Other · Ofsted report

Flamstead Village School

Inspected — · published 29 Apr 2003 · URN 117100

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
117100

Page 1 of 43

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.

+60Positivemore positive than 58% of reports of this type

In line with other reports of this type.

Praiseexcellentvery welleffectivelypositivestrongmake good progressimprovedvery effective

Criticisminsufficientlackweaknessesbelownot alwaysnot yetpoorvariable

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 improve positive critical

Findings9037w+68
What needs to improve12193w+51

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: 43
Words of findings: 20,958; longer than usual (typical 1049)
Reading level: Hard; Flesch 47, typical 45
Average sentence: 18 words
Next steps: 8; typical 5
Hedged sentences: 6%; “some”, “not always”, “most”…

Where the words go

Findings 42%What needs to improve 56%About the inspection 2%

Full report text

FLAMSTEAD SCHOOL

Dates of inspection: 27 th -29 th January 2003

p.1

FLAMSTEAD 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

FLAMSTEAD 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. Flamstead - 3

p.2

INFORMATION ABOUT THE SCHOOL

School address: Trowley Hill Road Flamstead St.Albans Hertfordshire

p.3

INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

p.3

INFORMATION ABOUT THE SCHOOL

Date of previous inspection: January 2001 Flamstead - 4

p.3

responsibilities

23818 Alison Pangbourne Registered inspector Areas of learning for the Foundation Stage English Art and design How high are standards? How well are pupils taught? How well is the school led and managed? 9789 Leigh Barclay Lay inspector How well does the school care for its pupils? How well does the school work in partnership with its parents? Pupils’ attitudes, values and personal development 8722 Eric Wilson Team inspector Science Information and communication technology Design and technology History Music Educational Inclusion How good are the curricular and other opportunities offered to pupils?

p.4

responsibilities

17757 Judith Willis Team inspector Mathematics Geography Physical education Religious education Special educational needs . Flamstead - 5 The inspection contractor was:

p.4

responsibilities

Herringston Barn Herringston Dorchester Dorset DT2 9PU

p.5

responsibilities

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.5

responsibilities

The Complaints Manager Inspection Quality Division

p.5

responsibilities

Alexandra House 33 Kingsway London WC2B 6SE Flamstead - 6

p.5

PART A: SUMMARY OF THE REPORT 7

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.6

HOW HIGH ARE STANDARDS? 12

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

p.6

INFORMATION ABOUT THE SCHOOL

Flamstead School is situated in the village of Flamstead, near St Albans. It draws most of its pupils from the village and surrounding areas, which comprise a mixture of owner occupied and rented properties. The socio-economic circumstances of the pupils are broadly average and ten per cent are entitled to a free school meal. Children’s attainments on entry are broadly average but cover the full range of attainment. The school has traditionally accommodated children of nursery age in the reception class part time and it has applied to be recognised as having nursery status. At the time of the inspection, there were 99 full time pupils on roll with nine children attending part time. There were 20 pupils with special educational needs, ranging from general learning difficulties to hearing impairment and other medical conditions. Two pupils have a Statement of Special Educational Needs, which is broadly

p.7

INFORMATION ABOUT THE SCHOOL

average. There are few pupils from ethnic heritages and three pupils speak English as an additional language. There are a similar number of boys and girls, although some year groups have more boys than girls. There is significant mobility with some pupils leaving at the end of Year 2 to attend local private schools and others, living in the adjacent county, leave at the end of Year 4 to join the Middle schools in that county. There has been a high turnover of staff recently.

p.7

HOW GOOD THE SCHOOL IS

This is an effective school with several very good features. Children start school with broadly average attainments. By the time they leave the school at the end of Year 6, standards are above average and pupils are achieving well. The quality of teaching is good. The headteacher and governing body provide very good leadership and management and are well supported by all staff. The school provides good value for money.

p.7

What the school does well

• Standards are above average in English, mathematics, science and information and communication technology by the end of Year 6 because the quality of teaching is good. • The quality of teaching for children in the nursery and reception class is very good and gives them a very good start to their education. • Excellent provision for social development results in very good behaviour and excellent personal development and relationships. The way in which pupils use their initiative and show responsibility is exemplary. • The very good leadership and management provided by the headteacher and the governing body contribute positively to the very good improvement since the previous inspection. • A very good range of extra-curricular activities enriches the curriculum. • The impact of parents’ involvement on the work of the school is very good and the school has very good links with them. • The good provision for classroom assistants has a positive impact on standards.

p.7

What could be improved

• Standards in design and technology are below average by the end of Year 2 and Year 6 because there are insufficient opportunities for pupils to develop these skills. • Tasks for higher attaining pupils in mathematics in Year 2 are not always clearly identified and pupils are not always encouraged to explain different strategies for solving numerical problems. The areas for improvement will form the basis of the governors’ action plan. Flamstead - 8

p.7

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made very good improvement since the previous inspection in 2001, when it was judged to be underachieving. The weaknesses identified then have been very well addressed and the school is well placed to make further improvement. Standards have risen in English, mathematics and science and the quality of teaching and learning has improved significantly. The school has achieved this despite a period of instability among the teaching staff and three of the five teachers are new this year. The school has worked hard to address the many issues identified in the previous report, successfully raising standards, improving the curriculum, establishing management roles and developing assessment procedures. Cost effectiveness has improved because the school thoroughly evaluates its spending to meet the needs of the pupils.

p.8

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.8

Key

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

p.8

Key

Given the relatively small number of pupils in each year group, too much emphasis should not be placed on any one year’s performance, but taking the years 2000 to 2002 together, results have been below average in English, mathematics and science. However, standards have been rising steadily since the previous inspection in 2001 and the small Year 6 last year also included a number of pupils with special educational needs and this distorts the average point scores. In the national tests and teacher assessments for pupils at the end of Year 2, in 2002, results were well above average in writing and above average in reading and mathematics. Standards in science were very high.

