Other · Ofsted report

Kingsland CofE School

Inspected — · published 10 Sept 2003 · URN 116891

Original PDF ↗

Summary

No overall grade in this framework

What we read, and from where

Click a reading to see it highlighted in the report.

URN verified
116891

Page 1 of 52

Deep dive

What this report says

In plain English

Join free to get a short, plain-English summary of any report.

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+56Positivemore positive than 55% of reports of this type

In line with other reports of this type.

Praiseexcellentgood progressstrongvery wellimprovedhigh expectationseffectivelyeffective

Criticismweaknessesnot alwaysnot consistentlylimitedlackpoorconcernsnot sufficiently

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsAbout the inspectionWhat needs to improveLeadership positive critical

Findings20787w+54
Leadership40w+20
What needs to improve2235w+67

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

Next steps

Quoted from the report. Tap to see it on the page.

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 52
Words of findings: 22,884; longer than usual (typical 1049)
Reading level: Hard; Flesch 47, typical 45
Average sentence: 20 words
Next steps: 8; typical 5
Hedged sentences: 9%; “some”, “not always”, “most”…

Where the words go

Findings 88%Leadership 0%What needs to improve 9%About the inspection 2%

Full report text

PRIMARY SCHOOL

Reporting inspector: Mr A C Matthews RgI’s No. 19410

p.1

PRIMARY SCHOOL

Dates of inspection: 2 nd – 5 th June 2003

p.1

PRIMARY SCHOOL

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

p.1

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. Kingsland Church of England Primary School - 3

p.2

INFORMATION ABOUT THE SCHOOL

School address: Kingsland Leominster Herefordshire

p.3

INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mrs Wendy Priday

p.3

INFORMATION ABOUT THE SCHOOL

Date of previous inspection: February 1998 Kingsland Church of England Primary School - 4

p.3

INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities 19410 Mr A C Matthews Registered inspector Science Information and communication technology Music Special educational needs The school’s results and pupils’ achievements How well are pupils taught? How well is the school led and managed? What should the school do to improve further? 31729 Mr B Harrington Lay inspector Educational inclusion Pupils’ attitudes, values and personal development How well does the school work in partnership with parents? 12997 Mrs C Cheong Team inspector Foundation stage Mathematics Art and design History English as an additional language How well does the school care for its pupils?

p.4

INFORMATION ABOUT THE INSPECTION TEAM

22556 Mr E Morgan Team inspector English Design technology Geography Physical Education How good are the curricular and other opportunities offered to pupils?

p.4

INFORMATION ABOUT THE INSPECTION TEAM

Lynrose Marketing Limited Bungalow Farmhouse Six Mile Bottom Newmarket Suffolk CB8 0TU

p.4

INFORMATION ABOUT THE INSPECTION TEAM

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

p.4

INFORMATION ABOUT THE INSPECTION TEAM

The Complaints Manager Inspection Quality Division

p.4

INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Kingsland Church of England Primary 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

HOW HIGH ARE STANDARDS? 12

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

p.5

AREAS OF THE CURRICULUM, SUBJECTS AND COURSES 31

Kingsland Church of England Primary School - 6

p.6

INFORMATION ABOUT THE SCHOOL

Kingsland Primary School is a popular, church-aided school set in a rural community. The majority of pupils come from within the Kingsland ward catchment area of Leominster but a third come from the surrounding area. The socio-economic background of the pupils is favourable. The roll has risen since the last inspection in 1998 but the school is smaller than average. There are 136 full time pupils – 63 boys and 73 girls aged between 4 and 11 and taught in 5 classes. There is a below average proportion of pupils from different ethnic backgrounds and no pupils have English as an additional language. There are eight pupils eligible for free school meals, which at 6% is well below average. There are 16 pupils on the special needs register, which is 12% and this is slightly below the national average. No pupil has a statement of special educational needs and this is also below the national average. School meals are cooked in the village by commercial suppliers. Pupil mobility rate was five

p.6

INFORMATION ABOUT THE SCHOOL

per cent last year, which is lower than in most other schools. Pupils’ attainment on entry to the school is average.

p.6

HOW GOOD THE SCHOOL IS

Kingsland Church of England Primary is a good school with many very good features. The headteacher and deputy headteacher provide good leadership and management and are well supported by knowledgeable governors and a hardworking staff. Teaching is very good in the juniors and satisfactory in the other classes. Pupils achieve well above average standards in English, mathematics and science by the end of Year 6, but standards for higher-attaining pupils could be higher at the end of Year 2. The school manages its budget carefully and provides good value for money.

p.6

What the school does well

• The school is well led and managed and promotes its aims successfully. • Pupils achieve high standards by the end of Year 6 because of strong teaching and carefully planned learning opportunities. • Pupils have excellent attitudes to school, work very hard, behave very well and have excellent relationships with each other. • The school is highly valued by parents who play a very active part in its life and work. • The provision for pupils’ spiritual, moral, social and cultural development is very good overall and leads to the school being a harmonious community where pupils feel valued and well supported.

p.6

What could be improved

• The way the school monitors the quality of its provision and performance to ensure all pupils are achieving appropriately. • Statutory requirements are fully met in the school’s communications with parents. The areas for improvement will form the basis of the governors’ action plan.

