All Saints Maldon Church of England Voluntary Controlled Primary School

ALL SAINTS C OF E PRIMARY SCHOOL

Dates of inspection: 30 September – 3 October 2002

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ALL SAINTS C OF E PRIMARY SCHOOL

Full 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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ALL SAINTS C OF E 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. All Saints C of E Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School category: Voluntary Controlled, Church of England

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INFORMATION ABOUT THE SCHOOL

School address: Highlands Drive Maldon Essex Postcode: CM9 6HY

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 20 October 1997 All Saints C of E Primary School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities

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INFORMATION ABOUT THE INSPECTION TEAM

2414 David Westall Registered inspector Science Art and design Design and technology Equal opportunities What sort of school is it? How high are standards? How well are pupils taught? How well is the school led and managed? What should the school do to improve further? 1333 Elizabeth Forster Lay inspector How well does the school care for its pupils? How well does the school work in partnership with parents? 3856 Sandy Wellsted Team inspector English History Special educational needs English as an additional language Attitudes, values and personal development

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INFORMATION ABOUT THE INSPECTION TEAM

3349 Jacqueline Ikin Team inspector Mathematics Music Religious education Foundation Stage 24019 Ken Parry Team inspector Information and communication technology Geography Physical education How good are curricular and other opportunities?

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INFORMATION ABOUT THE INSPECTION TEAM

OASIS Waterstone Cottages Naunton Nr Cheltenham Gloucestershire GL54 3AS

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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 All Saints C of E 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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HOW HIGH ARE STANDARDS? 11

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

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INFORMATION ABOUT THE SCHOOL

There are 307 pupils on roll, aged from four to 11 years. The school has two sites which are about five minutes walking distance apart. The percentage of pupils known to be eligible for free school meals is broadly in line with the national average, and eight pupils speak English as an additional language. The percentage of pupils on the school’s register of special educational needs is below the national average, and there are no pupils with statements of special educational need. On entry to the school, there is a broad spread in children’s standards but, overall, they are average.

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HOW GOOD THE SCHOOL IS

This is a sound and improving school. It benefits from very good leadership by the headteacher and from the strong commitment of staff and governors. The quality of teaching is good in the youngest class and is otherwise satisfactory overall. Children make a good start in reception and achieve average standards in the vast majority of subjects in Years 2 and 6. Pupils’ attitudes and behaviour are mainly good, and are fostered well by the school’s effective provision for their social and moral development. There are weaknesses in elements of the school’s work, particularly in relation to: pupils’ standards and progress in a minority of subjects; teachers’ assessment procedures; and some aspects of management. Overall, however, the school’s strengths and sound achievements outweigh its weaknesses, and it provides sound value for money.

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HOW GOOD THE SCHOOL IS

What the school does well • The headteacher has very good leadership skills and is providing the school with a clear sense of direction. • Children in the reception classes make a good start at the school because they are taught well and have a rich range of learning opportunities. • Teaching is good in English and mathematics in Years 3 to 6. • Pupils’ attitudes to learning and behaviour are good, and they have positive relationships with others. • Good provision is made for pupils’ moral and social development. • Parents make a valuable contribution to their children’s learning through their involvement in the school.

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HOW GOOD THE SCHOOL IS

What could be improved • Standards are too low in information and communication technology (ICT) in Year 2 and in art and design in Year 6. • Pupils make insufficient progress in design and technology. • Most subject co-ordinators need to develop a clearer understanding about the strengths and weaknesses in their subjects, across the school. • Individual education plans for pupils with special educational needs are not in place for all who need them, and not all targets in existing plans are precise enough. • Procedures for assessing pupils’ standards and progress need to be improved in subjects other than English, mathematics and science. • The school improvement plan needs to include more detail about some initiatives, and should extend beyond the current educational year. • Statutory requirements for the performance management of teachers are not being fully met. 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

Overall, the school has made adequate progress since the last inspection, in 1997. Evidence suggests that progress had been barely satisfactory until January 2002, when the new headteacher took up her post. However, the pace of change has notably increased since then. The quality of teaching has improved since the last inspection, when one in every ten lessons was unsatisfactory. There are now clearer roles for senior management, and the new headteacher and governors have improved the school’s methods for evaluating its work. However, most subject co-ordinators still need to monitor their subjects more rigorously, and this situation has changed little since the last inspection. Very recent progress means the school has improved its policies and introduced schemes of the work in most subjects. Assessment procedures are better now in English, mathematics and science but still require improvement in other subjects. Good progress has been made in rectifying deficiencies in

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

the school accommodation, including the extensive refurbishment of the older school building.

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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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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

2000 2001 2002 2002 well above average A English E E B B above average average B C mathematics E E C C below average well below average D E science E D C C

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STANDARDS

This table shows that the results of the Year 6 statutory tests in 2002 were above the national average and the average results of similar schools in English, and were in line with the national average and the average results of similar schools in mathematics and science. These results represent a significant improvement on the school’s results in 2000 and 2001. Inspection findings confirm the notable improvement and show that current standards in Year 6 are in line with national expectations in English, mathematics and science.

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STANDARDS

Standards are also in line with those expected nationally in history, geography, ICT, music and physical education in Year 6, and match those of the locally agreed syllabus in religious education. However, they are below average in art and design in Year 6 and in ICT in Year 2. In design and technology, pupils’ progress is too spasmodic and, consequently, they are not achieving as well as they should.

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Good. Pupils enjoy coming to school and are keen to learn.

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PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of Behaviour is good, overall, throughout the school day. All Saints C of E Primary School - 8 classrooms

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Pupils form constructive relationships with adults and with each other. They work together amicably, and respect each other’s opinions.

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TEACHING AND LEARNING

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

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TEACHING AND LEARNING

Quality of teaching Good Satisfactory Satisfactory 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 was satisfactory or better in all but one of the lessons observed and was good, and on a few occasions very good, in nearly half of all lessons. The most effective teaching is in reception where it is mainly good and is otherwise very good. There is a higher proportion of good teaching in Years 3 to 6 than in Years 1 or 2.

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TEACHING AND LEARNING

In the reception classes, effective teaching means children make a good start at the school. The two reception teachers cater well for children’s personal, social and emotional development as well as for their more academic learning needs. The teaching of English and mathematics is mainly satisfactory in Years 1 and 2, and is mainly good in Years 3-6. As a consequence, pupils’ progress is generally sound in the younger classes and good in the older half of the school. The teaching is satisfactory, overall, in science, geography, music and religious education, across the school, and enables pupils to make sound progress in these subjects. In ICT, the teaching is satisfactory but limited resources inhibit the progress of pupils in Years 1 and 2. Too few lessons were seen in art and design and in design and technology to judge the overall quality of teaching. However, evidence suggests that teachers need to increase their knowledge in these subjects and raise their expectations of pupils’

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TEACHING AND LEARNING

potential achievements. Across the school, teaching is characterised by good relationships between pupils and teachers, and an orderly atmosphere in lessons. Teachers generally motivate their classes well, and pupils usually listen attentively and try hard to meet the expectations that are set for them. Classroom assistants provide good support, and make a valuable contribution to pupils’ learning.

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OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum Children in the reception classes benefit from a rich curriculum, and the curriculum for pupils in Years 1-6 is sound, overall. While all the required subjects are taught, design and technology and art and design need improvement.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs In the vast majority of lessons teachers provide appropriately for these pupils. However, individual education plans are not in place for all those pupils who should have them, and not all targets in existing plans are precise enough. All Saints C of E Primary School - 9 Provision for pupils with English as an additional language Sound provision is made for these pupils.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development The school makes good provision for pupils’ moral and social development and sound provision for their spiritual and cultural development.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils The school is a caring community where all adults are good role- models. Procedures to assess the academic standards and learning needs of pupils are sound in English, mathematics and science but otherwise need to be improved.

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HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and management by the headteacher and other key staff The headteacher has very good leadership skills, and her strong commitment, energy and clear thinking have contributed very significantly to the improvements which have been achieved in a relatively short time. Overall, the headteacher has good management skills and is ably assisted by the very recently appointed deputy headteacher. However, they appropriately recognise that there are still aspects of management which need improvement. In particular: most school co-ordinators need to fulfil their roles more effectively; the school improvement plan needs to include more detail about some initiatives and to be extended beyond the current educational year; and the school’s policy for the performance management of teachers needs to be fully implemented.

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HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities The school benefits from a committed governing body which has considerably increased its strategies for monitoring the school’s work in recent terms. The governors with particular responsibility for literacy, numeracy and special educational needs are all fulfilling their roles effectively. Statutory requirements are met, except in relation to the performance management of teachers.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance The headteacher, governors and the co-ordinators for English, mathematics and science analyse statutory and non-statutory tests carefully. However, the overall responsibility for evaluating and developing the school’s work depends too strongly on the headteacher who has regularly monitored teaching and learning across the school. This good practice now needs to be extended to involve subject co-ordinators more effectively. At present, most do not monitor their subjects with sufficient rigour.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources Overall, the school makes sound use of the available resources, and the principles of best value are applied. All Saints C of E Primary School - 10

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved Most parents believe that: • teaching is good and that pupils make good progress; • the school has high expectations of its pupils; • the staff are easy to talk to; • the children are happy at school; • the school is improving. Some parents would like: • more information about the curriculum and children’s progress; • homework to be set more consistently; • closer working relationships between parents and the school; • better behaviour; • more extra-curricular activities.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Inspection findings generally support parents’ positive views of the school, although teaching and pupils’ progress are judged to be mainly satisfactory. Additional information about the curriculum is planned and more detailed information has already been included about progress in annual reports. The school recognises the need to have common expectations about homework and a consistency in its provision. There is no evidence to support the view that behaviour needs to improve. Indeed, pupils’ behaviour is a strength of the school. The school has a sound range of extra-curricular activities. All Saints C of E Primary School - 11

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The school’s results and pupils’ achievements

1. On entry to the school, there is a broad spread in children’s standards but, overall, they are average. Children achieve well in all areas of learning in the reception classes, as a result of effective teaching, and most achieve the expected early learning goals by the time they enter Year 1.

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The school’s results and pupils’ achievements

2. The results of the statutory assessment tests (SATs) for pupils in Year 2, in 2002, were in line with the national average and the average results of similar schools in reading, and were above the national average and the average results of similar schools in writing and mathematics. The SATs results in Year 6 in 2002 represent a significant improvement on those achieved in 2000 and 2001, and reflect an increase in the school’s effectiveness, led by the new headteacher. The results in 2002 in Year 6 were above the national average and the average results of similar schools in English, and were in line with the national average and the average results of similar schools in mathematics and science. Inspection findings show the school is generally maintaining these improved standards, although pupils’ standards in English are not quite as high in the current Year 6 class.

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The school’s results and pupils’ achievements

3. Inspection findings show that overall standards in English and mathematics are average in Years 2 and 6. In both subjects, pupils are currently making sound progress in Years 1 and 2 and mainly good progress in Years 3-6. Evidence clearly shows that standards are rising in Years 3 to 6, reflecting the good teaching pupils are now receiving in these subjects. At present, standards are average rather than better in Year 6 due to residual gaps in pupils’ knowledge and skills which are still being addressed. All available evidence, however, suggests that pupils’ increased progress in Years 3-6 should result in the continued upward trend in the school’s results in English and mathematics in Year 6.

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The school’s results and pupils’ achievements

4. In English, most pupils communicate their ideas clearly and enthusiastically in discussions, often drawing on a very sound vocabulary. However, there are significant numbers of pupils in each age group whose pronunciation needs improvement, and who do not use the grammar and vocabulary of spoken standard English when it would be appropriate to do so. As might be expected, when they write, these pupils tend to use words and language structures which more closely reflect their speech than the written forms and vocabulary of Standard English. In some cases, spelling is also adversely affected, and is a weakness of many older pupils. At the same time, there is a minority of pupils in each year group whose use of spoken and written language is of a very high standard. They organise their thoughts well, develop ideas coherently, match the style of their writing to its intended audience and choose words

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The school’s results and pupils’ achievements

for their power and impact. Pupils’ standards in reading are broadly average in Years 2 and 6. However, for a small but significant minority of pupils in years 3 to 6, their earlier experiences of learning to read have not adequately equipped them with the phonic or other reading strategies essential to succeed.

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The school’s results and pupils’ achievements

5. In mathematics, most Year 2 pupils can order numbers accurately up to 100, and can count in tens from two digit numbers. The majority have a sound understanding of the patterns and relationships that exist between numbers, for example, they know that subtraction is the inverse of addition, and can use strategies such as halving and doubling. Year 6 pupils make sound use of a range of strategies such as All Saints C of E Primary School - 12 approximation and estimation to solve mental calculations, often involving more than two operations. They can use protractors accurately and demonstrate sound skills when calculating areas. When pupils’ standards are lower than the expected level it is often because they are still gaining confidence in the subject, and do not fully understand the relationships which exist between numbers.

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The school’s results and pupils’ achievements

6. In science, standards are broadly average in Years 2 and 6. The teaching is generally more successful in developing pupils’ scientific knowledge than their enquiry skills but, overall, pupils’ achievements are sound in the subject. In geography, music and physical education, pupils’ overall standards are average in Years 2 and 6, and represent sound achievement. In religious education, standards are broadly in line with the expectations of the locally agreed syllabus in Years 2 and 6 and also represent sound achievement. In history, and art and design, insufficient evidence was available during the inspection to judge pupils’ standards in Year 2. However, in Year 6 they are average, overall, in history but are too low in art and design where pupils are not achieving as well as they should. In ICT, pupils in Years 1 and 2 underachieve due to weaknesses in resource provision, and standards are below

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The school’s results and pupils’ achievements

average in Year 2, as a consequence. In design and technology, there was too little evidence of pupils’ work to judge standards in Years 2 and 6. However, it is clear that the subject receives little attention and pupils are not able to make adequate progress in developing key skills over time.

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The school’s results and pupils’ achievements

7. When the school was last inspected, standards in Year 2 were judged to be above average in mathematics and science and average in English. In Year 6, standards were found to be above average in English and average in mathematics and science. In other subjects, standards were average, except in art and design, where they were above average in Year 6, and in music where they were below average in Year 2.

