South Wootton Infant School

SOUTH WOOTTON FIRST SCHOOL

Dates of inspection: 28 th and 29 th January 2003

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SOUTH WOOTTON FIRST 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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SOUTH WOOTTON FIRST 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. South Wootton First School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Church Lane South Wootton King’s Lynn Norfolk Postcode: PE30 3LJ

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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: Mr U Thakrar

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: February 1998 South Wootton First School - 4

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Team members

20926 Mr G Bate Registered inspector 21858 Revd J Pryor Lay inspector 09942 Mrs S Stevens Team inspector

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Team members

Bench Marque Limited National Westminster Bank Chambers Victoria Street Burnham-on-Sea Somerset TA8 1AN

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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 South Wootton First 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

The school is situated in a residential area on the eastern outskirts of the market town of King’s Lynn. It caters for 235 pupils aged four to eight years, which includes 59 who are under six in the reception classes. The number on roll is now broadly similar to other primary schools nationally as the school has grown since the last inspection. The school is over-subscribed and pupil mobility is low. A significant proportion of the pupils come from outside the area traditionally served by the school. Almost all pupils are of white ethnic origin and there are five for whom English, which is spoken fluently, is an additional language. Fourteen per cent of the pupils are identified as having special educational needs, which is below the national average. The number of pupils known to be eligible for free school meals, about four per cent, is also below the national average. The pupils’ standards of attainment on entry covers a wide

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INFORMATION ABOUT THE SCHOOL

range but is broadly average. Analyses of assessments made by the school indicate that this represents a fall, and a larger number of children on entry to the school now have weaker skills in speaking, listening and concentration. The school is organised into eight classes and none is mixed age.

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HOW GOOD THE SCHOOL IS

This is a very effective school. At its heart lies the excellent quality of relationships that are evident in all aspects of school life. Everyone is important, child or adult, whatever their role in this large, caring family. As a result of the good teaching and the positive atmosphere for learning that has been created, the pupils are enthusiastic, curious and very well behaved. This leads to rapid progress, good achievement and high standards. The staff have high expectations for the development of the whole child and a very good curriculum is provided to support this aim. There is a very strong commitment to the raising of standards, the welfare of the pupils and working positively with their parents. The headteacher provides very good leadership. He is ably supported by a knowledgeable and enthusiastic governing body and very effective staff team. Such positive attributes result in the school providing very good value

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What the school does well

• High standards are attained in reading, writing and mathematics. • The overall quality of teaching is good and helps pupils to achieve well. • Relationships in the school are excellent, leading to pupils having extremely positive attitudes, exhibiting very good behaviour and an enthusiasm for learning. • The quality and range of the learning opportunities are very good. • There is a very good partnership between the school and the parents. • The leadership provided by the headteacher is very good; he is very well supported by all the staff and a well-informed, able governing body.

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What could be improved

• Provision for the consistent improvement in the standards of writing. • The consistency of short-term lesson planning and assessment procedures, in the foundation subjects, through the school. 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 was last inspected in February 1998 and was found to have many strengths. Since then, the school has continued to improve and has addressed well the key issues raised in the last report. There has been an evaluation of the distribution of the teachers’ curriculum responsibilities and of the headteacher’s time made available to monitor the curriculum and teaching. This has resulted in clearer roles and responsibilities and a very effective programme of monitoring. There has been a significant improvement in the outdoor facilities for children under five, which are now used in a very well planned programme of activities. Whilst there has been an unavoidable delay in the provision of appropriate South Wootton First School - 7 information and communication technology (ICT) hardware, a well-structured programme of teacher training has significantly improved their competence and confidence; the use of computers is now well

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

and effectively established. The school has instituted a programme of formal assessment procedures in English, mathematics and science, but assessments in other subjects lack a common whole-school approach. Imaginative, successful thought and action have been given to improving the working environment for both pupils and adults.

