St Bede's Catholic Primary School

ST BEDE’S CATHOLIC PRIMARY SCHOOL

Dates of inspection: 27 th – 28 th January 2003

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ST BEDE’S CATHOLIC PRIMARY SCHOOL

Short inspection carried out under Section 10 of the School Inspections Act 1996

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INFORMATION ABOUT THE SCHOOL

School address: Strathclyde Avenue Carlisle

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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 D J Carrick

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: February 1998

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INFORMATION ABOUT THE SCHOOL

This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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INFORMATION ABOUT THE 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 St Bede’s Catholic Primary School - 3

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Team members

25507 L Garner Registered inspector 12682 J Griffin Lay inspector 17685 L Spooner Team inspector

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Team members

Bench Marque Limited National Westminster Bank Chambers Victoria Street Burnham-on-Sea Somerset TA8 1AN

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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 St Bede’s Catholic Primary School - 4

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PART A: SUMMARY OF THE REPORT 5

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

St Bede’s Catholic Voluntary Aided Primary School is about the same size as other primary schools with 196 pupils compared with the national average of 242. All pupils are from a white ethnic background and no pupils speak English as an additional language. The percentage of pupils known to be eligible for free school meals was in line with the national average last year, but usually is above the average. The percentage of pupils identified as having special educational needs is in line with the national average, but the percentage of pupils with statements of special educational needs is well above the national average. Children’s attainment on entry to the nursery and the reception class varies from year to year, but is generally below that expected for children of their age.

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HOW GOOD THE SCHOOL IS

This is a good school in which pupils do well. The quality of provision has some very good and outstanding features. The school is now in a strong position to improve even further. The quality of teaching throughout the school is very good. Pupils are achieving well. In the 2002 national tests at the end of Key Stage 1, pupils matched the national average in reading and were well above the national average in writing and mathematics. Pupils’ standards in mathematics were in the top five per cent of pupils in the country. By the time pupils reach the end of their primary education at the end of Year 6 they have usually achieved standards which are well above the national average in English, mathematics and science. However, the results last year in 2002 were not as good. Standards were below the national average in English and mathematics although still above average in science. Evidence from inspection shows that standards in English and mathematics have now improved and match the national

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HOW GOOD THE SCHOOL IS

expectations. The school is very well led by the headteacher and senior management team. The governing body is very effective in the way it supports and monitors the school. Pupils are making good progress in their education. Pupils’ very good attitudes and behaviour mean that they can benefit from the provision. The school gives good value for money.

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What the school does well

• The quality of teaching throughout the school is very good and this enables pupils to make good progress. • The school is very well led by the headteacher, and the governing body supports the school very well. • The school’s very good provision for pupils’ social and moral development means that pupils have very good attitudes to their work, behave very well and make very good progress in their personal development. • The school supports pupils very well. It has a very good partnership with parents and has established an ethos in which all members of the school community are valued and are committed to help pupils do well. • Pupils get a very good start to their education because of the high quality provision in the nursery, reception class and the Key Stage 1 classes.

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What could be improved

• Although assessment procedures identify progress of year groups, the tracking of the progress made by individual pupils needs to be improved. The areas for improvement will form the basis of the governors’ action plan.

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What could be improved

The school has already identified this area for development and has started to set up systems to do this. St Bede’s Catholic Primary School - 6

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in February 1998. Four areas for development were identified. The first asked the school to raise standards in science in Key Stage 1, and this has been done. The second issue regarding curriculum development has been successfully addressed and schemes of work for all subjects are in place. The third issue concerned the monitoring of teaching and learning. This has been done and there is a very effective system in place to enable senior staff and governors to monitor the quality of teaching and the standard of pupils’ work. The final area asked the school to ensure that pupils have experiences of cultures other than their own. There is much evidence that this is being done. For example, nursery and reception children are celebrating the Chinese New Year and one class has a ‘house’ system in which pupils are placed in ‘houses’ which are named after Hindu gods.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Other major improvements include the quality of teaching, which has moved from good to very good; in the same way the provision for pupils’ spiritual, moral, social and cultural development has also improved from good to very good.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The headteacher and her senior staff now lead and manage the school very well. The governing body has developed its role considerably and provides very good support in many areas of school life.