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The school’s results and pupils’ achievements

8. The school’s results in the statutory tests in 2001 show that girls achieved significantly better results than boys, and the performance of boys was a major reason for the school’s low results in English and mathematics in Year 6. The school has identified the need to raise the achievements of boys, and its successful response is reflected both in the improved SATs results in 2002 and in the fact that no significant differences between the progress made by boys and girls was evident during the inspection.

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The school’s results and pupils’ achievements

9. Pupils with special educational needs make generally sound progress. In some cases, recent and on-going re-assessments of pupils’ needs are leading to the provision of very well focused teaching and support which are enabling pupils to overcome some long-standing weaknesses, for example in reading. The few pupils for whom English is an additional language make sound progress overall. They are becoming increasingly confident in their use of English and the standards they attain reflect their capabilities. The achievements of the most advanced learners is mainly satisfactory, but sometimes requires improvement. In mathematics and in science, in particular, these pupils sometimes mark time when their work is too easy.

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Pupils’ attitudes, values and personal development

10. Pupils of all abilities say they enjoy school, and all confess to having favourite lessons. They also enjoy the opportunities they have to work and play with their friends and to take part in the many visits and other activities organised by staff to enrich the curriculum. They welcome the opportunities to spend quiet time talking with friends over lunch, and are pleased that the School Council gives them a chance to have their own say about school issues. They particularly enjoy ‘Golden Time’ when All Saints C of E Primary School - 13 the rewards for their effort and behaviour earn them the right to choose particular activities.

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Pupils’ attitudes, values and personal development

11. During almost all lessons seen, pupils concentrate well, show genuine interest in the topics or content and try hard to achieve what is asked of them. They apply themselves well, can usually be trusted to work at their tasks without direct supervision when the need arises, and are almost always keen to answer questions. In a very few lessons, for example, when guidance and explanations are unclear, a few pupils temporarily lose concentration and call out. Such incidents are rare, however, and the vast majority of pupils see themselves as successful learners and have a very positive self-image in that regard. Almost without exception, pupils enjoy reading and cherish the pleasure it gives them. However, for a very few of the older pupils whose reading skills have not developed as well as they might have in the past, the struggle to master reading has proved a disappointment. As a consequence, even

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Pupils’ attitudes, values and personal development

though they are now making up lost ground, there are a few pupils who still have a poor view of themselves as learners and who read with some reluctance.

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Pupils’ attitudes, values and personal development

12. From their earliest years in school, pupils work together sensibly, willingly supporting one another and sharing resources fairly. Relationships are generally very good. Pupils show respect for one another and for all the adults who work with them. During circle-times and personal, social and health education (PSHE) lessons, they express views about ‘caring and sharing’ which show that they clearly understand and welcome constructive relationships at all levels. In an assembly, they were very moved when the headteacher drew their attention to hunger in the world, and it is clear, from the comments they made when they left, that they have a strong care and concern for those less fortunate than themselves.

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Pupils’ attitudes, values and personal development

13. These caring attitudes are also reflected in pupils’ good behaviour, whether in lessons, in the dining-hall or in the playground. No aggressive behaviour was seen during the inspection but some older pupils certainly believe that teasing and name- calling persist at some level. They express disappointment that, when some of these activities occur out of the sight of adults, issues do not always seem to be sorted out fairly. All agree, however, that the new systems of rewards and sanctions are beginning to make a difference. In the normal course of events, pupils behave well. They are friendly and courteous, and they show respect for property. They greet staff and visitors politely, hold open doors and offer help. They know the school rules and, in discussions, demonstrate a very clear understanding of right and wrong. From a young age, pupils are able to empathise with others. For example, pupils in Years 3

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Pupils’ attitudes, values and personal development

and 4 talk with understanding about the feelings of children evacuated from their homes during the Second World War.

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Pupils’ attitudes, values and personal development

14. Pupils of all ages respond well when given responsibility but would benefit from more opportunities to make decisions and to show initiative in lessons. Pupils take seriously their responsibilities as members of the School Council and are keen to represent their peers. They are pleased that the School Council is able to influence aspects of school life, and talk with pride about the changes that have already occurred in recent months. Pupils in all classes carry out routine duties efficiently, and older pupils welcome the opportunities to help get the hall ready for assembly, to operate the overhead projector and to make sure the music is played at the right times. In the context of links with the wider world, they enjoy organising and taking part in activities to raise funds for the charities supported by the school at various times. All Saints C of E Primary School - 14 15. Boys and girls work well together in lessons and children are careful not to exclude

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Pupils’ attitudes, values and personal development

others from their lunchtime games. No racist or sexist behaviour was observed and incidents of racist name-calling are rare.

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Pupils’ attitudes, values and personal development

16. Attendance at the school is satisfactory. Registers are appropriately completed at the beginning of morning and afternoon sessions, which start promptly on both school sites. Punctuality is generally good, with the different start times allowing for parents to accompany children to both sites in good time.

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HOW WELL ARE PUPILS TAUGHT?

17. The quality of teaching was satisfactory or better in all but one of the lessons observed and was good, and on a few occasions very good, in nearly half of all lessons. The most effective teaching is in reception where it is mainly good and is otherwise very good. The teaching is satisfactory, overall, for pupils in Years 1 to 6. However, in a significant minority of lessons, good teaching is evident in Years 3 to 6. The teaching has improved since the last inspection, when one in every ten lessons was unsatisfactory.

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HOW WELL ARE PUPILS TAUGHT?

18. In the reception classes, effective teaching means children make a good start at the school. Relationships between adults and children are very positive and this helps children to feel safe and secure from an early stage. The two reception teachers plan their lessons well, working together in a constructive partnership. They ensure that a range of stimulating and worthwhile activities are provided for the children, and cater well for their personal, social and emotional development as well as for their more academic learning needs. Teachers are particularly good at picking up children’s ideas and interests, and building on them in interesting and creative ways. For example, a group of children were keen to give a performance of ‘Incy Wincy Spider’. As a result of the teacher’s suggestion that they might need tickets for this, the children were quickly engaged in writing, cutting and counting activities. They were

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HOW WELL ARE PUPILS TAUGHT?

deeply involved, concentrating with energy, interest and enjoyment because they could see a sense of purpose in the task. Later on, they had to arrange a group of large boxes into a ‘theatre’ for their performance. This was not easy to manage but they persevered for some considerable time and worked hard to overcome difficulties. Another example of this occurred when pupils were practising their counting. The teacher used a puppet and asked the children to remind it what to do. They once again demonstrated their understanding that learning required perseverance when they reminded the puppet that if he got it wrong he should try again. Overall, the teaching in reception is a key strength of the school, and provides children with a good foundation for their work in Year 1.

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HOW WELL ARE PUPILS TAUGHT?

19. In Years 1 and 2, teaching in English is mainly satisfactory and is sometimes good while, in the older classes, it is mainly good and occasionally very good. As a consequence, pupils make sound overall progress in Years 1 and 2 and mainly good progress in Years 3 to 6. The school’s strong focus on raising standards in English in Year 6 has clearly had a beneficial effect on the teaching, especially in the older half of the school, and is being reflected in pupils’ increased progress in their learning. Teachers plan their literacy lessons well, and ensure that their classes know what they are expected to learn. Most teachers are skilled at helping pupils to appreciate the characteristic features of different kinds of texts and, in most cases, make effective links between the study of texts and pupils’ own development as writers. In the best lessons seen, teachers successfully involved pupils in the evaluation of their

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HOW WELL ARE PUPILS TAUGHT?

own work. In order to raise standards further, teachers now need to rectify, in particular, the inappropriate use of non-Standard English and of colloquialisms by All Saints C of E Primary School - 15 some pupils, the mispronunciation of some words and the inaccurate spelling that sometimes accompanies it.

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HOW WELL ARE PUPILS TAUGHT?

20. In mathematics, the teaching follows the same pattern as in English, being satisfactory, overall, in Years 1 and 2 and good in Years 3 to 6. As a result, pupils’ progress is sound in the younger half of the school and is otherwise good. In the most effective mathematics lessons, teachers have high expectations of what pupils should achieve, there is a brisk pace to the work, and skilful questions encourage pupils to think for themselves. The teaching of mental calculation skills at the beginnings of lessons, and the whole class teaching sessions that follow, are good features in most lessons. However, the work planned for individuals and groups should sometimes match pupils’ learning needs more accurately, especially those of the more advanced learners.

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HOW WELL ARE PUPILS TAUGHT?

21. In science, the teaching is satisfactory, overall, for pupils in Years 1 to 6, and there is some evidence of good teaching for pupils in the older half of the school. Teachers’ planning is generally sound although more challenging work sometimes needs to be set for the more advanced learners. Teachers’ subject knowledge is secure, and they are able to convey scientific information in a way which is easy for pupils to understand. As a result of the mainly satisfactory teaching, pupils are making sound overall progress in science. However, the teaching is generally more successful in developing pupils’ scientific knowledge than their enquiry skills. Teachers need to develop pupils’ skills in evaluating the results of investigations and should provide more opportunities for pupils to devise and test their own hypotheses through their own simple investigations.

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HOW WELL ARE PUPILS TAUGHT?

22. The quality of teaching is satisfactory, overall, in geography, music and religious education, across the school, and enables pupils to make sound progress in these subjects. In ICT, the teaching is satisfactory but limited resources inhibit the progress of pupils in Years 1 and 2. In history, there was insufficient evidence to judge the quality of teaching in Years 1 and 2, but it is mainly sound and sometimes good in Years 3 to 6. Too few lessons were seen in art and design and in design and technology to make secure judgements about the quality of teaching. However, while teachers’ knowledge is generally secure in most subjects, evidence suggests there is scope to increase their expertise and skills in art and design and in design and technology. In these subjects, teachers’ expectations of pupils’ potential achievements need to be raised, since pupils do not make as much progress as they should.

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HOW WELL ARE PUPILS TAUGHT?

23. In the vast majority of lessons, teachers plan work at a suitable level for the range of pupils with special educational needs. In most lessons, too, these pupils benefit from good quality support when most other pupils are working independently, either from the class teacher or from a well-informed teaching assistant or other adult helper. The quality of such intervention is good, and pupils are helped to organise their ideas, answer questions, read texts and, where appropriate, record their thoughts in writing. In these ways, the pupils are helped to play a full part in all lessons and to make progress. However, specific strengths and weaknesses in pupils’ individual performance have not been identified in every case, and the school is currently dealing with a backlog of assessments, re-assessments and referrals. Individual education plans are not yet in place for all those pupils who should have them, and

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HOW WELL ARE PUPILS TAUGHT?

not all targets in existing plans are precise enough.

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HOW WELL ARE PUPILS TAUGHT?

24. In a wider context, the school needs to consider ways in which pupils with special educational needs can be given greater independence as learners. For instance, they All Saints C of E Primary School - 16 might sometimes be provided with texts which they can read for themselves rather than having to rely entirely on an adult ‘interpreter’ to help them. A particular example is during the ‘information gathering’ stages of history lessons, especially in Years 5 and 6 when they tend to be confronted by texts they find too difficult.

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HOW WELL ARE PUPILS TAUGHT?

25. Irrespective of the subject being taught, all teachers give high priority to the development of pupils’ vocabulary. This practice helps all pupils, and in particular those pupils for whom English is an additional language. As with their peers, these pupils would also benefit from a raised awareness of the differences between the local dialect, colloquial English and the patterns of both spoken and written Standard English. When additional adults work in class to support either pupils with special educational needs or pupils for whom English is an additional language, the ongoing assessments they make of pupils’ progress during discussions and group work usefully help class teachers when they plan future work. The support provided by a learning support teacher is well judged and is very effective.

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HOW WELL ARE PUPILS TAUGHT?

26. The teaching of the most able pupils is mainly satisfactory but there is scope for improvement. In mathematics and science, in particular, these pupils are sometimes insufficiently challenged and mark time as a result.

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HOW WELL ARE PUPILS TAUGHT?

27. Across the school, teaching is characterised by good relationships between pupils and teachers, and an orderly atmosphere in lessons. Teachers’ planning is sound, with objectives appropriately identified in relation to pupils’ learning. Teachers generally provide clear instructions and explanations and management of their lessons is secure. On occasions, however, lessons are too prescribed to allow pupils sufficient opportunities to make decisions and to show initiative in their learning. This is evident, for example, in science when pupils need to be more involved in decision making through investigations, and in mathematics when pupils require more opportunities to make independent choices about the methods, materials and resources they will use in their work. Teachers generally motivate their classes well, and their pupils usually listen attentively and try hard to meet the expectations that are

p.16

HOW WELL ARE PUPILS TAUGHT?

set for them. Learning support assistants are well briefed by teachers, are deployed sensibly and make a valuable contribution to pupils’ learning, across the school. Sound use is made of homework to reinforce and extend what is learned in school.

p.16

PUPILS OR STUDENTS?

28. National guidelines for the curriculum for reception children are being fully and successfully implemented. This ensures that children experience a wide range of learning experiences that enable them to make good progress in developing their basic and personal skills. Secure routines and careful planning lead to a good blend of directed and chosen activities that prepare them well for the National Curriculum.

p.16

PUPILS OR STUDENTS?

29. The curriculum for pupils in Years 1 to 6 includes all the subjects of the National Curriculum and religious education and supports their intellectual, physical and personal growth. It meets all statutory requirements and is reasonably balanced between the subjects, with a suitable emphasis on developing literacy and numeracy skills throughout the school. In these two areas, the national strategies are being used effectively and are resulting in improvements in the quality of teaching and learning.

p.16

PUPILS OR STUDENTS?

30. Although very recent, satisfactory progress has been made to deal with the weaknesses in whole-school curriculum planning which were identified at the time of the last inspection. A long-term plan has been adopted that allocates topics for study All Saints C of E Primary School - 17 to each class. It is based on a rolling programme to ensure that pupils do not repeat work unnecessarily as a result of being in mixed age classes. However, provision for information and communication technology, music and physical education is not covered by the plan.

p.16

PUPILS OR STUDENTS?

