Barwell Infant School

BARWELL COMMUNITY INFANT SCHOOL

Dates of inspection: 17 th – 18 th September

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BARWELL COMMUNITY INFANT SCHOOL

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

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BARWELL COMMUNITY INFANT 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. Barwell Infant School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Townend Road Barwell Leicestershire Postcode: LE9 8HG

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Rosemary Strange

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 9 th – 12 th March 1998 Barwell Infant School - 4

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Team members

8339 Hugh Protherough Registered inspector 14083 Andy Anderson Lay inspector 20498 Mary Hamby Team inspector

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Team members

Hugh Protherough Inspections Ltd. PO Box 396 Banbury OX15 5XJ

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Team members

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

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Team members

The Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Barwell Infant School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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INFORMATION ABOUT THE SCHOOL

This average sized infant school has 215 pupils on roll, comprising 123 boys and 92 girls, almost all of whom are of white ethnic origin. The area is not well favoured economically and the effects of economic depression, caused by the closure of local industries, have led to less social mobility and a fall in the school’s roll since the last inspection. Around 12% of pupils are entitled to free school meals. The children come from a variety of backgrounds, and about 20% travel from outside the catchment area to attend the school. Taken overall their levels of attainment on entry are slightly below average, especially in early reading and writing. Currently, 18% of the pupils are on the school’s register for special educational needs, including 4 with statements. There have been a significant number of staff changes within the in the past two years.

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HOW GOOD THE SCHOOL IS

The headteacher provides strong and purposeful leadership. The new staff team is working together with increasing effectiveness to sustain the positive ethos for learning, and the quality of education provided is generally good. The children feel secure and valued, and as result they enjoy school and work hard. The standard of much of their work compares favourably with the results of similar schools and most achieve well. The school offers good value for money.

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What the school does well

• The strong leadership of the headteacher ensures that the governors, senior management and staff work well together and share common aims and values. • The positive relationships throughout the school enhance the pupils’ attitudes to learning and underpin the strength of provision for their spiritual, moral and social development. • The management of special educational needs provision is very good and helps pupils of all backgrounds and abilities to succeed. • The parents have very positive views of the school.

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What could be improved

• The quality and range of the children’s writing. • The monitoring of the teaching and learning to improve still further the pupils’ progress. 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

Since the last inspection in March 1998, the school has made sound improvement. Standards have fluctuated, but the overall trend has been upwards. The approaches to managing the pupils’ behaviour are far more consistently and successfully applied across the school. Most lessons are well planned, and the objectives and assessment opportunities clearly identified. The provision for outdoor play for the children in the Foundation Stage has been considerably enhanced. The new computer suite and attractive library reflect the increased expenditure in these areas. The subject co-ordinators have improved their oversight of curriculum planning and standards. However, more needs to be done to sharpen the evaluation of the teaching and to improve the presentation of the children’s writing. The school is well placed to sustain continuing improvement. Barwell Infant School - 7

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 2 based on National Curriculum test results.

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Key

reading C C B A well above average above average A B writing C E B B average below average C D mathematics C D B B well below average E

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Key

At the time of the inspection, the children in the Foundation Stage had only been in school for eleven days. This group has a wide spread of abilities that includes some pupils with significant special needs and others who are bright and articulate. Almost all the pupils have settled swiftly in to the routines of school and have made a good start to their work on the Foundation Stage Curriculum.

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Key

The table shows that in 2001 the children achieved results that were above the national average in reading, writing and mathematics and compared favourably with the results achieved by pupils in similar schools. Taking a three-year average, the performance of the boys and girls is similar in mathematics, but in reading and writing the girls have done slightly better. Although fewer pupils reached the expected levels in 2002, standards were broadly average and the school’s detailed data show that these pupils achieved well. For instance, almost half of them exceeded the expected level in reading and well over a quarter managed this in mathematics. Far fewer managed this in their writing, but the majority of these were boys.

