Carrant Brook Junior School

CARRANT BROOK JUNIOR SCHOOL

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

p.1

CARRANT BROOK JUNIOR 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. Carrant Brook Junior School- 3

p.2

INFORMATION ABOUT THE SCHOOL

School address Hardwick Bank Road Northway Tewkesbury Gloucestershire

p.3

INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

p.3

INFORMATION ABOUT THE SCHOOL

Name of Chair of Governors: Mr John Savory

p.3

INFORMATION ABOUT THE SCHOOL

Date of previous inspection: October 1997 Carrant Brook Junior School- 4

p.3

Team members

20935 Mr Chris Warner Registered Inspector 22390 Ms Claire Fagan Team Inspector 9092 Mr Ron Elam Lay Inspector

p.4

Team members

Cambridge Education Associates Ltd Demeter House Station Road Cambridge CB1 2RS

p.4

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:

p.4

Team members

The Complaints Manager Inspection Quality Division

p.4

Team members

Alexandra House 33 Kingsway London WC2B 6SE Carrant Brook Junior School- 5

p.4

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

p.5

INFORMATION ABOUT THE SCHOOL

Carrant Brook Junior School is situated on the eastern edge of Tewkesbury in Gloucestershire. There are 192 pupils on roll, which is smaller than the average size for a primary school nationally. About 14 per cent of pupils are entitled to a free school meal and this is in line with the national average. However, pupils come from a range of social backgrounds, including a high proportion of families with low incomes. Twenty-three per cent of pupils are on the school’s special needs register, which is broadly in line with the national average. These are mainly for learning difficulties. Four pupils have a Statement of Special Educational Needs, which is in line with the national average. No pupils speak English as an additional language. The overall attainment of children on entry to the school is below average. This represents a change since the last inspection when attainment on entry to school was

p.6

HOW GOOD THE SCHOOL IS

Carrant Brook is a good school, which serves its community well. It has many strengths and no significant weaknesses. Pupils of all abilities and backgrounds make good progress. By the time they leave the school, pupils are achieving well in English, mathematics and science. The quality of teaching and learning is good. Pupils enjoy coming to school and want to do well. The school is well led and managed and there is a shared commitment to further improve the quality of education. When account is taken of attainment on entry and the standards pupils achieve when they leave, this is an effective school providing good value for money.

p.6

What the school does well

• Pupils make good progress. By the end of Year 6, standards in English, mathematics and science are above average. • The good quality of teaching makes a significant contribution to pupils’ learning and to the good progress they make. • The headteacher is strongly supported by the staff and governing body. Together, they have made a good start to building on the school’s existing strengths. • Pupils’ good behaviour, positive attitudes and very good relationships make a significant contribution to their learning.

p.6

What could be improved

• Standards of writing, to be as high as those achieved in reading. • Pupils need more opportunities to develop and apply their independent learning skills. The areas for improvement will form the basis of the governors’ action plan.

p.6

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has improved significantly since it was last inspected in October 1997. Schemes of work have been developed in mathematics, science and information and communication technology (ICT) so that pupils have more opportunities to improve and apply their skills. The management structure has been strengthened and there is a shared view of future improvements. The quality of assessment procedures has improved, although there remains scope for greater consistency in the marking of pupils’ work.

p.6

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The inspection also found that the quality of teaching and learning, which was satisfactory in the last inspection, is now good. As a result, standards have risen and are now good. Carrant Brook Junior School- 7

p.6

STANDARDS

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

p.7

2000 2001 2002 2002

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

p.7

2000 2001 2002 2002

In English, mathematics and science, the school’s results in the 2002 national tests for pupils in Year 6 were well above the national average and the average for similar schools. The results in writing, although above average, were not as high as those in reading.

p.7

2000 2001 2002 2002

The percentage of pupils who achieved above the expected Level 4 was well above the national average in reading, mathematics and science, but not so high in writing.

p.7

2000 2001 2002 2002

From 1997 to 2001, the school’s results in Year 6 in English, mathematics and science improved at a rate above the national trend. This was recognised by the Department of Education and Skills when the school was given an improvement award in 2002. The results in 2002 maintained the high standards. The school has regularly met, and often exceeded, its challenging targets in English and mathematics.