31. Policies have been reviewed and updated, and planning frameworks are now being put in place for most subjects to provide teachers with clear advice on what is to be taught in each class. These are beginning to ensure that pupils’ knowledge, skills and understanding develop systematically as they move through the school. However, a number are at the early stages of development and implementation, and are not yet having a significant impact on the quality of pupils’ learning, and there are some particular concerns. In art and design, for example, although pupils are provided with a range of experiences, there is no continuity in the development of their skills year- on-year, and standards are too low in Year 6 as a result. In design and technology, there has been a lack of emphasis on the subject so key skills have not been learned. Weaknesses in resources provision mean that pupils at the Highlands Drive site do

p.17

PUPILS OR STUDENTS?

not cover all elements of the ICT curriculum in sufficient depth.

p.17

PUPILS OR STUDENTS?

32. All pupils have equal access to the curriculum and to extra-curricular activities. The school plans effectively to ensure that children in parallel classes of the same age have the same curriculum opportunities regardless of where they are based. At present, there are some weaknesses in the provision for pupils with special educational needs. This is recognised by the school, and is being addressed.

p.17

PUPILS OR STUDENTS?

33. There are effective arrangements for pupils’ personal, social and health education. They include attention to drugs misuse, sex education, road safety and healthy eating, and appropriate links are made to work in other subjects, for example, in science. “Circle-time” sessions also provide good opportunities for teachers and pupils to explore values, attitudes and beliefs and to resolve areas of conflict. These contribute well to the good relationships seen throughout the school. All staff are good role models and in all their dealings with pupils show respect, care and sensitivity.

p.17

PUPILS OR STUDENTS?

34. The basic curriculum is enhanced and enriched by a sound range of after-school clubs. Regular sporting clubs and activities include football, netball and athletics with opportunities for pupils to take part in competitions with other schools. There are firm plans also to introduce hockey. Musical activities include a choir, recorders and hand bell ringing. There is also a French club.

p.17

PUPILS OR STUDENTS?

35. Good use is made of the local area to broaden pupils’ knowledge. An exciting joint project with another local primary school, supported by funds from English Heritage, is the development of a programme of study covering the local history of Maldon. Visits to places of interest in the town are used as the setting for work in geography, religious education, history and English, such as the billeting of evacuees in the Second World War. Pupils also benefit from a variety of visitors, such as the police and fire service, who contribute to lessons on personal safety. There are close links with local churches, with ministers taking assemblies regularly throughout the year and pupils having the opportunity to celebrate festivals such as harvest and Christmas in All Saints Church. Links with local businesses and industry are less well developed.

p.17

PUPILS OR STUDENTS?

36. Links with other partner institutions are adequate but could be further extended to provide more contact with other teachers and pupils. Staff make appropriate visits to most of the pre-school settings to meet the children who will be starting in the reception classes. Pupils have the opportunity to mix with others in a variety of All Saints C of E Primary School - 18 sporting activities and visit the local secondary school for an activity day in Year 5. Pupils’ personal development is further enhanced by the activities they undertake in raising money for a number of local and international charities.

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PUPILS OR STUDENTS?

37. Overall provision for pupils’ personal development is good and collective acts of worship comply with the requirements. Provision has remained similar to that found in the last inspection.

p.18

PUPILS OR STUDENTS?

38. Provision for spiritual development is satisfactory, overall, and is particularly apparent in religious education and PSHE lessons. There are sound opportunities for pupils to explore values and beliefs, and the way that they impact on people’s lives. For example, the importance of giving and being thankful at harvest festival time is emphasised. Personal and social education gives pupils opportunities to learn to understand human feelings and emotions, the way that they impact on people and how an understanding of them can be helpful. It also gives opportunities for pupils to ask their own questions and gives space for their own thoughts, ideas and concerns. Opportunities are also given in literacy where pupils are encouraged to understand the feelings and beliefs of the characters in the stories they read and give their views on why they act as they do. In history, pupils have explored the emotions of

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PUPILS OR STUDENTS?

excitement and anticipation, mixed with worry and anxiety, that may have been felt by evacuees in the Second World War. Provision is satisfactory rather than good because opportunities for spirituality are not yet firmly embedded in the subjects of the curriculum.

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PUPILS OR STUDENTS?

39. Provision for moral development is good. The school provides a clear moral code as a basis for behaviour and this is usually promoted consistently through all aspects of the school. Pupils are given good opportunities to explore and develop moral concepts and values. For example, they have considered the rights and wrongs of hunting in the course of their discussions in English. They have also been given the opportunity to discuss the rights and wrongs of environmental issues, for example, the plight of basking sharks off the coast of Scotland. The school has made good use of a link with a ‘Fair Trade’ shop in the town, to draw pupils’ attention to some of the issues of justice in the wider world. As a result of the good relationships that exist between teachers and their pupils, an open and safe learning environment has been created in classrooms in which pupils can express their views. There is good

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PUPILS OR STUDENTS?

encouragement for pupils to take responsibility for their actions towards others, for example, in respecting property, taking care of the environment, and developing classroom codes of behaviour.

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PUPILS OR STUDENTS?

40. Provision for social development is good. There are regular opportunities for pupils to reflect on their own lives and their relationships with others in the course of personal and social education. Pupils are encouraged to recognise and respect social differences and similarities, for example, when taking different historical perspectives and when considering how people of different faiths have different ways of demonstrating that faith. The school actively promotes teamwork and the importance of working together. This is particularly evident in physical education, for example, when pupils have to work together for the common good in the course of team games. Pupils are encouraged to reflect on why they sometimes find relationships difficult and on ways in which these difficulties can be overcome. As a result of the school’s promotion of a clear code of conduct, which includes the need to be thoughtful, courteous and polite, pupils are keenly aware of appropriate behaviour in a

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PUPILS OR STUDENTS?

range of social situations. There is a School Council which is contributing to pupils’ awareness of their responsibilities within the school community. However, opportunities for pupils to take responsibility, to make decisions and to show initiative All Saints C of E Primary School - 19 in lessons are too limited. Assemblies are used well to develop pupils’ understanding of how fortunate they are in comparison to others, for example, in parts of Africa where some children do not get enough clean water to drink, and this contributes to pupils’ awareness of their wider social responsibilities.

p.18

PUPILS OR STUDENTS?

41. Provision for cultural development is satisfactory and is promoted through the school’s values of respect and appreciation of different beliefs. There are a satisfactory range of opportunities for pupils to explore their own cultural values, particularly through literacy and music. Pupils are encouraged to extend their knowledge of other cultures through their work in religious education. As a result of this they learn about the cultural traditions of other faiths represented in British communities, including Hinduism and Judaism. Where there are weaknesses they are because there are insufficient links with a range of outside agencies and individuals to extend pupils’ awareness of diverse cultures.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. All Saints is a caring community where the importance of respect for all and the fostering of high self-esteem underpins the sound support it provides for the pupils. Teachers and support staff know the pupils well and relationships throughout the school are based on valuing and encouraging pupils. All adults are good role-models for the pupils and always act in their best interest. The good relations with parents mean that they are prepared to share concerns or changes in circumstances with staff. This ensures that adults in the school can be well briefed to provide appropriate pastoral support for pupils in lessons and at playtimes. The school, in consultation with parents, is flexible about which class their child should be in to ensure that they are receiving the experiences and curriculum most suited to their stage of development. Children starting school have the opportunity to visit on several

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

occasions and this helps them become familiar with the environment and allows the staff to share with parents the school’s routines and expectations.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. Arrangements for child protection are good with all adults in the school having knowledge of guidelines and procedures to follow if they have concerns. Pupils are reminded about the need to keep safe and checks are made on adults who might come into contact with pupils during the day or at after-school clubs. Pupils benefit from a programme of personal, health and social education, which appropriately covers drugs and aspects of sex education. Each week, pupils have the opportunity to discuss matters relating to their personal development and feelings, and this helps them to talk about any worries and develop positive attitudes to school and their peers. No child is excluded from residential visits or other activities on the grounds of cost or medical condition. The school’s caring ethos ensures that all children are valued and feel part of the community.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. The school has successfully introduced a new programme of behaviour management. This is having a positive impact on standards of behaviour which some parents had previously thought were poor. The principles of positive behaviour are clearly understood by the pupils and are consistently promoted by all adults in the school. Pupils are keen to earn credits for effort, achievements or attitudes and look forward to the last session in the week when they can choose activities in ‘Golden Time’. They also enjoy using the additional play equipment that has been purchased to make lunchtimes more interesting. This integrated approach, covering all aspects of school life, is monitored for consistency and is perceived by the pupils to be fair and motivating. Occasional incidents of bullying are quickly brought to the attention of adults. All Saints C of E Primary School - 20 45. The attendance of pupils is carefully monitored and any unexplained absences are

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

followed up on the same day by the school; this good practice reduces the level of unauthorised absence. Letters are sent to parents whose children are late and punctuality has improved. The school appropriately requires parents to ask for leave of absence for holidays in term time, and the importance of regular attendance is mentioned from time-to-time in school newsletters.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. The school sites are regularly monitored for health and safety and the school has well-established procedures for the safe passage of children between sites and for the use of the swimming pool in the summer. The school maintains appropriate documentation in relation to accidents, emergencies and the medical welfare of pupils, and there are sufficient staff with first-aid training on both sites. Regular fire drills are held in both buildings but the London Road site lacks any fire exit signage. The caretaker ensures that the buildings are clean and tidy and the grounds are well maintained.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

47. Assessment procedures in the reception classes are sound. The school makes appropriate use of the local authority baseline assessments to identify starting points for learning. It is developing its own worthwhile system of assessing by ongoing observations of what reception children know, understand and can do when they are engaged in activities. These observations are then used well to plan future work.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. Procedures for assessing pupils’ attainment and progress in English, mathematics and science are satisfactory. The results of statutory tests in Years 2 and 6, and non- statutory tests in Years 3 to 5, are analysed, and the results used to set individual and whole school targets. The results of the tests are tabulated and form a useful record of pupils’ progress as they move through the school. They are also used to group pupils within classes, inform setting arrangements and to identify those pupils who need additional support. Assessment procedures in the other subjects of the curriculum are generally unsatisfactory. Although most teachers keep their own informal records of pupils’ progress, there are no formal systems. The lack of rigour in the information available about what pupils already know, understand and can do leads to inconsistencies in planning for pupils’ different needs, and in particular for

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

higher attaining, gifted and talented pupils. In the course of lessons, most teachers use sound questioning to assess pupils’ level of understanding, to establish starting points for learning and to put right misconceptions. Pupils’ work is regularly marked but there is inconsistent use of constructive comments to motivate learning and help pupils improve their work.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

49. All Saints is a school which has a tradition of being well supported by parents. They are perceptive about the school’s strengths and weaknesses and some have reservations about the partnership that existed in the past. However, most continue to play their part in supporting their children’s education. The dissatisfaction expressed in the questionnaires about several aspects of school life was tempered with an optimistic view of the future, and this is borne out in the views expressed more recently at the parents’ meeting and informally around school during the inspection.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

50. Parents receive a sound range of information and particularly praise the interesting weekly newsletters which celebrate the school’s achievements. During the last six months, the school has organised several parent workshops including, for the first time, information on how literacy and numeracy are taught. In order to inform parents All Saints C of E Primary School - 21 better about the work of the school, plans are in place to prepare summaries each term on what is to be taught and to invite parents into school to share in assemblies when children present their work. The school also recognises that parents need to be better informed about homework expectations and has already introduced weekly sheets of homework tasks for pupils in the older half of the school. A starter pack for new parents gives some guidance on how best to support their children when they start school. When necessary, the school makes use of help to communicate with

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

51. Parents have the usual range of opportunities to discuss their children’s progress with the class teacher through the school year and find all staff easy to talk to if they have any concerns. They are also confident that teachers will keep them informed if any matters arise at school which should be shared with them. Annual reports provide sound indications of pupils’ strengths and weaknesses, and additional information on their levels of achievement and reading ages were also appropriately included this year.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

52. For their part, parents are supportive of the school and their children’s learning. Many are prepared to help in classes and with swimming or to accompany educational visits. They are happy to provide artefacts and information to support topics. For example, during the inspection week, some grandparents of pupils had written about their experiences of being evacuees and these were shared with the class. Parents have always been supportive of the Parents’ Association which organises a variety of events for parents and children to raise substantial additional funds for the school. Some of these funds are used to meet the cost of employing swimming instructors, which enables all children to swim free of charge, and to provide a budget for the School Council. This continuing support for the school sets a good example to children who in turn develop positive attitudes to learning.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

53. The school has well-established and constructive links with the parents of pupils with special educational needs. Parents are very supportive of their children and are appreciative of the school’s efforts to help them. Parents are often prepared to give their children extra help at home, for example, with reading or with special programmes of work. With rare exceptions, parents make every effort to attend planned meetings with staff and to contribute to reviews of their children’s progress.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

54. The last inspection, in 1997, found important weaknesses in the work of senior management at the school, and a review undertaken by the local education authority in 2001 showed that improvements still needed to be made. When the new headteacher took up her post in January 2002, she inherited a situation where the most recent test results in Year 6 were mainly well below average and the school’s strategies to address underachievement were underdeveloped. The headteacher has very good leadership skills, and her strong commitment, energy and clear thinking have contributed very significantly to the improvements which have been achieved in a relatively short time. Following her appointment, but before she took up her post, she worked effectively with staff and governors on an in-service training day to create a teaching and learning policy which helped to establish a common understanding about good practice, and to raise teachers’ aspirations. Since January, she has

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HOW WELL IS THE SCHOOL LED AND MANAGED?

regularly observed teaching in literacy and numeracy, across the school, and has provided teachers with well-judged feedback which recognises their strengths and clearly identifies areas for development. She has provided staff with valuable opportunities to observe good practice in literacy and numeracy in other schools, and All Saints C of E Primary School - 22 this has also benefited their professional development. In addition, the new headteacher has analysed examples of pupils’ work in English and mathematics, and involved local education authority staff well in helping staff to implement the national strategies for these subjects. Through her skilful leadership, she provides staff with a clear sense of direction and promotes a positive team spirit in the school. The impact of her work is also strongly evident in the school’s much improved results in the Year 6 statutory tests in 2002, and in the increased progress pupils are now making in

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HOW WELL IS THE SCHOOL LED AND MANAGED?

