Croftlands Infant School

CROFTLANDS INFANT SCHOOL

Dates of inspection: 10 th - 11 th March 2003

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CROFTLANDS INFANT 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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CROFTLANDS INFANT 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. Croftlands Infant School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Oakwood Drive Ulverston Postcode: LA12 9JU

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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 Colin Hewson

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: November 1997 Croftlands Infant School - 4

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Team members

21596 Andrew Clark Registered inspector 2893 Trevor Smith Lay inspector 19741 John Manning Team inspector

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Team members

Quality Education Directorate Reginald Arthur House Percy Street Rotherham S65 1ED

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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 Croftlands Infant 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

Croftlands Infant School is in the small market town of Ulverston. It is about average size with 208 boys and girls on roll aged between three and seven. This includes 46 pupils who attend the nursery on a part-time basis. Almost all the pupils are from white British backgrounds. A very small percentage of pupils speak English as an additional language. The school serves an area of mixed privately owned and rented housing and about a third of the pupils are from outside the school’s catchment area. The percentage of pupils eligible for a free school meal, 14 per cent, is broadly average. Approximately 16 per cent of pupils are on the school’s register of special educational needs, which is below average, although the percentage of pupils with a statement for their special educational needs is above average at 4 per cent. The pupils’ needs include moderate learning, emotional, behavioural and physical

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INFORMATION ABOUT THE SCHOOL

difficulties. There is a wide spread of attainment on entry to the school and this is broadly average overall.

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HOW GOOD THE SCHOOL IS

This is a very good school. The pupils attain high standards because of the very good quality of teaching. The excellent ethos for learning is successfully promoted by high quality leadership and management and the school gives very good value for money.

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What the school does well

• The very good leadership and management of the school are very successful at maintaining high standards • The very good quality of teaching promotes positive attitudes to learning

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What the school does well

• There is excellent coverage of the full curriculum • All pupils are fully involved in the life of the school and there are high standards of care

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What could be improved

• There are no significant areas for improvement The areas for improvement would form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

There has been very good improvement since the school was last inspected in 1997. The many strengths identified at the time in the quality of education and leadership have been maintained despite a change of headteacher. Standards have improved well for pupils of all abilities. The school has continued to improve the quality of planning and assessment procedures and they are now of a high standard. Croftlands Infant School - 7

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 2 based on National Curriculum test results.

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Key

Reading B B A A well above average above average A B Writing C A A A average below average C D Mathematics B A B B well below average E

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Key

The standards are well above average. The school has maintained high standards since the last inspection and, because of the commitment to achieving the challenging targets set for pupils’ attainment; it is well placed to continue to do so. There is little difference between the test results year- on-year. There are very few pupils who do not reach the result expected for their age by Year 2 in all subjects and a very high proportion who attain higher levels. Pupils of all abilities, including those with special educational needs, make very good progress through the school as a result of very good teaching. Pupils who are gifted or talented are supported well and also make very good progress. Children make very good progress through the reception classes and by the time they start Year 1 the majority of children exceed the levels expected for their age in all areas of learning.

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Key

The very high standards were reflected in the work seen on inspection. Pupils read very fluently and with good expression by Year 2. They write at length and express their ideas well on a wide range of subjects. They know their number facts well in mathematics and are very accurate in their work. Pupils’ investigative skills are very good in science. Pupils’ skills in information and communication technology are above average. The pupils achieve well in many subjects and there are good standards in art, design and technology and physical education. There is no significant difference in the standards reached by boys and girls.

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Aspect Comment

Attitudes to the school Very good. The pupils are very happy and work together extremely well. The respect the staff and enjoy their lessons.

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Aspect Comment

Behaviour, in and out of classrooms Very good. The pupils are thoughtful and kind towards each other. They play together well at playtimes and are co-operative in class.

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Aspect Comment

Personal development and relationships Very good. By Year 2, the pupils are very mature and responsible and work with minimum supervision. There are excellent relationships throughout the school.