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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 A A A B well above average above average A B Writing A A B C average below average C D Mathematics A A A B well below average E

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Key

Standards attained, compared with all schools nationally, in the most recent reading and mathematics tests are high. They are above average in writing. In comparison with similar schools, that is those with fewer than eight per cent of pupils eligible for free school meals, the results reflect a fall of four pupils in the numbers attaining the higher Level 3, of learning in the three areas, compared with the 2001 results. Such a fall is statistically of no significance and represents a variation in pupils’ abilities in different year groups. Nevertheless, the proportion of pupils attaining Level 3 in reading and mathematics was significantly higher than the national average, but average in writing. Evidence from the inspection indicates that pupils in Years 1 to 3, achieve well, make good progress and attain standards above expectations in nearly all subjects. Children in the reception classes are well on course to meet or

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Key

exceed the national early learning goals. The pace of progress in ICT has now quickened through the school with younger pupils attaining nationally expected levels and the older pupils rapidly catching up now the computers are fully in place. Those pupils with special educational needs make good progress towards their individual targets. Of particular note is the very good standard of speaking and listening that is attained. This is as a result of the school’s atmosphere, which allows and encourages pupils to gain much personal confidence.

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Aspect Comment

Attitudes to the school The pupils have very positive attitudes to all aspects of school life and clearly enjoy being in school.

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Aspect Comment

Behaviour, in and out of classrooms Behaviour is consistently very good. They co-operate and collaborate exceptionally well.

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Aspect Comment

Personal development and relationships Relationships between the pupils and with adults are excellent. The pupils show considerable confidence and are pleased to undertake responsibilities.

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Aspect Comment

Attendance Attendance is very good and above the national average. Unauthorised absence, whilst it exists, is below the national average.

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Aspect Comment

The exceptional quality of relationships that exist is the foundation of much of the school’s success. All South Wootton First School - 8 pupils are valued and well integrated into the life of the school, including those pupils of ethnic minority. The pupils react positively to the high expectations of behaviour. There have been no exclusions. Attainment and progress are greatly assisted by the very good levels of attendance.

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Years 1 – 2 Years 3 – 4

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

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Years 1 – 2 Years 3 – 4

The overall quality of teaching is good. The teaching in 84 per cent of lessons was good or better, which is an improvement on the last inspection. A very significant improvement in the quality of teaching has taken place in the reception classes where 60 per cent is very good. No unsatisfactory teaching was observed. Literacy and numeracy skills are taught well, which help the pupils to achieve well in all subjects. Learning is greatly assisted by the very good management of the pupils and the very effective teamwork between teachers and teaching assistants. As a result, pupils show considerable interest in their work, concentrating well and exhibiting increasing levels of independence. The very good relationships in the classroom encourage a positive atmosphere for learning, with the teachers’ good questioning skills clearly making pupils think. Whilst a number of useful strategies have been used by

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Years 1 – 2 Years 3 – 4

the teachers to improve the quality of writing, there is insufficient use of drafting and editing techniques and too few opportunities for older pupils to write extended pieces in other subjects. All teachers are clearly committed to the raising of standards.

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Aspect Comment

The quality and range of the curriculum The school takes every opportunity to enrich the curriculum in a wide variety of ways. It more than meets statutory requirements.

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Aspect Comment

Provision for pupils with special educational needs The pupils are very well supported enabling them to make good progress towards individual targets.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Overall provision is very good. It contributes very significantly to the very positive atmosphere within the school.

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Aspect Comment

How well the school cares for its pupils All adults in the school show great care for the pupils’ welfare. There is good monitoring of health, safety and child protection. Assessment procedures are in place to monitor attainment and progress but lack a whole-school approach.

