Engaines Primary School and Nursery

ENGAINES PRIMARY SCHOOL

Inspection number: 247553 Short inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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ENGAINES 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. Engaines Primary School - 4

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INFORMATION ABOUT THE SCHOOL

School address: St Osyth Road East Little Clacton Essex

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Name of Chair of Governors: Mr N Goodier

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 7 July 1997 Engaines Primary School - 5

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Team members

23785 Mr M Massey Registered inspector 9465 Ms E Cooke Lay inspector 20142 Mr M Childs Team inspector

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Team members

Demeter House Station Road Cambridge CB1 2RS

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Team members

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

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Team members

The Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Engaines Primary School - 6

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PART A: SUMMARY OF THE REPORT 6

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

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INFORMATION ABOUT THE SCHOOL

Engaines Primary School is situated in the Little Clacton Ward in the village of Little Clacton, in Essex. The school is of an average size with 242 pupils on roll, 119 boys and 123 girls. Pupils are aged from four to eleven years and are taught in nine classes. Pupils' attainment is generally below average when they enter school in the academic year in which they are five. Children born between September and February start school full-time in September, with other children starting part-time until the end of the first term. Although the majority of pupils come from the village, about 40 per cent travel in to school from the surrounding area. Around 13.5 per cent of the pupils qualify for free school meals, which is average, and about one per cent of the pupils speak English is an additional language, which is also average. Around 20 per cent of the pupils are on the school register of special educational needs, mainly with moderate learning difficulties. This is

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INFORMATION ABOUT THE SCHOOL

average. There are few pupils with Statements of Special Educational Needs. There has been significant building development in the school since the last inspection and about half the teaching staff has changed in the last two years.

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HOW GOOD THE SCHOOL IS

Engaines Primary School is a good school with some very good features. The school is very well led by the headteacher, who is supported by an enthusiastic and committed teaching and support staff as well as a dedicated governing body. The good teaching leads to pupils making good progress throughout the school. Overall, pupils achieve above the expected standards and have a very good attitude to learning. Inspection evidence shows that the present group of pupils is achieving well, based on their prior attainment. The efforts made by the school to obtain new buildings through the Private Finance Initiative have been excellent and provide a very good learning environment. The school gives good value for money.

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What the school does well

• Strong leadership by the headteacher, with enthusiastic support from the senior management team and governors, provides a clear way forward for the school. • Good teaching means that pupils make good progress throughout the school. • There is a very good climate for learning.

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What could be improved

• The use of assessments could be improved in order to help individual pupils. • The monitoring of teaching and learning could be more systematic. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has improved well since it was last inspected in July 1997. The school has successfully addressed the issues identified for improvement in the last report. Pupils now take an active part in assemblies through readings, singing and reporting on their work in class. The choir also makes a very good contribution in this area. Schemes of work are in place for all subjects and this is reflected in the high quality of teachers' planning seen during the inspection. In design and technology, pupils use tools confidently. The role of co-ordinators has been strengthened considerably, although their role in formal monitoring needs to be more systematic. Standards have been maintained at a high level in mathematics and science and inspection evidence shows that standards are also rising in English due to the new setting arrangements and good teaching. There has been substantial improvement in the school buildings, where a comprehensive

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

building programme now sees all the pupils housed in permanent buildings with excellent facilities. The provision for information and communication technology has seen a very good improvement with a new suite and open access to a further bank of computers for research near the older pupils' classrooms. The involvement of pupils in decision-making, through activities like the School Council, has improved well. Engaines Primary School - 8

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STANDARDS

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

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Key

English B B C C well above average above average A B Mathematics A C A A average below average C D Science A* B A A well below average E

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Key

Over the last five years standards have risen broadly in line with the national trend. Although national statistics for 2002 are still only provisional, the school’s results for 2002 indicate that standards have been maintained overall. Appropriate targets have been set in English and mathematics in order to maintain good standards in mathematics and raise standards further in English, and the school is on track to meet these targets.