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Key

The inspection findings confirm that most of the current Year 2 pupils are achieving the expected levels in speaking and listening, reading and mathematics. However, the presentation and content of their writing is below average.

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Key

The effective deployment of a part-time special educational needs co-ordinator to support the pupils with special educational needs helps ensure that these children make good progress towards the targets within their individual education plans. Barwell Infant School - 8

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Aspect Comment

Attitudes to the school Very good. The children are keen and enthusiastic about life at school.

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Aspect Comment

Behaviour, in and out of classrooms Good. The vast majority of the pupils behave well in lessons, at lunchtimes and at play.

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Aspect Comment

Personal development and relationships The children take pride in their school and respond positively to the opportunities provided to accept responsibility. This is a reflection of the very good relationships that exist between adults and children throughout the school community.

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Aspect Comment

Attendance The school has worked hard and successfully to improve attendance to a level that is now approaching the national average.

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

Quality of teaching Good Good Not applicable

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

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

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

Generally, the school provides a good quality of education. Since the last inspection, the teachers’ planning has improved so that each lesson has clear objectives. The teachers are careful to make the aims of the lesson clear to the pupils so that they know what they are expected to learn. The classrooms are tidy, attractively displayed and organised in ways that encourage the children to accept responsibility for books and equipment. This and the improved management of behaviour have a positive effect on the children’s attitudes and commitment to learning. The school has a strongly inclusive ethos and the teachers do their best to set work that matches the wide range of abilities in each class. In particular, the pupils with special educational needs are well supported, as a result of the effective collaboration between the class teachers and the special needs co-ordinator. The teaching of literacy and numeracy receive due emphasis, but the teachers’ knowledge and skills are

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

generally stronger in reading and mathematics than they are in writing. The oral and written feedback provided to the children about their work sometimes lacks rigour. Barwell Infant School - 9

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Aspect Comment

The quality and range of the curriculum The school offers a broad and balanced curriculum that is enhanced by its use of the local community and a good range of educational visits and visitors to the school.

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Aspect Comment

Provision for pupils with special educational needs Good. The individual education plans clearly identify their needs of these pupils, and what is to be done to help them to improve. The support provided ensures their good progress.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good. The school is successful in meeting its stated aim of providing for the children’s all round development.

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Aspect Comment

How well the school cares for its pupils The school makes good provision for the health, safety and welfare of its pupils.

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Aspect Comment

The senior management team knows the children very well. The new teachers have made a good start to learning about the pupils in their classes and their individual needs.

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Aspect Comment

Leadership and management by the headteacher and other key staff The school is very well led and soundly managed. The current monitoring of the effects of the teaching on the rate of the pupils’ progress has insufficient rigour.

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Aspect Comment

How well the governors fulfil their responsibilities The governors are well informed, supportive and have a good oversight of the work of the school.

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Aspect Comment

The school’s evaluation of its performance The senior management team makes good use of a wide variety of relevant data and information collected at first hand to inform its view of the school. The test and assessment data are analysed thoroughly to track the pupils’ progress.

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Aspect Comment

The strategic use of resources The school makes full use of its budget, and has made a good start to introducing the principles of best value in taking decisions about spending.

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Aspect Comment

The headteacher and senior management team have successfully managed a period of considerable staff change. The new teachers feel secure, valued and increasingly part of a team committed to school improvement. The decision to employ a part-time teacher responsible for the management of special educational needs has led to the very successful upgrading of this aspect of the school’s provision. Barwell Infant School - 10

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What pleases parents most What parents would like to see improved

• Their children love to come to school. • They see their children making good progress from term to term. • The lessons are fun and the children and teachers get on well together. • It’s easy to come into school and talk with the staff. • The headteacher is really good at her job. The questionnaires suggest that a few parents would like to see more extra curricular activities and additional homework.