English and mathematics in Years 3-6. Discussions with staff and governors during the inspection show they hold the new headteacher in high regard, and evidence from the pre-inspection meeting shows that many parents have also recognised improvements in the school as a result of her leadership.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

55. Overall, the headteacher has good management skills, and the very recently appointed deputy headteacher is already beginning to make a valuable contribution to the management of the curriculum. There is scope for improvement in some elements of school management, however, and this is unsurprising given the considerable work which needed to be done when the headteacher took up her post in January. At present, the responsibility for evaluating and developing the school’s work depends too strongly on the headteacher, and needs to be extended to involve subject co-ordinators more effectively. When the school was last inspected, the monitoring roles of co-ordinators were underdeveloped and this is still the case, despite some evidence of progress since January. All teachers have recently benefited from an initial training session about the role of the co-ordinator, and most have drawn up action plans for their subjects. However, because they have limited

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HOW WELL IS THE SCHOOL LED AND MANAGED?

monitoring strategies, they are not in a strong position to identify and target areas for improvement. In particular, most co-ordinators need in-service training to help them to use the scrutiny of examples of pupils’ work to judge the standards and progress made by pupils as they move through the school.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

56. Three school improvement plans have been formulated since January 2002, and the most recent one provides a useful overview of the school’s priorities for the current educational year. The headteacher and governors have worked together closely on this plan and have successfully rectified the criticism of the last report that governors were not sufficiently involved in school improvement planning. The plan is soundly structured, although there is sometimes scope for more precision in relation to costings and timings. The lack of outline planning, including strategic financial planning, beyond the current educational year is also a weakness which is recognised by the school. Overall, however, the plan provides a satisfactory structure for the school’s continued development through this academic year.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

57. The school benefits from a committed governing body which is well led by the chairperson and is providing sound support for the management of the school. The last inspection found that governors were not sufficiently informed about the school’s work to be effective in their roles as critical friends. Much has been achieved in recent months, and this is no longer the case. Discussions with governors during the inspection show they have welcomed information provided by the new headteacher which has led to frank discussions about the school’s performance, and have responded very positively to opportunities to become more involved in monitoring the school’s work through visits to see it in operation. The governors with responsibility for literacy and numeracy are now well informed and have a good awareness of the results of statutory testing in these subjects. They discuss provision with the co- ordinators for English and mathematics, and write full and informative reports to the

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HOW WELL IS THE SCHOOL LED AND MANAGED?

governing body. The governor with responsibility for literacy is a particularly regular visitor in the school, and has observed English lessons in all year groups since All Saints C of E Primary School - 23 January 2002. The governor with responsibility for special educational needs is also highly committed, recognises there is still work to be done to improve the management of special needs, and is becoming well informed. The governors have benefited from useful guidance from the headteacher about what to look for when they observe lessons, and have agreed a sensible protocol for visits. An appropriate range of committees has been established by the governors, and all provide sound support. The finance committee ensures the school budget is analysed carefully and the likely effects of spending decisions are discussed with adequate rigour. However, the links between the school improvement plan and financial planning sometimes need to be

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HOW WELL IS THE SCHOOL LED AND MANAGED?

strengthened. A recent auditor’s report found the school’s financial administration to be sound, overall, but made a range of recommendations for improvements. As yet, the finance committee has not drawn up an action plan to address these improvements, and this should be a priority. Statutory requirements are met, except in relation to the performance management of teachers.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

58. There are sufficient staff and together they have the expertise and experience to cover the age and ability range of the pupils. Their knowledge of National Curriculum subjects is mainly secure. However, evidence suggests some would benefit from in- service training to increase their knowledge in art and design and in design and technology, and to raise their expectations of pupils’ potential achievements in these subjects. Learning support assistants are well briefed by teachers, have good skills and make a valuable contribution to pupils’ learning. When the school was last inspected, arrangements for the induction of newly qualified teachers were unsatisfactory. This is no longer the case, and the teacher who has recently started at the school is receiving good support and guidance. The headteacher’s strong emphasis on monitoring teaching and providing staff with pertinent feedback has clearly benefited their professional development. However, formal procedures for the

p.23

HOW WELL IS THE SCHOOL LED AND MANAGED?

performance management for all staff, with the exception of those for the headteacher, are not sufficiently developed. The statutory requirements for the appraisal of teachers were also not being met when the school was last inspected, and insufficient progress has been made in rectifying this weakness over the four year period.

p.23

HOW WELL IS THE SCHOOL LED AND MANAGED?

59. Since she took up her post, the headteacher has been concerned, quite rightly, to uphold the principles of inclusion in regard to pupils with special educational needs. Having quickly identified weaknesses, she has worked very hard to bring special needs policy, procedures and practices up to date in line with the requirements of the most recent Code of Practice, and also to improve communication and the exchange of information amongst all those involved in special needs work. A hut formerly used for special needs work and criticised in the last OFSTED inspection as ‘unsuitable accommodation’ has been demolished. The inclusion of special needs pupils in lessons has been made a high priority and is working well. Support staff are well informed about their role and are well deployed. Staff training in aspects of special needs provision is in place. There are constructive relationships with parents and with

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HOW WELL IS THE SCHOOL LED AND MANAGED?

external agencies involved in special needs work, and delegated funds are spent wisely and efficiently.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

60. At the time of the inspection, assessments and administrative duties related to special needs work were being carried out, capably, by an advisory special needs teacher on secondment from the local education authority. Appropriate priorities for action have been identified and an inherited ‘backlog’ of assessments and referrals is being dealt with. In consultation with the special educational needs co-ordinator (SENCO), teachers are now becoming involved in the setting of pupils’ targets and in drawing up individual education plans for the pupils in their classes. Many of the All Saints C of E Primary School - 24 weaknesses identified by the headteacher have already been addressed, and a sound action plan is now in place for the whole academic year.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

61. Local education authority advisory staff have provided recent training for teaching staff and for two teaching assistants in relation to the provision for pupils learning English as an additional language, and are available to offer advice, support and resources according to need. The school recognises the need to review its policy for equal opportunities, including meeting the needs of the more able, and to ensure that all staff are aware of its principles and how to put them into practice. The rare incidents of racist name-calling are properly documented and reported to the governing body.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

62. The school accommodation is satisfactory. Classrooms provide sufficient space and teachers take care to make the environment attractive through displays of pupils’ work. The main school site benefits from a good school field but has rather limited hard playground space, while there are no grassed areas around the older buildings at the London Road site. Since the last inspection, there has been an extensive refurbishment of the older buildings at the split site school, and the accommodation no longer inhibits pupils’ learning. In addition, better use is now made of the school hall, and pupils with special educational needs no longer work in an unsuitable environment. Although disabled access and toilet provision is available on the main site, the older building in London Road has narrow passageways and steps, making it unsuitable for pupils with physical disabilities. Learning resources in the school are

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HOW WELL IS THE SCHOOL LED AND MANAGED?

mainly adequate, but there is a need for improvement in some subjects, particularly in mathematics and ICT.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

63. This is an improving school, which benefits from very good leadership by the headteacher and from the strong commitment of staff and governors. The quality of teaching is good in the youngest class and is otherwise satisfactory, overall. Children make a good start in reception and achieve average standards in the vast majority of subjects in Years 2 and 6. Pupils’ attitudes and behaviour are mainly good, and are fostered well by the school’s effective provision for their social and moral development. There are still weaknesses in elements of the school’s work, particularly in relation to pupils’ standards and progress in a minority of subjects, teachers’ assessment procedures and in the aspects of management identified above. Overall, however, the school’s strengths and sound achievements outweigh its weaknesses, and it provides sound value for money.

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

64. In order to improve pupils’ standards and progress and elements of school management, the headteacher and governors should:

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

1. raise standards in: (a) ICT in Year 2 by increasing resource provision for pupils at the Highlands Drive site so they have sufficient opportunities to cover all elements of the subject in appropriate depth; (see paragraphs 6, 22, 31, 62 and 126) (b) art and design in Year 6 by providing in-service training for teachers to increase their knowledge of the subject and to raise their expectations of pupils’ potential achievements; and by improving planning so that pupils are able to develop key skills more systematically; (see paragraphs 6, 22, 31, 107 and 108) All Saints C of E Primary School - 25 2. improve the progress made by pupils, across the school, in design and technology by ensuring the subject is given sufficient emphasis in the curriculum, improving planning so that pupils develop and build on key skills over time, and providing in-service training to increase teachers’ confidence and expertise; (see paragraphs 6, 22, 31, 111, 112 and 113)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

3. ensure that all co-ordinators monitor their subjects with sufficient rigour, including through the careful analysis of examples of pupils’ work, to identify and target areas for improvement accurately; (see paragraphs 55, 104, 109, 113, 119, 125, 132, 135 and 140)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

4. improve the management of special educational needs provision by ensuring that all pupils with special educational needs are identified as early as possible, are assessed appropriately and provided with relevant individual education plans which contain challenging but achievable targets; (see paragraph 23)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

5. develop assessment procedures so that teachers have clear strategies, in all subjects, to judge what pupils already know, understand and can do, and to inform their planning for the next steps in learning; (see paragraphs 48, 108, 111, 119, 125, 132, 135, 139 and 147)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

6. ensure that the school improvement plan includes sufficient detail, including costings and timescales, to inform all its key initiatives; and extend the plan to include clear priorities beyond the current educational year; (see paragraph 56)

p.25

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

7. implement, fully, the statutory policy for the performance management of teachers. (see paragraphs 57 and 58)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

65. In addition to the key issues above, the governors should consider the following, less important, issue for inclusion in the action plan:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• ensure that able pupils are provided with tasks which are more consistently challenging so they do not mark time in some mathematics and science lessons. (see paragraphs 9, 26, 94 and 100) All Saints C of E Primary School - 26

p.25

Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 17

p.26

Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very Poor

p.26

Summary of teaching observed during the inspection

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

p.26

Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

p.26

Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) N/A 322

p.26

Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals N/A 33

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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 N/A 0

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register N/A 32

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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 8

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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 27

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 22

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Attendance

School data 5.8 School data 0.0 All Saints C of E Primary School - 27 National comparative data 5.6 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. All Saints C of E Primary School - 28

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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 23 22 45

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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 20 20 21 Numbers of pupils at NC level 2 and above Girls 20 20 22

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

Percentage of pupils School 89 (88) 89 (90) 96 (94) 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 20 23 23 Numbers of pupils at NC level 2 and above Girls 20 22 22

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

Percentage of pupils School 89 (88) 100 (94) 100 (94) at NC level 2 or above National 85 (85) 89 (89) 81 (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 27 19 46

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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 19 19 24 Numbers of pupils at NC level 4 and above Girls 17 15 17

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

Percentage of pupils School 78 (55) 74 (41) 89 (82) 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 17 20 25 Numbers of pupils at NC level 4 and above Girls 17 15 15

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

Percentage of pupils School 74 (57) 76 (51) 87 (63) at NC level 4 or above National 73 (72) 74 (74) 82 (82)

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

Percentages in brackets refer to the year before the latest reporting year. All Saints C of E Primary School - 29

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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 2 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. All Saints C of E Primary School - 30

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 13.77 Financial year 2000-2001

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Teachers and classes Financial information

Number of pupils per qualified teacher 29

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 724,014

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Teachers and classes Financial information

Total number of education support staff 10 Total expenditure 726,426

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Teachers and classes Financial information

Total aggregate hours worked per week 196.5 Expenditure per pupil 2,195

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Teachers and classes Financial information

Qualified teachers and support staff: nursery Balance brought forward from previous year 11,802

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Teachers and classes Financial information

Total number of qualified teachers (FTE) N/A Balance carried forward to next year 9,390

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Teachers and classes Financial information

Number of pupils per qualified teacher N/A

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Teachers and classes Financial information

Total number of education support staff N/A

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Teachers and classes Financial information

Total aggregate hours worked per week N/A

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Recruitment of teachers

Number of teachers who left the school during the last two years 8

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Recruitment of teachers

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

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

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Recruitment of teachers

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 1

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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. All Saints C of E Primary School - 31

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Results of the survey of parents and carers

Percentage of responses in each category

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Results of the survey of parents and carers

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

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Results of the survey of parents and carers

My child is making good progress in school. 35 56 4 2 3

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Results of the survey of parents and carers

Behaviour in the school is good. 18 56 16 4 5

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Results of the survey of parents and carers

My child gets the right amount of work to do at home. 17 39 27 12 5

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Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 17 44 29 9 1

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Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 43 49 3 4 1

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Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 36 54 4 1 5

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Results of the survey of parents and carers

The school works closely with parents. 18 47 26 7 3

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Results of the survey of parents and carers

The school is well led and managed. 20 48 16 4 13

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Results of the survey of parents and carers

The school is helping my child become mature and responsible. 26 60 5 1 8

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Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 16 36 23 13 12 All Saints C of E Primary School - 32

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AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

66. Children are admitted to the reception class in the September of the school year in which they become five. Induction arrangements are good and include opportunities for the children to visit the school before they start. The youngest pupils attend on a part-time basis until the end of the autumn term. Most children have attended some form of pre-school provision prior to starting school, including local pre-school playgroups. The majority of these groups are some distance from the school and therefore regular contacts are difficult. However, the school does make appropriate arrangements to visit them prior to children starting the school and there are also useful opportunities to meet with other pre-school providers as part of a local early years network.

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AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

67. There is a wide spread of attainment on entry to the reception class, but overall children’s level of development in all the areas of learning is broadly in line with that expected for children of a similar age. Children make good progress in relation to their starting points whilst they are in the reception classes and the majority are well prepared for the curriculum in Year 1. This is because of the good teaching they receive. The school provides a well-planned curriculum, which is soundly based on the national guidance for young children. There are good arrangements to ensure that children gain the basic skills of literacy and numeracy and ample opportunities for them to learn through practical experiences.

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AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

68. Reception aged pupils are taught in two adjacent classrooms which are adequate for the purpose and there is ready access to a secure outdoor area. A rich environment for learning has been created throughout the reception area. The teachers of the reception classes work very closely together to plan activities and evaluate what has been learned. They work in close partnership with the teaching assistants who are highly valued members of the team and who give very effective support to individuals and groups of children. The small size of the reception classes ensures that reception age children have the opportunity for well-focused teaching which includes opportunities for children to learn through play and talk, as well as more formal teaching of the basic skills.

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Personal, social and emotional development

69. Children have a wide range of personal, social and emotional skills on entry to the school but overall it is about the level expected for children of this age. As a result of good teaching, the majority of children develop a sense of belonging and gain in confidence when speaking in their class group. They develop a good awareness of themselves in relation to others, learn to respect the views and feelings of others and form good relationships with their classmates. Children enjoy the interesting activities that are provided and this helps them to feel secure and happy in their surroundings.

