curriculum that supports a high quality environment for

the local community and business. These partnerships include sharing the outdoor play facilities with Mill Hill Nursery School and using the swimming pool at the local comprehensive school. Educational visits to the local supermarket support positive links with business, whilst links with the Doxford Park Estate forum have enabled the support of very good local projects. For example, a joint project with the community policeman and pupils of the school to regenerate a local subway was well supported.

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The school provides a very good curriculum that supports a high quality environment for

27 The work of the school is carried out within a context of genuine care for all its pupils. All associated with the school are committed to equal opportunity, to provide an effective learning environment and to raise standards. The promotion of self-respect, self-esteem and the importance of valuing others is clearly evident in the school.

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The school provides a very good curriculum that supports a high quality environment for

28 The school community is a welcoming place. Parents value the efforts made by staff. They appreciate the secure environment that school provides in which teachers teach and pupils learn effectively. The very good ethos that is clearly evident within school is central to the achievement of its pupils. Mill Hill Primary School- 17 Pupils’ attitudes to learning are very good and their behaviour is excellent.

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The school provides a very good curriculum that supports a high quality environment for

29 The development of children’s independence begins in the reception classes. Children are expected to work well together and to be kind and considerate of others. They share activities in the role play area, for example in the giant’s castle from Jack and the Beanstalk, children enjoyed wearing the giant’s boots and saying ‘Fee Fi Fum’ as other children hid in the ‘oven’. From an early age children develop a sense of responsibility and as they move into the infant and junior classes their very good attitudes to learning are maintained. Behaviour is excellent around school and pupils demonstrate their maturity.

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The school provides a very good curriculum that supports a high quality environment for

30 All pupils settle down to work quickly; they concentrate well and work sensibly on their own and in collaboration with others. In a Year 5 science lesson, pupils discussed in pairs and with confidence what might constitute a ‘fair test’. For example, to investigate which surface would cause the most friction for a box of books: carpet, sand paper, polystyrene, wood, rubber or a plastic desk. In lessons, pupils are well focussed and determined to do their best. Pupils throughout school want to do well. At all times they try hard to meet the high expectations that teachers and parents have of them. From the very youngest, all pupils are courteous and always try to help. They understood about the need to be kind to one another. Very good relationships are a major strength of the school. The quality of these relationships forms the foundation upon which the school achieves much of its success.

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The school provides a very good curriculum that supports a high quality environment for

31 Pupils are proud of their school and eager to tell visitors about their success. In discussions with pupils, inspectors were told of their enjoyment of school. A Year 6 pupil said ‘school is lovely’ and a pupil in Year 1 wrote, in an entry for ‘Spike’s competition’, that ‘we are a happy group of friends and think our school is really great’.

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The school provides a very good curriculum that supports a high quality environment for

32 Pupils have a clear understanding of what is right and wrong and know why it is important to have rules in school. Pupils are respectful of their peers and of adults who visit and work in the school. This was a particular feature of the whole school assembly that was observed when all pupils entered the hall in a well-ordered manner. They were attentive, listened carefully and their behaviour was excellent. During the week of the inspection the behaviour of pupils was seen to be excellent both at work and at play and no antisocial behaviour or bullying was observed. Parents are justifiably proud and pleased about the behaviour of pupils. Inspection evidence supports the view raised at the parents’ meeting that ‘pupils’ behaviour is excellent’.

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Teachers’ marking does not consistently inform pupils about how to improve the quality of

their work and so help to raise standards.

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Teachers’ marking does not consistently inform pupils about how to improve the quality of

33 The school’s marking policy makes clear the requirement of all teachers to support pupils’ learning with comments that are both constructive and positive. It is stated that effective marking is required to help pupils learn rather than just point out errors. The policy also states that such marking will inform teachers’ future planning to enable them to set clear targets so that pupils can make progress.

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Teachers’ marking does not consistently inform pupils about how to improve the quality of

34 The marking of pupils’ work is not consistent with the marking policy as provided by the school. Examples of very good practice are available in a Year 6 class where comments are both positive and constructive. Such marking provides clear indicators as to why pupils’ work is judged to be good. It also provides helpful statements to support pupils in their future learning. Mill Hill Primary School- 18 35 This very good approach to marking is not applied consistently throughout the school. As a result, pupils are not consistently informed how to improve their work and teachers are not consistently able to use marking to inform their future planning. The school should ensure that teachers’ marking fulfils the aims of the marking policy consistently throughout the school in order to support pupils’ learning and to raise standards.

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Authorised and unauthorised absences in class registers are not consistently recorded

throughout the school. This does not support the school’s drive to raise pupils’ attendance.

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Authorised and unauthorised absences in class registers are not consistently recorded

36 At the time of the last inspection in 1997, authorised and unauthorised absences in class registers were not consistently recorded throughout the school. This is still the case and therefore remains an issue.

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Authorised and unauthorised absences in class registers are not consistently recorded

37 The school works hard to promote good attendance at school. They currently work with the local education authority to promote ‘Every school day counts’, a project that acknowledges and rewards pupils’ regular attendance at school. An initial analysis of pupils’ attendance during the current school year shows that some improvement has been made from the position of attendance being well below the national average.