p.7

2000 2001 2002 2002

The inspection found that while the standards achieved by pupils in the current Year 6 are not as high as those in previous years, they are nevertheless above average in reading, mathematics and science. This finding reflects the difference in the pupils’ prior attainment. When this group of pupils started school in Year 3, their attainment was markedly lower than that found in earlier years. Although in line with those expected nationally, current standards in writing are not as high as in reading. Pupils’ ability to write and speak at length is underdeveloped because they do not have enough opportunities to do so. Across the school, all pupils achieve well, including those on the school’s register for special educational needs.

p.7

Aspect Comment

Attitudes to the school Very good. Pupils are positive about school and want to learn. They work hard and are keen to join in and contribute to all aspects of school life.

p.7

Aspect Comment

Behaviour, in and out of classrooms Pupils behave well in lessons and around the school. No bullying, racist or sexist behaviour was seen during the inspection.

p.7

Aspect Comment

Personal development and relationships Relationships throughout the school are very good. Pupils become more confident as they get older. They are keen to take responsibility and enjoy helping each other. Pupils are not so confident in using initiative in their own learning because they do not have enough opportunities to do so.

p.7

Aspect Comment

Attendance Very good. Carrant Brook Junior School- 8

p.7

Teaching of pupils in: Years 3 – 6

Quality of teaching 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. Teaching is good, overall, and is better than at the time of the previous inspection. As a result, pupils make good progress in their learning.

p.8

Teaching of pupils in: Years 3 – 6

The quality of teaching and learning was at least satisfactory in all the lessons seen. Most lessons were good or better. Teaching in Years 5 and 6 is of a consistently high standard.

p.8

Teaching of pupils in: Years 3 – 6

The quality of teaching in English is good, although there is scope for pupils to use and develop their writing skills in other subjects. The teaching of mathematics is good. Pupils have good opportunities to develop and apply their basic numeracy skills. This ensures that all pupils, including the more able, are suitably challenged.

p.8

Teaching of pupils in: Years 3 – 6

Most lessons are planned in a clear and purposeful way so that the teachers and learning support assistants know what to do to help the pupils. Pupils know what they are expected to do because they are made aware of what the lesson is about. As a result of being involved in the lesson, the pupils work hard and want to do well. Pupils respond and behave well because they are interested in what is being taught.

p.8

Teaching of pupils in: Years 3 – 6

Teachers expect their pupils to behave and work well, and they do. In most lessons, teachers know how to adapt their explanations and questions to meet the pupils’ different needs.

p.8

Teaching of pupils in: Years 3 – 6

Teaching that is satisfactory could be improved if pupils were encouraged to think and talk more about their learning. In the most effective lessons, pupils of all abilities are encouraged to join in and talk about their work, and to think and learn for themselves.

p.8

Aspect Comment

The quality and range of the curriculum The satisfactory curriculum would be strengthened if pupils had more opportunities to develop and use their ICT skills at times other than in the specialist lessons, and their writing skills in subjects other than English. Opportunities for extra-curricular activities are good.

p.8

Aspect Comment

Provision for pupils with special educational needs The provision for pupils with special educational needs is good. The effective support of individuals and groups, both in and out of class, helps them to make good progress.

p.8

Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development The provision for all aspects of pupils’ personal development is good. Pupils are encouraged to take their learning seriously and to do their best. They have a strong sense of respect and responsibility because the ethos of the school encourages them to do so.

p.8

Aspect Comment

How well the school cares for its pupils The staff know and care for the pupils well. Effective procedures are in place to ensure pupils’ welfare, health and safety. The good procedures for assessing pupils’ progress need to be developed into more precise, short-term targets, especially in writing, where standards on entry to the school are below average. Carrant Brook Junior School- 9

p.8

Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher, strongly supported by the deputy and senior staff, manages the school well. He has a very clear vision for the school’s improvement, which is shared by the staff and governors. All the staff work together as an effective team.

p.9

Aspect Comment

How well the governors fulfil their responsibilities The governors carry out their duties effectively. They work well with the staff to identify areas for further development. The school has improved standards, made a convincing start to evaluating the quality of its provision, and is clear about its future. Governors have improved their role in checking and making decisions about the work of the school. They focus on, and support, the most important issues for school development.