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What pleases parents most What parents would like to see improved

The inspectors agree with the overwhelmingly positive views of the vast majority of parents. However, they consider that the children are encouraged to do an appropriate amount of work at home each day, such as reading with their parents. They also find that the range of the extra-curricular activities is satisfactory. Barwell Infant School - 11

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The strong leadership of the headteacher ensures that the governors, senior management

and staff work well together with common aims and values.

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The strong leadership of the headteacher ensures that the governors, senior management

1. The headteacher has a clear educational philosophy and her strong leadership drives forward the work of the school. She is open-minded and appreciates that she and her staff must continuously improve their levels of expertise. The school mission is prominently displayed so that parents and visitors can be in no doubt about the school’s values and aspirations. The headteacher maintains a high profile throughout each day. She makes herself available to parents and carers, teachers and children at the start and end of each session. She listens attentively. She greets children by name and reveals her detailed knowledge of them through her friendly enquiries about their work, hobbies and family life. The staff, governors, parents and children all speak of the headteacher’s leadership and strong personal example as central to the success of the school.

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The strong leadership of the headteacher ensures that the governors, senior management

2. At a time when there have been considerable changes within the staff team, the thorough work of the headteacher and governing body has ensured that suitable replacements have been found and the new staff successfully prepared for life at Barwell. The conversations held between the inspectors and teachers new to the school provide strong evidence of the leadership’s recognition that investment in the training and support of staff is vital to the success of any institution. For example, following their appointment, all the teachers were encouraged to visit school as often as possible. Those that were available for work were employed as temporary supply staff. Good written guidance is provided in the form of a comprehensive staff handbook, curriculum frameworks and information about special educational needs. Each teacher has been successfully paired with a colleague working in the same year group to help ensure

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The strong leadership of the headteacher ensures that the governors, senior management

consistency in the planning and approaches to teaching. In the case of the newly qualified teachers, an appropriately qualified mentor provides further support.

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The strong leadership of the headteacher ensures that the governors, senior management

3. Strong emphasis is placed on staff training at all levels throughout the school, so that the teachers, teaching assistants, administrative staff and schools meals supervisors can all keep their skills and knowledge up to date. This effective development of teamwork across the school helps to create and maintain a positive ethos within which the children flourish.

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attitudes to learning and underpin the strength of the provision for their spiritual, moral and

4. The school is a happy and caring community where the hard work and positive role models of all the adults help the children to feel secure and valued. The daily act of worship sets a positive tone and provides a good illustration of the rapport between the children and the headteacher and their appreciation that this is a special occasion. For instance, the children joined in purposefully to create the sound effects of the storm on the sea of Galilee before listening in rapt attention as they are told how Jesus commanded, “Be still,…and the sea was silent.” Photographs and displays of other events, such as the annual hatching of chicken eggs and the close observation of life in the school pond, show that the pupils receive many other regular opportunities for quiet reflection and wonder about the marvel of creation. Barwell Infant School - 12 5. In each class, the teachers are careful to ensure that they are there in good time to greet the

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attitudes to learning and underpin the strength of the provision for their spiritual, moral and

children and their parents each morning. They listen carefully to the news the children tell them and use this sensitively in their subsequent conversations. The routine of the school day is carefully established to allow the children to make their own contributions, for instance, by taking care of equipment and returning the registers to the office. In the case of the older pupils, this might also involve greeting guests and showing them part of the school.

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attitudes to learning and underpin the strength of the provision for their spiritual, moral and

6. The teachers speak with the children calmly and quietly, and expect the same in return. There is a strong emphasis on building the children’s awareness of the need to be considerate of others so the reasons for rules and the teachers' expectations are clearly explained. As a result, daily events such as the movement from the upstairs dining room to the playground are managed safely and with the minimum of fuss. Personal responsibility and wider moral and social awareness are also promoted through regular visits within the local community and occasional journeys further afield, such as a day trip to the seaside.