p.8

Key

Inspection evidence shows that children are on course to exceed the early learning goals in communication, language and literacy, personal, social and emotional development and physical development by the end of the reception year. They are on course to attain them in mathematical development, knowledge and understanding of the world and creative development. They are achieving well. By the end of Year 2, standards are above average in speaking and listening, writing, physical education and science. Pupils are achieving well. By the end of Year 6, standards are above average in English, mathematics, science and information and communication technology. These pupils are also achieving well. Standards are average by the end of Year 2 and Year 6 in all other subjects except for design and technology, where they are below average. This is because there are insufficient opportunities for pupils to develop their skills. Standards are above average in speaking and listening by

p.8

Key

the end of Year 2 and well above average by the end of Year 6. The reason for the differences between inspection evidence and the results of last year’s tests at the end of Year 2 is due to the number of pupils with special educational needs in the small year group. Improved standards at the end of Year 6 are due to the close tracking of progress and the beneficial effects of the implementation of the National Numeracy Strategy. The school has set challenging targets and it is on course to meet them. Flamstead - 9

p.8

Aspect Comment

Attitudes to the school Very good. Pupils are enthusiastic and are eager to respond to questions and challenges.

p.9

Aspect Comment

Behaviour, in and out of classrooms Very good. Pupils are courteous and strive to meet the school’s expectations of good behaviour.

p.9

Aspect Comment

Personal development and relationships Excellent. Pupils take their responsibilities seriously and older pupils take care of younger ones.

p.9

Aspect Comment

Attendance Very good. There is no unauthorised absence.

p.9

Aspect Comment

• The School Council provides all pupils with the opportunity to take part in democratic decision making. The level of social maturity shown by pupils is outstanding.

p.9

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

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

p.9

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

The quality of teaching is good overall and leads to good learning. The quality of teaching was never less than satisfactory and examples of very good or excellent teaching were seen in each class. The quality of teaching is highest in the nursery and reception class, where it is never less than very good, and the teacher, nursery nurse and classroom assistant work very effectively as a team. The quality of teaching is consistently good throughout the school, with particular strengths in Year 3 and Year 4, where very challenging questions provoke thought. The teaching of English and literacy skills is good, enabling pupils to make good gains in their learning. The quality of teaching of mathematics and numeracy skills is good at the end of Year 6 and satisfactory at the end of Year 2, where more opportunities could be provided for pupils to explain their strategies for solving number problems. Strengths in the quality of

p.9

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

teaching include the effective use of classroom assistants, very well planned tasks to meet the needs of all pupils and interesting strategies to motivate them. Pupils work very hard and show very good levels of independence. Where teaching is satisfactory rather than good, weaker class management strategies slow the pace and higher attaining pupils are insufficiently challenged. When music lessons take place immediately after a singing assembly pupils lack motivation. The school meets the needs of most of its pupils very well. Tasks are planned to meet the needs of those who have special educational needs and for whom English is an additional language. The needs of higher attaining pupils are well met, although there is room for improvement in mathematics in Year 2.

p.9

Aspect Comment

The quality and range of the curriculum Good. It is enriched by a very good range of extra-curricular activities. Provision for personal, social and health education is very good.

p.9

Aspect Comment

Provision for pupils with special educational needs Good. Teachers use targets on individual education plans to plan suitable tasks, but the quality of these plans are variable through the school.

p.9

Aspect Comment

Provision for pupils with Good. The small number of pupils are well integrated into the school and Flamstead - 10 English as an additional language receive good support.

p.9

Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good overall. Excellent provision for social development, very good provision for moral development, good provision for cultural development and satisfactory provision for spiritual development. Pupils are suitably prepared for life in multicultural Britain.

p.10

Aspect Comment

How well the school cares for its pupils Very good. Very good procedures for monitoring attendance and behaviour. There is a good range of assessment procedures and teachers use assessment well to ensure that pupils build on what they already know.

p.10

Aspect Comment

• The school has very good links with parents for whom it supplies very good information. Parents regard the school very highly. • Provision for personal, social and health education is a strength and pupils learn what it means to be a contributing member of a diverse multicultural society. • The school has worked hard to develop good assessment procedures in all subjects.

p.10

Aspect Comment

Leadership and manage- ment by the headteacher and other key staff Good. The headteacher provides very strong leadership. She has led the school forward successfully through a period of staff changes. Recently appointed co-ordinators share her strong commitment to improvement.

p.10

Aspect Comment

How well the governors fulfil their responsibilities Very good. They are very supportive and have a thorough knowledge of the strengths and weaknesses of the school.

p.10

Aspect Comment

The school’s evaluation of its performance Very good. The school analyses its performance very thoroughly to identify areas for improvement. It has already implemented several initiatives to raise standards further. It closely monitors the performance of individual pupils and provides extra support when necessary.

p.10

Aspect Comment

The strategic use of resources Good. Resources are targeted to raise standards. The generous provision of classroom assistants contributes positively to the standards attained. The regular provision of an extra teacher one day each week to enable Year 6 pupils to be taught as a small year group, with a high ratio of adults to pupils, is a strong feature.

p.10

Aspect Comment

• The school is well staffed. The accommodation is satisfactory overall but the classrooms are small, particularly for the youngest children. Resources are satisfactory. • The headteacher has successfully taken responsibility for many initiatives herself because of the significant staff turnover. • The principles of best value are applied well. Flamstead - 11

p.10

What pleases parents most What parents would like to see improved

• Their children like coming to school. • Parents feel comfortable to approach the school with questions or concerns. • Their children are encouraged to be mature and responsible. • Their children are expected to work hard. • The teaching is good and the children make good progress. • Behaviour is good. • Some parents would like more homework while others would like less. • Some parents would like more activities to be provided outside lessons.

p.11

What pleases parents most What parents would like to see improved

The inspection team supports the positive views expressed by parents. However, they found that the range of activities provided outside lessons was very good and much better than what is provided in many schools of this size. The amount and regularity of homework is similar to most primary schools. Flamstead - 12

p.11

The school’s results and pupils’ achievements

1. Attainment on entry to the school is broadly average but covers the full range of attainment in all the areas of learning. Children make good progress and achieve well, firmly consolidating and developing their skills in response to the very good teaching they receive. By the end of the reception year, most children are on course to exceed the early learning goals in communication, language and literacy, personal, social and emotional development and physical development because the school places particular emphasis on these skills. They are on course to attain the early learning goals in mathematical development, knowledge and understanding of the world and creative development.