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Key

Pupils' attainment on entry to the school is slightly below average. Children make good progress in the Reception class in English, mathematics and personal and social development and are in line to meet the expectations for children by the end of the Reception year. Pupils continue to make good progress in Years 1 and 2. Inspection evidence shows that compared to previous year’s standards are rising in this part of the school. For the present group of pupils in Year 2 standards are now average in reading, writing and mathematics. This is due to good teaching and the sharing of expertise among staff, for example through planning. National test results for pupils at the end of Year 2 show that in 2001 standards were well below average in reading, writing and mathematics, largely because a very low proportion of pupils attained at the higher levels. The provisional 2002 results show that in reading and writing the percentage of pupils achieving

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Key

the expected standard has risen and is now in line with the national average but in mathematics it remains below average. There was, however, some satisfactory improvement in the percentage of pupils achieving at the higher level 3 in mathematics. The improvement of pupils' writing skills is a continuing priority on the school development plan.

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Key

Pupils continue to make good progress throughout Years 3, 4, 5 and 6. The present group of pupils are working at a level appropriate to their ability and standards are in line to improve when compared to last year's national test results. At present, standards for pupils in Year 6 are above average in English, mathematics and science. The establishment of setting in English and mathematics, along with good quality teaching, ensures that higher-attaining pupils are being consistently challenged, make good progress and achieve well. Pupils with special educational needs are very well supported by teachers and classroom assistants and consequently they make very good progress.

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Aspect Comment

Attitudes to the school Very good. Pupils are keen and enthusiastic in lessons, working hard and responding well to teachers' questions.

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Aspect Comment

Behaviour, in and out of classrooms Very good. Pupils respect one another and the adults in the school. They do not distract one another in lessons and this helps them to concentrate and make good progress in their learning.

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Aspect Comment

Personal development and relationships Very good. Pupils get on well together, sharing ideas and information in lessons. They form good relationships in the playground encouraged by the Playground Friends scheme. Engaines Primary School - 9 Attendance Good. Attendance is above the national average. Pupils are prompt and ready to start their lessons in good time. A particular feature of the school is the eagerness that pupils show to get into class on time and start their learning with the settling-in activities set out for them.

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

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

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

Teaching throughout the school is good, sometimes very good or excellent. It is never less than satisfactory. Teachers use the National Literacy and Numeracy Strategies effectively. There is a particularly good pace to the whole-class introductions that sets the right tone for the rest of the lesson. There are some very good opportunities for pupils to use their literacy and numeracy skills in other subjects, such as religious education and science.

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

The recent introduction of setting for older pupils has enabled teachers to meet pupils' needs more effectively. Teachers' very good lesson planning successfully challenges higher-attaining pupils whilst ensuring that average and lower-attaining pupils are also extended. The plans reflect teachers' good subject knowledge, particularly in English and mathematics, as they are very well structured to show good progression throughout the lesson. This helps pupils' understanding and makes a significant contribution to their learning. Classroom management skills are very good throughout the school. This leads to well-ordered classes where pupils have the security to learn without interference from others. The good relationships that teachers have with pupils and the respect that pupils have for adults means that lessons are often punctuated by good discussions and occasional flashes of humour. This makes learning enjoyable and contributes well to the

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

pupils' very good attitude to learning. The Reception teacher creates a very secure and well-organised learning environment. This enables children to settle in to school quickly and confidently. Classroom assistants make a significant contribution to the good teaching in the school. They are active participants in lessons and give particularly good support to pupils with special educational needs. Pupils' writing skills are not as good as their reading and mathematical skills. The school is very aware of this and the present emphasis on setting and developing writing skills is beginning to improve standards.

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Aspect Comment

The quality and range of the curriculum Good. The National Literacy and Numeracy Strategies are used effectively to promote pupils' learning. The curriculum is successfully enhanced by a good range of activities held out of school hours. In the Foundation Stage younger children are given a wide range of learning opportunities.

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Aspect Comment

Provision for pupils with special educational needs Very good. The co-ordinator supports pupils in the classroom, as required. The school values classroom assistants highly and supports their training requests. As a result, classroom assistants give very good assistance to pupils in lessons.