p.9

Aspect Comment

The school’s evaluation of its performance There is a strong commitment to maintaining the high expectations and standards. Information from tests and assessments is used with increasingly good effect to plan for further improvements to the school.

p.9

Aspect Comment

The strategic use of resources Good use is made of available resources. The school has sound procedures for using its funds to the best advantage of its pupils and ensuring it obtains best value.

p.9

What pleases parents most What parents would like to see improved

• Their children like coming to school. • The pupils make good progress. • The quality of teaching is good. • Pupils are well behaved. • Teachers have high expectations. • The school is well led and managed. • The partnership between the school and parents. • Information about how their child is getting on.

p.9

What pleases parents most What parents would like to see improved

The inspection team agree with the positive comments made by parents. The partnership between parents and the school is satisfactory. There is evidence of a growing confidence among parents in what the school is doing for their children. However, there is scope for parents to take up more of the opportunities to be involved in the day-to-day life of the school and for some of them to give more support to their children’s learning at home. The arrangements for reporting to parents about how their children are getting on are better than in most schools. However, while the opportunities to discuss children’s progress are very good, the quality of written reports is inconsistent. At their best, reports are clear about what the child knows, can do and understands. They also include a clear target for improvement. Carrant Brook Junior School- 10

p.9

Pupils make good progress. By the end of Year 6, standards in English,

mathematics and science are above average.

p.10

Pupils make good progress. By the end of Year 6, standards in English,

1. Overall, the attainment of children when they enter the school is below that expected for their age. The attainment of pupils who start at the school after Year 3 is well below average. Throughout the school, pupils of different abilities make good progress. There are high expectations for them to do well and the overall quality of teaching and learning is good. By the end of Year 6, standards in English, mathematics and science are above average and pupils are achieving well. Standards have improved significantly since the last inspection.

p.10

Pupils make good progress. By the end of Year 6, standards in English,

2. The school’s results in the 2002 national tests for pupils in Year 6 in English, mathematics and science were well above the national average and the average for similar schools. From 1999 to 2002, the school’s results improved at a rate well above the national trend in all three subjects. Overall, the school consistently meets and often exceeds its challenging targets in English and mathematics.

p.10

Pupils make good progress. By the end of Year 6, standards in English,

3. The school’s results in English, mathematics and science in the 2002 national tests maintained the high standards achieved in 2001. In both 2001 and 2002, results in writing, although above average, were not as high as those in other aspects of English.

p.10

Pupils make good progress. By the end of Year 6, standards in English,

4. Pupils in the current Year 6 are achieving well, and standards are above those expected nationally. Even so, the standard of current work in Year 6 is not as high as that achieved by pupils in the past two years. This difference is explained by the variation in attainment on entry to school between the year groups. Many pupils in Year 6 are exceeding the expected rate of progress from Year 3 to Year 6. The high standards reflect the good quality of teaching, particularly for pupils in Years 5 and 6.

p.10

Pupils make good progress. By the end of Year 6, standards in English,

5. Pupils on the school’s register for special educational needs make good progress because the teachers have a good knowledge of their needs and know how to involve them in lessons. The high level of challenge and expectation, particularly in Years 5 and 6, boosts standards achieved by the more-able pupils. Pupils who reached the higher levels in the Year 2 national tests in 1999 are currently achieving well in Year 6.

p.10

Pupils make good progress. By the end of Year 6, standards in English,

6. The inspection found that standards in writing are not as high as in reading, and that pupils’ speaking skills are not as well developed as their ability to listen. There are no significant difference in attainment between boys and girls in tests or in current work.

p.10

Pupils make good progress. By the end of Year 6, standards in English,

7. The high standards in English reflect the good quality of teaching and the effective implementation of the National Literacy Strategy. The consistent approach to the teaching of essential skills in reading gives pupils a good foundation to develop into confident and critical readers. By Year 6, most pupils talk confidently about their favourite books and authors, and read aloud with expression and understanding. Although work done by pupils in the current Year 6 shows that they understand and use the conventions of writing, there is little evidence of writing that is varied and interesting. This finding is reflected in the results in national tests, where fewer pupils achieve the higher Level 5 in writing than in reading, mathematics and science.