p.6

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Since the last inspection in February 1998, the school has made good progress and has a good capacity to continue these improvements. With regard to the issues from the last inspection, the school has put into place schemes of work for all subjects, which fully meet Kingsland Church of England Primary School - 7 the statutory requirements of the National Curriculum. Standards in art and design and design and technology now meet national expectations. The school has introduced tests and assessments for the main subjects of English, mathematics and science and uses this information effectively to inform teachers’ planning. In the other subjects, however, the use of assessments is not well developed. Annual reports to parents are now informative and tell parents what their children need to do to improve. Pupils’ spiritual and cultural development are now good and the school has put in place planning for long-term school development.

p.6

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

There have also been improvements in standards by the end of Year 6 in English, mathematics, information and communication technology and physical education. Whilst there have been improvements in attainment in science at the end of Year 6, attainment for pupils at the end of Year 2 has fallen since the last inspection. There have also been improvements in the quality of teaching, the headteacher’s leadership and management and in the role of governors.

p.7

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

schools

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

p.7

schools

Between 2000 and 2002 the school’s results in the National Curriculum tests for Year 6 pupils broadly improved in line with the national trend. The improvements since the last inspection reflect the improved curriculum, particularly in numeracy and literacy, the better use of assessment to improve teachers’ planning and the use of specialist teaching for the older pupils. The results for English, mathematics and science in 2002 showed that pupils had made very good progress since their National Curriculum tests in Year 2, with a well above average proportion of pupils gaining the higher levels in English and science. The school’s targets were exceeded in English and equalled in mathematics and boys achieved better than girls in the three core subjects. Inspection findings are that the attainment for the present Year 6 pupils is well above average in English, mathematics and science and evidence from the inspection shows that these pupils are on course to meet their very high

p.7

schools

targets in this year’s National Curriculum tests. There is no difference between the attainment of boys and girls. In physical education, pupils’ attainment is well above average, with pupils enjoying many successes in competitions in netball and cricket; attainment is also higher than national expectations in music. In all other subjects, attainment is in line with what would normally be expected of pupils in Year 6. Although attainment in information and communication technology is in line with national expectations overall, pupils are making good progress and achieving some very high standards in certain aspects of the subject.

p.7

schools

In the National Curriculum tests for Year 2 pupils last year, attainment was average in reading and writing and above average in mathematics. Compared with similar schools, standards were below average in reading and writing and average in mathematics. The proportion of pupils achieving the higher levels in reading was well below average but the group did have a much higher than average proportion of pupils with special educational needs. Evidence from Kingsland Church of England Primary School - 8 the inspection shows that the present Year 2 pupils’ attainment in reading, writing, mathematics and science is average but with a below average proportion of pupils achieving the higher levels. Children in the Foundation Stage make satisfactory progress overall. By the end of the Reception year, children will achieve the expected levels in all areas of learning, and will achieve higher than expected standards in their personal, social and emotional

p.7

schools

development and mathematical development, where they have made good progress. Pupils with special educational needs are well supported and achieve well overall. Higher-attaining pupils make satisfactory progress in Year 1 and very good progress in Years 3 to 6 where they are consistently well challenged by their teachers. In Year 2, they do not consistently make enough progress.

p.8

Aspect Comment

Attitudes to the school Excellent. Pupils are extremely enthusiastic about school and work very hard in lessons. Behaviour, in and out of classrooms Very good at all times.

p.8

Aspect Comment

Personal development and relationships Good overall. Relationships through the school are excellent. Whilst pupils’ personal development is satisfactory, they would benefit from having a greater range of opportunities to contribute to the life of the school. Attendance Very good. Pupils arrive promptly for the start of the school day.

p.8

Reception Years 1 – 2 Years 3 – 6

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

p.8

Reception Years 1 – 2 Years 3 – 6

The quality of teaching in Years 3 to 6 is very good and is particularly good where specialist teachers are teaching to their strengths. In the Foundation Stage and in Years 1 and 2, teaching is satisfactory overall, with some good features. In Years 1 and 2, although most pupils make satisfactory progress, some of the higher-attaining pupils are not set work that fully challenges them and, as a result, they do not always make the progress of which they are capable. English and mathematics, including the skills of literacy and numeracy, are taught satisfactorily in Years 1 and 2 and very well in Years 3 to 6. Pupils in the Year 4/5 and 5/6 classes benefit particularly from specialist teaching and, as a result, are achieving well above average standards in the three core subjects of English, mathematics and science. The teaching of literacy for these pupils is of the highest quality, with pupils making very good

p.8

Reception Years 1 – 2 Years 3 – 6

and often excellent progress in lessons because of the extremely high expectations of the teacher. The teaching of information and communication technology in Years 3 to 6 is consistently good and is leading to some very high standards at the end of Year 6 in some aspects of the subject. Similarly, the quality of teaching of physical education is very high and this is leading directly to the excellent results that pupils have achieved in school competitions in recent years. Pupils also benefit from the expertise of an outside specialist who teaches music to all classes. Pupils who have instrumental tuition have access to high quality teaching, resulting in extremely high standards, particularly in woodwind. Teachers are Kingsland Church of England Primary School - 9 very effective in managing pupils and this results in very good behaviour and pupils working hard during lessons. Teachers’ planning is good overall and very good in Years 3 to 6 where

p.8

Reception Years 1 – 2 Years 3 – 6

teachers plan consistently well for the wide range of ability in the classes. Homework is set regularly and makes a satisfactory contribution to pupils’ learning. However, mathematics homework is not set regularly for the older children. Pupils with special educational needs are mostly well supported, make good progress towards their individual targets and have high self-esteem. Some pupils with special educational needs benefit from the expertise of a specialist teacher who works most effectively with small groups in improving their basic literacy skills. The use of information and communication technology through the school is good and it is making an increasing contribution to the pupils’ learning.