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Aspect Comment

The learning of the pupils is helped by a very good curriculum that is made relevant and interesting. It is enriched by visits to places of interest and by visitors to the school who bring a wide spectrum of skills and interests. Many aspects of such projects as ‘Healthy Schools’ and ‘Thinking Schools’ also help to enrich the curriculum. ICT is also being used well to support a range of subjects. A good range, in relation to the age of the pupils, of extra-curricular activities is provided. South Wootton First School - 9

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Aspect Comment

Leadership and management by the headteacher and other key staff Very good leadership is provided by the headteacher. He has worked very hard and successfully to develop a team approach to all aspects of school life. There is a clear commitment to high standards.

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Aspect Comment

How well the governors fulfil their responsibilities The governors fulfil well their statutory responsibilities. They have a clear view of the direction the school needs to travel and are well informed.

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Aspect Comment

The school’s evaluation of its performance The monitoring and evaluation of the school’s performance, including teaching, are most effective. Very detailed and precise analyses of test results and organisational developments are undertaken.

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Aspect Comment

The strategic use of resources The principles of best value are applied well; available resources are used very well. Financial control is very good and is linked particularly well to educational priorities. The school provides very good value for money.

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Aspect Comment

It is rare to find a school with such a commonality of purpose. Everyone, including the pupils, is part of a team. The school improvement plan is of high quality and gives a thoughtful and clear direction to the school’s future development.

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What pleases parents most What parents would like to see improved

• Parents gave overwhelming support to most aspects of school life. The parents were particularly pleased that: - their children like school - they make good progress - behaviour is good - teaching is good - the school is approachable - there is an expectation of hard work - the parents and school work together - the school is well led - children mature well - the school runs courses for parents - the school council. • A minority of parents would like to see: - more extra-curricular activities - more information about reading expectations at home - more information of how their children are getting on - more lunchtime activities in winter.

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What pleases parents most What parents would like to see improved

The inspection team happily gives very strong endorsement to all parents’ positive views. The range of extra-curricular activities is appropriate for the age range of the pupils. Lunchtime activities, similar to those undertaken in the summer, are not possible in the winter in order to protect the safety of the pupils in a small playground. The school has a logical and systematic approach to reading at home. The system is outlined in the home/school reading record. The school always welcomes parents and is willing to discuss concerns about progress at any time. South Wootton First School - 10

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High standards are attained in reading, writing and mathematics

1. In reading, writing and mathematics, pupils achieve well and make at least good progress through the school. As a result, they attain, at the age of seven, well above average standards in reading and mathematics and above average standards in writing in comparison with all schools nationally. In all these three areas of the curriculum, over the last three years, performance has well exceeded the national average for their age group. However, against schools deemed to be similar, results showed that reading and mathematics were above average and writing average. Detailed analysis of the results indicates that this drop in performance was due to about four pupils fewer than the previous year reaching the higher Level 3. This is within the bounds of normal cohort variation and is of no significance statistically. Inspection evidence confirms that at least good standards are being maintained in most subjects in Years 1 and 2 and

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High standards are attained in reading, writing and mathematics

into Year 3. Pupils with special educational needs also make good progress towards their individually set targets.

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High standards are attained in reading, writing and mathematics

2. An increasing proportion of the children entering the reception class have weak speaking, concentration and, particularly, listening skills. However, there are high expectations for the use of language, independence of action and thought, and the ability, not just to listen passively, but also to respond. As a result, most children answer questions in whole sentences and with rapidly increasing vocabularies, for example there was confident use of the term ‘contents’ when discussing a book, which a good number recognised as ‘non-fiction’. The children describe well activities they are undertaking, whether it is the creation of a ‘tropical butterfly’ using a computer mouse, or the recognition of a range of mathematical shapes. Pre and early writing skills are well developed and many children confidently recognise and write numbers from one to nine. Most children are well on course to attain or exceed the nationally expected early

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High standards are attained in reading, writing and mathematics

learning goals by the end of the reception year.