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Aspect Comment

Provision for pupils with English as an additional language This very small proportion of pupils are fully integrated in lessons and receive work at an appropriate level.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good. The school has high expectations and provides very clear guidance for pupils' moral and social development. This guidance is understood by all staff and is consistently applied throughout the school, resulting in the very good attitudes and behaviour of pupils. There are good opportunities for pupils to take responsibility, for example through the School Council. The school is preparing pupils soundly for life in a culturally diverse society Engaines Primary School - 10 How well the school cares for its pupils Good. The school has good arrangements for child protection. Looked-after children are very well supported through personal education plans. The use of assessment is effective overall, although marking and individual target setting could be improved. Parents are made very welcome and their views and wishes are valued by the school. They receive good

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Aspect Comment

information about school life, through lively newsletters. Reports to parents give them good information about how their children are doing and parents play a significant part in their children's learning through the good homework system that the school has. Provision for information and communication technology is very good.

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Aspect Comment

Leadership and management by the headteacher and other key staff Very good. The headteacher provides a very clear vision for the school and communicates this effectively to all staff. He is very well supported by a lively, enthusiastic and highly motivated senior management team.

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Aspect Comment

How well the governors fulfil their responsibilities Good. They have been very effective in supporting the school in developing the buildings. They make a sound contribution to the priorities in the school development plan and have a good knowledge of the strengths and weaknesses of the school.

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Aspect Comment

The school’s evaluation of its performance Good. The results of national tests and Teacher Assessments are used to identify areas for improvement, for example in data handling in mathematics. Priorities in the school development plan are accurately based on an evaluation of pupils' performance and aimed at raising standards.

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Aspect Comment

The strategic use of resources Very good. Finances are very well used to support developments within the school, particularly in recent times with the new building programme. Co- ordinators manage subject budgets effectively.

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Aspect Comment

The headteacher and senior management team are open to new ideas and constantly investigating ways of improving learning for pupils, which leads to a feeling of a progressive and innovative school. The school has successfully monitored teaching and learning in the past but this was made difficult last year by the extended absence of the headteacher and necessary re-structuring of the staff. A new system needs to be established in order to ensure that standards are maintained. The school applies the principles of best value very well.

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What pleases parents most What parents would like to see improved

• Children like school and make good progress. • Behaviour in the school is good. • Teaching is good and the school is well led and managed. • They are happy to approach the school with questions or problems. • A closer relationship with parents and more information about how their child is getting on. • A more interesting range of activities outside lessons.

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What pleases parents most What parents would like to see improved

The team fully agrees with the positive views expressed by the parents. The team judged that the school provided a good range of activities outside school hours. There is a good relationship with parents, who have a very positive view of the school. Information about how children are getting on is good, although the targets in the end of year reports are difficult to understand. Some parents would have liked a formal meeting to discuss transition during the school year from the Reception class, although suitable opportunities were given for individual discussion. Engaines Primary School - 11

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Strong leadership by the headteacher, with enthusiastic support from the senior

management team and governors, provides a clear way forward for the school.

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Strong leadership by the headteacher, with enthusiastic support from the senior

1. The headteacher, with the close support of the governing body, has successfully transformed the physical environment of the school over the last four years. This has been completed through participation in the Private Finance Initiative. All pupils are now housed in permanent buildings with excellent facilities. This had had a good impact on the teaching of information and communication technology (ICT) through the establishment of a new computer suite and the bank of additional computers outside the older pupils’ classrooms. This has enabled pupils to practise and develop the skills learned in subjects like English and mathematics on readily available computers. Pupils are now making good progress in developing their computer skills and applying them across a wider curriculum. In addition, the building programme has made a significant impact on establishing a good learning environment. This is a key factor in maintaining and improving standards across a range of areas, such

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Strong leadership by the headteacher, with enthusiastic support from the senior

as art and design and personal development. To achieve this has required a high degree of commitment and dedication to the improvement of facilities at the school. During this time standards at the school have been maintained and the pupils' welfare and learning have remained of paramount importance.