p.9

Aspect Comment

The quality and range of the curriculum Good overall. The curriculum is carefully planned and well supplemented by a good range of extra-curricular activities. Provision for pupils with special educational needs Good. Pupils with individual education plans make good progress towards their targets because of the good quality support they receive from both teachers and classroom assistants. In some Year 3/4 mathematics lessons, these pupils do not have enough support. Provision for pupils’ personal, including spiritual, moral, social and cultural development The very good provision impacts strongly on the atmosphere in the school and pupils’ attitudes to work, each other and their outlook on life.

p.9

Aspect Comment

How well the school cares for its pupils The school has satisfactory procedures for child protection and for ensuring pupils’ welfare. An important area for development is the updating of staff training. The monitoring of pupils’ academic performance is well established in the core subjects.

p.9

Aspect Comment

All pupils are fully included in all the school’s learning activities because this is strongly emphasised in all aspects of school life. Consequently, pupils gain greatly in confidence as they move through the school. There are very good links between home and school, with parents receiving good quality information about their children’s progress and making a very good contribution to their children’s learning at home. Whilst the results of pupils’ annual assessments are used effectively to guide teachers’ planning, they are not used to track pupils’ progress through each year to ensure it is appropriate for their abilities. Kingsland Church of England Primary School - 10

p.9

Aspect Comment

Leadership and management by the headteacher and other key staff Good. The headteacher and deputy headteacher are a strong team and have helped the school make good improvements since the last inspection. They are well supported by hard working staff and knowledgeable governors who are all committed to raising standards further. Although the role of the subject co-ordinator has improved since the last inspection, not enough use is made of the expertise of some co-ordinators in monitoring and evaluating the standards of pupils’ work and the progress they are making. How well the governors fulfil their responsibilities Good. Governors are supportive of the school, regularly monitor teaching and learning in the classroom and play an active part in the school’s strategic planning. The governors’ annual report to parents has some omissions and therefore does not meet statutory requirements. The school’s evaluation

p.10

Aspect Comment

of its performance Satisfactory. Test results are carefully analysed and challenging targets are set. Some subject co-ordinators monitor teaching and learning in their subjects but the process lacks rigour as they do not consistently make recommendations for improvement. At present the very good teaching practice in school is not shared. The strategic use of resources Good. The school applies the principles of best value well, particularly in the areas of comparing the school’s performance with other schools, the seeking of parents’ views about the school’s performance and in ensuring it receives the most economic and effective service from its suppliers.

p.10

Aspect Comment

Although the school’s staffing is satisfactory overall, there is a need to review the way classroom assistants are used in the Year 1/2 and the Year 3/4 classes to make sure there is adequate support for pupils in all literacy and numeracy lessons. The school’s accommodation is satisfactory overall and has improved with the new administration block and the creation of a computer suite. Pupils are fortunate to have large playing areas that they are able to use. Children in the Reception class have easy access to the playground but they do not have a discrete, fenced off area. As a result, when children go outside, they have to be continually supervised, and this is not always the most efficient use of the staff time. Kingsland Church of England Primary School - 11

p.10

What pleases parents most What parents would like to see improved

• Children enjoy school, work hard and behave very well. • The teaching is good and children are making good progress. • The school is well led and managed and is very approachable when there are problems. • The school is helping the children to become mature and take responsibility seriously. • The school provides a good range of activities outside lessons. The way the school works with parents.

p.11

What pleases parents most What parents would like to see improved

The inspection findings agree with all the parents’ positive views about the school but do not agree with the parents’ one main concern. They feel that the school works very hard to use parents’ expertise and to listen to their concerns and act upon them. Kingsland Church of England Primary School - 12

p.11

The school’s results and pupils’ achievements

1. Children start school with an average level of attainment. By the time they transfer to Year 1 they have attained the Early Learning Goals, the nationally recognised end- point for the Foundation Stage in all subjects, and exceeded them in two. They attain the nationally expected levels in communication, language and literacy; physical development; creative development and knowledge and understanding of the world. They make satisfactory progress over their Reception year and make good progress in personal, social and emotional development and mathematical development, where their attainment is better than national expectations.

p.12

The school’s results and pupils’ achievements

2. When the school was last inspected in February 1998, standards of attainment were above average in reading and science and average in writing and mathematics at the end of Year 2 and the end of Year 6. Since then, standards at the end of Year 6 have improved in line with the national trend. In the 2002 National Curriculum tests, the performance of the Year 6 pupils was well above average in English and science and above average in mathematics. When compared with similar schools, attainment was well above average in English, above average in science and average in mathematics. However, since taking their national tests in Year 2, these pupils had made very good progress overall. The proportion of pupils gaining the higher levels was again well above average in English and science and above average in mathematics. The targets for these pupils were exceeded by 10% in English and equalled in mathematics. The 2002 National Curriculum test results for the Year 2

p.12

The school’s results and pupils’ achievements

pupils showed a decline when compared to previous years. This was principally because of the much higher than average proportion of pupils with special educational needs in that group. Attainment was above average in mathematics and average in writing and reading. When compared to similar schools, attainment was average in mathematics but below average in reading and writing. The proportion of pupils gaining the higher levels was above average in writing, mathematics and science but well below average in reading.