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attitudes to learning and underpin the strength of the provision for their spiritual, moral and

7. The school has a significant minority of pupils who find it hard to concentrate and behave well throughout each day. Since the last inspection, the teachers have successfully improved their approaches to managing these pupils. There is an appropriate emphasis upon praising good behaviour and positive response from the pupils. The teachers are also developing good arrangements for helping the children whose concentration wavers. For instance, through direct questioning they include them in learning rather than isolating them and risking disruption to the work of the majority.

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attitudes to learning and underpin the strength of the provision for their spiritual, moral and

The management of special educational needs is very good.

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attitudes to learning and underpin the strength of the provision for their spiritual, moral and

8. The appointment of a special educational needs co-ordinator with responsibility for the management and support of pupils with special educational needs across the school has paid dividends. The co-ordinator is knowledgeable, well organised and provides effective support to the staff team.

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attitudes to learning and underpin the strength of the provision for their spiritual, moral and

9. Key documents, such as the pupils’ individual education plans, are carefully prepared to a common format. The assessments of the pupils’ needs are accurately identified, the proposed actions to be taken by staff and/or parents are specific and realistic and the criteria for judging success measurable. The co-ordinator ensures that the regular formal reviews involve the class teachers, parents, the child and any other relevant outside agency, and that details of the decisions reached at these meetings are carefully recorded. However, it is clear from speaking with the parents that the regular informal conversations held between the teachers and parents at the start and end of each day also provide a vital conduit for information exchanges that are valued highly by both sides.

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attitudes to learning and underpin the strength of the provision for their spiritual, moral and

10. The arrangements for introducing new pupils to the school each September are strong, and the co-ordinator uses the visits and meetings with parents in the summer term to get to learn as much as possible about their children. Even though the inspection occurred early in the school year, a good start had been made in identifying several children with learning and behavioural needs and developing appropriate support. A further, significant strength is the way that some parents now have the confidence to approach the school with their own concerns about their children in order to ask for help.

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attitudes to learning and underpin the strength of the provision for their spiritual, moral and

11. The co-ordinator provides useful teaching support both within the classroom setting and through the withdrawal of small groups to her room. The focus of her activity is agreed in discussion with the staff and provides good opportunities for her to assess the progress of individual pupils. Barwell Infant School - 13 This information is then shared with the teachers and any modifications to targets and/or provision agreed.

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attitudes to learning and underpin the strength of the provision for their spiritual, moral and

12. The headteacher works closely with the co-ordinator to ensure that there is effective communication at all levels about the specific needs of individual children across the school. A daily “log-book” includes messages from outside agencies, such as educational psychologists and social services, and the details of important training events is another example of the priority given to this aspect of the school’s work.

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attitudes to learning and underpin the strength of the provision for their spiritual, moral and

13. The school’s draft policy for the Special Needs Code of Practice 2001 covers the majority of requirements well, especially those relating to arrangements for pupils with disabilities and learning difficulties.

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attitudes to learning and underpin the strength of the provision for their spiritual, moral and

The parents have very positive views of the school.

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attitudes to learning and underpin the strength of the provision for their spiritual, moral and

14. There was a good response to the parental questionnaires and a significantly large measure of agreement in many areas. For instance, around three-quarters of those replying strongly agreed that they felt comfortable approaching school, and that their children enjoyed school and made good progress. They also felt that the teaching was good, the teachers had high expectations and the school was well led and managed. The pre-inspection parents’ meeting and the inspectors’ informal conversations with the parents and carers during the inspection itself confirmed these positive views.