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Aspect Comment

Attendance Very good. The pupils are prompt and eager to come to school.

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Aspect Comment

The pupils’ very good attitudes and behaviour make a significant contribution to the high quality of learning. The close relationship with parents supports pupils’ very good attendance. Croftlands Infant School - 8 Croftlands Infant School - 9

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Teaching of pupils in: Reception Years 1 – 2

Quality of teaching 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

The overall quality of teaching and learning is very good. The teaching of English and mathematics is very good and basic skills of literacy and numeracy are well taught throughout the curriculum. The subject leaders support the development of these subjects very well. Teachers plan their lessons very well. They make it very clear to pupils precisely what they are aiming to achieve during the lesson and how they should go about it. All staff maintain very good discipline by setting high expectations for pupils to work towards. The teachers question pupils closely and engage them in interesting discussions. They use a wide range of good strategies to motivate and involve the pupils. Pupils with special educational needs are very well taught. All staff have a very clear idea of the steps these pupils need to take to achieve their targets. This helps pupils develop their independence. Teachers make

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Teaching of pupils in: Reception Years 1 – 2

effective use of information and communication technology in several subjects. The relationship between pupils and staff is good natured and built on care and humour and this contributes to an eagerness to learn. Teaching assistants provide very good support for pupils. The children make a very good start in the nursery and reception classes. They learn to work and play independently and to listen carefully. There are stimulating displays and labels to encourage pupils to read and think. The pupils work very hard throughout the school and take great care.

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Aspect Comment

The quality and range of the curriculum Excellent. It is broad and challenging offering pupils many practical experiences. They study many subjects such as science, art and physical education in depth and produce work of a high quality. There is a sound range of out of school activities.

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Aspect Comment

Provision for pupils with special educational needs Very good. The few pupils with special educational needs are identified early and supported well through carefully planning and regular reviews. The parents offer good support.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development This is very good. All staff set very good examples to pupils and treat them with maturity and respect. They engage pupils in discussions on moral and social issues. The displays, visits and visitors teach pupils to respect the views of others and become increasingly aware of the beauty and wonder in their world.

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Aspect Comment

How well the school cares for its pupils Very good. There are good procedures to ensure pupils are well cared for and protected. The school monitors pupils’ personal and academic ability very well.

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Aspect Comment

The school works very well with parents. Parents are kept very well informed about their child’s progress and contribute to learning both in the classroom and at home. Croftlands Infant School - 10

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Aspect Comment

Leadership and management by the headteacher and other key staff Very good. The headteacher establishes a very clear direction for continued improvement. She is highly respected by staff, pupils and parents. The supportive and effective staff team excellently promotes the aims of the school.

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Aspect Comment

How well the governors fulfil their responsibilities Very good. They are very effectively organised, ensure appropriate policies are in place and monitor school improvement closely. They take a good role in planning future developments.

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Aspect Comment

The school’s evaluation of its performance This is very good. The results of a wide range of test and other data are critically and imaginatively analysed to set challenging targets. The subject leaders play a very good role in this. The school listens carefully to the views of parents and others and incorporates this into their planning.

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Aspect Comment

The strategic use of resources There is very good financial control and funds are used well. The staff are well trained and make good use of all available resources.

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Aspect Comment

The headteacher works closely with all staff to plan for strategic improvement through a careful and accurate review of standards and provision. The governing body is supportive, yet challenging to the school. The governing body is very thorough in making sure they provide best value in all the school’s major purchases and improvements.