p.12

The school’s results and pupils’ achievements

3. The slight decline in the performance of Year 6 pupils in 2002 compared with 2001 in mathematics was due to the smaller proportion of pupils who were working at the higher levels. However, the inspection findings are that, because of the school’s use of specialist teaching in the core subjects of English, mathematics and science, standards for the present Year 6 pupils have improved and are now well above average in these three subjects with a high proportion of pupils working at the higher levels. Since taking the National Curriculum tests in Year 2, these pupils have made good progress overall and very good progress in mathematics. The standards of attainment for the present Year 2 pupils are average in reading, writing, mathematics and science. Standards have remained the same in writing and mathematics but have fallen since the last inspection in science and reading, mainly because fewer pupils are achieving the higher levels because they are not consistently challenged

p.12

The school’s results and pupils’ achievements

and teachers’ expectations are not always high enough. By the end of Year 2, standards have been maintained in all other subjects since the last inspection and remain in line with national expectations.

p.12

The school’s results and pupils’ achievements

4. At the end of Year 6, there are variations in subjects, with music being above national expectations and physical education being well above national expectations. Standards in design and technology and art and design are now in line with national Kingsland Church of England Primary School - 13 expectations and there has been a good improvement in design and technology and a significant improvement in art and design. In geography and history standards remain in line with national expectations. Standards in information and communication technology are in line with national expectations and pupils of all ages, and particularly those in the juniors, are making good use of their computer skills to support their learning in other subjects.

p.12

The school’s results and pupils’ achievements

5. Although the year groups are slightly smaller than average, there are some differences in the performances of boys and girls at the end of Year 2 and Year 6. Over the last three years girls have outperformed boys at the end of Year 2 but boys have outperformed girls at the end of Year 6. However, during the inspection there was no discernible difference between the attainment of boys and girls. The absence of a clear pattern from year to year points to the need for the school to continue to monitor the differences closely to ensure pupils of both genders are achieving appropriately.

p.13

The school’s results and pupils’ achievements

6. The school’s focus on improving achievement in the three core subjects of English, mathematics and science has been successful at the end of Year 6 and demonstrates clearly that the school has a good capacity to sustain the improvements in the juniors. However, it needs to monitor pupils’ progress more carefully in Years 1 and 2 to ensure all pupils, and particularly the higher-achieving, are making the progress of which they are capable. The school’s task in continuing to raise attainment is made more difficult at present by the size of the year groups. These are smaller than the national average and can cause fluctuations in attainment, particularly when there are noticeable differences in the proportion of pupils with special educational needs, as was the case with last year’s Year 2 group.

p.13

The school’s results and pupils’ achievements

7. Pupils with special educational needs make good overall progress towards the targets set for them in their individual education plans. Children in the Reception class have their needs identified early and make appropriate progress in relation to their specific targets because the staff adopt clear strategies to address weaknesses. Progress for these pupils continues to be satisfactory through Year 1 and 2 and accelerates when pupils move into the juniors. Pupils make good progress towards their literacy targets in their individual education plans because they are given good support by the classroom assistants in Year 3 and 4 and benefit from the use of specialist teachers as they move higher up the school. Pupils with significant special educational needs are given particularly good support by a specialist special needs teacher who works with individuals and small groups of pupils. These pupils make

p.13

The school’s results and pupils’ achievements

very good progress when working with her. Higher-achieving pupils are consistently well challenged in the juniors and make very good progress, with a significant proportion achieving very high standards. This is not the case in Year 2 where not enough pupils are achieving the higher levels. Pupils who are gifted and talented in music and sport are particularly well supported and challenged by high quality teaching and again make very good progress in their individual areas of expertise. Kingsland Church of England Primary School - 14

p.13

Pupils’ attitudes, values and personal development

8. Pupils of all ages have excellent attitudes to school and to their lessons. From an early age, they are exposed to the joy and excitement of learning and this helps to engender these positive attitudes. Pupils are attentive and enthusiastic in lessons, sharing ideas with their friends and involving themselves wholeheartedly in activities. The excellent attitudes of older pupils are most evident where the work is consistently challenging. All pupils are keen to discuss their work, and are extremely proud of their school.

p.14

Pupils’ attitudes, values and personal development

9. Pupils are very well-behaved at all times because they have a very clear understanding of the differences between right and wrong and the school’s high expectations in this area. They are polite to adults and to one another, and understand that during conversations there are certain protocols to be observed. They are considerate of the needs of others, and display a willingness to help and support one another. Pupils are keen to contribute to lessons, and have no desire to seek diversions. Pupils are sufficiently mature to decry all forms of oppressive behaviour and, through practical tasks such as persuasive writing, older pupils have developed a strong moral code of behaviour which they convey successfully to the younger pupils. There have been no recent exclusions.

p.14

Pupils’ attitudes, values and personal development

10. Pupils’ personal development is satisfactory and is encouraged by raising the pupils’ confidence and self-esteem. It is sustained through the choices all pupils are encouraged to make during lessons involving practical tasks, such as scientific and mathematical investigations. Pupils are encouraged to take responsibility for their own work and to make choices in lessons. There are, however, few opportunities for pupils to use their initiative or to take responsibility for aspects of school life such as those offered by a school council.