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attitudes to learning and underpin the strength of the provision for their spiritual, moral and

15. The inspection evidence confirms that the headteacher, staff and governors are extremely successful in meeting their publicly stated commitment to working with parents, carers and the wider community. At the start of each school day, there is overwhelming evidence of the positive relationships that are being developed between many homes and the school. The parents and carers evidently feel that this is "their" school and many demonstrate a refreshing confidence in their friendly greetings and interchanges with the staff. Many help on a voluntary basis in school. As a result of these positive relationships, the home school partnership is increasing in strength. For instance, the "Nearly New" shop that is run by parents provides uniform and clothing for children at prices that represent good value for money. Many parents are increasingly confident in supporting their children’s learning at home by helping with

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attitudes to learning and underpin the strength of the provision for their spiritual, moral and

homework and participation in shared reading.

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WHAT COULD BE IMPROVED

The quality and range of the children’s writing.

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WHAT COULD BE IMPROVED

16. Over the course of previous school year, the vast majority of the pupils made reasonable progress in the development of their writing skills. For instance, last September most of the higher and average attaining Year 2 pupils could manage only a line or two of writing with letters that varied in size and orientation. By the summer, however, they were writing at greater length, occasionally using simple punctuation and making logical guesses at their spelling. Many of the lower attaining pupils moved from writing strings of marks and letters that required a teacher's written commentary in explanation to completing a line or two of independent writing.

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WHAT COULD BE IMPROVED

17. However, there are weaknesses in the school’s current approaches that are hindering more rapid progress. For instance, the teaching of handwriting lacks coherence. The staff has adopted a useful published scheme that teaches letter formation based on the strings of letters found in common words, but at the moment there are few explicit links made between this work Barwell Infant School - 14 and that within the lessons of the National Literacy Strategy. The use of exercise books dedicated to handwriting practice further divorces the processes of letter formation from the children’s own personal writing. These exercise books contain potentially useful guidelines to assist the children in establishing the correct proportions of letters and the length of ascenders and descenders. However, analysis of the children’s work shows that some pupils do not understand how to use the guidelines. Moreover, in some cases incorrect letter formation is

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WHAT COULD BE IMPROVED

being reinforced through practise exercises and is overlooked by the teachers when they mark the work.

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WHAT COULD BE IMPROVED

18. The analysis of the children’s other books and folders reveals that although there has been some coverage of the key aspects of the programme of study suggested by the National Literacy Strategy, much of this work lacks the depth that would enable more pupils to reach the higher levels in their writing. There is good evidence of occasional pieces of work that have motivated the pupils and helped them produce work of a better calibre. This is evident, for instance, in simple books entitled “About Me” and in the use of word processing to write about a favourite author. However, too many exercise books contain weekly “News” writing that seldom rises beyond the mundane and takes up time that could be made available for more important work. Consequently, the few children approaching the higher levels typically achieved by brighter pupils are not yet able to structure the content of their more extended writing and their spelling

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WHAT COULD BE IMPROVED

and punctuation are not yet sufficiently consistent.

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WHAT COULD BE IMPROVED

19. The marking of the children’s work lacks rigour. The teachers make use of ticks and occasional encouraging comments, but there is little evidence of systematic feedback that tells the children how to improve their work and no subsequent checks to see that these improvements are carried out. In some cases, the teachers’ own modelling of handwriting is poor.

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WHAT COULD BE IMPROVED

20. In the literacy lessons observed during the inspection, the teachers provided appropriate work in a way that interested the children and motivated them to work hard. The teachers invariably promoted a good working ethos and positive relationships, but they were less effective in demanding a brisk working pace and in showing individuals how they might improve their writing. For instance, in one lesson, a group of pupils were writing about a fireman. The teacher working with the group expertly encouraged discussion, helped generate ideas and supported spelling, but neither corrected the few children who were forming letters incorrectly, nor set a framework to indicate what she wanted the children to achieve in a given time.

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WHAT COULD BE IMPROVED

The monitoring of teaching and learning to improve still further the pupils’ progress.