p.10

Pupils make good progress. By the end of Year 6, standards in English,

8. Pupils in Year 6 achieve well in mathematics and standards are high. The National Numeracy Strategy is used with good effect and pupils are quick and accurate in their mental calculations. They have developed a range of strategies to solve problems with confidence. They nearly always attempt to tackle a problem mentally before using any other approach. By Year 6, most pupils are talking and thinking ‘mathematically’. Carrant Brook Junior School- 11 9. Much of the improvement in standards in science can be attributed to recent developments in the subject. The results for 2002 show a further improvement on the already high percentage of pupils gaining the higher than expected Level 5. Throughout the school, pupils’ confidence in undertaking investigations is improving because of the growing attention given to scientific enquiry.

p.10

Pupils make good progress. By the end of Year 6, standards in English,

10. The shortcomings in the school’s assessment procedures that were found in the previous inspection have been rectified so that standards are rising. Assessment is used well to identify and group pupils with similar attainment and then meet their common needs in an effective way. The teaching now takes good account of the range of differences in attainment, and work is well matched to individual learning needs; pupils are suitably challenged. Curriculum planning in mathematics and science is particular effective, and ensures a clear approach to the development of skills, knowledge and understanding. However, planning for the development of writing needs to be reviewed to give teachers clearer guidance as to how to teach and develop the necessary skills.

p.11

The good quality of teaching makes a significant contribution to pupils’ learning

11. The quality of teaching is a strength of the school and goes a long way to explain pupils’ good progress. All the teaching seen was satisfactory or better. The quality of teaching has improved on the satisfactory standards noted in the last inspection. The shortcomings found in the previous inspection have been remedied. This reflects the high expectations set by the headteacher and senior staff.

p.11

The good quality of teaching makes a significant contribution to pupils’ learning

12. Some of the teaching goes beyond being competent and gets pupils actively involved in their own learning. The school is well placed to build on its best practice and to develop approaches that get pupils to think and talk more about their work, and to take more initiative in their learning.

p.11

The good quality of teaching makes a significant contribution to pupils’ learning

13. In the most effective lessons, the teaching is very good. The planning takes account of the different abilities within the class and ensures that skills, knowledge and understanding are taught systematically. Lessons are well structured and pupils are made aware of the learning objectives and of the amount of time they have to complete a task. This helps them to understand their own learning and motivates them to want to do well.

p.11

The good quality of teaching makes a significant contribution to pupils’ learning

14. In the most effective lessons, the teachers ask probing questions that get pupils to think and talk. For example, ‘Can you explain to us how you got that answer?’ In a particularly successful Year 6 English lesson, skilled questioning ensured that all pupils were involved. The teacher listened carefully as a more able pupil explained the meaning of similes, and responded in a way that took the learning forward for the whole class. A pupil with special educational needs was encouraged to get involved because the teacher targeted and adapted the questions for him. In this lesson and in others, pupils of all abilities are encouraged to think, talk and demonstrate what they are doing. The teaching is effective because it is a two-way process. Pupils are involved, responsive and willing to learn, even from their mistakes.

p.11

The good quality of teaching makes a significant contribution to pupils’ learning

15. The very good relationships fostered by the class teachers and the learning support assistants are at the heart of the effective teaching. They have consistent and fair expectations of how pupils should behave. This helps pupils of all abilities to develop positive attitudes to learning. Pupils apply themselves well and try hard to overcome any difficulties. Good behaviour, achievement and effort are recognised with fair praise and encouragement. This adds to pupils’ sense of self- esteem and makes them feel that their efforts are worthwhile.

p.11

The good quality of teaching makes a significant contribution to pupils’ learning