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STANDARDS

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

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Key

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

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Key

The table shows the standards attained by pupils in the years 2000 to 2002. These are based on results from the national tests (SATs), taken by Year 6 pupils at the end of Key Stage 2. These show that last year (2002), attainment in English and mathematics was below the national average although standards in science were above the national average. In the previous two years standards in English were well above the national average and those in mathematics were at least in line with the average. Results in English and mathematics fell last year. This can be explained partly by the fact that in this year group there was a higher proportion of pupils with special educational needs. Another factor, which has now been addressed, was that this year group was taught both in Year 5 and in Year 6 by teachers who were teaching the year groups for the first time. However, the present Year 6 pupils are now working at the

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Key

expected levels and so results this year should, at least, match national averages.

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Key

Last year the pupils who took the national tests at the end of Key Stage 1, in Year 2, did very well. They matched the national average in reading and were well above the national average in writing and mathematics. Their mathematics results in 2002 were in the top five per cent in the country. St Bede’s Catholic Primary School - 7

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Aspect Comment

Attitudes to the school Very good. Pupils like school and enjoy their lessons.

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Aspect Comment

Behaviour, in and out of classrooms Very good. Pupils behave very well in lessons and around the school.

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Aspect Comment

Personal development and relationships Relationships throughout the school are very good. Pupils feel that the school is doing its best for them and respond well to this. They make very good progress in their personal development.

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Aspect Comment

Attendance Attendance levels match the national average.

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

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

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

Teaching quality is judged by lesson observations during the inspection and the scrutiny of pupils’ work. No unsatisfactory teaching was seen, in fact all the teaching observed was judged to be at least good. Eleven out of the 18 lessons had teaching which was very good or better, and of these the teaching quality in two of the lessons was outstanding.

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

There is a consistency about the teaching in each class which is a major reason why it is so effective. Planning is very thorough and teachers have very high expectations, both of pupils’ standards of work and their behaviour. There are excellent relationships throughout the school community and, with pupils’ very good attitudes to their work, there is a very good learning atmosphere. Consequently, pupils make good progress.

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

Literacy and numeracy are taught particularly well.

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Aspect Comment

The quality and range of the curriculum Good. The curricular provision is enriched by a very good range of extra- curricular clubs.

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Aspect Comment

Provision for pupils with special educational needs Good. Individual targets are produced quickly after a problem is identified and reviewed frequently.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good overall. The very good provision for pupils’ social and moral development makes a very good contribution to their very good attitudes to their work and their very good behaviour in school.

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Aspect Comment

How well the school cares for its pupils The school cares for its pupils very well. The very good relationships seen in school mean that staff know pupils very well and therefore encourage personal as well as academic development. St Bede’s Catholic Primary School - 8 Parents have a very positive opinion of the quality of education their children receive at the school and feel it is an open and welcoming environment.

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher leads the school very well. She is well supported by the two members of the senior management team and the teacher managing the Foundation Stage.

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Aspect Comment

How well the governors fulfil their responsibilities Governors fulfil their responsibilities very well. Many are heavily involved in many aspects of school life and bring many skills and much experience to their role.

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Aspect Comment

The school’s evaluation of its performance The school generally evaluates what it is doing well. There is detailed analysis of test results for each year group. However, tracking the progress of individual pupils through the school could be improved.

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Aspect Comment

The strategic use of resources Resources are used well.

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What pleases parents most What parents would like to see improved

• Their children like coming to school. • They feel their children are making good progress and the school has high expectations of what should be achieved. • They feel that their children are taught very well and they are kept well informed about how their children are doing. • They feel that the school is very well led and they feel that it is easy to approach the school if they want information or to sort out a problem. • They feel that their children behave very well in school and have very good attitudes to their work. • A small minority of parents consider that the amount of homework provided does not match the needs of pupils and that the activities provided for pupils after school could be better.