p.14

Pupils’ attitudes, values and personal development

11. There are excellent relationships in school amongst pupils and between pupils and adults. Pupils of all ages play well together, with older pupils often caring for younger ones. New pupils are quickly and easily assimilated into the school community. Pupils see the school as friendly and supportive, with teachers making efforts to present enjoyable lessons. Older pupils enjoy the different learning experiences offered by the use of specialist teaching in different subjects.

p.14

Pupils’ attitudes, values and personal development

12. The high expectations of the school and the very effective nurturing of pupils’ strengths are displayed in the confidence and maturity possessed by older pupils. Older pupils read widely and are sufficiently secure to take a contrary point of view during discussions.

p.14

Pupils’ attitudes, values and personal development

13. Attendance is very good. During the last year the rate of attendance was well above the national average. This very good rate of attendance has been maintained over a number of years. All absences are authorised. Current registers reflect these high levels of attendance, and in some classes absence is rare. Kingsland Church of England Primary School - 15

p.14

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

14. The quality of teaching is satisfactory in the Foundation Stage and Years 1 and 2 and very good in the juniors. The quality of teaching has improved overall since the last inspection, particularly in Years 3 to 6. A principal reason for the strength in the juniors is the use of specialist teachers in the top two classes, who teach subjects where they have a strong personal interest and very good subject knowledge. During the inspection over a third of the lessons observed were very good with some being excellent. A very small minority of lessons seen were unsatisfactory.

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

15. The strengths and weaknesses of teaching vary across the school and across subjects. Identifiable strengths are the capable management of the classroom and good use of questioning, whereas areas for development, particularly in the Year 1/2 class include more consistent selection of tasks to match the needs of the higher- achieving pupils and using marking better to provide guidance for improvement. Teachers through the school work hard to use information and communication technology across the curriculum to stimulate and encourage learning, whilst consolidating pupils’ computer skills. Overall, teachers’ subject knowledge and understanding are good, as is the effectiveness of their use of time, support staff and resources. Homework is used satisfactorily to support and extend the pupils’ learning and pupils have a clear idea of how homework supports their learning. However, in mathematics, the teacher of the older pupils makes insufficient use of homework to

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

support and extend learning in the classroom.

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

16. English and mathematics, including the skills of literacy and numeracy, are taught satisfactorily in Year 1 and 2 and very well in Years 3 to 6. In English, the co-ordinator sets excellent standards when teaching the year 4/5 and 5/6 classes, but other staff do not have the opportunity to observe this inspirational practice. The teaching in the Year 3/4 class is consistently good and the teacher effectively challenges the wide range of ability in this group in most lessons. Although he has regular help from an experienced classroom assistant in literacy lessons, he does not have the same level of support for all numeracy lessons. As a result, he is not always able to ensure pupils of all abilities are appropriately challenged in all lessons. The school is aware of this and is planning to ensure that the teacher will have full time classroom assistant support for both literacy and numeracy lessons from the start of the next school year.

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

Although the quality of teaching in the Year 1/2 class is satisfactory and the work is thoroughly prepared, the teaching does not sufficiently probe the higher-attaining pupils’ understanding and challenge them sufficiently so that they produce work of an appropriate standard. This is particularly the case in the development of their oral and written skills. The teaching of mathematics in the Year 4/5 and Year 5/6 classes is very good. As a result, the pupils make very good progress, with some higher achieving pupils attaining very high standards. Overall, lessons in numeracy and literacy are managed very effectively and delivered at a good pace, with pupils’ interest being well maintained. Particularly effective is the way that the teachers of the older children ask pupils to explain their answers, which the teacher then reinterprets so that all pupils in the class benefit from the responses of their peers. Pupils also

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

benefit from good quality marking which usually gives clear guidance to help pupils improve.

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

17. The quality of the teaching overall for the Foundation Stage is always at least satisfactory with some good teaching. Teaching is good in personal, social and emotional development, mathematical development and some aspects of creative development. The staff are approachable and friendly. They have good relationships with the children who are happy to come to school. Staff place a large emphasis on Kingsland Church of England Primary School - 16 the development of children’s personal, social and emotional development and good behaviour. Children achieve well in these areas of their development. Staff are good at developing children’s self-confidence and self-esteem. As a result, children of all abilities are willing to put forward their ideas and suggestions. The teaching staff generally have satisfactory expectations for children’s learning, but sometimes they do not expect enough of the more-able children. At other times, as the class is shared

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

with Year 1 pupils, the more-able pupils benefit well from the whole class teaching, such as with number activities. The teacher, classroom assistants and students collaborate well together, with classroom assistants making a valuable contribution to the children’s learning and smooth running of the classroom. The teacher instructs classroom support staff on a daily basis so that they have a clear understanding of each activity they are going to support. However, they sometimes need more guidance on how to challenge children further or help children with specific needs.