16. Specific features of good teaching are apparent in many of the other lessons. Teachers have high expectations for pupils to do their best and to behave well. Pupils know what is expected of them; they see the point of what they are doing, and work hard at their tasks. The pace of much of the teaching is brisk and good use is made of time and well-prepared resources. The teacher’s crisp opening to a very good ICT lesson for pupils in Year 4 set the pace and tone for what was to Carrant Brook Junior School- 12 follow. Pupils listened attentively to the instructions and understood what to do. They were keen to use the new technology provided by the interactive whiteboard to demonstrate their own knowledge and skills of how to ‘drag’ text in order to put events in the life of Henry VIII in chronological order. The lesson provided a good example of the many links made between subjects.

p.11

The good quality of teaching makes a significant contribution to pupils’ learning

17. The good quality of the teaching reflects teachers’ secure subject knowledge and the fact that lessons are prepared well. A lack of subject knowledge was the underlying weakness in the unsatisfactory teaching seen in the last inspection. Teaching is now sharply focused on increasing pupils’ knowledge for each subject. In a good science lesson in Year 4, the teacher’s subject knowledge gave her the confidence to ask pupils questions about possible reasons why some materials were better insulators than others.

p.12

The good quality of teaching makes a significant contribution to pupils’ learning

18. Pupils make good progress in acquiring literacy and numeracy skills, particularly in listening and reading. They are actively encouraged to listen, not only to the teacher but also to each other. Teachers make good use of the National Strategies for Literacy and Numeracy to provide purposeful and well-structured lessons. In the most effective teaching, pupils know that their responses are valued, and as a result, their self-confidence and self-esteem are lifted. Basic skills are taught well and pupils develop a secure knowledge of letter sounds in literacy and of mental ‘facts’ in numeracy. In a numeracy lesson in Year 5, pupils followed up a ‘rapid-fire’ mental warm-up with a challenging investigation into numbers patterns. The activity proved such a success that many pupils were disappointed that the lesson had to stop.

p.12

The good quality of teaching makes a significant contribution to pupils’ learning

The headteacher is strongly supported by the staff and governing body.

p.12

Together, they have made a good start to building on the school’s existing

19. The school is well led and managed. Since he was appointed in January 2002, the headteacher has made a significant impact on the strategic work of the school. His leadership gives clear educational direction for the work of the school. Shortcomings in the school’s management noted in the last inspection have been rectified. Staff and governors are clearer about their roles and responsibilities. The work of the school is effectively monitored and evaluated. This allows a shared understanding of what works well and what needs to be improved. Above all, staff and governors work closely together to ensure that the improvements benefit the pupils.

p.12

Together, they have made a good start to building on the school’s existing

20. The school’s effective management is reflected in the high quality of pupils’ welfare and in the good standards they achieve. The staff work together as a very effective team. They work hard and their morale is high because they are valued, kept informed, and involved in decisions that affect them. The headteacher is supported well by the deputy and by two other senior members of staff. Together, they provide the role models for good practice and the drive for improvement. Their different talents and experience combine to create a team that knows how to gets things done and how to involve others in the process. They are well aware of the need to adapt and develop aspects of the provision in view of the different levels of attainment of pupils entering the school in the past two years.

p.12

Together, they have made a good start to building on the school’s existing

21. All curriculum subjects and special educational needs are managed well. The previous inspection noted that the first-hand observation of teaching and learning in order to find out what does and doesn’t work was underdeveloped, and not enough was done to check pupils’ progress. These concerns have been addressed to good effect and have contributed to the improved standards achieved by pupils. The improved methods of checking and discussing teaching and learning are encouraging a culture of promoting and developing good practice. Teachers are keen to share and build on their strengths because they are encouraged to reflect on the impact of their work on pupils’ learning.

p.12

Together, they have made a good start to building on the school’s existing

22. The governing body is very supportive of the school’s management, but is also able to offer constructive criticism. It helps the school to think about the best ways to use resources in the interests of pupils. Carrant Brook Junior School- 13 23. Information about pupils’ performance taken from assessments and test results is carefully analysed and the findings are used to overcome weaknesses and to identify pupils with common needs. For example, analysis of assessment data showed that pupils could be given more opportunities to develop their writing skills. The subject featured in the school development plan as a priority for improvement. Similarly, the school had noted that more attention needed to be given to developing pupils’ scientific skills in investigations and experiments and effective action was taken.