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High standards are attained in reading, writing and mathematics

3. All the teachers have a very good understanding of the teaching of reading. The school has also ensured that the teaching assistants have been well trained to work very effectively in partnership with the teachers to support reading development. As a result, reading is a strength of the school. Most pupils read with confidence and use well their understanding of how to deal with unfamiliar words. The pupils also have a good understanding of the basic structure of words, which not only assists reading but also the pupils’ very good spelling standards. Confidence in reading is gained by reading to their peers; for example in a good Year 2 lesson, the pupils read out confidently a passport application they had written for Cinderella. The pupils are challenged well by the teachers to read with understanding and to extend their vocabularies, for example in another good Year 2 lesson, the teacher used cloze procedure, that is asking them to

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High standards are attained in reading, writing and mathematics

insert a suitably imaginative missing word into a sentence. The suggestions that followed showed that the pupils had a very clear understanding of the nature of the text and the potential for improving it, on this occasion, by inserting appropriately humorous words. The pupils are encouraged in their love of reading by the attractive nature and good condition of most of the school’s books.

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High standards are attained in reading, writing and mathematics

4. The pupils are given a good range of opportunities to write for a variety of purposes and for different audiences, for example descriptions of characters from well-known fairy stories, logical sequential writing on how to build an igloo, or creating and using ICT to produce some short, alternative appropriate phrases to insert into the speech bubbles of a story they had read together. Most pupils have a clear understanding of the structural elements of language. They write, generally, in well-constructed, South Wootton First School - 11 grammatically correct sentences, with some higher attaining pupils using, for example, direct speech correctly. Colour is added to the pupils' writing by encouraging, for example, the use of classified adjectives to create different moods. The structure of the pupils’ writing is supported well by the requirement to plan an outline and structure before commencing to write. There was, however, little evidence to show pupils using

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High standards are attained in reading, writing and mathematics

redrafting or editing techniques to improve further the quality of writing. Amongst older pupils in the school, there was insufficient extended writing in other subjects.

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High standards are attained in reading, writing and mathematics

5. The National Numeracy Strategy has been very effectively implemented and has contributed well to the maintenance of high standards. As the teachers plan challenging introductory sessions to mathematics lessons, the pupils have developed very good mental recall skills. In a good Year 1 lesson, for example, the pupils listened intently to the number of claps made by the teacher, then accurately clapped a required number, which is either more or less than the teacher’s number. Some Year 2 pupils show a very good grasp of mentally adding three, two and single digit numbers by a variety of strategies. Higher attaining pupils effectively use known number bonds to assist their mental calculation, for example little use of fingers or other means was seen when undertaking these calculations. As well as a very good understanding of basic number concepts, such as place value, Year 3 pupils know well the properties and names of a

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High standards are attained in reading, writing and mathematics

good range of three-dimensional shapes, including triangular and hexagonal prisms, cuboids and spheres. For example, when asked, they could quickly identify the shapes that were evident in and outside the classroom.

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The overall quality of teaching is good and helps pupils to achieve well

6. There is a strong commitment by the teachers to the raising of standards. They expect all pupils to achieve well, whatever their previous level of attainment. For example, a determination is shown by the teachers that no stone will be left unturned in their effort to maintain, consistently, good standards in pupils’ writing. The teachers challenge the pupils to think, express themselves clearly and with confidence and to work hard. As a result, the pupils show very good interest and concentrate extremely well with growing levels of independent learning.

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The overall quality of teaching is good and helps pupils to achieve well

7. An important element of the teaching is the very good management of the pupils by the teachers. Little time is lost, therefore, to the maintenance of order so that most lessons proceed at a brisk pace and all planned activities are undertaken, including a final session to consolidate learning. The control of the pupils is not by repressive means but is a function of mutual respect and the excellent quality of relationships. The teachers clearly enjoy their work and this enthuses and motivates the pupils to learn. The teaching assistants make a very significant contribution to the pupils’ good learning, as it is clear that there is mutual and professional understanding between them and the teachers and they are clearly seen as part of the team by the pupils. A good example of a teaching assistant’s positive contribution to learning was seen where she was noting systematically the responses of pupils in the introductory part of