p.12

The school’s results and pupils’ achievements

2. The significance of comparative test results or teacher assessments as measures of school performance depends on the number of pupils in each year group. Given the small year groups and the variations between the number of pupils with special educational needs and those of higher attainment in the year groups, too much emphasis should not be placed upon any one year’s National Curriculum test results.

p.12

The school’s results and pupils’ achievements

3. In the 2002 National Curriculum tests taken by pupils at the end of Year 2, the results were well above average in writing and above average in reading and mathematics. Teacher assessments in science show that the proportion of pupils who reached the nationally expected level was very high. The proportion of pupils who reached the higher Level 3 was average in reading, above average in writing and well above average in mathematics and science.

p.12

The school’s results and pupils’ achievements

4. In the 2002 National Curriculum tests taken by pupils at the end of Year 6, the results were average in English and science and below average in mathematics. The proportion who reached the higher Level 5 was average in English and below average in mathematics and science. However, this year group was small and included a number of pupils with special educational needs. Compared with schools with a similar number of pupils eligible for free school meals- in 2002 this was up to eight per cent- attainment was well below average in English and mathematics and below average in science.

p.12

The school’s results and pupils’ achievements

5. Inspection evidence shows that standards are rising. By the end of Year 2, standards are above average in speaking and listening, writing, physical education and science. Standards are average in all other subjects with the exception of design and technology where standards are below average. Achievement is good overall. The previous inspection identified standards that were broadly average in all subjects so there has been significant improvement. By the end of Year 6, standards are above average in English, mathematics, science and information and communication technology. They are average in all other subjects except for design and technology where they are below average and in speaking and listening where they are well above average. Achievement is good overall. Again there has been significant improvement since the previous inspection because standards were well below average in mathematics and information

p.12

The school’s results and pupils’ achievements

and communication technology and below average in science. In 2002 the school’s improvement was the best in the local education authority.

p.12

The school’s results and pupils’ achievements

6. There are several reasons for the improvement in standards and the difference between inspection evidence and national test results. Standards are higher at the end of Year 6 because the National Numeracy Strategy has now been fully implemented and the beneficial effects of this are now impacting positively on standards in mathematics. Full implementation of the National Curriculum programmes of study and improved resources contribute to improvement in information and communication technology. In science, improved subject knowledge and the close tracking of progress is a significant factor. Standards at the end of Year 2 are not as high this year because the current year group includes a higher number of pupils with special educational needs. The school has sensibly focused on raising standards in the core subjects while it was identified as Flamstead - 13 underachieving. Consequently, standards are not as high in all other subjects. In design and

p.12

The school’s results and pupils’ achievements

technology, lack of opportunities to develop the necessary skills contributes to the low standards.

p.13

The school’s results and pupils’ achievements

7. As well as variations in results due to the small year groups, there is also significant mobility amongst the pupils, with some pupils leaving at the end of Year 2 to attend private schools and others leaving in Year 4 to attend Middle schools in the adjacent education authority. The school also admits some pupils who have left other schools because of their behavioural difficulties. Almost one third of last year’s Year 6 joined the school in or after Year 3 and so the data that suggests that pupils make very poor progress through Years 3- 6 should be treated with caution as they are not the same pupils.

p.13

The school’s results and pupils’ achievements

8. Standards in literacy are above average by the end of Year 2 and Year 6. Standards in numeracy are average by the end of Year 2 and above average by the end of Year 6. Opportunities to use literacy skills in other areas of the curriculum are well developed. For example, pupils record their findings in science, history and geography. They use their numeracy skills in science to record data and in art and design to measure clay. Information and communication technology skills are developed in other subjects such as to research information in history and geography and to support literacy and numeracy skills.

p.13

The school’s results and pupils’ achievements

9. Pupils with special educational needs achieve well in relation to their prior attainment throughout the school. They make good progress in lessons supported well by teachers and classroom assistants. Individual education plans and weekly support sheets indicate the good ongoing progress of these pupils to meet their targets. Pupils on the gifted and talented register have only recently been identified and as yet there is no record of their achievement over time. Pupils who speak English as an additional language also make good progress because they are well supported in lessons by talented classroom assistants.

p.13

Pupils’ attitudes, values and personal development

10. The pupils’ attitudes to learning are very positive. The school has improved this aspect since the previous inspection by improving the quality of the teaching across the school so that all the teachers succeed in engaging the pupils’ interest and attention. The school provides a happy, secure environment and places a high value upon the contribution of each individual. The pupils enjoy coming to school and are keen to start their lessons. They settle well at the beginning of the day and after breaks and are quickly involved in their work. They are very enthusiastic about most areas of the curriculum, particularly history and using computers. Pupils in all classes are eager to respond to questions and challenges. The pupils have, from an early age, very well developed listening skills and they concentrate for extended periods of time. Even the nursery children paid full attention throughout an extended School Council meeting. This sustained concentration

p.13

Pupils’ attitudes, values and personal development

contributes very positively to the pupils’ learning. It is also a feature of their polite attitudes towards each other; they listen courteously to other points of view and contributions to discussions. They work well in pairs and groups, organising themselves sensibly and sharing resources. They collaborate well and want to do their best. The reception class children are confident in trying new activities and pupils in all classes are confident in expressing their views. Pupils with special educational needs have positive attitudes to learning and are confident in their response to good questioning and explanations by teachers and classroom assistants. They concentrate well with support and make good progress.

p.13

Pupils’ attitudes, values and personal development

11. The pupils’ behaviour in lessons and at play is very good. This represents an improvement since the last inspection and is attributable to the better quality of teaching which fully engages the pupils’ attention as well as to the school’s clear guidance on behaviour. There have been no exclusions. In recent years the school has taken a number of pupils who have left other schools because of their disruptive behaviour and has successfully integrated them into the Flamstead school values of respect for others. The teachers and other adults provide excellent role models. The pupils know the school rules and they adapt these for their class rules. The School Council, which includes all pupils in the school, is an exceptionally effective forum for sharing concerns about offending behaviour and working together as a community to agree improvements. As a result, the school rules are shaped and adopted by all pupils as their own. The school’s approach

p.13

Pupils’ attitudes, values and personal development

Flamstead - 14 to behaviour is based on positive praise and incentives. The sanction of withdrawing some of a pupil’s ‘Golden Time’ may be used for more serious or persistent misbehaviour but the pupil is always told how it may be redeemed. No bullying was observed or mentioned during the inspection. The relationships throughout the school are very good. There is mutual respect and affection which leads to a friendly, harmonious community. Around the school, pupils hold doors open for each other, older pupils look after young pupils and all behave sensibly. This helps to create a caring and secure environment conducive to work and learning.

