Other · Ofsted report

Tunstall Church of England (Aided) Primary School

Inspected — · published 10 Sept 2003 · URN 118735

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118735

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+71Very positivemore positive than 69% of reports of this type

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Praisevery welleffectivelyexcellentmake good progresseffectivevery effectiveimprovedgood progress

Criticismweaknesseslackinsufficientlimitedconcerninadequateweakerweakness

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FindingsAbout the inspectionWhat needs to improve positive critical

Findings16602w+71
What needs to improve1089w+65

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Pages: 44
Words of findings: 17,463; longer than usual (typical 1049)
Reading level: Hard; Flesch 47, typical 45
Average sentence: 18 words
Next steps: 8; typical 5
Hedged sentences: 7%; “some”, “not always”, “most”…

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Findings 91%What needs to improve 6%About the inspection 3%

Full report text

SCHOOL

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

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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. Tunstall Church of England Primary School - 3

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INFORMATION ABOUT THE SCHOOL

Type of school: Infant and junior School

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INFORMATION ABOUT THE SCHOOL

School address: Tunstall Sittingbourne Kent Postcode: ME9 8DX

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr Lee Rutter

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: April 2001 Tunstall Church of England Primary School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities 18175 B Mahoney Registered inspector Foundation Stage English as an additional language Science Music What sort of school is it? The school’s results and achievements How well are pupils taught? How well is the school led and managed? What should the school do to improve further? 10049 M McCarthy Lay inspector Educational inclusion Pupils’ attitudes, values and personal development How well does the school care for its pupils? How well does the school work in partnership with parents? 2433 I R Bennett Team inspector English Information and communication technology Geography Physical education How good are the curricular and other opportunities offered to pupils?

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INFORMATION ABOUT THE INSPECTION TEAM

22778 A Shannon Team inspector Mathematics Art and design Design and technology History Pupils with special educational needs Tunstall Church of England Primary School - 5 The inspection contractor was:

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INFORMATION ABOUT THE INSPECTION TEAM

PkR Educational Consultants Ltd 6 Sherman Road Bromley Kent BR1 3JH

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INFORMATION ABOUT THE INSPECTION TEAM

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

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INFORMATION ABOUT THE INSPECTION TEAM

The Complaints Manager Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Tunstall Church of England Primary School - 6

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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

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HOW HIGH ARE STANDARDS? 11

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

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AREAS OF THE CURRICULUM, SUBJECTS AND COURSES 29

Tunstall Church of England Primary School - 7

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INFORMATION ABOUT THE SCHOOL

Tunstall Church of England Aided Primary School is smaller than most other primary schools. Pupils are drawn from the village of Tunstall, near Sittingbourne, and the surrounding area and the school caters for pupils aged four to eleven. Pupils’ attainment on entry to the school is above the national average overall, but with some variations from year to year. At the time of the inspection 205 pupils were on roll, with about the same number of boys and girls. Currently, 22 per cent of pupils have special educational needs, including two per cent of pupils who have statements of special educational needs. Both figures are broadly in line with the national average. One pupil speaks English as an additional language, which is low when compared with the national average. Two per cent of pupils are eligible for free school meals, which is below the national average. Denominational worship and religious education are being inspected

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HOW GOOD THE SCHOOL IS

This is a good school with many good and very good features. From a broadly above average starting point and through good teaching, very effective pastoral care and a good curriculum, pupils make very rapid progress and, overall, reach standards that are well above average in English and mathematics by the time pupils leave the school. Pupils’ attitudes to school, their behaviour and their personal development are very good and are strengths of the school. The leadership and management of the headteacher and senior staff are very good, with a shared commitment from staff and governors to raise standards. The school provides good value for money.

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HOW GOOD THE SCHOOL IS

What the school does well • Standards are very good in English and mathematics by the time pupils leave the school. • The headteacher and key staff provide very good leadership and management. They are well supported by all staff and governors. • The quality of teaching is good across the school, and this has a good effect upon the standards achieved by pupils. • Provision for pupils’ spiritual, moral, social and cultural development is very good and this effectively fosters pupils’ very good attitudes to learning, very good behaviour, very good personal development and excellent attendance. • The school cares for its pupils very well. Pupils’ academic performance and personal development is very well monitored, and the school makes very good use of assessment information to guide curricular planning.