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Strong leadership by the headteacher, with enthusiastic support from the senior

2. There has been a significant turnover of staff during the past two years, when the building programme was at its height. However, the acting headteacher, in consultation with the headteacher during his absence, established a very good new senior management team that is fully committed to improving standards in the school. They are empowered to make decisions and the headteacher gives them his full support. Perhaps more importantly he gives them full credit for changes that they have initiated and in this way shows that he values their contributions highly. Regular meetings are held between the headteacher and senior management team which enable important issues to be discussed. The structure of the team means that decisions and discussions are reported back to the whole teaching staff. As a result staff are well motivated and know that their work is highly valued.

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Strong leadership by the headteacher, with enthusiastic support from the senior

3. The evaluation of the school's performance is good. This has led to modifications in teachers' planning and an added emphasis being put on areas in need of improvement, such as writing and data handling. The tracking of pupils' performance through the school is good and means that targets are set for all classes and communicated clearly to staff. These targets are challenging and ensure that there is no complacency about standards.

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Strong leadership by the headteacher, with enthusiastic support from the senior

4. Performance management is firmly rooted in good practice. The priorities in the school development plan reflect the targets set by the governors for the headteacher. They are also a key element of the teachers' performance management targets. Training is closely linked to school development and performance management priorities. This ensures that there is a clear sense of purpose in the school with all staff working towards the same end.

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Strong leadership by the headteacher, with enthusiastic support from the senior

5. The headteacher provides good information to the governing body and has a very good working relationship with the Chair of Governors. They meet regularly and work through a pre-determined agenda to ensure that important issues are discussed. The governing body has a good committee structure and formal visits are arranged for individual governors, the results of which are fed back to the full governing body. The governing body is therefore well informed about developments in the school.

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Strong leadership by the headteacher, with enthusiastic support from the senior

Good teaching means that pupils make good progress throughout the school.

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Strong leadership by the headteacher, with enthusiastic support from the senior

6. The quality of teaching is good throughout the school. This has been maintained since the last inspection. Some very good and excellent teaching was observed in mathematics. Where teaching is excellent there is an excited buzz of learning during the lesson and pupils are eager to get on with their work. This is due to the teachers' excellent subject knowledge and the lively way that this is transmitted to pupils. A feature of the very good lessons is the brisk pace that is maintained throughout. The teacher will draw the pupils' attention to how much time is left and this encourages them to remain on task. There is good, direct teaching in the introductory part of the lesson. Activities are challenging but set at an appropriate level for the ability of the pupils and consequently pupils are interested, work hard and make very good progress. In Year 6, where pupils work confidently with

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Strong leadership by the headteacher, with enthusiastic support from the senior

Engaines Primary School - 12 numbers above 1000 they can calculate three-eighths of 240 and have good mental arithmetic skills, for example working out one-fifth of eight pounds. This means that at the beginning of the academic year pupils are already working at a level expected of an average pupil by the end of Year 6.

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Strong leadership by the headteacher, with enthusiastic support from the senior

7. Lesson planning throughout the school is very good. There are clear statements about what pupils will learn and this is explained to them at the beginning of the lesson. Teachers' good subject knowledge is reflected in the planning through the careful structure of the lesson. Pupils acquire new knowledge more easily because the process has been carefully considered by teachers and presented to the pupils in carefully graded steps. This was seen to good effect in an English lesson where the pupils were led to write poems with examples of personification. The teacher had reflected on the previous day's work and restructured the following lesson in order to ensure better understanding. The importance of the review session at the end of the lesson has been a focus for improving teaching and lessons, often containing well-planned questions and extension activities. Classroom assistants are well informed about what the pupils are going to learn and they work very well to assist learning and

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Strong leadership by the headteacher, with enthusiastic support from the senior

make observational assessments of pupils. Their work with lower-attaining pupils is instrumental in ensuring that these pupils have full access to the curriculum.