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Personal, social and emotional development

70. The development of children’s social skills is good. Children are encouraged to use the conventions of courtesy and politeness from an early stage and activities that help them to get to know each other, both formally and informally, are encouraged. The teacher models the language of social conventions and consistently encourages co- operation and politeness through a range of activities, which promote collaboration through play and talk. The majority of children behave well and understand the differences between right and wrong. They respond very well to the behaviour reward All Saints C of E Primary School - 33 system whereby they receive a bee to put on their flower when they have done something well. When very occasional thoughtless behaviour occurs, teachers and teaching assistants intervene effectively to help children understand the consequences of their actions on others.

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Communication, language and literacy

71. Children of all abilities, including one pupil learning English as an additional language, make good progress in reception as a result of the good teaching they receive. They learn to listen, to concentrate and to follow discussions, and they enjoy hearing stories and learning rhymes. They are taught to have confidence in themselves as language-makers and to communicate with other children and with adults. They are given a secure foundation in early literacy skills, and they are well prepared for the early stages of the National Curriculum.

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Communication, language and literacy

72. All the children delight in hearing rhymes such as ‘Doctor Foster went to Gloucester’. With their teacher, they follow the words on the page, and the more confident amongst them join in when they can. Some recall the words from memory, but a few higher attaining children can already recognise some words on sight. These children not only recognise a few words in the rhyme, but can also identify the same words, out of context, in the ‘Humpty Dumpty wall’. Almost all the children have learned to follow print from left to right across the page. With very few exceptions, the children are aware that words, as well as pictures, convey meaning, and that there are spaces between words on the printed page.

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Communication, language and literacy

73. Some children can already read and write their own name. A few higher attaining children already see themselves as writers and follow established conventions when they ‘write’ their own ‘puddle-books’. For example, they devise a title, include their own names as authors, ‘write’ their books from front to back, and include both illustrations and text, however ‘emergent’ their writing might still be. At this early stage in the academic year, some younger children and a few older but less confident children are learning to form their letters accurately: they enjoy using strips of ribbon to produce, in the air, the bold downward strokes needed to form some letters, and they positively glow with delight when they succeed in producing appropriately formed ‘o’ shapes in the white paste known as ‘goop’. At the end of the reception period, most children are achieving the standards expected nationally.

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Mathematical development

74. When children enter the school at the age of four, their mathematical development is broadly average. As a result of good teaching they learn well and, by the end of the reception year, the majority are achieving the early learning goals expected for pupils of similar ages.

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Mathematical development

75. They confidently count to at least ten in a range of situations, for example, when taking turns to say a number, when singing number rhymes and songs and when jumping from square to square in a game of hopscotch. After estimating the number of beads in a box by shaking and listening, they can then take it in turns to count the actual number. Some children can count beyond ten by the end of the reception year and are quite secure in combining numbers of objects and counting accurately how many are in the full set. Most children can recognise numerals from one to nine and learn to write them accurately. Teaching is effective in building on what children already know about number. For example, one child volunteered that she knew that the number on David Beckham’s shirt was 9. The teacher used this to develop the All Saints C of E Primary School - 34 child’s understanding of number recognition further by referring to a number line on

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Mathematical development

display in the classroom. By the time they reach the end of the reception year most can talk about how they arrive at the answer to number problems such as ‘one more’ or ‘one less’ than a given number up to 20.

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Mathematical development

76. As a result of the good opportunities that are provided, children’s understanding of shape, space and measure develops well. Children learn the language of comparative measure in a range of ways. For example, they count the number of beads that they thread on a lace, and then say who has made the longer or shorter pattern, they thread ribbons through a net and find that some are longer than others and roll ‘sausages’ of different lengths using playdough. They fill up containers with water and sand and use the language of full and empty. Many children can identify simple two- dimensional shapes such as a square, circle and triangle and can create simple patterns, for example, by printing with two-dimensional shapes. They extend their understanding of shape, space, direction and speed in the course of their outdoor play with wheeled toys. When threading lengths of ribbon through plastic netting in the

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Mathematical development

context of their work on ‘Incy Wincy Spider’, they are encouraged to use the language of over and under, in and out.

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Knowledge and understanding of the world

77. Teachers provide a wide range of experiences to develop children’s early knowledge about the world around them. They carefully choose topics and themes that will capture the interest of young children. They organise activities so that there is a balance of sitting, listening and discussion, alongside a variety of more physically active pursuits. For example, children construct a three-dimensional map to represent Dr Foster’s route to Gloucester and begin to appreciate the need for symbols to represent geographical features such as trees, swamps and stepping-stones. Their map shows a clear awareness of Gloucester as a town with buildings such as factories and houses. Their learning was further enhanced when the teacher took a bird’s eye view photograph of their work to extend their understanding.

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Knowledge and understanding of the world

78. Children make good progress in developing their scientific understanding of the world, as a result of effective teaching. For example, they benefit from their teacher’s skilful questions when undertaking simple experiments to discover the most suitable materials for making a raincoat. They also achieve well when discussing objects that are attracted by magnets. They quickly decide that plastic is not attracted, and some learn that magnets attract each other “only if the blue end of one and the red end of the other go together … the two red ends won’t stick when you try to push them together”. Children develop their awareness of the natural world by watching the growth of plants, and by examining natural materials including conkers and a sunflower head with a multitude of seeds. They also benefit from discussion about the different eye colours of children in the class and, with good support from the

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Knowledge and understanding of the world

classroom assistant, can create very simple charts to show what they have discovered.

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Knowledge and understanding of the world

79. Children have ample opportunities to cut and stick materials to create simple models, and to use construction apparatus. For example, they have made their own very simple puppets after looking at an Indian stick puppet, and their model spiders, made from paper, plastic, pipe cleaners and straws, demonstrate good achievement.

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Knowledge and understanding of the world

80. Children use the classroom computer regularly and enthusiastically. They develop early ICT skills satisfactorily as they confidently manipulate a mouse to click on icons. They make choices during the use of computer programs, for example, when All Saints C of E Primary School - 35 creating a pattern by selecting thin and broad brush strokes to draw and then colour a pattern. It also leads to interesting and enjoyable opportunities to talk to classmates while using the mouse to click and drag flowers, birds and clouds to compose a picture. They also benefit from structured play in the “office” where staff have thoughtfully provided a keyboard and telephone.

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Knowledge and understanding of the world

81. There were few opportunities during the inspection to make direct observations of activities which contribute to children’s knowledge and understanding of ‘past and present’. However, evidence from planning, from classroom displays and from photographic records shows that children experience a relevant early years curriculum and are taught appropriate knowledge and skills to enable them to acquire a suitable foundation for the later study of history. For example, they talk about past events in their own lives when they study photographs marking significant or memorable events, and they record their own birthdays, as well as those of their peers, on a simple time-line in the classroom. During the course of the year, they note the changing seasons, and they add Christian religious festivals, as well as those celebrated in other world religions, to their time-line. They gain a sound understanding of sequences of events by identifying the structure and actions in stories they hear,

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Knowledge and understanding of the world

and they talk about how life was different in the past. For example, when learning about ‘Doctor Foster’, they consider his ‘old-fashioned’ clothes, as shown in an illustration, and they comment on the fact that, ‘a long time ago’, and unlike their own doctors today, Doctor Foster probably had to walk to see his patients in Gloucester.

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Physical development

82. Children have many opportunities to develop their physical control and co-ordination through various aspects of the curriculum. The secure outside play area makes a good contribution to children’s physical co-ordination as well as providing a stimulating set of opportunities for creative play. Children also have regular access to indoor physical education activities in the hall. In the lesson observed, teaching was good and children worked hard repeating and practising actions with great enthusiasm and energy. They followed instructions well as they warmed up, imagining raindrops dribbling down their backs and shaking them off the ends of their noses. Their movements showed good levels of control and co-ordination, but their awareness of space and other children as they moved vigorously around the hall was less well developed.

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Creative development

83. Children recognise and explore how sounds can be made and changed, and sing simple songs from memory. For example, a group of children have made simple shakers from bottles and boxes filled with shells and pebbles. They then used them to accompany their own lively performance of ‘Incy Wincy Spider’, which was greatly enjoyed by the rest of the class. Children’s imaginative play was greatly extended by the sensitive participation of the teacher in this activity and, as a result, other groups of children decided that they also wanted to put on a ‘performance’. They were intently involved in building the stage, making tickets and being the audience. Teachers make good use of songs and rhymes to help children in their learning, for example, in counting number. During the course of these sessions, children enjoy responding to the music with movement and actions. For example, they stepped in time to a song

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Creative development

as they counted up to six and then enthusiastically jumped into an imaginary puddle.

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Creative development

84. Children have created bold pictures of their own faces, and have enjoyed painting large illustrations for the story of Jack and Jill. They progress well when learning to All Saints C of E Primary School - 36 mix their own paint colours, and have made simple prints, using their hands and geometrical shapes. Their creative development is also promoted effectively through ‘small world’ play. At the end of the reception period, children are achieving the levels expected in relation to their creative development.

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ENGLISH

85. Although there is a wide spread of attainment represented amongst children entering Year 1, most attain broadly average standards for their age in communication and in those skills associated with the early stages of language and literacy.

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ENGLISH

86. The national reading tests for pupils aged seven in 2002 were in line with the national average and the average results of similar schools. In writing, the Year 2 results were above the national average in 2002 and were above the results of similar schools. In Year 6, the 2002 results in English were a very significant improvement on those achieved in recent years and were above the national average and the average results of similar schools. In 2000 and 2001 the English results were well below the national average, and girls did very much better than boys in English in these years. Since the appointment of the new headteacher, the school has been rigorous in identifying and addressing underachievement in English. The statistical analysis of results is accompanied by thorough scrutiny of pupils’ test papers in order to identify specific weaknesses in both reading and writing. These are now being addressed in

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ENGLISH

planning and in teaching, and changes have also been made to some of the resources used. As a consequence, the achievements of boys, in particular, have been significantly improved.

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ENGLISH

87. Inspection findings show that pupils make generally sound progress in Years 1 and 2, and good progress overall in Years 3, 4, 5 and 6. In Years 2 and 6, attainment is broadly average in speaking and listening, reading and writing. Although most pupils achieve the expected standards for their ages, both very high and very low attainment are represented amongst pupils in each year group. Variations in the proportions of pupils at each end of the ability spectrum clearly have an impact on the school’s results in national tests year-by-year but, as the school is aware, do not on their own explain some of the weak results achieved in previous years. However, there have been many recent changes in the organisation and management of the school, and also in the staffing. The National Literacy Strategy is being implemented well overall; pupils with special educational needs are now identified early and are receiving the

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ENGLISH

help they need to make progress; and efforts are being made, though not yet always successfully, to challenge higher attaining pupils.

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ENGLISH

88. Strengths and weaknesses in pupils’ performance are similar in kind, if not always to the same degree, throughout the school. Most pupils listen attentively during discussions and observe the usual conventions of turn-taking. They are capable of sustaining concentration for appropriate lengths of time, whether listening to teachers’ instructions, following the line of an argument or working quietly on their own or with a partner. Most pupils are also keen to take part in discussions. They volunteer to answer questions, and they communicate their ideas clearly and enthusiastically, often drawing on a very sound general vocabulary and using appropriate technical terms, for example, when talking about texts or about language itself. However, there are significant numbers of pupils in each age group whose pronunciation is far from clear, and who do not use the grammar and vocabulary of spoken Standard English

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ENGLISH

when it would be most appropriate to do so. As might be expected, when they write, these pupils tend to use words and language structures which more closely reflect their speech rather than the written forms and vocabulary of Standard English. In All Saints C of E Primary School - 37 some cases, too, their spelling is also adversely affected by the sounds of language with which they are most familiar. Indeed, spelling is a weakness in the work of many older pupils, irrespective of ability. At the same time, there are a few pupils in each age group whose use of spoken and written language is of a very high standard. These pupils achieve a high level of technical competence in their writing, organise their thoughts well, develop ideas coherently, match the style of their writing to its intended audience and purpose and choose words for their power and impact. In relation to their respective ages, such pupils also demonstrate an impressive degree

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ENGLISH

of control over punctuation and sentence structure. Often, too, their work has a maturity and depth which belies their age; and, while most pupils struggle to write in a particular style, to combine ideas coherently within complex sentences and to use language which is appropriate for the purpose and audience for their writing, these pupils readily adopt, for example, a convincing narrative style or a style appropriate for a report. The influence of reading and the study of texts is clearly evident in the best examples of pupils’ writing seen. Evidence shows that most pupils from Year 2 onwards are capable of producing well-formed cursive handwriting, although they do not always do so. Overall, however, standards of handwriting and of the presentation of work are satisfactory.

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ENGLISH

89. Pupils in Years 1 and 2 are making satisfactory progress in their reading. The systematic teaching of the programme is beginning to have a positive impact on their phonic awareness and is helpful to them both when reading unfamiliar words and when attempting to spell ‘new’ words in their writing. Evidence from lessons and from hearing pupils read indicates that pupils in these year groups are currently taught a suitably wide range of reading strategies: in addition to phonics, they also use pictures and context cues to help them make sense of what they read and are familiar with skills such as the use of prediction. However, evidence shows that, for a small but significant minority of pupils in Years 3, 4, 5 and 6, their earlier experiences of learning to read have not adequately equipped them with the phonic or other reading strategies essential to succeed. As a consequence, there are some pupils who have not made

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ENGLISH

the progress over time of which they are capable. In responding to texts, for example, in shared discussions during the literacy hour, most pupils attain appropriate standards for their ages. Most pupils have a sound grasp of the literal sense of what they read. However, tasks involving the retrieval of information and the use of inference present difficulties for some younger pupils. Older pupils sometimes struggle to understand the central theme in a piece of writing, to interpret imagery, and to explain how an author has achieved certain effects, while the use of inference also continues to present challenges, especially to lower attaining pupils.