p.14

Pupils’ attitudes, values and personal development

12. The pupils’ personal development is excellent. Again, this is a significant improvement since the last inspection and the fruition of the school’s consistent application of the values of respect and tolerance. The school functions as a community where every member is valued and learns to value others. The pupils appreciate the impact of their actions on others. The team system within the school means that older pupils accept responsibility for the younger members of their team. They take these responsibilities seriously and will notice if a small child cannot see the words of the songs in assembly, moving the child to the front without prompting. In all classes the pupils happily work together on tasks and listen to each other’s views with respect and interest. The younger pupils readily take their problems to their team captains for resolution. They are caring and considerate towards each other. They are also quick to organise themselves so that they are

p.14

Pupils’ attitudes, values and personal development

ready for their work. The level of social maturity and sense of citizenship is, in all age groups, outstanding. The School Council provides the pupils with the opportunity to participate in a democratic decision-making process and they contribute with confidence.

p.14

Pupils’ attitudes, values and personal development

13. The level of attendance is very good. It was well above the national average in the two years preceding the inspection. There was no unauthorised absence at the school, in the same years, which is excellent. Most pupils arrive punctually at the start of the school day.

p.14

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

14. Taking all aspects of teaching into account, the quality of teaching is good overall and leads to good learning. All teaching seen was at least satisfactory with eight out of ten lessons being good or better. Almost one in five lessons was very good or better. This is a significant improvement since the previous inspection where one in ten lessons were unsatisfactory and only a similar number were very good. The school has successfully addressed the key issue to improve the percentage of very good teaching.

p.14

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

15. The quality of teaching in the nursery and reception class is very good and it is a strength of the school. Teaching was never less than very good. A particular strength is the way in which the teacher, nursery nurse and classroom assistant work very effectively as a team for the benefit of all children. All share the same very high expectations and, as a result, the children show very good levels of independence and try hard to succeed. All adults ensure that the needs of all children, including those with special educational needs and those who are gifted and talented, are well met. The adults share responsibility for noting individual assessments in each session and this leads to children building on skills that they have already learned. The children are very well managed and an exciting range of teacher-led and self-initiated activities ensures that they concentrate very well.

p.14

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

16. The quality of teaching and learning is good overall in English, mathematics, science, religious education and music. There was insufficient evidence to make a judgement in any other subject. As a result of good teaching, pupils make good gains in their learning. This is because the school takes care to ensure that the needs of all pupils, including those with special educational needs and those for whom English is an additional language are well met. The needs of higher attaining pupils are generally well met, although there is room for higher attaining pupils to be more fully challenged in mathematics in Year 2.

p.14

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

17. The quality of teaching and learning is consistently good throughout the school. Examples of very good or excellent teaching were seen in each class. In the class for pupils in Year 3 and Year 4 the quality of teaching is very good overall. Strengths include the use of very challenging questions that provoke thought, very good use of humour that maintains the pupils’ attention and brisk pace. Flamstead - 15 For example, in a very good literacy lesson, pupils learned to edit their instructions for making a sandwich after considering what was really necessary. Questions such as ‘What is the difference between an instruction and an order?’ engendered much thoughtful discussion. In a very good mathematics lesson, very clear explanation ensured that all pupils, including those with special educational needs, understood the task. A good range of activities was planned to meet the needs of pupils with a wide range of levels of attainment in the mixed age class.

p.14

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

18. Other features of the very good teaching seen during the inspection include the very effective use of classroom assistants, very well planned tasks to meet the needs of all pupils and interesting strategies to motivate the pupils. This is an improvement since the previous inspection, where an over reliance on worksheets was identified. Teachers explain what pupils are going to learn at the beginning of lessons and check their understanding at the end. As a result, pupils have a good understanding of their own learning and concentrate on their tasks. In a very good dance lesson, for pupils in Year 2, very high expectations and class control enabled pupils to represent the movements of a balloon and to evaluate their own performance. In a very good history lesson, the use of a realistic Egyptian ‘mummy’ motivated the pupils and the opportunity for close observation led to a clearer understanding of the process used. Classroom assistants work very effectively with

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

individuals and small groups and make a positive contribution to the standards attained. One excellent lesson was seen for pupils in Year 1. In this history lesson, excellent subject knowledge and thorough planning meant that pupils learned what life was like during the Crimean War through role-play. Pupils acted out the battle at Scutari, responding very well to challenging questions about conditions in the hospital. The opportunity for role-play gave pupils a real understanding about the work of Florence Nightingale, responding very well to the teacher’s very high expectations of behaviour.

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

19. Other features of the good teaching include opportunities for pupils to discuss their work. Numerous examples were seen where pupils were invited to share their ideas in pairs or small groups; for example, pupils in Year 1 discussed what to wear to keep warm before sharing their ideas with the class. Older pupils in Year 6 explained the technique they used for their clay pots, so encouraging offers to try different methods. The way in which pupils are encouraged to express their views and listen to those of others makes a very positive contribution to their personal development and their speaking and listening skills and was a feature of most lessons.

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

20. What makes the difference between lessons that are satisfactory and those that are better is sometimes the timing of the lesson. For example, pupils in Year 5 and Year 6 had their music lesson immediately following a whole school singing assembly. Consequently, the pupils were not as motivated as they might have been and this limited learning. The small number of other satisfactory lessons, mostly in mathematics, featured weaker class management strategies where time was wasted moving to group activities and a lack of challenge for higher attaining pupils in Year 2. Opportunities for pupils to share and explain their strategies for solving problems were missed.