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HOW GOOD THE SCHOOL IS

What could be improved • Aspects of the school’s accommodation. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has responded well to recommendations for improvement at the time of the last inspection in April 2001 and has made good progress since then. Standards have risen in the core subjects of English, mathematics and science. The quality of teaching and learning has improved. The quality of leadership by the headteacher since her appointment in September 2002, and the establishment of an effective school management team, are very good. Governors now have a much clearer understanding of the school’s strengths and weaknesses, and take an active role in shaping the educational direction of the school. Standards in information and communication technology (ICT) have improved well and are now satisfactory. However, provision is restricted by weakness in the school’s accommodation and this limits pupils’ learning. The school has worked hard to raise pupils’ awareness of the culturally and ethnically diverse society that they live in and the provision for pupils’ cultural development is now very

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Tunstall Church of England Primary School - 8 good. Child protection procedures are clearly established and well understood by all staff. Higher- attaining pupils are identified through very effective assessment procedures and these pupils make very good progress. There are good resources for learning, particularly for English, art and design and music that were unsatisfactory at the last inspection. The school now has an additional mobile classroom, but aspects of the school’s accommodation, including provision for physical education, ICT, outdoor hard play areas, ventilation and heating in some classrooms and a small car parking area for staff and visitors remain a concern, and these provide some limitations on pupils’ learning.

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STANDARDS

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

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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

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

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STANDARDS

The table above shows that in the National Curriculum tests for 2002 for pupils in Year 6, standards were very high and within the top five per cent nationally in English and mathematics when compared both with all schools and with schools where a similar proportion of pupils is entitled to free school meals. Standards in science for these pupils were well above average when compared with all schools, and were above average when compared with similar schools. Higher-attaining pupils achieved very well with a larger proportion than usual reaching the higher Level 5 in English and mathematics, and with some pupils achieving the higher Level 6 in both subjects. The school’s thorough analysis of test data and a clear focus on areas for improvement have helped to raise standards. The overall trend in standards in English, mathematics and science has risen since the last inspection. In the National Curriculum tests

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STANDARDS

for 2002 for pupils in Year 2, standards were above the national average in reading, and broadly in line with the national average in writing and mathematics when compared with all schools. When compared with similar schools, standards in reading were broadly in line with the national average, but were well below average in writing and mathematics. National Curriculum teacher assessments in science for Year 2 pupils showed that all pupils achieved the average Level 2, but insufficient numbers of pupils achieved the higher Level 3 than nationally. Higher-pupils achieved very well in reading with a larger proportion than usual reaching the higher Level 3. Standards for Year 2 pupils have fallen since the last inspection, but inspection evidence indicates that this group of pupils that is now in Year 3 has a significantly high percentage of pupils with special educational needs, including a few with challenging behaviour, and this

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STANDARDS

led to the fall in standards in 2002. The present Year 2 pupils are likely to achieve better results, although national comparative data is not yet available. The introduction of the National Literacy and Numeracy Strategies and the good quality of teaching have had a significant impact on standards overall.

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STANDARDS

Attainment on entry to the school is broadly above average, with some variations from year to year. Children attain well in the reception class and broaden and consolidate their learning in all areas of development. Inspection findings judge that pupils in Year 2 attain well overall. They attain standards that are above expectations in English, mathematics, science, history and physical education. Standards for these pupils are broadly in line with expectations in ICT, art and design, design and technology, geography and music. Inspection findings judge that pupils in Year 6 attain very well overall. They attain standards that are well above expectations in English and mathematics. Standards for these pupils are above expectations in science, geography, history and physical education. Standards are Tunstall Church of England Primary School - 9 broadly in line with expectations in ICT, art and design, design and technology and music. Challenging

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STANDARDS

targets are set for year groups and individuals. No significant variations were observed in the performance of boys and girls. Pupils with special educational needs achieve well and higher-attaining pupils achieve very well in relation to their prior attainment.

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Very good. Pupils enjoy coming to school because they know that they are valued. They want to learn and work hard.

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PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Very good. The school is orderly, friendly and supportive. Pupils are helpful, polite and courteous.

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Very good. Pupils use their initiative and act responsibly. They get on very well together and with all adults in school.

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PUPILS’ ATTITUDES AND VALUES

Attendance Excellent. Pupils are keen to attend school and the school has excellent procedures for monitoring attendance.

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PUPILS’ ATTITUDES AND VALUES

Pupils’ very good behaviour and their very positive attitudes contribute to the calm and purposeful school environment.