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The overall quality of teaching is good and helps pupils to achieve well

8. The teachers have a good understanding and knowledge of the subjects they teach. This is well supported by an effective programme of professional development; for example the previous report noted the teachers’ lack of confidence and competence in the use of ICT. This has been addressed successfully with pupils’ standards now rising steadily to a level above expectations amongst the younger pupils, and in line with expectations for older pupils who have more ground to make up. The teachers’ confidence in the subject has grown to the extent that they plan successfully for its use in a number of subjects. Overall planning is good. It is very good in the Foundation Stage. Learning objectives are generally clearly identified. In the best lessons they are shared with the pupils and used at the end to evaluate with the pupils their knowledge South Wootton First School - 12 and understanding. Short-term planning, however, rarely includes a formal identification

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The overall quality of teaching is good and helps pupils to achieve well

of how the school’s important ‘Thinking Skills’ initiative is to be used in a particular lesson.

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The overall quality of teaching is good and helps pupils to achieve well

9. The teachers have implemented the National Strategies for Literacy and Numeracy very well. They have sensibly made adaptations to suit the needs of their own pupils, for example by extending the literacy hour once a week to concentrate more on writing in Year 3 and introducing ‘writing weeks’ twice per term during the literacy hour time. The impact of these changes is systematically evaluated. During group work, in these and other lessons, the teachers use this time very effectively, in very good co-operation with the well-briefed teaching assistants, to teach and take learning forward; they do not just supervise and maintain pupils on task. This was seen, for example, in a Year 3 art and design lesson where the teacher very imaginatively prompted the pupils to think about the parameters within which they were working, resulting in improved standards in their work. As well as challenging the pupils to think, the teachers have high

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The overall quality of teaching is good and helps pupils to achieve well

expectations for the development of technical language and vocabulary, for example in a Year 2 lesson, the pupils use such terms as ‘poetic version’, ‘distinguishing features’ and ‘characterisation’ with confidence.

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The overall quality of teaching is good and helps pupils to achieve well

10. The teachers know their pupils very well, which is helped by the excellent quality of relationships and the conscientious way pupils’ work is marked, the best of which includes targets for improvement. Homework is also used well and appropriately in relation to the pupils’ age, to support learning. The teachers undertake regular and formal assessments of pupils’ progress. This, in addition, effectively aids future planning. In foundation subjects, however, there is no commonly agreed format across the school in order to evaluate long-term academic progress. This confuses the tracking of pupils’ progress.

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attitudes, exhibiting very good behaviour and an enthusiasm for learning

11. In a Year 2 science lesson, the teacher reminded the pupils about ‘co-operating’ in the use of the experimental resources and of ‘the need to think about the needs of others’ before beginning their work; a good, appropriate and consistent reminder so that it seems almost second nature for the pupils to do so. The excellent quality relationships that permeate every aspect of school life are very clearly evident. As a result, the pupils show an enthusiasm for learning, are proud of their achievements and clearly enjoy school life. They show very good levels of concentration and, in informal and formal conversations with them, they are pleased to talk about the work they enjoy and to discuss all aspects of school life. The pupils are obviously at ease in the school and feel valued in the family atmosphere. Behaviour is very good in most lessons and around the school and playground; in some lessons it was beyond reproach. The pupils

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attitudes, exhibiting very good behaviour and an enthusiasm for learning

show great courtesy to all staff and their peers. They were attentive to the needs of visitors and answered politely when spoken to. All these positive attributes have a very positive impact on the pupils’ learning.