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WHAT COULD BE IMPROVED

21. The headteacher and senior staff make full and effective analysis of the test and assessment data that they gather over the course of each year. Their written commentary clearly identifies trends and issues for improvement, such as the weaker performance of the boys in reading and writing, and the comparative strength of the pupils’ performance in each of these skills. The recent introduction of performance management has led to the increased use of lesson observations with a negotiated focus carried out by senior staff. However, this practice is not yet firmly established as a part of the school’s programme for bringing about wider improvements in the teaching.

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WHAT COULD BE IMPROVED

22. The next step is for the senior management team to carry out more regular observations of the teachers at work, and to make a deeper analysis of what the pupils manage to achieve and why this might be. For instance, some of the “good” lessons observed during the inspection had the potential to become “very good”. They now need a sharper focus in the questioning during the Barwell Infant School - 15 introductions to literacy and numeracy lessons, a brisker pace to the changeovers between whole class and group activities and a more purposeful use of the whole class sessions. Furthermore, a regular and systematic analysis of the pupils’ exercise books and folders is also essential. For instance, a termly examination of a sample of the children’s writing across the school to establish improvements made in fluency, style, content and volume would allow the teachers to measure the progress being made in these vital aspects of the work.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

23. In order to build on the school’s many successes and raise standards still further, the headteacher, governors and staff should now

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1. Improve the quality and range of the children’s writing by:-

• establishing greater coherence in the arrangements for the teaching of handwriting; • fuller coverage of the range of work suggested in the National Literacy Strategy; • better oral and written feedback to the children about the quality of their work and how it might be improved.

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by:-

• increasing the frequency of lesson observations; • establishing a sharper focus on what the children learn; • checking the quality of written work and the feedback provided for the pupils about how to improve it. Barwell Infant School - 17

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PART C: SCHOOL DATA AND INDICATORS

Summary of the sources of evidence for the inspection

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PART C: SCHOOL DATA AND INDICATORS

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

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PART C: SCHOOL DATA AND INDICATORS

Summary of teaching observed during the inspection

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PART C: SCHOOL DATA AND INDICATORS

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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PART C: SCHOOL DATA AND INDICATORS

The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils on the school’s roll (FTE for part-time pupils) 215

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PART C: SCHOOL DATA AND INDICATORS

Number of full-time pupils known to be eligible for free school meals 29

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils with statements of special educational needs 4

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils on the school’s special educational needs register 31

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PART C: SCHOOL DATA AND INDICATORS

English as an additional language No of pupils

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils with English as an additional language 0

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PART C: SCHOOL DATA AND INDICATORS

Pupil mobility in the last school year No of pupils

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PART C: SCHOOL DATA AND INDICATORS

Pupils who joined the school other than at the usual time of first admission 2

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PART C: SCHOOL DATA AND INDICATORS

Pupils who left the school other than at the usual time of leaving 10

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PART C: SCHOOL DATA AND INDICATORS

National comparative data 5.1 National comparative data 0.5

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PART C: SCHOOL DATA AND INDICATORS

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Barwell Infant School - 18 Attainment at the end of Key Stage 1 (Year 2) Year Boys Girls Total

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PART C: SCHOOL DATA AND INDICATORS

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2001 35 33 68

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PART C: SCHOOL DATA AND INDICATORS

National Curriculum Test/Task Results Reading Writing Mathematics

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PART C: SCHOOL DATA AND INDICATORS

Boys 33 32 33 Numbers of pupils at NC level 2 and above Girls 31 31 28

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PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 94 (81) 93 (76) 90 (84) at NC level 2 or above National 84 (83) 86 (84) 91 (90)

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PART C: SCHOOL DATA AND INDICATORS

Teachers’ Assessments English Mathematics Science

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PART C: SCHOOL DATA AND INDICATORS

Boys 31 32 34 Numbers of pupils at NC level 2 and above Girls 31 30 30

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PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 91 (80) 91 (89) 94 (85) at NC level 2 or above National 85 (84) 89 (88) 89 (88)

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PART C: SCHOOL DATA AND INDICATORS