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TEACHING AND LEARNING

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

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TEACHING AND LEARNING

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

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TEACHING AND LEARNING

The quality of teaching is good and leads to good learning. This is a significant improvement since the last inspection. Children in the reception class learn well as a result of good teaching. English and mathematics are taught consistently well in all classes. Literacy and numeracy skills are very well taught and this contributes to the good quality of pupils’ learning. In well-taught lessons throughout the school, teachers have high expectations of what they expect pupils to learn. They ensure lessons are interesting and extend pupils of all abilities with skilful questioning and work that is well matched to their particular needs. In the very small number of less successful lessons, weaknesses were due to the inappropriate match of work to pupils’ needs and weaker behaviour management. Pupils with special educational needs are helped to make good progress. Higher-pupils receive effective teaching and

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TEACHING AND LEARNING

achieve very well in relation to their prior attainment. Pupils’ learning overall is enhanced by their interest and concentration and their ability to work independently.

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OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum Good. The quality and range of learning opportunities are good and meet statutory requirements and are enhanced by a very good range of extra- curricular activities. Provision for pupils with special educational needs Good. Pupils are identified at an early stage and good support is provided.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ Very good. Pupils’ personal development is a high priority for the school. Tunstall Church of England Primary School - 10 personal, including spiritual, moral, social and cultural development

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils The school provides very good care for its pupils. Procedures for assessing pupils’ work, to guide curricular planning and to monitor pupils’ progress, are very good.

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OTHER ASPECTS OF THE SCHOOL

The school has a very good partnership with parents and has excellent procedures for monitoring and improving pupils’ attendance.

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HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and management by the headteacher and other key staff Very good. The headteacher and key staff have very good leadership and management skills and they are well supported by staff.

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HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities Good. Governors are very supportive of the work of the school and understand the school’s strengths and weaknesses.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance Very good. The school has clear and very effective procedures for evaluating its performance.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources The school makes good use of available resources.

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HOW WELL THE SCHOOL IS LED AND MANAGED

There is a very good match of teachers and support staff to meet the demands of the curriculum. Learning resources are good. However, the school provides unsatisfactory accommodation overall. Despite the school’s efforts to make best use of the accommodation, the hall, playground and some classrooms are too small for the school’s needs, together with inadequate parking facilities. The school is in discussion with various bodies in an attempt to resolve the many complex issues that presently preclude an amicable solution. Inspectors feel that the unsatisfactory elements of the accommodation prevent pupils from learning satisfactorily.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

• The school has high expectations of pupils. • The school is well led and managed. • Pupils like coming to school. • The teaching is good. • Parents feel comfortable in approaching the school with questions or a problem. • No significant concerns were raised. Tunstall Church of England Primary School - 11

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The school’s results and pupils’ achievements

1. Pupils start in the reception class with levels of attainment that are broadly above those expected for their age, although there are some variations in attainment from year to year.

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The school’s results and pupils’ achievements

2. National Curriculum tests for 2002 for pupils in Year 2 show standards that were above the national average in reading and in line with national averages in writing and mathematics. When compared with similar schools, standards were in line with the national average in reading, yet well below in writing and mathematics. The percentage of pupils achieving the higher level (Level 3) was above average in reading, but below it in writing and mathematics. The school identified this group of pupils as weaker than usual, because of the high number of pupils with special educational needs.

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The school’s results and pupils’ achievements

3. National Curriculum test results in 2002 for Year 6 pupils show results that were very high in English and mathematics, in the top five per cent nationally, and well above the national average in science. When compared with similar schools, standards were very high in English and mathematics and again in the top five per cent nationally, and above average in science. The number of pupils achieving the higher levels (Levels 5 and 6) was well above the national average in English and mathematics and broadly in line with national averages in science.

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The school’s results and pupils’ achievements

4. Trends over time for pupils in Year 2 indicate one of improvement in reading, writing and mathematics until 2001. However, standards in these subjects fell sharply in 2002, due to the composition of that year group of pupils. Trends over time for pupils in Year 6 have shown overall improvement in English, mathematics and science since 1998, with standards falling sharply in English in 2000, yet all subjects showing improvement from 2001.

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The school’s results and pupils’ achievements

5. Inspection evidence indicates that, from a mostly above average starting point, pupils achieve very well overall. The improvements in the quality of teaching and learning and the attention given to identifying areas of weakness also contribute to pupils’ good achievements.

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The school’s results and pupils’ achievements

6. In English, inspection evidence indicates that standards attained by pupils are above expectations in Year 2 and well above expectations in Year 6. Literacy skills are used well across the curriculum. Pupils’ progress in speaking and listening is good. Pupils are given many opportunities to speak in class and to offer their opinions on a range of topics in many subjects. Pupils’ progress in reading is also good. Pupils take an interest in reading and improve their skills effectively. Their skills are developed through the good teaching they receive in literacy lessons. Writing is also well taught in other subjects across the curriculum.