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

21. Teachers use information and communication technology appropriately to support their teaching. Its use is well developed in English, particularly for word processing, and in mathematics for presenting data. Pupils research information in history and geography and record information in science. Classroom displays show that teachers use information and communication technology to stimulate the pupils. However, during the inspection, opportunities for pupils to use the computers to develop their skills in lessons were often missed.

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

22. The quality of teaching for pupils with special educational needs is good throughout the school. Teachers have a good understanding of pupils’ individual needs and focus questioning and explanations well in oral sessions to ensure that these pupils are well included in the lessons. Pupils receive good support for group work and whole class written work from teachers and classroom assistants and tasks are appropriately planned to match levels of attainment. They make good gains in their learning in all areas of the curriculum throughout the school.

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

23. The quality of pupils’ targets set in individual education plans is variable throughout the school. Where targets are clearly focused and measurable, with appropriate steps in learning identified, Flamstead - 16 pupils’ progress is good. However, targets for pupils in some classes are not sufficiently clear or explicit for progress to be adequately assessed.

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

24. Where group and written tasks are specifically planned at high levels for gifted and talented pupils they do well but in some classes tasks are not planned to provide pupils with the opportunity to attain at a higher level than the rest of the class, particularly in mathematics in Year 2. Individual action plans have been prepared for gifted and talented pupils but these do not yet contain individual targets.

p.16

STUDENTS?

25. The school provides a good curriculum that is broad, balanced and relevant. It fully meets statutory requirements for the National Curriculum, religious education and collective worship. The school has improved provision and very successfully addressed the issues raised in the previous inspection. Time is now appropriately allocated to all subjects and there is more emphasis on the teaching of investigative skills in science and mathematics. The National Numeracy Strategy is in place and mathematics is now used effectively across the curriculum.

p.16

STUDENTS?

26. The curriculum for the children in the nursery and reception class is good. It provides a wide range of challenging and stimulating activities that are well matched to their needs. It includes a good mix of teacher-led and child-initiated activities. The very good ratio of adults to children ensures that a variety of activities can be offered in each session and that they are well matched to the children’s level of attainment. Very strong emphasis is placed on the development of independence skills across all the areas of learning and this prepares them well for the next stage in their education.

p.16

STUDENTS?

27. The National Literacy and Numeracy Strategies have been implemented effectively, although more opportunities need to be provided for pupils to use and explain a range of different strategies for solving mathematical problems in Year 2. The curriculum is well supported by clear policies and good schemes of work but there is an insufficient identification of skill development in some subjects, including science, design and technology and information and communication technology. This means that the school is not yet accurately tracking the way in which pupils develop their skills as they move through the school. This is of particular importance in design and technology, where this impacts negatively on the standards attained. The two-year rolling programme ensures that pupils in mixed age classes do not repeat work and careful planning now clearly identifies what pupils of different levels of attainment are to learn. There is now more

p.16

STUDENTS?

emphasis on recognising and planning for links between different areas of the curriculum, for example in design and technology where knowledge of circuits is used in the making of a burglar alarm. The effective development of these links enables pupils to use their knowledge and skills in other areas of the curriculum and helps to raise standards.

p.16

STUDENTS?

28. The school provides a very good personal, social and health education programme. The importance of healthy living including cleanliness, a good diet and physical exercise is emphasised across the curriculum. Sex education and drugs awareness is taught to Year 6 pupils. Visitors are invited to talk to the pupils, such as road safety and life skills, as well as about their roles in the local community. The personal, social and health education programme is designed to educate pupils to become healthy, independent and responsible members of society. Pupils are encouraged to make a positive contribution to the life of the school and the wider community. Throughout the school, emphasis is placed upon developing the pupils’ sense of self worth. They learn about society: how it is organised and governed. They experience the process of democracy through the School Council. They learn about rights and responsibilities. They learn to

p.16

STUDENTS?

appreciate what it means to be a contributing member of a diverse multicultural society. Some of the personal, social and health education curriculum is taught as a discrete subject but every effort is made to integrate appropriate topics throughout the curriculum so that it is not seen as an isolated subject. Thus, when learning about local environmental issues in geography, pupils investigate who is responsible for the maintenance and upkeep of local amenities. Flamstead - 17 29. Pupils have good equality of opportunity. Pupils with special educational needs are well integrated and supported and all pupils are valued regardless of race, background or level of attainment. The school has worked hard to ensure that the needs of higher attaining pupils are met, although specific tasks are not always planned for them in mathematics in Year 2. Pupils who speak English as an additional language are well supported in classes and their progress is carefully

p.16

STUDENTS?

monitored to ensure that they are not disadvantaged.

p.17

STUDENTS?

30. A significant number of parents indicated that they felt that the school did not provide sufficient activities outside school. The provision for extra-curricular activities, including visits and visitors is very good. For a small school, it does well to provide activities including sports, music, art, sewing, recorder playing and opportunities to learn French. The pupils have access to the Internet and they use this effectively as a source of information in Years 3-6. Links with the wider community have included, in recent years, visits to a local Heritage Museum, Brighton Aquarium, the Theatre at Milton Keynes, Mead Open Farm, the Science Museum in London and the Isle of Wight for residential adventure trips for Year 5 and 6 pupils.

p.17

STUDENTS?

31. The school has established good links with the local community and taps this resource to enrich the curriculum. The local police constable comes into the school to talk to pupils in Year 1-2 about personal safety, the vicar conducts the special services at Harvest and Lent, health workers contribute to health education, a member of the Fire Service introduces the pupils to fire risks and procedures, and members of the local community enjoy participating in lessons. During the inspection, an adult connected with the school dressed as Florence Nightingale joined a Year 2 history lesson. ‘Three Counties Radio’ visited the school to broadcast extracts from the pupils’ Christmas production. The pupils have also visited the local Anglican church and other places in the village, such as the allotments, where they discussed growing plants with one of the gardeners.

p.17

STUDENTS?

32. The neighbourhood cluster of small primary schools meet regularly and co-operate on a range of activities, including sporting and dance events. A successful music festival was jointly organised recently by the group. The Year 5 and 6 pupils attend a local secondary school for an information and communication technology session. The pupils progress to a number of different secondary schools. Effective transition arrangements are made in all cases. Pupils and parents are invited to open days at all the secondary schools and teachers from the secondary schools visit Flamstead School. Once places are confirmed, the pupils’ records, including their levels of attainment, are transferred to promote continuity.

p.17

STUDENTS?