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Strong leadership by the headteacher, with enthusiastic support from the senior

8. Throughout the school classroom management skills are very good and as a result classrooms are quiet and orderly places for pupils to learn. This is achieved through clear expectations of good behaviour and the very good relationships that teachers have with pupils. Because the classes are orderly and well organised both teachers and pupils can relax and enjoy their teaching and learning. This brings about a mature and respectful partnership between staff and pupils in which pupils can ask questions and it is all right to have some fun. This approach makes a very good contribution to the positive attitudes that pupils have to learning. In science, it means that pupils can carry out investigations without interference from others and with a real enjoyment in what they are doing. They are able to learn from practical experience what happens to their pulse rate following exercise and how to separate materials. A good feature of the science teaching is the predictions that pupils are asked

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Strong leadership by the headteacher, with enthusiastic support from the senior

9. The youngest children, in the Reception class, have access to the full Foundation Stage curriculum. The teacher, with the support of the classroom assistants, has established a calm and secure learning environment in which the needs of all the children are met. Sometimes all the children are taught together for a while, for example in mathematics and English, before moving into small groups that reinforce their learning. Many children are already counting up to seven and beginning to form letters correctly. The teacher has made sure that children are very aware of classroom routines and older children are happy to make independent choices and work either individually or in a small group.

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Strong leadership by the headteacher, with enthusiastic support from the senior

10. Pupils with special educational needs make very good progress. The co-ordinator works in class alongside the teacher to support identified pupils and ensure that they take a full part in lessons. Pupils' Individual Education Plans have good targets for improvement and staff are aware of their contents and use the information to support pupils in class. Classroom assistants have received specific training and give pupils very good support during lessons. Looked-after children are equally well supported through their personal education plans. They are assessed on entry to the school and appropriate provision is made for them. There is good liaison with external agencies and parents and carers. As a result, their needs are accurately identified and they are fully included in all school activities.

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Strong leadership by the headteacher, with enthusiastic support from the senior

There is a very good climate for learning.

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Strong leadership by the headteacher, with enthusiastic support from the senior

11. There is a very high expectation of how pupils should behave and pupils respond accordingly. The headteacher has a high profile in the playground before school, in the dining room and around the school. Without being oppressive, he gives pupils a clear understanding of what is right and wrong and how they should behave around the school. This is reinforced by staff and parents who are pleased that the school is an orderly place in which to learn.

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Strong leadership by the headteacher, with enthusiastic support from the senior

12. Because teachers have good relationships with pupils there is an attitude amongst pupils that learning can be fun and is a good thing to be involved in. As a result pupils are keen to work and make progress in their learning. A good example of this is seen in the early morning work when pupils enter school promptly and get on with their work independently. This enables the teacher to work quietly with individuals checking, for example, on their understanding of the previous night’s homework and provides an excellent start to the day. Engaines Primary School - 13 13. The establishment of a School Council and the Playground Friends has given the pupils a role in promoting good relationships and bringing about improvements in the school. Discussions with pupils show that they take their responsibilities seriously and really enjoy the added responsibility. There was even an indication that the School Council thought that it could "sort some things out better than

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Strong leadership by the headteacher, with enthusiastic support from the senior

the teachers sometimes"! These opportunities develop pupils' social and personal skills well and they are further promoted by teachers in lessons like science and personal, social and health education.

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Strong leadership by the headteacher, with enthusiastic support from the senior

14. The result of all these initiatives is a school that is a pleasure to visit, a secure place for pupils to learn in and a place that is open to new developments.

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WHAT COULD BE IMPROVED?

The use of assessments could be improved in order to help individual pupils.

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WHAT COULD BE IMPROVED?

15. Although the school makes good use of assessments to set targets for pupils and identify areas that it would like to improve teachers are not yet fully involving the pupils in their own learning by telling them individually how they can improve. This could be done by ensuring that teachers' marking gives a clear indication of where pupils are going wrong and what they need to do to improve. This could then be used to set individual learning targets for pupils, particularly in mathematics and English, that could be reviewed on a regular basis. This would give pupils a good understanding of their own learning and enable them to monitor their own progress. By individualising targets, higher-attaining pupils can be challenged to improve at a faster rate than the rest of the group and lower-attaining pupils' progress can be more easily monitored by both teachers and parents.

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WHAT COULD BE IMPROVED?

The monitoring of teaching and learning could be more systematic.

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WHAT COULD BE IMPROVED?