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The school’s results and pupils’ achievements

7. In mathematics, inspection evidence indicates that standards attained by pupils are above expectations in Year 2 and well above expectations in Year 6. Very good progress is made by all pupils as they move through the school, including higher- attaining pupils. Numeracy skills are used well across the curriculum.

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The school’s results and pupils’ achievements

8. In science, standards attained by Year 2 and Year 6 pupils are above national expectations. Pupils throughout the school make good progress. Pupils show a good Tunstall Church of England Primary School - 12 understanding of the concept of a fair test, test their predictions and record their results successfully. Pupils attain a good scientific vocabulary.

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The school’s results and pupils’ achievements

9. In ICT, standards attained by pupils in Year 2 and Year 6 are in line with expectations, and standards have improved since the last inspection. The school has made considerable improvements in both resources and accommodation for ICT, pupils’ progress is still hindered by problems of accommodation.

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The school’s results and pupils’ achievements

10. Standards attained by pupils in Year 2 are above national expectations in history and physical education. Standards are in line with expectations in art and design, design and technology, geography and music. Standards attained by pupils in Year 6 are above expectations in geography and history and physical education. Standards are in line with expectations in art and design, design and technology, and music.

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The school’s results and pupils’ achievements

11. Recent improvements in the planning of work, as well as the teaching of key skills, have ensured that pupils of all abilities are making good progress throughout the school. Higher-attaining pupils and those who are gifted and talented are effectively identified and challenged in most lessons. These pupils make good progress and this is an improvement since the last inspection. There were no observable differences in the attainment and progress made by girls and boys during the inspection.

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The school’s results and pupils’ achievements

12. The headteacher, staff and governors are very well aware of the school’s strengths and areas for development, and set challenging targets for year groups and individual pupils. Good progress is made towards achieving these targets and 2002 targets in English and mathematics were met.

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The school’s results and pupils’ achievements

13. All pupils with special educational needs make good progress in relation to the targets set for them in their individual education plans and some make very good progress, achieve their targets and are removed from the register. They have good attitudes to the school and work hard during lessons.

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Pupils’ attitudes, values and personal development

14. Pupils are very eager to come to school and take pleasure in its pleasant and challenging atmosphere. Their attitudes to the school are very good. They work hard and join fully in school life. Formal and informal discussions with pupils showed that they were proud of their school and appreciated the help and opportunities it offered them in making good academic progress and expanding their potential through its wide range of extra-curricular activities. Pupils show great respect for the school’s environment and respond cheerfully and co-operatively to the teaching and support staff. They appear very well motivated and the encouragement of a dedicated school team nurtures this. These measures are clearly effective in its drive for higher academic standards, together with the development of enterprise and constructive relationships with others. Pupils from the school council talked enthusiastically about

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Pupils’ attitudes, values and personal development

their school, their teachers and their role as members of the council. They were also excited about the wide range and quality of the school’s clubs that were all well supported by pupils.

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Pupils’ attitudes, values and personal development

15. Pupils’ behaviour, both in lessons and around the school, is very good. They are attentive and well focused in class and respond well to their teachers and learning support assistants. A firm and clear behaviour code ensures a generally agreeable atmosphere in which pupils feel safe and make good progress. Lunch and other break- times are orderly and harmonious, despite the limited play area, with little need for the intervention of supervising staff. Pupils are courteous and keen to enter into Tunstall Church of England Primary School - 13 discussions about their school and, in Year 6, their responsibilities regarding the reception class. No bullying or other anti-social behaviour was observed during the inspection. A friendship bench where pupils can sit in moments of uncertainty and attract the attention of other pupils or a supervisor has proved a valued innovation. 16. Pupils’ attendance is excellent. The attendance rate and the authorised and

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Pupils’ attitudes, values and personal development

unauthorised absence figures are better than the national average. This commendable statistical information, together with the impressive punctuality of pupils at the start of school and at lessons, make this a notable feature of the school. At the time of the inspection, there were no permanent or fixed-term exclusions.

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Pupils’ attitudes, values and personal development

17. Personal development is central to the school’s philosophy of raising the aspirations of its pupils and developing their self-confidence and decision-making skills. Circle time, a considered reward policy, a tradition of support and encouragement within a thoughtful discipline code come together to sustain and promote this ethos. The school has recently introduced a school council, with members being elected by their peers from each year group. This has proved a popular and effective body and the realisation of many of its suggestions has given it early credibility. Discussions with members show that they value this forum both as a means of achieving things that benefit them practically as well as giving them the opportunity to develop their organisational and speaking skills. Pupils are also actively involved in charitable fund raising and have collected a substantial sum for their nominated charities, including

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Pupils’ attitudes, values and personal development

£1000 for the charity Children with Leukaemia.