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ENGLISH

90. The teaching of English is mainly sound and sometimes good in Years 1 and 2. In Years 3, 4, 5 and 6, teaching is mainly good, and occasionally very good. When the school was last inspected, in 1997, the teaching was good, overall. All teachers plan their lessons well. Pupils know, from the outset, what they are intended to learn. Teachers set each lesson in context by revisiting previous learning, and the endings of lessons are used to good effect to make sure that pupils have assimilated the key points or mastered the skills they were intended to learn. Often, aspects of English are addressed over a number of lessons, so that pupils have ample time to learn, and to practise, new skills. At the same time, most teachers also pay attention to those basic skills which require systematic attention irrespective of what else has been planned, and also to the development of vocabulary, whether in English lessons or in

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ENGLISH

other subjects. Oral feedback to pupils in the course of lessons is usually constructive and helps them improve, while, in the best lessons seen, in one Year 3/4 class and one Year 5/6 class, evaluation by pupils was also a key feature. Most teachers are skilled at helping pupils to appreciate the characteristic features of All Saints C of E Primary School - 38 different kinds of texts, and in most cases, make effective links between the study of texts and pupils’ own development as writers. In the best practice, teachers write with their pupils. They draw on pupils’ ideas, but clearly demonstrate that writing is a craft and that techniques can be learned. The help given to pupils by teaching assistants is well informed and constructive, and makes a very positive contribution to their progress.

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ENGLISH

91. Pupils with special educational needs, in particular, benefit from good support in lessons, whether from their teacher, the teaching assistant or other adult helpers. The tasks set for these pupils are usually appropriate and ensure that they have equal access to the curriculum. However, the texts they are given to read outside English lessons - for example, in history - are seldom accessible enough for them to read independently. On the other hand, in classes of Year 1 and Year 2 pupils, some of the texts chosen by teachers to use in the literacy hour lack the intellectual rigour and linguistic complexity needed to challenge the most able Year 2 pupils. Following its analysis of national English tests, the school is already addressing, largely through teaching, weaknesses in pupils’ writing associated with purpose, organisation and style. Teachers’ marking, although helpful, might usefully also be made more focused

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ENGLISH

and more rigorous in identifying particular weaknesses. The setting of individual targets for pupils is also helpful, but does not always address some of their most basic weaknesses, for example, in spelling and sentence structure. Some of the most significant weaknesses in pupils’ work - the inappropriate use of non-Standard English and of colloquialisms, the mispronunciation of some words and the inaccurate spelling that often accompanies it - are not yet being given the attention they deserve. Teachers now need to raise pupils’ awareness of the similarities and the differences that exist between written and spoken language. In so doing, they need to ensure that pupils’ home language is respected and valued, but that all pupils are familiar with Standard English and know when, and in what circumstances, it is appropriate to use it.

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ENGLISH

92. Since assuming responsibility for English three years ago, the co-ordinator has worked hard, often with the support of local education authority personnel, to establish the National Literacy Strategy and to upgrade the school’s resources, particularly for reading. She has been well supported in her endeavours by the new headteacher who has monitored the teaching of the literacy hour in all classes and who has given staff relevant, constructive feedback. The co-ordinator has been given time in recent months to identify priorities for action and to begin to address them. Following an analysis of pupils’ writing in national tests, some significant weaknesses have been identified and staff meetings are planned at which concerns can be shared and strategies for improvement worked out. A suitable range of assessments and tests is in place, and pupils’ progress in reading and writing is monitored closely. Although

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ENGLISH

she has not monitored teaching directly in recent months, the co-ordinator regularly sees teachers’ planning, and her involvement in work-sampling has given her useful insights into teaching and learning across the school. Resources for English are satisfactory, although the school will need to continue to develop its collection of texts for guided reading, and also to upgrade its library stock. New white-boards for the use of pupils are already being put to good use. All teaching rooms also have sets of suitable dictionaries and thesauruses, although not all teachers require pupils to use these as regularly or effectively as they might.

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MATHEMATICS

93. On entry to Year 1, the mathematical knowledge and understanding of most pupils are broadly average. The results of national tests in mathematics in Year 2, in 2002, All Saints C of E Primary School - 39 were above the national average and the average results of similar schools. In Year 6, the 2002 results were in line with the national average and the average results of similar schools. These results in Year 6 were significantly better than those achieved in 2000 and 2001, which were well below the national average. This improvement reflects the school’s strong focus on raising standards in the older half of the school.

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MATHEMATICS

94. The evidence of the inspection shows that pupils make satisfactory progress as a result of the sound teaching they receive in Years 1 and 2 and that standards are currently average, overall, in Year 2. Most pupils now make good progress in Years 3 to 6 as a result of the mainly good teaching they receive. However, they reach the standards that are average rather than above average because of residual gaps in their knowledge and skills. Higher attaining pupils, throughout the school, make mainly satisfactory progress but they sometimes mark time when their work lacks sufficient challenge. When the school was last inspected, standards were above average in Year 2 and average in Year 6.

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MATHEMATICS

95. Systems are now in place to ensure that the basic skills of number are systematically taught. Pupils in Year 1 illustrate their early knowledge of number in their work on stories such as ‘The Very Hungry Caterpillar’. They become increasingly competent in counting on and back in ones from any small number, and in tens up to 100. They also understand simple addition and subtraction and are able to use the related vocabulary. By the end of Year 2, most pupils can read, write and order numbers accurately up to 100, and count on in tens from any given two-digit number. Most pupils have a sound understanding of the patterns and relationships that exist between the numbers, for example, that subtraction is the inverse of addition, and can use strategies such as halving and doubling to aid their mental and written calculations. They also use their knowledge of addition and subtraction in the course of solving simple written problems involving money, totalling bills and calculating

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MATHEMATICS

change, and have a basic understanding of simple fractions. When pupils achieve below average standards, it is often because they do not fully understand place value and, as a result, they find it difficult to work with larger numbers. However, some Year 2 pupils are particularly talented in mathematics and can work at well above average levels if given the opportunity. For example, they are quite capable of working with numbers beyond 100 and enjoy working with mathematical concepts such as ‘infinity’. Most pupils can estimate, measure and compare length, weight and capacity using standard units and can read simple scales using centimetres. They recognise and name simple two and three-dimensional shapes and can describe some of their properties.

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MATHEMATICS

96. Most pupils in Years 3 and 4 accurately partition numbers using their knowledge of place value and apply this understanding when adding and subtracting numbers up to 1000. They become increasingly competent in multiplication and division and in the mental recall of multiplication tables. They recognise unit fractions and go on to recognise the equivalence between fractions. Year 5 and 6 pupils consolidate their understanding of more complex proper and improper fractions and have a sound understanding of decimals. This leads to a good understanding of the equivalence between fractions, decimals and percentages. Higher attaining pupils convert fractions to decimals quickly and accurately. They make sound use of a range of mental strategies such as approximation and estimation to solve increasingly complex calculations, often involving more than two operations, in their head. They also carry out written multiplication and division sums using decimals with increasing

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MATHEMATICS

accuracy. They use protractors accurately to measure angles of a triangle to the nearest degree. They can measure the area and perimeter of simple compound shapes that can be split into rectangles and begin to read and plot co-ordinates in all All Saints C of E Primary School - 40 four quadrants. When pupils achieve below the levels expected of them for their age it is often because they are still gaining confidence in the subject, fail to see the relevance of it in everyday life and do not fully understand the relationships that exist between numbers. There is evidence to show that pupils have used some of their mathematical skills in other subjects of the curriculum, for example, extracting and interpreting information from the 1881 census data and drawing a scaled plan of the local church as part of their work in history. Overall, however, there are insufficient opportunities for pupils to apply their mathematical skills in real and purposeful

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MATHEMATICS

problem solving and investigational tasks. Pupils in Years 3 to 6 make satisfactory use of information communication technology in the course of their work, for example, pupils in Years 5 and 6 enter data on spreadsheets and generate block graphs. However, pupils in Years 1 and 2 make unsatisfactory use of information and communication technology in the course of their mathematical work.

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MATHEMATICS

97. Individual teachers work hard to ensure an inclusive curriculum in mathematics. In Years 5 and 6, pupils are grouped into ability sets for mathematics. This is effective in enabling teachers to focus work more precisely to pupils’ needs. It is particularly beneficial for lower attainers where good teaching includes a wide range of methods, both practical and visual, which help pupils to acquire a sound grasp of mathematical concepts prior to their more formal work. Lively interaction with pupils and judicious use of praise is effective in promoting pupils’ self-esteem and confidence. As a result, even the more reticent pupils gain the confidence to articulate their mathematical thinking and to work independently. Pupils in the average and higher attaining groups tackle work at a brisk pace and, in the main, at a suitably challenging level. Good questioning requires them to explain their mathematical thinking and is effective in

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MATHEMATICS

extending their powers of reasoning. Pupils in Years 1- 4 are ability grouped within their own classes, and although this meets the needs of most pupils, there is a lack of challenge for some higher attaining and gifted pupils, who do not always achieve as much as they could. Teachers’ planning takes account of pupils with special educational needs and teaching assistants give good support to help them make progress. Formal procedures for identifying pupils with special educational needs in mathematics are being developed.

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MATHEMATICS

98. Teaching in Years 1-2 is satisfactory overall, and in some lessons it is good. In Years 3-6, teaching is good and is making a significant contribution to the progress that pupils are now making. Most teachers have a sound subject knowledge that is based on a thorough understanding of the mathematics programmes of study and the numeracy guidance. The use of assessment to inform planning has improved for all but the highest attaining pupils since the last inspection. For example, test data is used to identify the next steps in learning for individuals and groups of pupils and teachers adjust their daily and weekly plans according to what pupils have learned in each lesson. There is thorough planning throughout the school and learning objectives are shared with pupils so that they have a good understanding of the purpose of lessons. In the best lessons, teachers have high expectations of what pupils should achieve, there is a brisk pace to the work and an atmosphere in which

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MATHEMATICS

all pupils are expected and encouraged to do their best is instilled. Explanations and demonstrations are clear and good open questioning techniques encourage pupils to think for themselves. Although all work is regularly marked, greater consistency is needed in the use of constructive written feedback to help pupils know what they have to do to improve. Pupils are usually well managed and appropriate use is made of the time and resources that are available for learning. However, there are insufficient opportunities for pupils to make independent choices and decisions about the methods, materials and resources they will use in their work. Appropriate use is made of homework to support the work that pupils do in school. Where weaknesses occur All Saints C of E Primary School - 41 in teaching it is because of a lack of secure subject knowledge. Mental oral starters and whole class teaching sessions were an effective part of most lessons. When

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MATHEMATICS

lessons were judged to be satisfactory rather than good it was because work planned for individuals and groups of pupils did not always match their different needs and abilities. This was particularly the case for some higher attaining pupils. 99. The school’s assessment procedures for mathematics are satisfactory and include optional national tests (SATS), which are used to give information about individual progress and achievement and which allow pupils’ progress to be tracked as they move through the school. The new co-ordinator is working conscientiously to develop her role and has some clear views about the areas of mathematics that need to be improved. She is aware that resources for mathematics are unsatisfactory and that they need to be improved.

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SCIENCE

100. On entry to Year 1, the scientific knowledge and understanding of most pupils are average. In the statutory teacher assessments in Year 2, in 2002, all pupils reached the expected standard, while the percentage exceeding this level was in line with the national average and average results of similar schools. Inspection findings show that current standards in Year 2 are broadly average in science, and reflect satisfactory achievement in relation to pupils’ starting points at the beginning of Year 1. When the school was last inspected, standards were average in Year 6 in science. However, the results of the statutory tests in 2001 in Year 6 were below the national average; and results in 2000 were lower still, being in the lowest five per cent nationally in the subject. In this context, the 2002 results represent significant improvement, with a seven per cent increase in the percentage reaching the expected level and a 100 per

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SCIENCE

cent increase in the percentage achieving above this level, compared with the school’s 2001 results. These 2002 results are in line with the national average and the average results of similar schools. Inspection findings show the school is sustaining this improvement in the achievements of pupils in the older half of the school, and current standards in Year 6 are broadly average. These results reflect sound achievement, overall, including for pupils with special educational needs. The progress made by the more able pupils is mainly satisfactory but they are held back in some lessons when their work is too easy.

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SCIENCE

101. In Years 1 and 2, pupils make sound progress when learning about the different creatures that live in the local environment. In lessons observed during the inspection, a focus on the life cycle of the butterfly helped pupils to develop their awareness that living things are born, grow and develop, reproduce and die. They understand that ice melts at different rates, according to temperature, and are able to identify some key characteristics of a range of common materials. Year 2 pupils benefit from setting up simple experiments to discover if the amount of water and light given to seeds affects their growth. Year 2 pupils understand that heating and cooking can change some materials, and the more advanced learners can make sensible predictions about whether the changes are reversible. For example, they know that ice can be changed back into water by heat and that baking the ingredients for bread creates changes

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SCIENCE

102. In lessons observed in the Year 3/4 class, pupils were able to consolidate their knowledge about light, and were able to identify an appropriate range of light sources. However, opportunities were sometimes missed to challenge and extend the knowledge of the more advanced learners. Year 4 pupils have a secure grasp of the principles of healthy eating and know that exercise is important for the human body. An examination of work completed by Year 4 pupils in the last academic year shows All Saints C of E Primary School - 42 they made sound progress when learning about magnetism, and were able to use terms like attract and repel appropriately when writing about their work. Pupils record their investigations carefully, for example, explaining how they have tested the absorbency of different materials and how they have experimented with elastic bands to discover the effects of stretching on the forces exerted. However, while results are

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SCIENCE

recorded carefully, these are often not interpreted, even by the more advanced learners, to provide simple conclusions to the experiments. In Years 5 and 6, the situation is the same. There is secure evidence that pupils have a satisfactory grasp of the importance of fair testing, that they can follow the guidance of their teachers to conduct systematic investigations, and can record their results clearly. However, their investigations into whether candle flames last longer when contained under smaller or larger jars rarely result in pupils attempting to draw conclusions.