p.12

Together, they have made a good start to building on the school’s existing

24. There are many other ways in which people work together in the interests of the school. For example, governors and staff help with decorating projects, out of school activities and school productions. Increasingly, parents are being involved in the life of the school. Expectations are high, for both staff and pupils, and there is an encouraging climate for learning that allows every pupil to take a full part in all subjects, whatever their ability level.

p.13

Together, they have made a good start to building on the school’s existing

25. The school’s accommodation and resources for learning are satisfactory. The learning environment is enhanced by various displays of pupils’ work. A programme to further improve the learning environment has begun.

p.13

Together, they have made a good start to building on the school’s existing

26. The school has built on its high standards, made a convincing start to evaluate the quality of its provision, and is well placed for continued improvement.

p.13

Pupils’ good behaviour, positive attitudes and very good relationships make a

significant contribution to their learning.

p.13

Pupils’ good behaviour, positive attitudes and very good relationships make a

27. The school has a very positive ethos for learning. It promotes pupils’ personal and social development well through effective procedures, good quality of teaching and the commitment of the staff. Pupils in Year 3 soon settle into school because there are consistent expectations of them to work hard and behave well. Boys and girls play together, and older pupils get on well with younger ones. In discussions, pupils confidently say that they know what is expected of them and that they respect the school’s code of behaviour. There is a friendly atmosphere in which pupils are encouraged to take responsibility for their own behaviour. Lessons are interesting and managed well so pupils are well behaved and want to learn.

p.13

Pupils’ good behaviour, positive attitudes and very good relationships make a

28. There are good procedures in this caring school for looking after pupils’ welfare and ensuring that their individual needs are met. Pupils from different backgrounds feel secure and grow in confidence and self-esteem. Pupils of all ages say how much they like coming to school and enjoy their lessons. They say that bullying is rare, and that they are treated fairly, and feel they are given help when it is needed. Most parents express a similarly positive view of children’s behaviour and attitudes.

p.13

Pupils’ good behaviour, positive attitudes and very good relationships make a

29. Nearly all pupils know right from wrong and, as they get older, develop a strong sense of fairness and responsibility for their own actions. The few who find it difficult to concentrate are supported well; they are encouraged to join in lessons and are given a good level of support.

p.13

Pupils’ good behaviour, positive attitudes and very good relationships make a

30. Throughout the school, in lessons and at other times, pupils display very positive attitudes. The school’s provision for pupils’ spiritual, moral, social and cultural development is good. Assemblies give pupils a sense of belonging to a school ‘family’; they listen respectfully to teachers and are pleased to celebrate success. Pupils like to join in the very good range of activities taking place outside of lessons; they enjoy singing in the choir, and eagerly recall activities from their residential visit.

p.13

WHAT COULD BE IMPROVED

Standards of writing, to be as high as those achieved in reading. Carrant Brook Junior School- 14 31. Although current standards achieved by Year 6 pupils in writing are at least satisfactory, they do not express themselves in writing as confidently as they might. Their composition skills are not as well developed as others aspects of writing. There are not enough opportunities for pupils to plan, draft and develop their writing. At the same time, opportunities to write in other subjects are limited. There is scope for pupils to express and develop their own ideas further. Carrant Brook Junior School- 15 32. The school realises that in order to meet the widening range of ability of the pupils entering the school, it needs to extend opportunities for writing and review its long-term planning of the curriculum. It has begun to evaluate and adapt its approaches, but more needs to be done to give teachers guidance in how and when to teach different skills in writing. For example, teachers

p.13

WHAT COULD BE IMPROVED

need help in knowing what needs to be done to move a pupil’s writing on from one level to another.

p.15

WHAT COULD BE IMPROVED

33. Standards of marking of pupils’ writing are inconsistent and do not always follow the school’s policy. Although standards of spelling and handwriting are above average, pupils are not always given enough guidance as to how they can improve these and other aspects of their work.

p.15

WHAT COULD BE IMPROVED

34. A significant proportion of younger pupils enter school with writing skills at a relatively early stage of development. The school has improved its communication with the infant school recently so that it receives better information about the new children’s strengths and needs. Nevertheless, it is important that the exchange of information takes place early enough and in sufficient detail to give the school time to plan how best to use its resources to further develop pupils’ writing.