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Pupils’ attitudes, values and personal development

18. Year 6 pupils also have the responsibility for the care and behaviour of reception class pupils in many situations, such as assembly and break-times. They value this opportunity to develop and learn key citizenship skills and express mature opinions concerning these duties.

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Pupils’ attitudes, values and personal development

19. Overall, the school sets high expectations of all pupils, including those with special educational needs, and successfully implements policies to achieve them. The school ensures that all pupils are fully included in the life of the school, and all pupils have full access to the curriculum. The outcome is that pupils’ very good attitudes clearly reflect the commitment and effort the school has made in this matter.

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HOW WELL ARE PUPILS TAUGHT?

20. The quality of teaching and learning is good overall and has improved since the last inspection, when there was some unsatisfactory teaching. A significant amount of very good and excellent teaching was observed during the inspection. The appointment of a new headteacher has led to rapidly increased expectations throughout the school. The quality of teaching and learning is monitored effectively by the headteacher and senior staff, and particularly in English, mathematics and science. No significant differences in the learning of girls and boys were observed.

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HOW WELL ARE PUPILS TAUGHT?

21. The quality of teaching and learning is consistently good for pupils in the reception class. It is very good in English and mathematics and good in science, art and design, history, design and technology, music and physical education for pupils in Years 1 to 6. The quality of teaching and learning in ICT is satisfactory for pupils in Years 1 and 2 and good for pupils in Years 3 to 6. The quality of teaching and learning in geography for pupils in Years 3 to 6 is good, but there was insufficient evidence to make a judgement about the quality of teaching and learning in Years 1 and 2. One unsatisfactory lesson was observed. Tunstall Church of England Primary School - 14 22. Lesson planning is of very good quality across the school. This work is effectively monitored and supported by subject co-ordinators and senior staff, particularly in English and mathematics. As a result, there is steady progress across year groups,

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HOW WELL ARE PUPILS TAUGHT?

which effectively meets the learning needs of all pupils.

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HOW WELL ARE PUPILS TAUGHT?

23. Teachers’ expectations of pupils’ work and behaviour are high and pupils respond well to the challenges that they are given. Effective behaviour management strategies in most classes are another reason why the quality of teaching and learning is mostly good or better across the school. Pupils are well known by their teachers, are clearly aware of rewards and sanctions and want to give of their best. It is a strong feature of the school that all teachers know pupils’ strengths and what they need to do to improve.

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HOW WELL ARE PUPILS TAUGHT?

24. In the most successful lessons observed, teachers explained at the beginning what pupils were going to learn and reinforced this effectively throughout the lesson. A thorough review at the end of most lessons ensured that pupils make good gains in their learning. A common feature in many of the good and better lessons observed was the use of challenging questions to extend learning.

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HOW WELL ARE PUPILS TAUGHT?

25. In the very small number of less successful lessons, weaknesses were due to the inappropriate match of work to pupils’ prior attainment and weaker behaviour management strategies.

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HOW WELL ARE PUPILS TAUGHT?

26. The consistently good or better teaching makes a significant impact on the good progress made by all pupils. Teachers have very good subject knowledge and use support staff well. Questioning techniques are used effectively; for example, in a science lesson about electrical circuits, very good probing questioning and a good pace resulted in good progress for all pupils.

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HOW WELL ARE PUPILS TAUGHT?

27. Information and communication technology is used appropriately as a tool to enhance teaching and learning across the curriculum, although this is sometimes inhibited by a lack of accommodation and resource difficulties. There is an appropriate balance between the direct teaching of skills and the application of their use. Although ICT is used effectively to extend pupils’ learning in some subjects, such as English and mathematics, it is not used consistently across all subjects.

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HOW WELL ARE PUPILS TAUGHT?

28. Teachers show very good understanding and application of the National Numeracy and Literacy Strategies. Teachers are successful in matching their questions to the needs of individuals in whole-class sessions. This contributes positively to the quality of learning and standards attained. Other strengths in the quality of teaching include well- focused teaching, based upon good subject knowledge. Lessons proceed at a brisk pace and include a variety of well-planned activities. Pupils listen and behave well during lessons. When the teaching is particularly good, skilful questioning and good use of support staff ensure that pupils learn well. Higher-attaining pupils, including those who are gifted and talented, are also challenged appropriately in most lessons.

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HOW WELL ARE PUPILS TAUGHT?