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What pleases parents most What parents would like to see improved

• The quality of teaching is good • The school expects children to work hard • Children enjoy school • The school is well led and managed • The range of activities for children out-of – lessons

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What pleases parents most What parents would like to see improved

The inspection team agrees with the positive views of parents. The school offers gymnastic and music clubs, which is at least as good provision as the majority of infant schools. The inspectors, therefore, disagree with the parents’ views in this respect. The school is, however, actively exploring ways to develop extra-curricular opportunities. Croftlands Infant School - 11

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The leadership and management of the school are very successful at maintaining

high standards. 1 The standards are high and pupils make very good progress. The overall trend of improvement for standards in reading, writing and mathematics have been better than average since the last inspection in 1997. This is a result of the skill and care the headteacher and senior staff show in closely monitoring the pupils’ progress and raising the standards of teaching and learning. They are very well supported by an active and well-informed governing body.

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The leadership and management of the school are very successful at maintaining

2 By the time pupils leave school the percentage of pupils achieving the expected levels in national tests for reading, writing and mathematics are well above average. It is also well above average for pupils who attain the higher levels in the national tests. There is no significant difference between the attainment of boys and girls. The test results are reflected in the work seen in school. The pupils make very good progress from their attainment on starting the nursery school.

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The leadership and management of the school are very successful at maintaining

3 By Year 2, the pupils speaking skills are very good. They are confident and fluent speakers who keep to the point well. For example, they explain clearly their own strategies for solving doubling and halving problems in mathematics in great detail. The pupils read fluently and expressively. They recognise rhymes and the way letters blend to form new sounds. They use this knowledge well to make their reading enjoyable. They concentrate hard and pupils of all abilities make few errors.

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The leadership and management of the school are very successful at maintaining

4 The pupils’ writing skills are very good. The pupils often write at length. Their work is clearly put in order so that stories and factual writing are easy to follow. They can reason why characters in act as they do. They use a rich vocabulary to create a mood; ‘We realised the generator had disconnected. Could we save it?’ Handwriting is usually neat and most pupils join the letters in an attractive cursive style. Pupils with special educational needs and the less able make good progress towards these levels of working and often show a similar awareness of language and enjoyment in reading and writing.

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The leadership and management of the school are very successful at maintaining

5 Standards in mathematics are also very high. The pupils work very hard and produce a lot of work. They are quick and accurate in answering mental and oral questions. They recognise patterns in numbers. For example, they have no hesitation in counting backwards or forwards from any given number over a hundred or counting on in twos, fives or tens from different starting points. The pupils are accurate in their practical work in measuring and data handling. They solve word problems with confidence using their knowledge and earlier learning well.

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The leadership and management of the school are very successful at maintaining

6 The headteacher establishes an excellent ethos in which learning can flourish and high standards be achieved. There is a very effective team of senior teachers who work closely together to promote standards. The breadth and depth of knowledge and understanding of infant practice amongst the team is very high and this supports the systematic approach to school improvement well. The head teacher and other senior teachers offer excellent examples through their teaching. Ideas and opinions are openly shared and the views of all staff are welcomed. This is very evident in detailed minutes for staff and curriculum meetings. As a result, teachers will ask for help and are not afraid to express difficulties they have had. Croftlands Infant School - 12 7 The close teamwork is built on firm foundations for monitoring and supporting teaching and learning. The head teacher and subject leaders for English and

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The leadership and management of the school are very successful at maintaining

mathematics have regular programmes for monitoring work and teaching. They produce detailed feedback for individual teachers and this feeds into useful target setting for future professional development. The monitoring has directly led to training in specific aspects of teaching to raise standards overall. For example, teachers have been developing techniques for improving pupils’ knowledge of their own learning through the use of the end session or ‘plenary’ of lessons. The subject leaders and headteacher very closely analyse pupils’ progress and standards in national tests. This has led to very specific changes in the mathematics and English curriculum planning. New developments are always followed up with careful evaluation of success and further change if required. Target setting is based on a thorough knowledge of individuals and groups of pupils.