33. The provision for pupils with special educational needs is good. Statutory requirements are met for pupils with Statements of Special Educational Needs. Pupils are fully involved in the school’s activities. Their needs are identified in the reception class or on entry to Year 1 and this means that they are given good support from the beginning. Pupils with special educational needs have appropriate individual educational plans although the quality of the targets set for pupils is variable throughout the school. Staff have a good understanding of pupils’ needs and match the work well to pupils’ ability, particularly in English and mathematics. Weekly support sheets are used well by teachers and classroom assistants to record pupils’ progress towards targets. Tracking of pupils’ progress is good and pupils in Years 5 and 6 who are identified as making insufficient progress are well supported by additional literacy and numeracy initiatives.

p.17

STUDENTS?

34. The overall provision for the pupils’ personal, including spiritual, moral, social and cultural, development is very good: another improvement since the last inspection. Provision for the pupils’ spiritual development is satisfactory. There is a quiet area for reflection in the grounds which is very pleasant. Assemblies meet statutory requirements for collective worship and provide good opportunities for the older pupils to care for their younger team members. They also provide quiet moments of reflection about concepts such as ‘Love’. The personal, social and health education programme makes a good contribution to the pupils’ developing self-awareness. Years 3 and 4 are currently exploring the worth of the individual, identifying positive features about themselves. The school’s reward system promotes self-esteem and occasional moments of wonder in music and dance were observed but, for the most part, the curriculum does not provide opportunities for the

p.17

STUDENTS?

Flamstead - 18 pupils to stop, reflect and express their amazement at the enormity, creativity, possibilities and understanding of the world about them.

p.18

STUDENTS?

35. Provision for the pupils’ moral development is very good. The school promotes the values of right and wrong; of honesty and respect. These are consistently applied across the school. Themes for assemblies emphasise moral issues. The pupils are encouraged to contribute to the school’s rules and they modify their behaviour to meet the school’s high expectations. Circle time provides an effective medium for discussions of moral issues.

p.18

STUDENTS?

36. Provision for the pupils’ social development is excellent. The school functions as a democratic community. Self-awareness, respect and responsibility permeate the life of the school. The supportive relationships throughout the school make it easy for pupils to speak openly about their feelings and, in turn, to respect the feelings of others. Principles agreed in assemblies and ‘circle time’ are practised by the pupils in the dining hall, in the playground and in classes.

p.18

STUDENTS?

37. Provision for the pupils’ cultural development is good across the curriculum and teachers take opportunities to make cross-curricular links in order to extend the pupils’ cultural understanding. In recent years the school has made considerable efforts to broaden the pupils’ experience of a wide diversity of cultures. Displays throughout the school are used to promote multi-cultural awareness. Music from all parts of the world – recently, Cuba, Brazil and Zimbabwe - is played as the pupils come into assembly and is then used as a focus for discussion of other cultures. Last year a very successful Dance Day featuring multi-cultural dance and poetry was held in conjunction with other local schools. The religious education curriculum enables the pupils to explore a range of faiths and pupils in Years 3-6 are enthusiastic to learn about other cultures in their history lessons. The school has also established a link with a school in Lusaka whose headteacher visited Flamstead

p.18

STUDENTS?

to talk about life in Zambia and the pupils have exchanged letters. All these opportunities contribute positively to pupils’ cultural development.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

38. The school’s procedures for child protection and for ensuring the pupils’ welfare are very good overall, which is another improvement since the last inspection. The support for the pupils’ personal welfare is very good, reflecting the family ethos which is evident throughout the school. All members of the school community contribute to the friendly, sharing and secure environment. This means that the pupils feel confident, safe and happy; which makes a positive contribution to their achievements. With one exception, all procedures relating to health, welfare and safety are in place, including the storing of medicines, maintenance of registers, fire drills, accident book and first aid arrangements. The exception is the need, which the school is aware of, to arrange First Aid training for some staff members because their certificates need to be renewed. There has not been any serious accident in the school. The school maintains good relations with social services.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

There is a comprehensive and very effective personal, social and health education curriculum across the school which emphasises healthy living.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

39. The school monitors and supports the pupils’ personal development closely. Most problems are resolved quickly and effectively by the class teachers. When a pupil behaves really inappropriately s/he is seen by the headteacher with a parent and targets for improvement are agreed. These are recorded. Such incidents are rare. Teachers know the pupils and their families very well. Families find it easy and comfortable to turn to the school for help. All members of staff provide very good role models in their warm relationships with the pupils. Teachers use praise well to enhance pupils’ self-esteem and confidence. The pupils grow in self-confidence through the school. Their team meetings and School Council play a significant part in this. Assemblies emphasise appropriate moral and social values and are celebratory, community occasions. The calm, supportive atmosphere that the school creates gives the pupils a secure sense of belonging and

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

encourages them to work co-operatively, both within and outside the classroom. The pupils are expected to – and do - take responsibility and use their initiative. The older pupils take good care of the youngest pupils. The team structure works very effectively in this respect. The School Council is outstanding in promoting pupil responsibility and leadership. Issues such as running in school or dropping food in the dining hall are discussed, solutions are agreed, sometimes after a Flamstead - 19 vote of all the pupils and teachers in the school, and the outcomes are monitored by the pupils and reported at the next meeting. Where there has been good improvement, this is celebrated with applause. The school has a comprehensive health and safety policy, backed by clear procedures. The governors work with the headteacher to ensure that hazards are identified and addressed. The pupils themselves are very aware of the importance of safe practices and are quick to report any

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

concerns. External agencies are involved without delay when required.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

40. The procedures for promoting and improving attendance are very good. There is systematic monitoring of absences. The school emphasises to parents the importance of continuity of attendance and has succeeded in achieving a zero level of unauthorised absence. Most of the school’s absences are due to families taking their children on holidays during term time, despite the school’s advice.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. The school is a small community committed to providing care, concern and respect for people, and this creates an atmosphere of mutual respect and trust. There is no bullying or other oppressive behaviour. The school is fully inclusive. The classes of mixed age groups are particularly effective in involving pupils in activities appropriate to their age and development. There is a positive and consistent approach to behaviour which is very effective. There are good systems in place to promote and celebrate good behaviour, good manners and other desirable attitudes by positive reinforcement, including awards and certificates. The pupils value these certificates which may be awarded for good work, behaviour, caring for others, sport, or doing more than expected or asked. They are presented at assemblies where they are celebrated. The older pupils capture these events with photographs and the certificates are sent home with an accompanying note for