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SCIENCE

103. The quality of teaching is satisfactory, overall, for pupils in Years 1-6, and there is some evidence of good teaching for pupils in the older half of the school. The quality of teachers’ planning is generally sound, although more challenging work sometimes needs to be set for the more advanced learners. All teachers identify the learning objectives of lessons clearly, and these are appropriately shared with the pupils in most lessons. Teachers’ instructions and explanations are easy for pupils to understand, and the most successful lessons include stimulating introductory sessions which capture pupils’ interest very well. Skilful questioning is also a characteristic of the best lessons, while teachers in the less successful sessions needed to ask more searching questions to probe pupils’ understanding and to judge their learning needs. Teachers’ subject knowledge is secure, and they have good

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SCIENCE

relationships with their classes. As a consequence, pupils generally respond positively in science lessons and behave well. Occasionally, however, the more advanced learners lose interest in lessons because they are insufficiently challenged. This was evident in lessons in both the younger and older halves of the school. Teachers need to develop pupils’ skills in evaluating the results of investigations and more able pupils, in particular, would benefit from more opportunities to devise and test their own hypotheses through their own simple investigations. Overall, there is scope for pupils to have more opportunities to make decisions and to show initiative in science lessons. In summary, as a result of teaching which is mainly satisfactory, pupils are making sound progress in their scientific learning. However, the teaching is generally more successful in developing pupils’ scientific knowledge than in promoting

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SCIENCE

their scientific enquiry skills. While there is some use of ICT, this is only evident in the science work of the older pupils. Overall, assessment procedures in science are broadly satisfactory and reflect recent improvements. The science co-ordinator is about to introduce strategies to assess pupils’ enquiry skills, which is appropriate.

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SCIENCE

104. The science co-ordinator has good subject knowledge, and is highly committed. She has studied pupils’ results in the 2001 statutory tests and helped her colleagues to target areas where Year 6 pupils needed to improve. In addition, she has analysed the results in relation to the achievements of boys and girls and is able to show that the 2002 results show no significant differences in standards. The co-ordinator also receives teachers’ planning for science at the beginning of each term, and this helps her to ensure that appropriate resources are available. However, she has yet to analyse examples of pupils’ work, from across the school, to identify strengths and areas for development, and has not observed lessons in science. She recognises she needs to develop further her monitoring role in order to broaden and deepen her awareness of the effectiveness of science provision. At present, although she has

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SCIENCE

formulated an action plan for science, she has only limited information to inform its content. She would benefit from in-service training focused on work sampling and lesson observation. All Saints C of E Primary School - 43 105. Resources for science are just adequate. All Saints C of E Primary School - 44

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ART AND DESIGN

106. Limited evidence of pupils’ art and design work was available for examination during the inspection. In Years 1 and 2, pupils have created drawings of seeds and fruits, using pencil or pastel, and these demonstrate standards which are broadly average. However, there is insufficient evidence to make an overall judgement about pupils’ standards and progress in Years 1 and 2.

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ART AND DESIGN

107. In the older half of the school, although there are less examples of art and design work than in most schools, there is sufficient breadth of evidence to show that pupils make unsatisfactory progress in the subject and that standards should be higher. In Years 3 and 4, pupils have created pictures of imaginary places they would like to visit, as part of their work in geography, and of journeys, as part of their work in religious education. These images, which are mainly made with pencils and crayons but also include some which use paint and collage techniques, demonstrate art and design skills which are generally below average. The simplistic nature of the pictures suggests strongly that pupils needed more focused guidance from their teachers in order to develop key skills in drawing and painting, in particular. Pupils in Years 3 and 4 have also created very simple geometric designs, using squared paper, by shading

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ART AND DESIGN

different areas in pencil. In addition, they have used ICT to make simple abstract pictures. This work is carefully executed but has rather limited value in relation to pupils’ artistic development. In Years 5 and 6, pupils have created drawings and paintings as a result of a focus on the Aztecs. In addition, a lesson was observed in a Year 5/6 class when pupils began to make two-dimensional Aztec masks, using collage techniques. This work clearly shows that pupils’ skills are generally underdeveloped, and much is typical of work usually produced by younger pupils. As a consequence, pupils’ standards are below average, overall, in Year 6 and represent underachievement. When the school was last inspected, standards were average in Year 2 and above average in Year 6. Evidence suggests art and design now has a reduced emphasis in the school.

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ART AND DESIGN

108. Only one art and design lesson was seen during the inspection, so it is not possible to judge the overall quality of teaching in the subject. However, evidence from the lesson seen, and from the analysis of teachers’ planning and pupils’ work, suggests teachers would benefit from in-service training to increase their knowledge in the subject and to raise their expectations of pupils’ potential achievements. There are also weaknesses in teachers’ planning which contribute to the lack of development of key skills and knowledge, and lead to pupils’ spasmodic and mainly unsatisfactory progress. Assessment procedures in the subject are underdeveloped. At present, art activities which are linked to other subject areas, such as religious education, history and geography, need to make a more relevant and valuable contribution to pupils’ development in art and design.

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ART AND DESIGN

109. The art and design co-ordinator appropriately recognises that she needs to develop a clearer view of pupils’ standards and progress in the subject, across the school, in order to identify and target areas for improvement. She requires in-service training to enable her to undertake this work effectively.

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ART AND DESIGN

110. Resources for art and design are just adequate.

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DESIGN AND TECHNOLOGY

111. No design and technology lessons were observed during the inspection. In addition, no evidence of pupils’ completed work was available for examination in Years 1 and 2. All Saints C of E Primary School - 45 Limited evidence of pupils’ design and technology work was provided for the older pupils. As a consequence, it is not possible to make a secure judgement about pupils’ standards in the subject. However, an examination of teachers’ planning and discussions with the design and technology co-ordinator confirm that the subject receives too little attention in the school, and that there is no established structure to ensure that pupils develop key skills over time. It is clear, therefore, that pupils’ overall progress in the subject is unsatisfactory. When the school was last inspected, standards were average in both Years 2 and 6, and the subject was being given satisfactory emphasis in the curriculum.

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DESIGN AND TECHNOLOGY

112. The work seen from a Year 3/4 class shows pupils are only just beginning to master simple skills which should have been accomplished earlier. There is some evidence of constructions by older pupils of model greenhouses, and of toys which use simple cams. These models, which were made in the last academic year, are mainly very similar in appearance and suggest strong direction by the teacher. Nevertheless, they do demonstrate that pupils are able to take considerable care with their work and can create well-made products when given clear instruction. There is no evidence, however, that this work was part of a coherent development of pupils’ designing, making or evaluation skills in the subject.

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DESIGN AND TECHNOLOGY

113. The co-ordinator has recently taken on her role, and has very good subject knowledge. She has quickly identified the need to increase the emphasis given to design and technology and is beginning to introduce a good scheme of work which should have a beneficial effect on pupils’ progress and standards. The co-ordinator has already led one training session for the staff and recognises the need for additional training to increase the confidence and expertise of some teachers. She found no evidence of established school strategies to monitor and develop the subject when she took on her role at the beginning of this term, but clearly intends to rectify this situation.

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DESIGN AND TECHNOLOGY

114. Resources for the subject require auditing but are broadly adequate.

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GEOGRAPHY

115. In Year 2 and Year 6, standards in pupils’ knowledge, skills and understanding in geography are average. These standards have been successfully maintained since the last inspection. A whole-school plan is currently being introduced that allocates topics for study to each age group. These are based on the national guidelines for geography adopted by the school to support teachers in their planning. It ensures that pupils cover a balanced geography curriculum and develop subject skills in a structured manner as they move through the school. As a result, pupils of all abilities, including those with special educational needs, achieve satisfactorily.

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GEOGRAPHY

116. From the earliest stages, teachers begin to promote a sense of place through the study of the school site and its location in the town. Pupils identify geographical features and begin to express their own views. For example, pupils in Years 1 and 2 identify the disused fire station as an area for redevelopment. It is “very sad and has weeds growing all over it”. They develop early map-work skills by locating features such as houses, lamp-posts, shops and the telephone box on their routes to school. They are keenly interested in their work and talk about it readily.

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GEOGRAPHY

117. In Years 3 and 4, pupils continue to make satisfactory progress in the acquisition of geography skills. They gain experience of using atlases to locate the countries, capital cities, major rivers and mountains of the British Isles and expand their geographical All Saints C of E Primary School - 46 vocabulary by examining a collection of postcards. They identify features such as cliffs, lakes, villages and harbours. There was limited evidence available of pupils’ completed work in Years 5 and 6 but, from the lessons seen, it is clear that they continue to make satisfactory progress in acquiring geographical skills and beginning to develop their global awareness. They use atlases and maps competently and also use other sources such as news reports of Hurricane Lili to gain a wider understanding of the extremes of weather conditions found in other parts of the world.

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GEOGRAPHY

118. Teaching and learning are satisfactory overall. A particular strength is usually the quality of teachers’ planning. It is based firmly on teachers’ secure knowledge of the subject and, as a result, there is a clear emphasis on developing the essential skills of enquiry and working with maps. However, fieldwork skills are not dealt with in such a systematic way as pupils move through the school. In the most successful lesson, pupils in Years 1 and 2 were following up a recent local walk. The teacher’s careful questioning and her use of a good range of photographs promoted an enthusiastic response from pupils as they recalled the various features encountered on their walk. Pupils of all abilities were actively involved in learning, with the group tasks being carefully modified to ensure that everyone was challenged appropriately. Work was modified similarly in a lesson for the oldest pupils to enable all of them to access the

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GEOGRAPHY

activity at their own level. However, in some lessons the teacher’s objectives for learning are too general and therefore do not provide a sharp enough focus for teaching and learning.

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GEOGRAPHY

119. The co-ordinator has good specialist knowledge of geography although there have been few opportunities for him to develop his management role. There are no formal assessment procedures so it is difficult for teachers to identify the next steps in learning and this is a weakness which needs to be addressed. Educational visits, including residential experiences for older pupils, are used well to enhance and support pupils’ learning.

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HISTORY

120. No history lessons could be observed in Years 1 and 2, and it is therefore not possible to reach secure judgements about the standards attained or about the quality of teaching in these two year groups. Nonetheless, there is sufficient evidence in the form of teachers’ planning and in pupils’ work from the previous academic year to show that pupils in these year groups experience a rich and imaginative curriculum in this subject. Evidence from lessons seen and from the scrutiny of pupils’ written work in Years 3, 4, 5 and 6 shows that, while attainment overall is broadly average, there are, in each year group, a few higher attaining pupils whose knowledge, understanding and skills are above average, and sometimes well above average for their age. These pupils have been highly motivated by the work done in class and have undertaken independent research to develop their studies, sometimes at home.

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HISTORY

They demonstrate particular success in organising and communicating their findings.

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HISTORY

121. Work produced by pupils in Years 1 and 2 in the past academic year shows that they use various sources to find out about the past, have a sound grasp of chronology for their age and understand, in simple terms, how archaeologists and historians find out about the past. For example, they know that both ‘primary’ and ‘secondary’ sources of evidence can yield information, and they quote museums, old books, jewellery, fossils and museums as likely sources. They understand the use of time-lines in relation to events within their own lives, and they are able to identify some of the changes that have taken place over time in relation to topics they have studied. For example, they recognise that domestic appliances have changed since electricity came into All Saints C of E Primary School - 47 people’s homes and, after a visit to the Victorian schoolroom at Braintree Museum, are able to identify, and record, many of the changes that have occurred in education

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HISTORY

since the Victorian era. They make simple comparisons between their own schooldays and those of their Victorian counterparts. When learning about famous people of the past, they consider not only what was done, for example, by Guy Fawkes or Grace Darling, but also why they did what they did. In considering such issues, they learn something of the social and political conditions that can motivate people to particular deeds or endeavours, and are also made aware of the courage and concern for others that, as in the case of Grace Darling, often inspire particularly selfless acts.

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HISTORY

122. In lessons seen in Years 3 and 4, pupils demonstrate a sound level of knowledge and understanding in relation to evacuation during the Second World War. They use appropriate historical terms when they refer, for example, to the work of the ‘billeting- officer’ and to ‘foster-families’. They empathise with children sent from their homes to stay with unknown people, often in the countryside. They can guess how ambivalent some children felt about evacuation: excited, on the one hand, to travel by train and to see new parts of the country but, at the same time, fearful of what the future might hold and sad to leave their parents. In a wider study, they have considered the reasons for the start of the war. They are able to show, on a map, the main countries involved, and they make notes which demonstrate their understanding of some of the consequences of the war. In a similar way, during a study of the Tudor period, they

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HISTORY

have looked for evidence of, and reasons to explain, some of the changes that took place during the reign of Henry VIII. As in earlier years, they use both pictorial and written sources to inform their thinking.

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HISTORY

123. Pupils in Years 5 and 6 look at Aztec artefacts, make suggestions as to their original uses and significance and, using their ‘evidence’, make reasonable deductions about social, cultural and religious aspects of the Aztec civilisation. By the time they reach Year 6, most pupils are able to talk convincingly about the very wide range of sources of evidence used by historians today, and they are able to distinguish clearly between ‘primary’ and ‘secondary’ sources. Some pupils are able to devise relevant historical questions to guide their own research, but a few lower attaining pupils still rely on the teacher or other adult helper to focus their thinking and to help them record their ideas.

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HISTORY

124. Evidence from lessons seen and from the scrutiny of pupils’ work shows that teaching is mainly sound, and sometimes good in Years 3, 4, 5 and 6; and, while there is insufficient evidence to reach secure judgements about the quality of teaching overall in Years 1 and 2, all available indicators point to enthusiastic teaching and good subject knowledge throughout the school. Lessons are planned well, and pupils are informed clearly, at the outset, what they are intended to learn. Practical approaches and enquiry-based learning are strengths of provision, and learning is enriched by visits, visitors and role-play. When pupils study the history of Maldon, their work is considerably enhanced by field-trips in the area and by the first-hand accounts of change given by local residents. Such practical teaching methods bring the subject to life, and it is clear, from the work seen, that teachers often communicate their own

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HISTORY

enthusiasm to their pupils. Evidence from across the school shows that all key skills associated with learning about history are covered. However, the scheme of work has been introduced only recently, and therefore the progressive development of these skills is not yet entirely secure. During lessons seen, and in planning, consideration is given to the needs of pupils of differing abilities. In most cases, lower attaining pupils are given modified tasks and also receive additional help from the teacher or teaching assistant. Rarely, if ever, however, are the reading materials provided for these pupils All Saints C of E Primary School - 48 at a level which allows them to operate with a degree of independence, and this is a weakness. In most lessons, too, teachers assume responsibility for initiating all aspects of learning. 125. At the time of the last OFSTED inspection, the role of the history co-ordinator in the

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HISTORY

monitoring and evaluation of teaching and learning was said to receive too little emphasis. The current co-ordinator has only recently assumed responsibility for the subject and has, therefore, not had the time or the opportunity to gain a full overview of teaching and learning across the school as a whole, or to develop these important monitoring aspects of her role. However, the recently introduced shared planning of work by teachers with the same year groups is proving helpful. Teachers are benefiting from the sharing of ideas, and the process has brought a degree of coherence to teaching and learning within each section of the rolling programmes of work. Evidence suggests, however, that, within this framework, teachers’ expectations of what pupils should achieve may vary. A suitable policy document for history has been drawn up and awaits endorsement by the governing body. School- based resources for the subject are satisfactory. However, the school is fortunate in

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HISTORY

being able to draw on additional resources from the Essex schools’ library and museum services. Assessment in history is currently limited to the use of National Curriculum level descriptors to define each pupils’ achievements at the end of the academic year and is not yet used in a meaningful way to inform planning or teaching.