p.16

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

18. In Years 1 and 2, the teaching in subjects other than English and mathematics is satisfactory overall, with pupils making satisfactory progress through the two years. No judgement could be made of the standard of teaching in music and physical education because no lessons were observed during the inspection. In the juniors, the teaching of physical education is excellent and leads to high and sometimes very high standards, particularly in games. The school is fortunate to have a very good level of expertise in the teaching of cricket and netball, in which the school excels. In music, pupils benefit from a part-time teacher who brings very good skills and interest to the subject, with pupils responding well in lessons and making good progress. Similarly, the teaching of science is very good in Years 3 to 6, with lessons having very good pace and much of the pupils’ learning focusing on investigative work. In all other

p.16

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

subjects, the teaching is satisfactory with improvements in the teaching of art and design and design and technology since the last inspection.

p.16

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

19. The teaching of pupils with special educational needs is good overall and consistently good in the Foundation Stage and juniors. The only exception is in some mathematics lessons in the Year 3/4 class where pupils do not always have enough extra support. Individual education plans and other targets are matched carefully to meet the pupils’ precise needs. Teachers use a good range of successful strategies to motivate, involve and challenge these pupils. Records are carefully maintained and regularly updated to enable teachers to track the pupils’ progress carefully. The occasional example of inappropriate behaviour is dealt with effectively and this ensures that such incidents do not disrupt the learning of the class. Higher-attaining pupils learn particularly well in the juniors where teachers have high expectations of the quality of work they should produce.

p.16

PUPILS OR STUDENTS?

20. Overall the school provides a good curriculum which meets statutory requirements and effectively implements both the National Numeracy and Literacy strategies. All subjects of the National Curriculum are taught on a regular basis but the organisation of some subjects, such as art and design and design and technology, into half-yearly teaching units is not effective. Pupils forget some of the skills they have acquired in the intervening half-year periods and time is taken up at the beginning of each half term module re-learning skills and techniques when it could be used more effectively to develop pupils’ skills and knowledge. Kingsland Church of England Primary School - 17 21. The curriculum for the Foundation Stage is satisfactory. Staff provide a wide range of suitable activities that cover all the areas of learning that make up the curriculum for this age group. Much work is based around a topic so that, for instance, when

p.16

PUPILS OR STUDENTS?

learning about animals for knowledge and understanding of the world, children are also developing speaking and listening skills and creative skills. This works well. Some activities are good, lively and interesting, with good use being made of ‘hands on’ experiences for the children. Teachers draw on some of the recommended methods from the Literacy and Numeracy strategies in the formation of their curriculum as well as other published materials. Children with special educational needs are identified promptly and catered for well by staff to ensure that they are fully included in all activities but undertake work that is closely suited to their needs.

p.17

PUPILS OR STUDENTS?

22. Pupils’ literacy and numeracy skills are well developed across the curriculum. The emphasis the school gives to developing pupils’ literacy skills, particularly in the juniors has resulted in very good standards. Very good opportunities are provided for pupils to engage in discussion and use their writing skills in other subjects. Good opportunities also exist for pupils to use their numeracy skills across the curriculum, in science and design and technology, for example.

p.17

PUPILS OR STUDENTS?

23. The provision for pupils with special educational needs is good. The school has responded well to the new Code of Practice and pupils are involved in setting their targets. Individual Educational Plans (IEPs) are in place for all pupils and parents are fully involved. These pupils are identified at an early stage of their education and the school makes good provision in the curriculum for some pupils with more serious learning needs to be supported both in the classroom and in short periods of intensive work outside the classroom. The lack of a classroom assistant in the Year 3/4 class for some mathematics lessons results in the needs of these pupils not being met consistently.

p.17

PUPILS OR STUDENTS?

24. The school’s extra-curricular provision is good overall. Very good opportunities are provided for junior pupils to participate in a wide range of sporting activities and it is a very worthwhile feature of the school that all pupils in Year 5 and Year 6 take part. However, the school does not provide opportunities for younger pupils to partake in such activities or school clubs. Apart from games and athletic activities, pupils at the school have opportunities to experience a good range of other activities through visits (including residential visits), working with local artists, writers and other experts, and the extra tuition provided in music and drama.

p.17

PUPILS OR STUDENTS?

25. The school has established very good links with the local community, which have impacted positively on pupils’ learning. Strong links exist with the local church, and members of the clergy regularly lead assemblies at the school. The very good links established with many of the local sporting organisations means that pupils have access to expert coaching and a ready link to clubs outside school. Older pupils also take part in a very good range of competitive activities and this has a very positive impact on raising pupils’ self-esteem and developing their concepts of teamwork and fair play. Local public services are involved with the school – the local police, for example, talk with the older pupils about drug awareness, and good use is made of the school nurse, who provides pupils with information about personal relationships and sex education. Members of the community, including parents and grandparents,

p.17

PUPILS OR STUDENTS?

make good use of the school’s facilities for computer awareness courses. A number of parents and others regularly work in the school and make a positive contribution to pupils’ learning. Kingsland Church of England Primary School - 18 26. The school has good relationships with local colleges and regularly has trainee teachers in the school as part of their work experience. Whilst giving valuable opportunities for these students, it also provides pupils with additional learning experiences. Links with other schools are also effective, such as with local primary schools. Links with secondary schools are well established. As well as the school being actively involved in a programme of work involving Year 6 pupils’ transfer to secondary education, it also has close links with the local secondary school which provides courses for the older, higher-achieving pupils in literacy, numeracy and science.

p.17

PUPILS OR STUDENTS?

27. The school’s provision for personal, social and health education is good. Regular opportunities are provided for pupils to engage in class discussion of issues that arise and other issues that form an integral part of the pupils’ learning. Recently the school has developed a new policy for personal, social and health education but this has yet to be fully implemented.

p.18

PUPILS OR STUDENTS?