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The leadership and management of the school are very successful at maintaining

8 The governing body is very effective in supporting the school in moving forward. They take an active interest in all aspects of the school’s work. Again the knowledge of schools and teaching are a strength of several governors and others make use of a wide range of relevant experiences such as working with adults with special educational needs. They have established close links with subject leaders through their presentations to governors, visits to school and sharing the analysis of test and other data. They have been particularly effective in supporting bids for additional funding and raising support from local industry. They are well informed by the headteacher on all aspects of their work and make good use of computers to manage information.

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The leadership and management of the school are very successful at maintaining

The very good quality of teaching promotes positive attitudes to learning.

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The leadership and management of the school are very successful at maintaining

9 The standards and learning opportunities described above are directly linked to the quality of teaching and pupils’ learning. The quality of the majority of lessons observed on inspection was very good and no lessons seen were less than good. This is because of the effective planning and positive ethos.

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The leadership and management of the school are very successful at maintaining

10 The planning is a particular strength of the teaching. Teachers make very good use of the school’s own schemes of work for most subjects. They make good use of national strategies for literacy and numeracy, which have been incorporated in to the school’s schemes. There is a strong sense of ownership, which gives the lessons purpose and relevance to the pupils.

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The leadership and management of the school are very successful at maintaining

11 The pace of most lessons is brisk, yet balanced. For example, many lessons start with a fast paced mental activity and recap of previous work, but still allow pupils sufficient time to consider their replies to questions carefully. As a result, pupils are usually accurate and careful in number work or when reading texts together. The teachers often set clear and appropriate targets for how long pupils have to complete tasks. This leads to pupils who generally settle quickly to their work and are eager to succeed. They are very interested in their work. For example, Year 1 pupils experimenting with creating different effects with coloured paper recalled their earlier learning well to produce lively faces.

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The leadership and management of the school are very successful at maintaining

12 By Year 2, most pupils work well independently. Many do not start school with confidence in working on their own. This is very strongly focused on from the start through the wide range of experiences in nursery and reception. In Year 1 and 2 this is built upon and teachers’ expectations for independent work are high. The school improvement plan is focusing on developing ways for pupils to work with more independence. Croftlands Infant School - 13 13 Teachers make good use of detailed assessments of pupils’ achievement to make sure the work is suitably challenging. This means that whilst pupils are challenged they also feel secure in the knowledge that if they try they will succeed. This is supported by good use of praise and support from teachers. This is very evident in the work planned for pupils with special educational needs and the most able. For example, in a Year 1 mathematics lesson, the teacher had prepared separate, but

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The leadership and management of the school are very successful at maintaining

similar word-problems for one child who was very able but not always willing to work hard. The nature of the questions appealed to the pupil and the teacher injected a good balance of praise and critical comment to enable him to rise to the task.

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The leadership and management of the school are very successful at maintaining

14 The teachers’ management of pupils’ behaviour is a strength in creating good learners. There are several pupils with emotional and behavioural difficulties on the register of special educational needs. Their behaviour is managed very well enabling the pupils to increasingly reflect on the appropriateness of their actions. Teachers are very sensitive to when a pupil should be cajoled into trying hard and when space should be created to allow them to participate fully. The skilful handling is a result of teachers’ personal skills and the regular sharing of good practice through discussion and observation. The special educational needs co-ordinator provides very effective support.

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The leadership and management of the school are very successful at maintaining

15 As a result of the very good quality of teaching pupils’ are well prepared for future learning.

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The leadership and management of the school are very successful at maintaining

There is excellent coverage of the full curriculum.

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The leadership and management of the school are very successful at maintaining

16 The pupils experience a broad and balanced curriculum and achieve high standards in several subjects. The drive to make sure of good performance in English and mathematics has not been at the expense of other subjects. Every classroom and shared area such as the hall and entranceway sings out with good quality pupils’ work representing many subjects.