p.15

WHAT COULD BE IMPROVED

35. The school has introduced a satisfactory system of tracking pupils’ individual progress and of setting group targets for improvement in writing. However, the system is not fully effective, as it does not provide individual pupils with regular precise targets. There is scope to involve pupils in the setting and review of the targets, and to keep their parents informed about their child’s progress and ways in which they can help learning.

p.15

Pupils need more opportunities to develop and apply their independent

36. As has already been detailed, pupils achieve well and make good gains in their learning. By Year 6, most of them are confident learners wanting to do well. They listen attentively and work hard. A lot of the school’s improvement and success is down to the efforts of a very committed teaching staff. The improved standards of recent years, together with a recognition that more pupils of lower attainment are entering the school, have rightly led senior management to take a look at the appropriateness of its teaching and the make-up of its curriculum.

p.15

Pupils need more opportunities to develop and apply their independent

37. Although pupils are making good progress, they do not have enough opportunities to think for themselves, express their ideas and talk about their work. At present, opportunities for pupils to use their initiative and to be responsible for what they learn are more apparent in some lessons than others, and more so in Year 6 than elsewhere. The increased emphasis given to experimental and investigative aspects of science and mathematics not only lifts overall standards in these subjects, but also helps pupils to be involved in, and make sense of, their learning. This practical approach, which gives pupils lines of enquiry to follow, needs to be extended to other subjects, such as history and geography.

p.15

Pupils need more opportunities to develop and apply their independent

38. As noted earlier, the most effective teaching is characterised by skilful questioning that involves pupils in a two-way process. They are encouraged to demonstrate and explain their work, discuss ideas with each other and to try their own strategies to solve problems. However, although the teaching has many strengths, overall, opportunities to develop independent learning skills are inconsistent and, overall, too few. As a result, pupils’ reasoning, communication and creative thinking skills are not as well developed as other aspects of their learning.

p.15

Pupils need more opportunities to develop and apply their independent

39. Standards in information and communication technology (ICT) have improved since the last inspection. Resources are better, the curriculum is well planned, and staff are confident in their teaching. Even so, shortcomings remain that make it difficult for pupils to fully develop their learning. The computer room is not designed or equipped for classes of more than 30 pupils, and this makes it difficult to ensure that everyone gets an equal turn. The use of ICT to support work in other subjects is limited because not all classrooms have their own computer. As a result, pupils’ experience is restricted to lessons that are timetabled in the ICT suite. The school is Carrant Brook Junior School- 16 aware of the need to review the provision of, and access to, resources in order to extend pupils’ ICT and thinking skills.

p.15

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

40. In order to build on the school’s strengths, the headteacher, staff and governors should:

p.16

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Further improve standards in writing by:

p.16

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• reviewing long-term planning so that teachers are given more guidance about how to teach and develop pupils’ writing; • increasing the opportunities for pupils to write in subjects other than English; • setting regular and precise individual targets, which involve pupils and can be shared with their parents; • ensuring that information about new pupils in Year 3 can be used to help the school plan to meet their needs; • developing a consistent approach to the marking of pupils’ written work. [Paragraphs 31-34]

p.16

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) Develop pupils’ independent learning skills by:

p.16

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• extending opportunities for pupils to solve problems and tackle investigations across the curriculum; • encouraging pupils to use their own initiative and to be less reliant on the teacher; • extending opportunities for pupils to think and talk about what they are doing, what they have learned, and how to improve their work; • improving the opportunities for pupils to regularly use information and communication technology in different subjects; • developing a policy for teaching and learning that helps teachers to promote pupils’ thinking skills. [Paragraphs 36-39] Carrant Brook Junior School- 17

p.16

Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 18

p.17

Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very Poor

p.17

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. [When the total number is substantially less than 100, add] Care should be taken when interpreting these percentages as each lesson represents more than one [two, three, etc] percentage point[s]. [Where the total is close to or greater than 100, use only the first sentence.]