28. The school’s overall provision for pupils’ spiritual, moral, social and cultural development is very good and has improved considerably since the last inspection because the school has worked hard to improve these aspects of school life. The provision for spiritual development is good. The school has a strong set of values and beliefs. A Christian ethos underpins the life of the school. Acts of collective worship are mainly Christian in nature. They make a strong contribution to pupils’ personal development, such as when individual pupils are praised for personal achievement and value the achievements of others. Sometimes the curriculum and the content of lessons support pupils’ spiritual development well, such as the awe and wonder pupils experienced when looking through a microscope at growing cress seeds and delight at the sounds of the music they were listening to in assembly. Through the curriculum, with ‘circle time’ 1 and religious education, pupils are developing

p.18

PUPILS OR STUDENTS?

understanding and a sense of spiritual awareness. In these lessons, pupils’ spiritual development is promoted when they are encouraged to share their thoughts and ideas and respect the views of others. The school has a very good sense of concern and care for others.

p.18

PUPILS OR STUDENTS?

29. Pupils’ moral development is well provided for. The school is a very orderly place where a strong moral code and example are provided by staff. Teachers are very good role-models and give pupils clear advice and teaching about moral aspects of behaviour when it is needed. As a consequence, pupils understand clearly the difference between right and wrong. School rules are adhered to very well. Pupils are polite and friendly. Classroom posters and displays reinforce the school’s moral code. Stories do too; for example, in assembly, where a story about the need for co- operation and teamwork was acted out by three children. Pupils are also able to discuss the meaning of stories in class, for example, in the Reception class where they talked about a ‘big headed sparkly fish’. Equality is well promoted, for instance, by all the Years 5 and 6 pupils representing the school in a least one sport team.

p.18

PUPILS OR STUDENTS?

30. Provision for pupils’ social development is very good. Many opportunities are given for pupils to develop their social skills. Older pupils meet those from other schools as part of their sporting fixtures and also benefit from their residential visit to London.

p.18

PUPILS OR STUDENTS?

During Circle Time pupils discuss a wide range of personal and general issues. It is agreed by all pupils that no interruptions should occur and only one person at a time will speak. Respect for other pupils’ views will occur at all times and therefore pupils feel confident that they can talk with ease and free from any form of interference of interruption from other children. Kingsland Church of England Primary School - 19 Pupils of all ages are given many opportunities to collaborate in lessons such as physical education, science and mathematics. Staff are good models for pupils on which to base their own behaviour and relationships, as they listen carefully to pupils and value their ideas. There are good opportunities for pupils to learn social conventions through contact with visitors such as the ‘Vikings’, who came to work with them as part of their history topic, and a governor who visited the school to talk

p.18

PUPILS OR STUDENTS?

about what holidays were like in the past.

p.19

PUPILS OR STUDENTS?

31. Provision for pupils’ cultural development is good overall. The school is aware of the need to prepare pupils for a life in a multicultural society, while living in an area with little evidence of it. To help with this development, the annual residential trip is to London. The school is also in contact with children in Tanzania and exchanges letters with them. Pupils listen to music from other cultures, and learn to sing their songs and dance their dances. Pupils’ cultural development is also fostered by their study of world faiths in religious education lessons. Staff also work hard to develop pupils’ understanding of their own local culture. This is promoted by regular events such as the weekly celebratory assemblies. It is also promoted well by occasional events such as visits to galleries, theatres, museums and the local library. Many pupils also take part in local sporting events and religious festivals.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

32. A key issue in the last inspection report was the development of consistent assessment practice throughout the school by identifying greater opportunities for the involvement of pupils and by developing records linked to attainment in each subject. This has been partly achieved and the school’s assessment procedures are now satisfactory overall. There is now greater involvement of pupils in subjects such as history and geography, where pupils assess themselves at the end of a unit of work and write down how well they think they have done. In English and science, good progress has been made. There are now school-wide systems for assessment and record keeping. However, in other subjects such as mathematics, while there are systems for assessment both in the short term and annually with the use of government non-statutory tests, there is still not a school-wide assessment and record-keeping system in place for this subject. The lack of a consistent system for

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

all three of the core subjects and some other subjects such as history, geography and art and design means that it is difficult to track the progress of groups or individual pupils through a year to ensure progress is appropriate.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

33. In the core subjects of English, mathematics and science, the headteacher and co- ordinators carefully analyse the results of the national tests in Years 2 and 6 and also the results of end of year assessments in Years 3, 4 and 5. This analysis highlights strengths and weaknesses. Future planning is adapted to ensure the strengths are built on and the weaknesses addressed. As a result of this analysis, there has been a greater emphasis placed on investigation work in both mathematics and science. The staff make good use of other assessments and their good knowledge of the pupils in these subjects to help plan the next small steps in the pupils’ learning. Procedures for monitoring and supporting pupils’ academic progress are satisfactory. Targets in English and mathematics are set and discussed with pupils. Although this is a good idea, and important in involving pupils in their development, targets are sometimes too

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

large and therefore take too long to achieve. Monitoring of pupils’ learning in the classrooms is the responsibility of the subject co-ordinators and the school management team. This needs to be even more robust in order to ensure that the Kingsland Church of England Primary School - 20 quality of learning and standards are appropriate and that all higher achieving pupils are suitably challenged. There are no pupils with English as an additional language.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