Percentages in brackets refer to the year before the latest reporting year. Barwell Infant School - 19 Ethnic background of pupils Exclusions in the last school year

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PART C: SCHOOL DATA AND INDICATORS

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

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PART C: SCHOOL DATA AND INDICATORS

White – any other White background 0 0 0

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PART C: SCHOOL DATA AND INDICATORS

Mixed – any other mixed background 1 0 0

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PART C: SCHOOL DATA AND INDICATORS

Asian or Asian British - Pakistani 0 0 0

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PART C: SCHOOL DATA AND INDICATORS

Asian or Asian British – Bangladeshi 0 0 0

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PART C: SCHOOL DATA AND INDICATORS

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

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PART C: SCHOOL DATA AND INDICATORS

Black or Black British – Caribbean 1 0 0

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PART C: SCHOOL DATA AND INDICATORS

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

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PART C: SCHOOL DATA AND INDICATORS

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

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PART C: SCHOOL DATA AND INDICATORS

Teachers and classes Financial information

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PART C: SCHOOL DATA AND INDICATORS

Qualified teachers and classes: YRec – Y2

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PART C: SCHOOL DATA AND INDICATORS

Total number of qualified teachers (FTE) 9.5 Financial year 2001-02

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils per qualified teacher 22.6

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PART C: SCHOOL DATA AND INDICATORS

Education support staff: YRec – Y2 Total income 441,993

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PART C: SCHOOL DATA AND INDICATORS

Total number of education support staff 10 Total expenditure 445,451

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PART C: SCHOOL DATA AND INDICATORS

Total aggregate hours worked per week 145.5 Expenditure per pupil 2,024

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PART C: SCHOOL DATA AND INDICATORS

Balance brought forward from previous year 24,209

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PART C: SCHOOL DATA AND INDICATORS

Balance carried forward to next year 20,751

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PART C: SCHOOL DATA AND INDICATORS

FTE means full-time equivalent. Barwell Infant School - 20 Recruitment of teachers

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PART C: SCHOOL DATA AND INDICATORS

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

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PART C: SCHOOL DATA AND INDICATORS

Number of teachers appointed to the school during the last two years 4

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PART C: SCHOOL DATA AND INDICATORS

Total number of vacant teaching posts (FTE) 0

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PART C: SCHOOL DATA AND INDICATORS

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

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PART C: SCHOOL DATA AND INDICATORS

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

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PART C: SCHOOL DATA AND INDICATORS

FTE means full-time equivalent. Barwell Infant School - 21 Results of the survey of parents and carers

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PART C: SCHOOL DATA AND INDICATORS

Percentage of responses in each category

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PART C: SCHOOL DATA AND INDICATORS

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

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PART C: SCHOOL DATA AND INDICATORS

My child is making good progress in school. 71 27 2 0 0

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PART C: SCHOOL DATA AND INDICATORS

Behaviour in the school is good. 58 39 2 0 1

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PART C: SCHOOL DATA AND INDICATORS

My child gets the right amount of work to do at home. 39 43 17 0 1

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PART C: SCHOOL DATA AND INDICATORS

I am kept well informed about how my child is getting on. 56 29 13 2 0

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PART C: SCHOOL DATA AND INDICATORS

I would feel comfortable about approaching the school with questions or a problem. 73 22 2 2 0

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PART C: SCHOOL DATA AND INDICATORS

The school expects my child to work hard and achieve his or her best. 77 20 3 0 0

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PART C: SCHOOL DATA AND INDICATORS

The school works closely with parents. 57 30 9 1 3

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PART C: SCHOOL DATA AND INDICATORS

The school is well led and managed. 79 18 2 1 0

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PART C: SCHOOL DATA AND INDICATORS

The school is helping my child become mature and responsible. 66 32 2 0 0

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PART C: SCHOOL DATA AND INDICATORS

The school provides an interesting range of activities outside lessons. 32 31 20 0 17

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