29. The quality of marking is consistently very good across the school and is a significant strength. There were many examples of marking of high quality, with detailed, constructive comments to help pupils to improve. Teachers make very good use of on- going assessment during lessons; for example, through perceptive questioning. Key vocabulary to be used and explained to pupils is clearly identified in the best lessons. Tunstall Church of England Primary School - 15 30. Learning support staff make a good contribution to the effectiveness of most lessons. These staff are mostly appropriately briefed, involved in planning and also know pupils well.

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HOW WELL ARE PUPILS TAUGHT?

31. The use of homework is good throughout the school and complements school work effectively. Reading books are taken home regularly and reading records indicate a good working partnership between teachers and parents. There are many examples of pupils using homework effectively to extend their learning in a variety of subjects across the curriculum.

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HOW WELL ARE PUPILS TAUGHT?

32. Pupils with special educational needs are given good support by the special educational needs co-ordinator and learning support assistants. All have good relationships with the pupils. They offer unobtrusive but effective support and as a result pupils make good progress. Lower-attaining pupils receive support in lessons from classroom assistants who help them develop their spelling and reading skills.

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PUPILS?

33. The quality and range of learning opportunities offered to pupils are good throughout the school. There has been some improvement in provision since the last inspection, although generally improvement has not been fast enough, inhibited by the constraints imposed by the unsatisfactory accommodation and rising pupil numbers. Good attention has been given to ensuring that pupils build progressively on their skills.

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PUPILS?

34. The curriculum for children in the reception class takes account of the required areas of learning for children of this age and is good. It puts a strong emphasis on the teaching and learning of literacy and numeracy. Overall, curriculum provision throughout the school is broad, balanced and relevant, and meets statutory requirements. It provides a good basis for the next stage of pupils’ education.

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PUPILS?

35. There is a very good range of extra-curricular activities to enrich pupils’ learning. Sports teams frequently play against other schools. Both boys and girls play football. Teachers ensure that learning opportunities are enhanced by visits to museums and other places of interest. Older pupils participate in residential visits and have opportunities to pursue adventurous activities. Visiting musicians and artists offer pupils the opportunity to experience a wide range of interesting activities.

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PUPILS?

36. The school has adapted its policies and schemes of work, making appropriate use of national guidance. The National Strategies for Literacy and Numeracy have been implemented very effectively, leading to improvement for all pupils. The teaching of literacy and numeracy skills is very good across the curriculum.

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PUPILS?

37. Planning provides a very good framework, showing what pupils will learn throughout their years in school and in particular year groups. The time allocated for some subjects is inconsistent across the school. This is mainly due to the pressures caused by the recent rise in the school roll, leading to split playtimes because of the lack of adequate playground space. While it is satisfactory overall, there are some weaknesses in provision for ICT because of the lack of space.

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PUPILS?

38. Everyone is made to feel welcome and fully included in all the school’s activities; staff put much of effort into maintaining a caring ethos. School resources and access to the curriculum are distributed equitably. Pupils are valued for themselves. Pupils with Tunstall Church of England Primary School - 16 disabilities are well integrated into the life of the school; they are fully included in all aspects and are catered for well.

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PUPILS?

39. The school makes good provision for pupils with special educational needs. Procedures are well organised. The requirements of the New Code of Practice for special educational needs are fully met and pupils’ individual education plans are effective and contain appropriate targets for improvement. There are many initiatives used to support pupils; for example, the additional literacy provision. The school ensures that there is full inclusion for the pupils on the special educational needs register.

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PUPILS?

40. The provision for pupils’ personal, social and health education is very good. Sex education is taught effectively and pupils are made aware of the uses and dangers of drugs. Health education is taught as part of the science and physical education curriculum; for example, the importance of exercise and what constitutes a healthy diet. Younger pupils are taught road safety and they show appropriate knowledge and understanding of the safety issues involved. The use of circle-time allows pupils to discuss issues related to their personal development and to reflect on the impact of their actions on others.

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PUPILS?

41. There is a good range of visitors to school, including members from the local church. The school has encouraged visits from individuals and groups who represent other faith or ethnic groups to enhance pupils’ understanding of life in a multicultural society.

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PUPILS?

42. Relationships with partner institutions are very good. There are good links with the local secondary schools, which support the transfer of pupils effectively, including those with special educational needs. Resources are exchanged and teachers from the secondary schools and a local Beacon School have supported the school effectively to improve the provision in a range of areas.

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PUPILS?

43. Provision for pupils’ spiritual, moral, social and cultural development is very good. There has been very good improvement in the provision for cultural development and good improvement in pupils’ spiritual, moral and social development since the last inspection.

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PUPILS?