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INFORMATION AND COMMUNICATION TECHNOLOGY

126. Younger pupils make sound progress in communicating through text and graphics. However, deficiencies in the current range of classroom based computers and other resources at the main (Highlands Drive) site mean that important elements of the curriculum are not being covered in sufficient depth. These include controlling a programmable toy, reading and sending e-mail and using a database to classify sets of objects. Overall, therefore, standards in Year 2 are below average. However, the headteacher and co-ordinator have already identified these shortcomings and, within the constraints of the budget, have begun to address the matter. For example, a wireless link is due to be installed shortly to provide access to the Internet for some of the classes.

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INFORMATION AND COMMUNICATION TECHNOLOGY

127. Provision for ICT has been improved significantly by the creation of a computer suite at the smaller London Road site. Ease of access to the suite for older pupils means that they have a broader range of experiences and, as a result, standards in Year 6 are average. Other improvements since the last inspection include the level of teachers’ expertise as a result of recent training. This was evident in the lessons observed and in all teachers’ use of the computer to plan lessons and to enhance classroom displays.

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INFORMATION AND COMMUNICATION TECHNOLOGY

128. In Years 1 and 2, pupils are introduced to basic editing skills. They use the shift key for capital letters, backspace to delete and with adult support they save, retrieve and print their work. They are introduced to early data handling skills, using the computer to generate block graphs. In their use of the keyboard and mouse they learn the rudiments of modelling and control, for example, by using the mouse to drag and re- position pictures on the screen to represent the life cycles of frogs, butterflies and beans.

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INFORMATION AND COMMUNICATION TECHNOLOGY

129. In Years 3 and 4, they use a paint program to extend their learning in art and design by exploring and creating patterns in shades of black, grey and white. In the computer suite and supported by work on the classroom computers, they develop their word processing skills. In a link with their current history topic, they composed lists of All Saints C of E Primary School - 49 special items that they would take with them as evacuees, creating special effects by changing font size, colour and style. Higher attaining pupils used more advanced features such as bold, underline and spellchecker.

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INFORMATION AND COMMUNICATION TECHNOLOGY

130. In Years 5 and 6, pupils achieve well to fill the gaps in their earlier experiences. They carry out basic re-drafting, inserting words and sentences, centring titles and combining text and graphics to enhance the appearance of their work. They search CD-ROMs and the Internet while undertaking individual research into a variety of topics, much of it in their own time, confirming their interest and enthusiasm for their work. Each pupil has a folder of work stored on the computer which they access confidently to show what they have learned. The folders include presentations in which they have successfully integrated text, graphics and sound, and leaflets about sports day and keeping the body healthy. More able pupils have begun to use formulae to calculate average and mean heights. They have not yet been introduced to e-mail.

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INFORMATION AND COMMUNICATION TECHNOLOGY

131. The quality of teaching and learning is satisfactory. In the lessons seen, both teachers and teaching assistants dealt competently with the planned tasks demonstrating at least sound and improved knowledge of the subject. The main strengths are to be seen in the direct teaching and reinforcement of skills taking place in timetabled sessions in the computer suite. Teachers plan their lessons carefully and give clear explanations so pupils have a good understanding of what is expected of them. Pupils are full of enthusiasm, eager to get on with their work and co-operate well when sharing a computer. The most effective lesson was used successfully to support and extend pupils’ learning in both literacy and history. At the same time, pupils’ computer skills were developed through their use of a search engine to locate information on the Aztecs. The teacher’s good subject knowledge in both ICT and

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INFORMATION AND COMMUNICATION TECHNOLOGY

English was evident in their questioning and in their emphasis on the skills of skimming and scanning to locate relevant information. Areas for development in teaching include ways to channel pupils’ natural enthusiasm and exuberance into more successful learning and ensuring an appropriate balance between teacher talk and pupil activity.

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INFORMATION AND COMMUNICATION TECHNOLOGY

132. The co-ordinator has only very recently taken on responsibility for ICT and has had neither the time nor the opportunity to gain an accurate overview of the subject. Along with her colleagues she is committed to raising standards and improving provision further. She is aware of the need to formulate a scheme of work, as a matter of urgency, that provides a clear framework for teachers’ planning. There are currently no formal procedures for assessing pupils’ attainment and progress in order to establish precisely what pupils know, understand and can do.

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MUSIC

133. The last inspection found that standards in music were below the levels expected in Years 1 and 2, but in line with those expected in Years 3 to 6. Where weaknesses occurred it was because of a lack of confidence in teaching in the lower part of the school. The school has gone some way to overcome this by employing a music specialist, on a part-time basis, who teaches in all classes, except for one, throughout the school. As a result of this, standards in singing are broadly in line with those expected by the end of Years 2 and 6. Pupils sing with clear diction, satisfactory control of pitch and a sense of expression. Through a direct teaching approach they come to know about how instruments work, the way in which they can control them to make a different pitch and rhythm, and of how to follow simple musical notations. Pupils who play the recorder learn to control their instruments well. They practise,

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MUSIC

All Saints C of E Primary School - 50 rehearse and work hard to produce accurate performances. There are weaknesses, however, in pupils’ composing and appraising skills, throughout the school.

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MUSIC

134. The quality of teaching is satisfactory in that the teacher has a secure technical knowledge and understanding of the subject. There is satisfactory direct teaching of the meaning of musical terms such as pitch, tempo and dynamics. Pupils are also given opportunities to listen to a range of music, including music from different cultures and to learn how instruments work. For example, pupils in Years 1 and 2 enjoyed hearing about the bamboo pipes of the Solomon Islands and listening to the sounds that they made. Pupils were then chosen to hold cylinders provided by the teacher, and they responded well to a brief opportunity to reproduce similar sounds. However, there was insufficient time for them to explore and develop their musical ideas and other pupils in the class were insufficiently involved in the session. Overall, there are insufficient opportunities for pupils to create and develop their own musical

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MUSIC

ideas through the improvisation of rhythms and melodies and the exploration of musical structures. When listening to music, insufficient time is given for pupils to analyse and compare sounds, to explore and explain their own ideas and feelings about the music and to listen to their own work and that of other pupils.

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MUSIC

135. The music co-ordinator plans nearly all the music in the school and consequently has a good overview of what happens in each class. However, her role requires review. A lack of consultation with class teachers results in opportunities being missed for music to be linked to other subjects of the curriculum. There are also limited opportunities for training to help class teachers extend their own skills and knowledge in the subject. A policy and scheme of work are being developed but they have not yet been agreed by the staff and governors. There is no formal assessment system to support planning for pupils’ differing needs and to monitor their progress.

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PHYSICAL EDUCATION

136. Overall, standards in physical education are average, as they were at the time of the last inspection. Standards in swimming are above average with all pupils able to swim before they leave the school. The physical education curriculum includes all the essential elements of the National Curriculum. Games, gymnastics, dance and swimming are taught throughout the school, with the addition of athletics and outdoor and adventurous activities for older pupils. Most pupils achieve satisfactorily and there is no difference in performance between boys and girls. Pupils with special educational needs are fully integrated into lessons as a result of teachers’ careful strategies to involve all pupils actively and fully in their learning.

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PHYSICAL EDUCATION

137. In Years 1 and 2, pupils demonstrate sound levels of control and co-ordination in games lessons, travelling around the playground in a variety of ways including jogging, hopping, skipping, twisting and turning. However, their awareness of space and other pupils when travelling is not as good as it should be in pupils of this age. In Years 3 and 4, they listen attentively and try very hard to link movements to form sequences composed of jog, jump and freeze into a balance. Many pupils find this very challenging but all of them persevere and, as a result, achieve well. In Years 5 and 6, pupils’ ball skills develop effectively and they show a clear understanding of when it is appropriate to use chest, bounce or shoulder passes. They employ all three in small game situations carefully designed to develop netball skills and tactics. In dance, they co-operate well, moving in unison as they create a group dance.

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PHYSICAL EDUCATION

All Saints C of E Primary School - 51 138. Teaching is satisfactory, overall, although in more than one third of lessons seen teaching was good because of some teachers’ particular areas of expertise. The main strengths include the important skill of managing pupils well to promote good attitudes and behaviour. In the most successful games lesson, the teacher’s clear explanations and coaching of individual pupils to improve their techniques showed good understanding of the finer points of skills development. As a result, pupils made good progress and were continually striving hard to improve their passing skills. In a gymnastics lesson, there was a good blend of teacher assessment and pupils’ evaluation of their work. The teacher observed closely while pupils performed their sequences and by providing opportunities for them to comment, helped pupils to improve. Occasionally, there is too much teacher talk and this limits the amount of

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PHYSICAL EDUCATION

139. There is insufficient guidance for teachers to ensure the progressive development of pupils’ skills, not only in performing, but also in planning and evaluating their work. In addition, there are no formal procedures for assessment to note pupils’ significant achievements or weaknesses in order to form a basis for planning future activities. It is difficult, therefore, for teachers without specialist knowledge to identify what pupils need to do next in order to improve.

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PHYSICAL EDUCATION

140. The co-ordinator is knowledgeable and enthusiastic. He has had no opportunities, however, to monitor teaching and learning and consequently no opportunities to share with colleagues what works well and what does not. Pupils respond enthusiastically to the school’s range of after school clubs where they practise and extend their skills in informal situations. In both the sessions seen, teachers used their specialist knowledge well to support and extend pupils’ classroom learning. These sessions also contribute to pupils’ personal development by encouraging them to pursue their own interests and to work with pupils of other ages and from other classes. The school rightly places strong emphasis on water safety and this is reflected in the good standards attained by the time pupils leave. Good use is made of the school’s outdoor pool, the summer term programme being well supported financially by the parents’

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PHYSICAL EDUCATION

141. Resources for dance, games, gymnastics and other aspects of physical education are adequate, although the school’s facilities overall are good. They include an extensive playing field, well-marked playgrounds, a swimming pool, and a spacious hall. The school does its best to minimise the impact of the separate sites on teaching and learning and therefore on pupils’ progress.

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RELIGIOUS EDUCATION

142. Pupils’ work and teachers’ planning shows that pupils make satisfactory progress as they move through the school and achieve standards that are broadly in line with the expectations of the locally agreed syllabus by the end of Year 2 and Year 6. Standards were similar when the school was last inspected.

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RELIGIOUS EDUCATION

143. Pupils have a sound knowledge and awareness that religious traditions in the United Kingdom are mainly Christian and know about some of the other principal religions including Judaism and Hinduism. They know some of the traditions of the Christian faith as celebrated in the United Kingdom, such as Easter and Christmas and are aware of the stories and events behind them. They are also aware of some of the stories and festivals of the Jewish and Hindu faiths. All Saints C of E Primary School - 52 144. They develop their understanding of the distinctive features of religious traditions. For example, pupils in Years 1 and 2 begin to recognise the importance of being thankful and of giving to others as part of the Christian tradition of Harvest. They know the names of the books which are considered holy by the major faiths and understand some of the reasons for them being so special. In learning about the story of David

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RELIGIOUS EDUCATION

and Goliath, pupils in Years 5 and 6 begin to understand the importance that Judaism attaches to obeying the Word of God, even in the face of seemingly impossible odds.

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RELIGIOUS EDUCATION

145. Pupils have a sound grasp of basic religious concepts and symbolism. They learn about the religious significance of fasting, and why it is so important to Christians, in their work on Lent. When visiting the local church, pupils learn the names of significant artefacts, how they are used in the course of religious services and what they represent. In their work on Diwali they begin to understand the significance of light as a symbol in overcoming evil. In their work on Judaism, pupils in Years 3 and 4 learn about the significance of the Sukkot, and the symbolism of the Etrog and the Lulav for Jewish people.

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RELIGIOUS EDUCATION

146. Pupils’ ability to form thoughtful views on religious issues is satisfactory. For example, older pupils consider the rights and wrongs of sending young people into battle in the story of David and Goliath. They also consider the different points of view and the possible feelings of all those involved in the story. They have also given careful consideration to the story of Noah’s Ark and discussed which parts may be true and which may not.

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RELIGIOUS EDUCATION

147. The quality of teaching is satisfactory throughout the school. Lessons are planned so that they closely reflect the recommendations of the agreed syllabus. Teachers use an appropriate range of teaching methods, including whole-class discussions and role-play. Some make particularly good use of open questioning to encourage pupils to think for themselves in the course of whole-class teaching. Tasks generally take account of the needs of the wide range of abilities within each class, but these are mainly based on reading ability and age rather than pupils’ varying knowledge and understanding of religious issues. The school does not have a secure assessment system for religious education and this limits teachers’ capacity to plan precisely for pupils’ differing needs and abilities in the subject.

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RELIGIOUS EDUCATION

148. The co-ordinator is new to the post and although she has a view of how the subject should be improved, her role has not yet been developed. The school makes appropriate use of a local authority scheme to help plan work for pupils in Years 3-6 and of a commercial scheme for Years 1 and 2. Both schemes fully reflect the locally agreed syllabus and support progression through the school. There is an appropriate range of resources to support the teaching of religious education, including a range of artefacts to support the teaching of different faith traditions. However, the stock of library books is barely adequate for the subject and there are insufficient opportunities for pupils to hear authentic accounts of religious traditions other than Christian. Well- planned assemblies make a significant contribution to pupils’ religious education.

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