p.17

Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 192

p.17

Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 26

p.17

Information about the school’s pupils

Number of pupils with statements of special educational needs 4

p.17

Information about the school’s pupils

Number of pupils on the school’s special educational needs register 44

p.17

Information about the school’s pupils

English as an additional language No of pupils

p.17

Information about the school’s pupils

Number of pupils with English as an additional language 0

p.17

Information about the school’s pupils

Pupil mobility in the last school year No of pupils

p.17

Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 10

p.17

Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 8

p.17

Attendance

School data 4.7 School data 0.8 Carrant Brook Junior School- 18 National comparative data 5.6 National comparative data 0.5

p.17

Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Carrant Brook Junior School- 19

p.18

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 20 27 47

p.19

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

National Curriculum Test/Task Results English Mathematics Science

p.19

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

Boys 18 20 20 Numbers of pupils at NC Level 4and above Girls 26 26 27

p.19

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

Percentage of pupils School 94 (90) 98 (90) 100 (100) at NC Level 4or above National 75 (75) 71 (72) 87 (85)

p.19

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

Teachers’ Assessments English Mathematics Science

p.19

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

Boys 18 20 20 Numbers of pupils at NC Level 4and above Girls 26 27 27

p.19

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

Percentage of pupils School 94 (84) 100 (90) 100 (95) at NC Level 4or above National 73 (72) 74 (74) 82 (82)

p.19

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

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

p.19

Ethnic background of pupils Exclusions in the last school year

Categories used in the Annual School Census No of pupils on roll Number of fixed period exclusions Number of permanent exclusions

p.19

Ethnic background of pupils Exclusions in the last school year

White – any other White background 1 0 0

p.19

Ethnic background of pupils Exclusions in the last school year

Mixed – any other mixed background 0 0 0

p.19

Ethnic background of pupils Exclusions in the last school year

Asian or Asian British - Pakistani 0 0 0

p.19

Ethnic background of pupils Exclusions in the last school year

Asian or Asian British – Bangladeshi 0 0 0

p.19

Ethnic background of pupils Exclusions in the last school year

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

p.19

Ethnic background of pupils Exclusions in the last school year

Black or Black British – Caribbean 0 0 0

p.19

Ethnic background of pupils Exclusions in the last school year

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

p.19

Ethnic background of pupils Exclusions in the last school year

Chinese 0 0 0 Carrant Brook Junior School- 20 Any other ethnic group 0 0 0

p.19

Ethnic background of pupils Exclusions in the last school year

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

p.20

Teachers and classes Financial information

Total number of qualified teachers (FTE) 8.4 Financial year 2000-01

p.20

Teachers and classes Financial information

Number of pupils per qualified teacher 22.4

p.20

Teachers and classes Financial information

Education support staff: Y3 – Y6 Total income 449,053

p.20

Teachers and classes Financial information

Total number of education support staff 3 Total expenditure 440,374

p.20

Teachers and classes Financial information

Total aggregate hours worked per week 67 Expenditure per pupil 2,368

p.20

Teachers and classes Financial information

Balance brought forward from previous year 40,105

p.20

Teachers and classes Financial information

Balance carried forward to next year 38,784

p.20

Recruitment of teachers

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

p.20

Recruitment of teachers

Number of teachers appointed to the school during the last two years 4.8

p.20

Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

p.20

Recruitment of teachers

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

p.20

Recruitment of teachers

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

p.20

Recruitment of teachers

FTE means full-time equivalent. Carrant Brook Junior School- 21

p.20

Percentage of responses in each category

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

p.21

Percentage of responses in each category

My child is making good progress in school. 40 53 4 0 4

p.21

Percentage of responses in each category

Behaviour in the school is good. 36 64 0 0 0

p.21

Percentage of responses in each category

My child gets the right amount of work to do at home. 29 51 13 2 5

p.21

Percentage of responses in each category

I am kept well informed about how my child is getting on. 33 45 15 2 5

p.21

Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 51 47 2 0 0

p.21

Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 51 47 2 0 0

p.21

Percentage of responses in each category

The school works closely with parents. 36 47 16 0 0

p.21

Percentage of responses in each category

The school is well led and managed. 42 51 5 0 2

p.21

Percentage of responses in each category

The school is helping my child become mature and responsible. 44 51 5 0 0

p.21

Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 37 50 7 4 2

p.21