44. Provision for pupils’ spiritual development includes useful opportunities to explore the values of others through stories. Pupils’ own ideas are valued when they talk about things that are important to them. Assemblies are Christian-based and enable pupils to recognise God as a higher being.

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PUPILS?

45. Provision for pupils’ moral development enables pupils to recognise the difference between right and wrong. Honesty, fairness and a respect for the truth all feature in discussions between adults and pupils. All classes have discussed rules to make their learning environment a good place for all. Behaviour is dealt with effectively and consistently.

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PUPILS?

46. Provision for pupils’ social development is well enhanced by encouraging pupils to take responsibility for carrying out a range of jobs around the school, such as monitors in the playground. Pupils are caring and helpful to those who have special educational needs. These all contribute towards the effectiveness of pupils’ social development.

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PUPILS?

47. Provision for pupils’ cultural development includes teaching about pupils’ own traditions and customs as well as some from around the world. Educational visits to historical sites effectively broaden pupils’ perspectives. The visits by representatives of other Tunstall Church of England Primary School - 17 faiths or ethnic minorities have enhanced the curriculum and help pupils to understand what it is to live in a multicultural society. In all classrooms, there are displays reflecting other faith beliefs and customs and the school has recently held a French Day when pupils explored the language, traditions and customs of the country. This was well supported by parents who provided French artefacts and products.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. The school makes very good provision for the care and welfare of its pupils and this is a very good improvement since the last inspection. The teaching and support personnel form a cohesive team that has a thorough understanding of the educational development and emotional needs of pupils. This detailed knowledge and level of care ensure that each pupil has a secure and trusting relationship with one or more adults within the school. Meetings with pupils confirmed their awareness of the support, advice and guidance available to them and their confidence in approaching their teachers and other members of the school’s staff over matters of concern.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

49. The school has a warm and friendly feeling that is highly valued by pupils, staff and parents. The bond between pupils and staff noticeably underpins the secure and caring environment that is central to the ethos of the school. A detailed knowledge of pupils’ individual circumstances is apparent and the school uses this well to create an inclusive atmosphere.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

50. A well-structured child protection policy follows local authority guidelines and is a significant improvement since the last inspection, when it was judged to be unsatisfactory. The deputy headteacher is the named person and he is experienced and fully trained in the appropriate procedures. He is fully aware of concerns in relation to child protection issues and regularly updates the staff on policy matters and has regular contact with other agencies in this field.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

51. The school has very good procedures for monitoring pupils’ academic performance and personal development. Staff know pupils well and it is this personal knowledge and directed support that gives strength to these procedures. Targets and performance in academic subjects are comprehensively documented for the information of both the school and parents. Similarly, personal development progress is recorded and objectively assessed. The school seeks, and acts on, pupils’ views expressed both on an individual basis and through the school council. A formal record is made of the proceedings of the latter forum and forms part of the school’s record in assessing personal development.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

52. The health and safety policy of the school is well met in practice. The school site is secure, an annual statutory risk assessment is undertaken, and other matters of concern reported by staff members are dealt with promptly. The caretaker carries out regular safety checks and works hard in maintaining a high standard of cleanliness in the school and school grounds. Pupils dispose of litter responsibly and respect their surroundings. Fire precautions are sound and drills well rehearsed. First-aid provision is very good with many personnel trained to the nationally recognised standard. Tunstall Church of England Primary School - 18 53. The school monitors attendance thoroughly and its procedures for encouraging regular attendance and punctuality are excellent. A very beneficial relationship exists between the school office and the educational welfare officer to implement remedial action where appropriate. Registers are correctly completed and registration procedures are

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

sound. The school day and lessons start promptly. The recording of absence is consistent across the school.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

54. The school’s provision for inclusion and equality of access for all pupils is very good, reflecting the importance attached to equal opportunities. Whilst the school has a limited ethnic mix, it successfully explores the issues of other cultures and religions to prepare its pupils for life in a diverse and interdependent society. The school is aware of the individual differences of its pupils and an inclusive approach is central to its ethos.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

55. Overall, the school makes very good provision for the care, welfare, health, safety and protection of its pupils.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

56. The school’s procedures for monitoring pupils’ academic performance are very good and standards have improved significantly since the last inspection.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

57. Children are assessed when they start school in the reception class and appropriate targets are set. A record of individuals’ attainment is passed on to the next teacher. The school is using a range of commercial tests to assess attainment from Year 1 upwards, mainly relating to language skills, and optional standardised assessment tests in Years 3, 4 and 5. The results of these tests are also recorded on individual records and used to track the progress of each pupil. This data is very thoroughly analysed for gaps in learning and is used constructively to guide curricular planning. It also forms the focus of classroom displays. Assessment co-ordinators monitor teachers’ planning and assessments weekly for appropriate match of work to ability. These procedures are effective.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