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The leadership and management of the school are very successful at maintaining

17 The school has given a lot of thought to ways to make certain that pupils’ experiences in all subjects are meaningful. As a result they often teach subjects in relatively short, but intensive blocks of time. For example, they may devote two or three weeks to one or two subjects as well as English and mathematics. In this way pupils can start and finish a design and technology or geography project over a manageable period of time and research and experiment whilst knowledge is fresh in their minds. The teachers can build on earlier lessons without wasting time refreshing the pupils’ memories. The curriculum is very well planned so that knowledge and understanding progresses well in all subjects during the pupils time in school.

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The leadership and management of the school are very successful at maintaining

18 In the nursery and reception classes pupils have very good experiences of all areas of learning. There is a strong focus on developing pupils’ independence and concentration from the start. Activities are practical and relevant. As a result, pupils spread butter on their bread for tuna sandwiches with exceptional care and good understanding of basic hygiene. The role-play areas are well planned to promote learning in many areas. A young girl in the ‘vets’ described in great detail how her cat needed an injection and how to take care of it. The opportunities to promote pupils physical and creative development are very good because of the imaginative tasks. For example, they had a real fishing game with nets in the water play area to develop their knowledge and understanding. Pupils use computers well in nursery and reception, for example in shape-matching games closely linked to other work.

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The leadership and management of the school are very successful at maintaining

Croftlands Infant School - 14 19 In Years 1 and 2 the pupils’ experiences in physical education are particularly good reflecting the impact of a leading physical education teacher. In dance, for example, pupils responded very well to the thorough planning and teachers expertise. They used an exciting vocabulary of ‘dots, dashes and squiggles’ to describe their movements. The pupils created extended sequences of movements with a good finish. High standards were also seen in gymnastics and ball skills. There are good opportunities for pupils to learn gymnastics out of school time.

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The leadership and management of the school are very successful at maintaining

20 The pupils have very good practical experiences in many subjects and there are strong expectations for pupils to think for themselves and organise their own work. Pupils with special educational needs and those with a gift or talent thrive on the open nature of these tasks. For example, a pupil with learning and behavioural difficulties articulated his ideas on how to make a winding mechanism very clearly as a result of excellent questioning by the teacher. There are very good links made between subjects that help to motivate pupils and develop research and reference skills. For example, pupils explored drawbridges and other historical winding mechanisms in design and technology. In science, pupils show imagination and understanding in their recording methods and diagrams are often very well executed. They design their own symbols for electrical components alongside learning appropriate standard

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The leadership and management of the school are very successful at maintaining

21 The pupils experience a very good range of art and design. They make prints, collages and work with fabrics and three-dimensional materials including clay and plaster. The pupils make close observational drawings using a very range of media. They make good use of computers to create pictures and cards. The work is attractively displayed, often with thought-provoking questions for the viewer.

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The leadership and management of the school are very successful at maintaining

22 The school makes very good use of visits and visitors to enliven pupils’ learning. During the inspection the pupils participated in a full touring theatrical production, based on signing as a method of communication, set in the ‘wild west’. The Year 2 pupils took leading roles through improvised role-play. The school is involved in many local festivals and fairs including music, sport and drama.

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The leadership and management of the school are very successful at maintaining

23 The pupils’ learning experiences at Croftlands Infant school make a significant contribution to their personal and academic development.

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All pupils are fully involved in the life of the school and there are high standards of

24 The school, as can be seen above, is successful in involving pupils of all abilities in reaching high standards in learning and personal development. There are strong systems to support the progress made by pupils with special educational needs, including those with a statement of special educational needs and the more able pupils. The school is also very sensitive to the particular needs of pupils who are ‘looked after’ by the local education authorities and others in circumstances of social concern. A very low percentage of pupils do not speak English as a first language and the school meets their needs well.

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All pupils are fully involved in the life of the school and there are high standards of

25 The basis for the high standards of care is the school’s detailed knowledge of individual pupils. Close relationships are established with parents when the pupils start nursery and detailed records are kept of academic or personal concerns. These records are maintained well throughout the school so that all teachers are well informed. The special educational needs co-ordinator works closely with staff to make use of all available information to set targets for learning and to develop Croftlands Infant School - 15 appropriate teaching methods and activities. This is very effectively communicated to all those involved in working with the pupils. For example, the teaching assistants have a very good knowledge of the progress made by pupils in their care. This results in sensitive teaching and support.