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What pleases parents most What parents would like to see improved

The inspection team agrees with all the positive views of parents and think that the two areas criticised by a small number of parents are actually strong areas of the school’s provision. St Bede’s Catholic Primary School - 9

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The quality of teaching throughout the school is very good and this enables pupils to

1. The quality of teaching is very good overall. Eighteen lessons were seen during this short inspection. All teaching seen was at least good. Over half of the lessons had very good teaching, or better, and of these, two lessons had outstanding teaching.

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The quality of teaching throughout the school is very good and this enables pupils to

2. The quality of teaching has many strengths. One of the strongest is the consistency of approach from nursery to Year 6. Teachers plan well together, they have high expectations of pupils and pupils generally respond well to this. Classes are managed very well with the very good relationships between teachers and pupils being the most important element in this. However, pupils recognise that all teachers expect good standards in work and behaviour and are quite clear about the way they should behave in school. Teachers plan lessons very well and use the assessment of what pupils have, or have not, understood to amend or adapt future planning.

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The quality of teaching throughout the school is very good and this enables pupils to

3. Lessons involving the National Literacy and Numeracy Strategies are taught very well. Two teachers have been appointed as Leading Teachers by the local education authority to give demonstration lessons and to help in training courses in the area. This means that teachers in school have a very good source for advice and help.

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The quality of teaching throughout the school is very good and this enables pupils to

4. The nursery class is taught by two qualified nursery nurses under the overall management of the reception class teacher. They provide a good start to the children’s education. In one lesson seen, almost all children were usefully occupied for all of the session. They are encouraged to choose the activities they want to do and record what they are doing by placing a ‘work card’ by their name on the worksheet. This encourages their independence and personal development. A wide range of activities is provided which covers all the areas of learning expected of children of this age. Teachers ask appropriate questions to develop the language skills of children.

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The quality of teaching throughout the school is very good and this enables pupils to

5. An excellent English lesson in Year 1 showed how the good start the pupils have in the reception year is being developed. There was an excellent working ethos with very high expectations and pupils responded very well to this. Higher attaining pupils were able to work independently and the other groups in class were very focused on the tasks they had been given. In this class the teaching support staff are very effective in the work they do and this is seen in many classes throughout the school.

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The quality of teaching throughout the school is very good and this enables pupils to

6. These high standards continue throughout the school. In a Year 4 class pupils develop the quality and richness of their written English as they use adjectives and similes. One pupil looked at an illustration from a book the class is studying. Encouraged to use adjectives she wrote, ‘The beautiful golden boat is sparkling brightly with magnificent jewels all around and wonderful velvet curtains’. In a Year 6 class, even though it was the first lesson on Monday morning and some pupils needed energetic teaching to get them thinking, most pupils used calculators well to find the answers to complex calculations. St Bede’s Catholic Primary School - 10

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The school is very well led by the headteacher and the governing body supports the

7. The headteacher has established an ethos in the school in which all are valued. Teachers, support staff, parent and governor volunteers and, of course, pupils all know that their contributions make a difference. There is now a common purpose and aim which is to bring standards back up to the levels they were in recent years. The headteacher leads by example with a high teaching commitment. A teacher comments, ‘She wouldn’t ask us to do anything she wouldn’t do herself’.

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The school is very well led by the headteacher and the governing body supports the

8. The two members of the senior management team have taken over the role of the previous deputy headteacher. They have established their own responsibilities and, because they work well together, discharge them effectively. The Foundation Stage is effectively managed by the reception class teacher, who plans with the nursery nurses and monitors the work of the nursery well.