58. Teachers’ marking is carried out to strict criteria and clearly informs pupils how to improve their work. However, this is not consistently applied to subjects other than English, mathematics and science. There is good provision for pupils with special educational needs to be supported in the classroom. Pupils’ progress reports at the end of the school year are detailed and give a clear indication of improvement and what has been covered and parents have good opportunities to discuss their children’s progress with staff.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

59. Pupils with special educational needs are given good support. The school identifies pupils with special educational needs at a very early stage and makes appropriate provision. Assessment information is used well to identify these pupils, to set their targets and to monitor their progress. Individual education plans contain appropriate targets, which are informed by detailed assessment of pupils’ difficulties. Individual education plans usefully include a section showing pupils preferred learning styles. This information is used effectively to plan appropriate work and has a positive effect on pupils’ progress.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

60. Individual education plans are reviewed at least termly. They are used as a working document by staff. The school also uses group individual education plans for certain areas; for example, the social skills support. The co-ordinator for special educational needs regularly reviews targets. The school works closely with the local education authority’s support services; for example, speech and language support and the educational psychologist. Tunstall Church of England Primary School - 19

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

61. Parents’ views of the school are predominantly positive. The parents’ meeting and their response to the questionnaires show they are supportive and appreciative of the way the school cares for and educates their children. They welcome the improved standards that have been a noticeable feature since the last inspection. Parents like the warm and thoughtful manner of the staff and the ease with which they can approach them in matters of concern. Parents value the help and interest they show in their children’s education, welfare and development. They consider the school a supportive, friendly and safe environment and feel well informed about their children’s progress. 62. Most parents consider that the school has improved significantly since the last inspection with higher expectations, better teaching and a change of culture that has brought a family feeling to the school. They are also encouraged by the headteacher’s

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

efforts in increasing the range of extra-curricular activities. The school’s reputation has risen significantly since the last inspection, with a corresponding rise in its roll that has resulted in a waiting list for places. 63. The quality of information provided to parents is very good. The school’s prospectus is clear and written with the reader in mind and the annual report from governors to parents meets statutory requirements and gives a full picture of school life. Regular newsletters are informative, and include matters of general interest, together with periodic directives such as the importance of good attendance. Pupils’ progress reports at the end of the school year are detailed and give a clear indication of improvement and what has been covered. Parents of children with special educational needs are properly informed of the provision available and fully involved in decisions regarding their child’s learning programme.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

64. The school has a very active parents’ and teachers’ association that works very hard to raise funds for the school. This helps the school to purchase items or services specifically identified as beneficial to pupils’ education and development. Such purchases have included a climbing frame for the play area, musical instruments, computers, bookstands and class tables and the provision of subsidies for the French language club and the school Christmas party and outing. It attracts widespread backing by parents for its full calendar of social and fund-raising activities. Parents also give full-hearted support to the school’s highly regarded musical and dramatic events.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

65. The school makes a very good effort to include parents in its work with their children’s learning and parents recognise this. Teachers are available at the beginning and end of the school day and readily deal with any concerns parents have regarding their children’s schoolwork. Parents make a very good contribution to their children’s learning at school and home. They are supportive of the school in its efforts to educate and develop their children and many actively assist in the school. Parents have a clear understanding of homework expectations, which, together with the school’s contact books and regular meetings with them, ensure that they are fully engaged with their children’s learning.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

66. There is a very good range of community links that enrich the curriculum and add to pupils’ personal development. Outside visits and guest speakers support topic work in both academic and welfare subjects. Talks by the fire service, catering nutritionists, drug counsellors and road safety officers are just a sample of the input by other agencies to the school’s personal development initiatives. Visits to Dover Castle, the Tate Modern Art Gallery, museums and animal centres enable pupils to make useful connections to their classroom learning. Strong church links, the school fete, Tunstall Church of England Primary School - 20 charitable initiatives and shared waste paper recycling facilities strengthen the links with the local community. The headteacher and governing body are keen to explore many other ideas that link learning to the wider community.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

67. The school works closely with parents when their child is put on the register for special educational needs. Parents’ views and opinions are sought and are considered when drawing up targets for the child to achieve. An ‘open door’ policy operates where parents are able to discuss their child’s progress with the co-ordinator for special educational needs to discuss the targets, which have been set for their child.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

68. Overall the very good partnership between the school and parents contributes significantly to the learning and social development of pupils.

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