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

parents explaining what their child has done to merit the award.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. The school has good procedures for assessing the attainment and progress of pupils and uses the information well to guide curricular planning. This represents a very good improvement since the last inspection when the school’s lack of assessment procedures was considered to be a key issue.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. The school makes regular assessments of the pupils’ attainment in all subjects. Teaching assistants and other adults in the classroom are fully involved in this process and provide valuable information to the teachers. The information from these assessments is carefully recorded and used effectively to ensure that activities meet the needs of all pupils, including higher attainers and those with special educational needs. The one exception is tasks are not always planned to meet the needs of higher attaining pupils in mathematics in Year 2. The information is also used to set targets for pupils, both individually and in groups. Although pupils know their own targets they are not yet fully involved in the setting of them. The school makes good use of a range of assessment procedures including standardised tests to supplement informal assessments made by class teachers. Assessment for pupils with special educational needs is good, ensuring that they

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

receive a programme of work which is well suited to their needs.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. The system for assessment and monitoring academic progress is used well throughout the school. Day-to-day assessment and monitoring is good and it is having a positive impact on standards. There is, however, no systematic tracking of skills in some areas of the curriculum, particularly in science, information and communication technology and design and technology.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. Procedures for assessing and tracking the progress of pupils with special educational needs have been recently introduced but are already being effectively implemented. Initial assessment is followed by the agreement of individual educational plans for pupils, in order to tailor learning and provision to their needs. Good systems are in place to assess the ongoing progress of pupils with special educational needs including weekly support sheets filled in by teachers and classroom assistants. Good use is made of local authority support agencies for some pupils identified as School Action Plus and for those with statements. Clear targets are set for these pupils and clear tasks within individual education plans ensure good progress towards these targets. Class teachers set targets and prepare individual education plans for other pupils with special educational needs and the quality of these is variable throughout the school. However, all teachers

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

have a good understanding of the individual needs of the pupils in their class and take account of Flamstead - 20 these well when planning lessons to match tasks appropriately to pupils’ needs. Individual education plans and pupils progress towards targets are reviewed termly or more frequently if unexpected issues arise. Reviews include comments by the teacher, parent and pupil so that pupils have a clear understanding of their own learning.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

46. Parents are very supportive of the school: another improvement since the last inspection. There is a very vigorous Parent Teacher Association (PTA), which raises a great deal of money which is used to enhance the school’s resources. The PTA is indicative of the strong parental commitment to supporting the school, as are the parent governors. At the time of the inspection there were 14 parents helping in the school with reading, cookery, sewing, computing and the library. This parental commitment has a significant influence on the pupils’ commitment to the school and their attainment and progress.

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

47. Fewer than two-thirds of the parents responded to the inspection questionnaire but these parents believe that their children like school, are taught well and make good progress. They consider that their children are expected to work hard and do their best, and are helped to become mature and responsible. They believe the school promotes positive attitudes. They find the school very approachable if they have a problem. They also say that behaviour in the school is good. Inspectors agree with this picture. There are two areas where some parents feel that the school could be better. Some parents feel that their children do not get the right amount of work to do at home. The view of inspectors is that the amount of homework is suitable. A few parents do not consider that the school provides an interesting range of activities outside lessons. Inspectors were impressed by the range of extra-curricular activities catering for a very wide range of

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

interests, particularly for such a small school.

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

48. The quality of information provided for parents is very good. Parents find it easy and comfortable to approach the school when they have questions or problems. The regular newsletters are informative and include details about the curriculum that the pupils in all classes will be following during the term. The prospectus sets out the school’s policies clearly. The governors’ annual reports to parents are comprehensive. The annual reports to parents on their children’s progress are also full and detailed. They are informative about levels of attainment, describe what the child knows and can do and set targets for improvement in the core subjects. This is a significant improvement since the last inspection.

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

49. The impact of parents’ involvement on the work of the school and their contributions to learning are good; some are outstanding. Apart from the parental help in classroom activities, parents contribute significantly to the many and varied after-school clubs: French, chess, athletics and football with others planned for the summer term. Most parents strongly support their children’s learning at home. The Reading Record Books provide a useful dialogue between home and school about pupils’ progress in reading. Some parents also take advantage of the opportunities provided by the Homework Diaries and annual reports to parents to write comments about their child’s development to the class teacher and the head teacher. The home-school agreement is currently being revised to include a section for pupils to become parties to it. Parents of pupils with special educational needs are fully involved in the ongoing assessment and review of their children’s

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

learning. They are invited to comment on the termly review of individual education plans and their child’s progress towards the individual targets set.

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

50. The overall leadership and management by the headteacher and key staff are good. The headteacher provides very strong leadership and the commitment she shows to raising standards in all aspects of the school’s work contributes very strongly to the very good improvement made since the previous inspection two years ago, where, in her second term in post, the school was judged to be underachieving. She has led the school forward successfully, taking responsibility for many initiatives herself as the school has suffered a significant turnover of staff. Three of the five teachers in post during the inspection are new this year. Consequently, although the co-ordination Flamstead - 21 of subjects is effectively shared between teachers, so addressing a weakness from the previous inspection, most co-ordinators have not been at the school for sufficient time for their enthusiasm and very strong commitment to continual improvement to impact positively on standards,

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

particularly in some of the foundation subjects.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

51. The commitment that all staff show to the inclusion of all pupils, regardless of background, contributes very strongly to the very good ethos of the school. All staff work well as a team and co- ordinators monitor planning, teaching and examine samples of work regularly. This contributes positively to the high standards. The role of co-ordinator for special educational needs is successfully undertaken by the nursery nurse. She provides good leadership. She has worked jointly with the headteacher for the past year and has taken over the role since September 2002. Reviews of pupils’ individual education plans and progress towards targets are well managed and the system has been recently improved to involve parents, pupils and class teachers in the review. The co-coordinator has put in place good systems of ongoing assessment for pupils with special educational needs and regularly monitors the completion and implementation of the individual