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The school is very well led by the headteacher and the governing body supports the

9. The governing body is a particular strength of the school. Governors bring a wide range of skills to help the school. There is considerable financial expertise to help in the setting and monitoring of the budget. Governors monitor lessons and, once a year, a full meeting of the governing body is used to look at a sample of the work of all year groups in all subjects. This gives governors a good insight into the standards which pupils achieve. One governor commented that this is his favourite meeting of the year. Governors also help with out-of-school activities, such as the football teams. One very practical governor has fitted cupboards throughout the school. During an inspection visit he was repairing the fire alarm! This involvement in school life is only possible because governors are trusted by staff, and this trust is returned. This is very much a school of, and for, the community.

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that pupils have very good attitudes to their work, behave very well and make very

good progress in their personal development.

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that pupils have very good attitudes to their work, behave very well and make very

10. The ethos of the school creates an atmosphere where all feel valued. There are very good relationships apparent between all adults employed in the school, between adults and pupils and between pupils. Pupils relate well to others of all ages because of the opportunities they get to work together informally and formally. Parents comment that their children know many other children by name from other year groups.

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that pupils have very good attitudes to their work, behave very well and make very

11. Social development is encouraged from the time children enter school. In the nursery much effort is made to help children to work well together. Teachers and support staff quickly intervene when children argue or cannot share the materials they are working with. One child did not want to share his play-dough with another pupil. The teacher spoke quietly to both children and a fair share was agreed. In the reception class, when children were changing for a physical education lesson, social development was encouraged as all were expected to change into physical education kit by themselves. The children who could not do this were then given appropriate help!

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that pupils have very good attitudes to their work, behave very well and make very

12. Pupils are given many opportunities to work with partners or groups. For instance, in a Year 2 English lesson the teacher placed a high value on the way pupils worked with their ‘work buddies’ as they identified speech marks and then proceeded to use them correctly. Pupils in Year 5 co-operated well to produce a class book about the work they had done on limericks to be read in assembly. St Bede’s Catholic Primary School - 11 13. In the lessons seen, the attitude and behaviour of all pupils were good or better. In well over half the lessons seen they were very good, including one in which they could not have been better.

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established an ethos in which all members of the school community are valued and

14. Pupils enjoy coming to school. They are given very good support in both their academic and personal development. They recognise that all the adults working in school want them to do well.

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established an ethos in which all members of the school community are valued and

15. Parents are very supportive of the school and appreciate what the school is doing for their children. Parents are welcome to come into school at any time to offer help or ask for advice about their children’s wellbeing or progress.

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Pupils get a very good start to their education because of the high quality provision

in the nursery, reception class and the Key Stage 1 classes.

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Pupils get a very good start to their education because of the high quality provision

16. Children come into school with levels of achievement, especially in language development and social skills, which are below that seen in most children of their age. The children experience a very rich educational experience in their early years in school. This is largely due to the high quality of teaching described above, but also because of the stimulating classroom environments they find themselves in. Each area of the early year classrooms encourages children to gain experience in one of the six areas of learning of the Foundation Stage curriculum.

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Although assessment procedures identify progress of year groups, the tracking of

the progress made by individual pupils needs to be improved.

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Although assessment procedures identify progress of year groups, the tracking of

17. The school has recognised that the tracking of the progress made by individual pupils is an area of assessment that needs to be improved. There is much information available on how year groups compare with the ones before them. However, most of the information passed on to the teacher of the class above only gives the grades from the previous year. This means that standards achieved by pupils throughout their school career are not usually available. Therefore, for example, pupils may have achieved standards at the end of Year 4 which suggest they will achieve the standards required by the end of Year 6. But, if the information available to the Year 6 teacher only gives the standards achieved at the end of Year 5 then this may give a distorted picture of what pupils can achieve. The school has begun to put in place a system which monitors progress of individuals but this does not include the older

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Although assessment procedures identify progress of year groups, the tracking of

pupils. The school needs to ensure that information about the progress of pupils throughout Key Stage 2 is available to all teachers.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The headteacher, governing body and staff should work to further improve the educational provision of the school by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) making sure that the way they use the assessment of individual pupils to judge progress is available to all teachers so they can identify individuals who have not made expected progress over time. St Bede’s Catholic Primary School - 12

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 12

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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 five percentage points.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 10 169

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 0 36

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 0 9

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 33

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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 0

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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 6

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 9

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Attendance

National comparative data 5.4 National comparative data 0.5 St Bede’s Catholic Primary School - 13 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year.