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All pupils are fully involved in the life of the school and there are high standards of

26 The recording and analysis of pupils’ achievements is very thorough for all subjects and this again helps teachers to adjust their teaching to suite individuals. This has already been described above but is an important reason why the school is effective in including all pupils in the learning process.

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All pupils are fully involved in the life of the school and there are high standards of

27 The school keeps a record of pupils who show particular gifts or talents. They review their progress regularly and look for opportunities to promote their learning further. The open-nature of many activities and the wide range of learning opportunities is generally sufficiently challenging in itself.

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All pupils are fully involved in the life of the school and there are high standards of

28 Levels of daily care are very good. The procedures for Child Protection and for promoting health and safety are well managed and rigorously monitored by the governing body. The school administrator knows pupils and procedures very well and supports pupils and parents well.

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All pupils are fully involved in the life of the school and there are high standards of

29 The inclusive nature of the school serves the pupils and wider community well.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

30 There are no significant areas for improvement. Croftlands Infant School - 16

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 7

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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 more than four percentage points.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y2

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 23 185

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 0 25

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Information about the school’s pupils

Special educational needs Nursery YR – Y2

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Information about the school’s pupils

Number of pupils with statements of special educational needs 0 8

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 0 34

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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 14

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 7

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Attendance

National comparative data 5.4 National comparative data 0.5 Croftlands Infant School - 17 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Croftlands Infant School - 18

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

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2002 35 17 52

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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 32 34 33 Numbers of pupils at NC level 2 and above Girls 16 16 16

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

Percentage of pupils School 92 (95) 96 (95) 94 (95) 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 35 32 34 Numbers of pupils at NC level 2 and above Girls 16 16 16

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

Percentage of pupils School 98 (95) 92 (89) 96 (95) 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. Croftlands Infant School - 19

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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 1 - -

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Ethnic background of pupils Exclusions in the last school year

Mixed – any other mixed background - - -

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British - Pakistani - - -

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British – Bangladeshi - - -

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British – any other Asian background - - -

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Ethnic background of pupils Exclusions in the last school year

Black or Black British – Caribbean - - -

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Ethnic background of pupils Exclusions in the last school year

Black or Black British – any other Black background - - -

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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. Croftlands Infant School - 20

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 8.8 Financial year 2001-2002

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Teachers and classes Financial information

Number of pupils per qualified teacher 21

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Teachers and classes Financial information

Education support staff: YR – Y2 Total income 470,302

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Teachers and classes Financial information

Total number of education support staff 10 Total expenditure 489,241

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Teachers and classes Financial information

Total aggregate hours worked per week 157 Expenditure per pupil 2,589

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Teachers and classes Financial information

Qualified teachers and support staff: nursery Balance brought forward from previous year 45,164

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 1 Balance carried forward to next year 26,225

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Teachers and classes Financial information

Number of pupils per qualified teacher 24

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Teachers and classes Financial information

Total number of education support staff 1

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Teachers and classes Financial information

Total aggregate hours worked per week 32.5

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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 0

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

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Recruitment of teachers

Number of 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. Croftlands Infant School - 21

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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. 61 35 3 0 1

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Percentage of responses in each category

Behaviour in the school is good. 45 51 0 0 4

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Percentage of responses in each category

My child gets the right amount of work to do at home. 34 51 3 3 9

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 43 46 10 1 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 72 27 0 0 1

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 56 43 0 0 1

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Percentage of responses in each category

The school works closely with parents. 38 57 2 0 3

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Percentage of responses in each category

The school is well led and managed. 66 32 0 0 2

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Percentage of responses in each category

The school is helping my child become mature and responsible. 55 42 2 0 1

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 20 33 15 2 30

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