34. When children start school, a good level of assessment and record keeping is undertaken to enable staff to understand clearly the level of skills and knowledge that the children bring into school. This information is then used well by staff to ensure that teaching is pitched at the correct level. This is built on over the year by assessments of individual children’s development, in areas such as reading and initial sounds. These assessments are not yet recorded under the ‘stepping stones’ 2 to ensure that planning based on the Foundation Stage curriculum is even more accurately matched to the children’s abilities.

p.20

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

35. The school has satisfactory procedures in place to ensure the health, safety and welfare of all pupils. The headteacher has been nominated to deal with any issues of child protection that may arise but has not received up-dated training for this role. Teachers and other adults in school have a satisfactory understanding of child protection procedures. However, these are informal, and there is no consistent strategy nor any plan in place to disseminate essential information.

p.20

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

36. The health and safety committee of the governing body arranges annual formal risk assessments. Potential hazards that are identified are addressed according to the seriousness of their nature. Testing of electrical, fire and other safety equipment is routinely conducted. Risk assessments are carefully carried out for school journeys, such as the residential trip to London. All staff have received recent training in first-aid, and three members of staff have received enhanced training. At the end of the day, teachers ensure all pupils catching buses are safely escorted from the school site.

p.20

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

37. The school has very good procedures for monitoring and improving attendance. Attendance is monitored regularly by the school secretary and any concerns addressed. Registration is carried out effectively in all classes. Currently, there are no unauthorised absences.

p.20

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

38. Behaviour management in lessons and around the school is very good. Teachers and other adults in school provide pupils with very good role models for social interaction. Adults are prepared to spend time with pupils to address their daily concerns and to provide them with emotional and intellectual support and guidance. The school makes strenuous efforts to eliminate all forms of oppressive behaviour, and parents and staff agree that the school’s policy is effective.

p.20

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

39. Good records of personal achievement are maintained for all pupils. These support the very good informal knowledge that teachers have of their pupils, and contain progress reports and examples of good work which provide a basis for monitoring pupils’ academic and personal development. Weekly celebration assemblies enable pupils’ achievements in school and in the community to be recognised and applauded. Pupils are aware of the school code of conduct, and value the rewards that are given for good work and positive attitudes.

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

Stepping Stones are suggested activities in the Foundation Stage curriculum for teachers to follow to help children achieve the required standards in the six different areas of learning by the end of the Reception year. Kingsland Church of England Primary School - 21 40. Parents have very positive views of the school. All parents responding to the inspection survey stated that their children liked school, that behaviour in school was good, and that they believed their children make good progress in school. They also believe that teaching is good, and that the school expects their children to work hard and to achieve their best. The vast majority of parents feel that the school is well led and managed, that the school is helping their children to become mature and responsible, and would feel comfortable about approaching the school with questions or a problem. Parents state that they are happy with the informal procedures that exist

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

to address their concerns and suggestions, and are confident that the school listens to these concerns. Almost all parents believe that they are kept well informed about how their children are progressing, and that their children get the right amount of work to do at home. Some parents would appreciate the opportunity to discuss school reports and some parents of Year 6 pupils would like the parents’ meeting earlier in the spring term to give them sufficient time and background knowledge to support their children in preparation for National Curriculum tests. A small number would like to see the school work more closely with parents, and provide a more interesting range of activities outside lessons.

p.21

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

41. The school provides good quality information for parents. However, the governors' annual report to parents does not fully comply with statutory requirements in several areas that the school is now aware of. Formal documentation such as the school's prospectus and the governors’ annual report to parents is augmented by regular newsletters and the parents' noticeboard. Pupils' annual progress reports are of good quality, and parents are invited to two consultation evenings each year. Individual education plans for pupils with special educational needs are also of good quality and parents of these pupils are appropriately involved in the setting and evaluation of these plans. Additionally, the headteacher and his staff make themselves available to parents at the beginning and end of the school day, so that any minor concerns that parents may have are quickly resolved.

p.21

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

42. Parents make a significant contribution to their children's learning at school and at home. A number of parents and friends regularly work in school, listening to pupils read, organising the library, and contributing to some history topics by sharing their own life experiences with the pupils. Some parents accompany younger pupils when they go swimming, and a few parents help with soccer and netball teams. A governor, a long time friend of the school, also runs a lunchtime Latin club. Other parents and governors with specialist skills, such as the vicar and the veterinary surgeon, give good support to the pupils’ learning by contributing to lessons.

p.21

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

43. Parents provide significant support for the work that their children carry out at home by listening to them practising their reading, spelling and musical instruments, responding to surveys, and providing general encouragement. They also attend harvest festivals and carol services with their children, and the end of term service in the local church. Numeracy workshops organised for parents have been well attended.

p.21

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

44. The school is successful in working closely with Reception class parents and carers. Arrangements for children starting school are good. Parents receive clear information about starting school and some helpful information about the curriculum for this age group. However, the emphasis is more on how to help children at home rather than describe the work they will be doing in school. Arrangements for reporting to parents and carers are good. Parents are made to feel very welcome in the classroom and are able to talk to the teacher and classroom assistant each day when they deliver or Kingsland Church of England Primary School - 22 collect their children. Parents also support children’s learning well by sharing books with them and finding things that they have been asked to bring into school.

p.21