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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 8 9 17

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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 N/a N/a N/a Numbers of pupils at NC level 2 and above Girls N/a N/a N/a

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

Percentage of pupils School 88 (83) 88 (83) 94 (83) 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 N/a N/a N/a Numbers of pupils at NC level 2 and above Girls N/a N/a N/a

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

Percentage of pupils School 76 (78) 94 (83) 82 (78) at NC level 2 or above National 85 (85) 89 (89) 89 (89)

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

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

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

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2002 12 16 28

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

National Curriculum Test/Task Results English Mathematics Science

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

Boys 6 8 12 Numbers of pupils at NC level 4 and above Girls 13 11 15

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

Percentage of pupils School 68 (74) 68 (70) 96 (91) at NC level 4 or above National 75 (75) 73 (71) 86 (87)

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

Teachers’ Assessments English Mathematics Science

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

Boys 8 8 10 Numbers of pupils at NC level 4 and above Girls 13 14 14

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

Percentage of pupils School 75 (100) 79 (61) 86 (91) at NC level 4 or above National 73 (72) 74 (74) 82 (82) St Bede’s Catholic Primary School - 14 Percentages in brackets refer to the year before the latest reporting year. Separate scores for girls and boys are not supplied as the small numbers of each in this cohort could lead to the possibility of individual recognition. St Bede’s Catholic Primary School - 15

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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 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Mixed – any other mixed background 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British - Pakistani 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British – Bangladeshi 0 0 0

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Ethnic background of pupils Exclusions in the last school year

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

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Ethnic background of pupils Exclusions in the last school year

Black or Black British – Caribbean 0 0 0

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Ethnic background of pupils Exclusions in the last school year

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

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Ethnic background of pupils Exclusions in the last school year

The table refers to pupils of compulsory school age only. It gives the number of exclusions, which may be different from the number of pupils excluded. St Bede’s Catholic Primary School - 16

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 7 Financial year 2001/2002

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Teachers and classes Financial information

Number of pupils per qualified teacher 21.1

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 441,196

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Teachers and classes Financial information

Total number of education support staff 8 Total expenditure 400,912

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Teachers and classes Financial information

Total aggregate hours worked per week 113 Expenditure per pupil 2,133

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Teachers and classes Financial information

Qualified teachers and support staff: nursery Balance brought forward from previous year -3,422

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 1 Balance carried forward to next year 36,862

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Teachers and classes Financial information

Number of pupils per qualified teacher 10.1

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Teachers and classes Financial information

Total number of education support staff 2

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Teachers and classes Financial information

Total aggregate hours worked per week 15

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Recruitment of teachers

Number of teachers who left the school during the last two years 1.6

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 1.6

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

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Recruitment of teachers

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

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Recruitment of teachers

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

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Recruitment of teachers

FTE means full-time equivalent. St Bede’s Catholic Primary School - 17

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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. 57 36 3 3 2

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Percentage of responses in each category

Behaviour in the school is good. 61 38 1 0 1

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Percentage of responses in each category

My child gets the right amount of work to do at home. 46 38 8 4 4

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 53 38 5 4 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 74 19 4 4 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 72 25 1 1 1

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Percentage of responses in each category

The school works closely with parents. 46 43 5 4 1

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Percentage of responses in each category

The school is well led and managed. 59 32 4 2 4

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Percentage of responses in each category

The school is helping my child become mature and responsible. 55 37 3 1 4

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 44 32 10 5 10

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