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Authorised and unauthorised absences in class registers are not consistently recorded

38 The school must ensure that class registers show both authorised and unauthorised absences to comply with requirements. Also, so that information is readily available that can then be used effectively to promote pupils’ good attendance where it has been identified as an issue. Mill Hill Primary School- 19

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

39 In order to further raise standards and to improve the quality of education provided, the governors, head teacher and staff should:

p.19

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Improve the quality of marking of pupils’ work so that it consistently informs them about how to improve the quality of their work and help to raise standards (Paragraphs: 34, 35)

p.19

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Ensure that authorised and unauthorised absences in class registers are consistently recorded throughout the school to support the school’s strategies to improve and raise pupils’ attendance (Paragraphs: 36, 37, 38) Mill Hill Primary School- 20

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Summary of the sources of evidence for the inspection

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

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

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

p.20

Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 492

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 152

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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 58

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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 1

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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 28

p.20

Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 42

p.20

Attendance

National comparative data 5.2 National comparative data 0.5

p.20

Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Mill Hill Primary School- 21

p.20

Attainment at the end of Key Stage 1

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2002 45 30 75

p.21

Attainment at the end of Key Stage 1

National Curriculum Test/Task Results Reading Writing Mathematics

p.21

Attainment at the end of Key Stage 1

Boys 37 36 40 Numbers of pupils at NC level 2 and above Girls 28 28 27

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Attainment at the end of Key Stage 1

Percentage of pupils School 81% (83%) 86% (89%) 89% (93%) 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

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1

Boys 36 40 33 Numbers of pupils at NC level 2 and above Girls 27 28 25

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Attainment at the end of Key Stage 1

Percentage of pupils School 84% (81%) 91% (91%) 77% (79%) at NC level 2 or above National 85% (85%) 89% (89%) 89% (89%)

p.21

Attainment at the end of Key Stage 1

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

p.21

Attainment at the end of Key Stage 2

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2002 42 36 78

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Attainment at the end of Key Stage 2

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 27 34 38 Numbers of pupils at NC level 4 and above Girls 32 34 34

p.21

Attainment at the end of Key Stage 2

Percentage of pupils School 76% (72%) 87% (76%) 92% (93%) at NC level 4 or above National 75% (75%) 73% (71%) 86% (87%)

p.21

Attainment at the end of Key Stage 2

Teachers’ Assessments English Mathematics Science

p.21

Attainment at the end of Key Stage 2

Boys 27 31 36 Numbers of pupils at NC level 4 and above Girls 32 32 35

p.21

Attainment at the end of Key Stage 2

Percentage of pupils School 76% (69%) 81% (78%) 91% (93%) at NC level 4 or above National 73% (72%) 74% (74%) 79% (82%) Mill Hill Primary School- 22 Percentages in brackets refer to the year before the latest reporting year.

p.21

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

p.22

Ethnic background of pupils Exclusions in the last school year

White – any other White background 0 0 0

p.22

Ethnic background of pupils Exclusions in the last school year

Mixed – any other mixed background 0 0 0

p.22

Ethnic background of pupils Exclusions in the last school year

Asian or Asian British - Pakistani 0 0 0

p.22

Ethnic background of pupils Exclusions in the last school year

Asian or Asian British – Bangladeshi 0 0 0

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Ethnic background of pupils Exclusions in the last school year

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

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Ethnic background of pupils Exclusions in the last school year

Black or Black British – Caribbean 0 0 0

p.22

Ethnic background of pupils Exclusions in the last school year

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

p.22

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.

p.22

Teachers and classes Financial information

Total number of qualified teachers (FTE) 23 Financial year 2001 - 2002

p.22

Teachers and classes Financial information

Number of pupils per qualified teacher 21

p.22

Teachers and classes Financial information

Education support staff: YR – Y6 Total income 971206

p.22

Teachers and classes Financial information

Total number of education support staff 10 Total expenditure 911437

p.22

Teachers and classes Financial information

Total aggregate hours worked per week 194 Expenditure per pupil 1815.61 Mill Hill Primary School- 23 Qualified teachers and support staff: nursery Balance brought forward from previous year 47611

p.22

Teachers and classes Financial information

Total number of qualified teachers (FTE) N/A Balance carried forward to next year 107380

p.23

Recruitment of teachers

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

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 2

p.23

Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

p.23

Recruitment of teachers

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

p.23

Recruitment of teachers

Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 1

p.23

Recruitment of teachers

FTE means full-time equivalent. Mill Hill Primary School- 24

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Results of the survey of parents and carers

Percentage of responses in each category

p.24

Results of the survey of parents and carers

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

p.24

Results of the survey of parents and carers

My child is making good progress in school. 74 26 0 0 0

p.24

Results of the survey of parents and carers

Behaviour in the school is good. 65 34 0 0 1

p.24

Results of the survey of parents and carers

My child gets the right amount of work to do at home. 54 42 4 0 0

p.24

Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 67 29 3 0 0

p.24

Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 79 20 0 0 1

p.24

Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 79 21 0 0 0

p.24

Results of the survey of parents and carers

The school works closely with parents. 63 34 2 0 1

p.24

Results of the survey of parents and carers

The school is well led and managed. 80 19 0 0 0

p.24

Results of the survey of parents and carers

The school is helping my child become mature and responsible. 74 25 0 0 0

p.24

Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 43 36 7 2 12

p.24