16. The school has had an effective system of monitoring in the past. Elements of this were difficult to maintain during the extended absence of the headteacher, when staffing was re-organised. However, the fundamentals remain in place and staff are familiar with being observed whilst teaching and with analysing pupils' work. The headteacher monitors planning through the school. At present there is no clear system for observing teaching in an established programme and matching the results of observations against the pupils' learning and teachers' planning. A system that focuses on priorities in the school development plan would complement the good performance management system that is in operation and provide added information about areas that could be improved.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

17. In order to raise standards further, the governors, headteacher and staff should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Use assessments to help individual pupils by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• ensuring that teachers' marking gives pupils a clear indication of how they can improve; • establishing individual targets for pupils in English and mathematics based on the areas identified for improvement by teachers' marking.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) Establish a system for monitoring teaching and learning so that:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• teachers are systematically observed and receive a written feedback on how they can improve; • teachers' planning is monitored, samples of pupils' work are analysed and any areas for improvement are identified. Engaines Primary School - 14

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Summary of the sources of evidence for the inspection

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

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very Poor

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Summary of teaching observed during the inspection

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

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 236

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 32

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Information about the school’s pupils

Number of pupils with Statements of Special Educational Needs 1

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 48

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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 3

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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 11

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Information about the school’s pupils

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

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Attendance

National comparative data 5.6 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. Engaines Primary School - 15

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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 2001 13 21 34

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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 12 12 13 Numbers of pupils at NC level 2 and above Girls 17 18 16

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

Percentage of pupils School 85 ([88) 88 ([81) 85 ([88) at NC level 2 or above National 84 ([83) 86 ([84) 91 ([90)

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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 11 12 12 Numbers of pupils at NC level 2 and above Girls 19 18 18

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

Percentage of pupils School 88 ([88) 88 ([100) 88 ([100) at NC level 2 or above National 85 (84) 89 (88) 89 (88)

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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 2001 16 15 31

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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 16 15 16 Numbers of pupils at NC level 4 and above Girls 13 12 15

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

Percentage of pupils School 94 (91) 87 ([87) 100 ([91) at NC level 4 or above National 75 (75) 71 (72) 87 (85)

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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 15 15 15 Numbers of pupils at NC level 4 and above Girls 10 12 13

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

Percentage of pupils School 81 (91) 87 (91) 90 ([96) at NC level 4 or above National 72 (70) 74 (72) 82 (79)

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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. Engaines Primary School - 16

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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 2 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British - Pakistani 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British – Bangladeshi 0 0 0

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Ethnic background of pupils Exclusions in the last school year

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

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Ethnic background of pupils Exclusions in the last school year

Black or Black British – Caribbean 0 0 0

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Ethnic background of pupils Exclusions in the last school year

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

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Ethnic background of pupils Exclusions in the last school year

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

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 9.6 Financial year 2001/02

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Teachers and classes Financial information

Number of pupils per qualified teacher 21.6

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 572,134

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Teachers and classes Financial information

Total number of education support staff 11 Total expenditure 578,602

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Teachers and classes Financial information

Total aggregate hours worked per week 194 Expenditure per pupil 2,538

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Teachers and classes Financial information

FTE means full-time equivalent. Balance brought forward from previous year 38,896

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Teachers and classes Financial information

Balance carried forward to next year 32,427 Engaines Primary School - 17

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Recruitment of teachers

Number of teachers who left the school during the last two years 4

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 6

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

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Recruitment of teachers

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

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Recruitment of teachers

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

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Recruitment of teachers

FTE means full-time equivalent. Engaines Primary School - 18

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Percentage of responses in each category

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

p.18

Percentage of responses in each category

My child is making good progress in school. 56 37 2 0 4

p.18

Percentage of responses in each category

Behaviour in the school is good. 51 43 1 1 4

p.18

Percentage of responses in each category

My child gets the right amount of work to do at home. 36 49 9 0 6

p.18

Percentage of responses in each category

I am kept well informed about how my child is getting on. 39 44 13 0 4

p.18

Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 60 35 4 0 1

p.18

Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 71 28 0 0 1

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Percentage of responses in each category

The school works closely with parents. 45 40 12 0 3

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Percentage of responses in each category

The school is well led and managed. 74 23 1 0 1

p.18

Percentage of responses in each category

The school is helping my child become mature and responsible. 55 40 1 0 4

p.18

Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 45 42 12 1 1

p.18