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

education plans. As a priority she now needs to evaluate the quality of the individual education plans and targets set by different teachers to raise the quality to the level of the best. A register of gifted and talented pupils has recently been begun and individual action plans for these pupils have been compiled. Appropriate systems and procedures to ensure good achievement by these pupils are not yet in place and are identified as an area for development.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

52. There are several reasons why the school is effective. The good quality of the teaching is a strong feature. The headteacher and co-ordinators monitor teaching well, both formally and informally and this contributes to the consistently good quality of teaching seen during the inspection. The excellent provision for personal and social development, which starts in the nursery and reception class, means that pupils have a mature sense of responsibility and show very positive attitudes to their work. Another reason is the way in which the school uses its funding to raise standards. The good number of classroom assistants in the small classes means that all pupils receive sufficient support. The provision for a regular ‘supply’ teacher for one morning each week enables pupils in Year 6 to be taught in their own year group in the mixed age class. The headteacher, class teacher and classroom assistant then work with individuals and small groups to give extra support.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

Inspection evidence shows that this is successfully raising standards.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

53. The school monitors and evaluates its performance very well. This is an improvement since the previous inspection, where a lack of monitoring procedures was identified. The results of statutory tests are analysed to identify areas for improvement. For example, it has already implemented several initiatives to raise standards in spelling and there is a stronger focus on data handling in mathematics. Close monitoring of the performance of individual pupils allows those who are struggling to meet their targets to be easily identified and offered the appropriate support. The school is aware that from assessment data it might appear that pupils are not making sufficient progress between the end of Year 2 and the end of Year 6. To address this it has developed systems to monitor this more closely. However, the year groups are small and mobility amongst the pupils is significant. For example, some higher attaining pupils leave at the end of Year 2 to

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

attend the local private school and others leave at the end of Year 4 to join the Middle school in the adjacent county. About one third of last year’s Year 6 pupils were not at the school in Year 2. It is also significant that the school admits pupils who have left other schools due to their behaviour difficulties.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

54. The governing body fulfils its responsibilities very well. They have a very good understanding of the work of the school and play a strong role in its development. Many have a background in education and their responsibilities are well matched to their areas of expertise. They show a very strong commitment to improvement as is illustrated in their recent initiative of a self review meeting. This meeting involved all staff and governors and resulted in a shared vision for the school. A system for monitoring the work of the school is well established and governors visit regularly and receive reports from co-ordinators to keep themselves informed. The governors have ensured that the many issues from the previous inspection have been very successfully addressed. For example, standards have risen, the curriculum has been re-organised, management roles are clearly Flamstead - 22 defined, the quality of teaching has improved significantly, and good assessment procedures have

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

55. The school makes good use of funds and resources made available to it. The school development plan has been well constructed to raise standards. Spending decisions focus on raising standards still further in mathematics, science and information and communication technology. Additional funds are used well to support pupils with special educational needs. Specific grants are used effectively for their intended purpose and resources, including the deployment of classroom assistants to support pupils with special educational needs, are used well. The governor with responsibility for special educational needs has a good understanding of the systems in place and the needs of the pupils and regularly monitors progress through review of the individual education plans. The school manages its budget carefully to provide a good number of classroom assistants, small classes for the younger pupils and extra support for pupils in Year 6. It also employs an

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

information and communication technology technician to solve hardware problems and provide support for staff. This generous provision is successful and impacts positively on the standards attained. The funds carried forward to next year are appropriately allocated to maintain the staffing level. The administrative staff manage the day-to-day accounts and office procedures well.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

56. The professional development of teachers is appropriately linked to the priorities on the school development plan and to individual needs. The school’s strategy for appraisal and performance management is good. All teachers and support staff have been appraised and their targets are monitored regularly. There are very good induction procedures for newly qualified teachers and, as a result, high standards of teaching were seen during the inspection from both the newly qualified teacher and the teacher who completed her induction year at the school last year. The school uses management information systems well to update assessment information. The school’s policy for the promotion of racial equality is apt. A comprehensive policy has been drawn up and is understood by all staff.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

57. The extent to which the principles of best value are applied is good. The governors compare standards and consider all options before making spending decisions. They seek the views of parents and staff on a wide range of issues. There is a good match of teachers and support staff to meet the demands of the curriculum and all adults share the whole school ethos of valuing each individual and the inclusion of all pupils regardless of their background, race or special educational needs.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

58. The accommodation is satisfactory overall. The classrooms are small; particularly for the youngest children. A designated play area for the reception class has been fenced recently and is due to be resurfaced shortly to improve provision for these children. Resources are satisfactory overall with strengths in physical education, science and information and communication technology. They are generally well used. However, little use was made of the computers during the inspection. Flamstead - 23

p.22

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In order to raise standards still further, the headteacher and the governing body should now address the following in their action plan:

p.23

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Raise standards in design and technology by the end of Year 2 and Year 6 by *: o giving the subject a higher priority in the curriculum; o identifying the skills to be taught in the subject and ensuring that pupils have sufficient opportunities to develop these skills steadily and systematically as they move through the school. (See paragraphs 5-6, 27, and 100-105)

p.23

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) Raise standards in mathematics at the end of Year 2 by*: o ensuring that tasks are always planned to meet the needs of higher attaining pupils; o ensuring that pupils use and explain a range of different strategies to solve mathematical problems. (See paragraphs 16, 20, 24, 27, 29, 43, 84 and 86)

p.23

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In addition to the key issues above, the following less important weaknesses should be considered for inclusion in the action plan: o Improve the quality and consistency of individual education plans for pupils with special educational needs by using best practice to ensure that all targets are clearly focused and measurable. (See paragraphs 23, 33, 45 and 51) o Maximise the use of computers in lessons across the curriculum.* (See paragraphs 21, 78, 87 and 120 ) o Improve provision for spiritual development by providing more opportunities for pupils to reflect on the world around them. (See paragraphs 34 and 132 )

p.23

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

* The school has already identified these areas as in need of improvement. Flamstead - 24

p.23