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attitudes, exhibiting very good behaviour and an enthusiasm for learning

12. The school encourages pupil independence, beginning immediately in the reception class as the teachers insist that the children learn quickly to change for physical activities themselves with very little adult assistance. The pupils are very keen to undertake small responsibilities around the school. One of the most significant contributors to pupil independence is the school council, which contains representatives from all years, including reception. The council has a budget which is run by the pupils. The basic concept behind the activities is ‘children helping children’. The council runs a suggestion box, has supported many charities, organises gardening and devised and initiated a circle garden, which was built by gardeners. The council cares for the school environment and spoke of the need to talk to reception class South Wootton First School - 13 children, as some were breaking through the sides of the willow tunnel.

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attitudes, exhibiting very good behaviour and an enthusiasm for learning

Representatives of the pupils were even involved in the interview round for new staff. Such strategies increase immeasurably the personal development and confidence of pupils, which has a positive impact on their learning.

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The quality and range of the learning opportunities are very good

13. The school seeks, successfully, to make the curriculum both interesting and relevant. To this end the school organises an exceptionally broad spectrum of visits, ranging from the reception class visit to a fish and chip shop during ‘potato week’, to a three- day residential visit to North Norfolk for Year 3. Visits to museums, concerts, the Walsingham Shrine and the theatre all add significantly to the cultural development of the pupils. Many visitors to the school also enrich the curriculum. They include drama groups, various sports workshops, professional musicians and the fire service. The school also has strong links with the community, such as shops and businesses, and has set up relationships with people from a variety of religious backgrounds who visit the school, all of which add to the pupils’ curricular experiences.

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The quality and range of the learning opportunities are very good

14. The school is involved in a number of local and national initiatives, which, in a variety of ways, contribute to an enriching curriculum and eventually to the desired aim of raising standards. These include ‘Healthy Schools’, Citizenship and ‘Healthy Eating’ (case study for the DfES) and ‘Thinking Skills’ (a key school in the local education authority’s pilot programme). The Thinking Skills project, for example, has a direct impact on the curriculum as it involved staff planning to consider the visual, auditory and kinaesthetic elements of learning in order to maximise this learning, for example the playing of suitable background music related to different curriculum activities. They effectively support the school’s overall curriculum aim, which is to develop the whole child. Although the Foundation Stage curriculum includes an appropriate well-planned range of outdoor activities, the current facilities do not allow for this area to be a natural

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The quality and range of the learning opportunities are very good

extension to the classroom, as its use has to be planned more formally.

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There is a very good partnership between the school and the parents

15. The vast majority of parents have very positive feelings about the school. As a result, most are extremely supportive of their children’s learning, which is an important element of the good achievement of the pupils. Virtually all parents feel that they can approach the school about any matter. One parent summed up the attitudes of most parents when, at the pre-inspection parents’ meeting, she said, ‘I can raise whatever issue I like and it will be considered’.

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There is a very good partnership between the school and the parents

16. For its part, the school provides a range of helpful information to the parents. The school booklet is outstanding. It is attractive, contains easily understood information and sets the right tone for the future parent/school relationships. Parents with children starting in the reception class are provided with a ‘welcome pack’ and are then invited to ‘Year R Walkabouts’, when they are shown around by their own child. There is a clear, and regularly updated, homework policy, supplemented by useful guidelines of how to support reading at home. Most parents give good support to this aspect of their children’s learning.

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There is a very good partnership between the school and the parents

17. In order to help the parent/school partnership, and to raise parental understanding, the school has organised three, heavily over-subscribed, courses entitled ‘Keeping up with your Children’. This course was deemed by the parents to be very useful and was highly praised by those who were able to attend. A number of formal and informal opportunities are provided for consultation during the year, including open afternoons and evenings called ‘Meet the Teacher’. It was evident during the inspection that many parents take advantage of the ‘open door’ policy for consultations about any matter. South Wootton First School - 14 These consultations are backed up, at the end of the year, by a full annual report. It contains a good picture of the activities undertaken by the pupil and their response to them. In literacy and numeracy, clear targets are set for improvement, but are rarely indicated in other subjects. Many parents give active support to the thriving

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There is a very good partnership between the school and the parents

parent/teacher association and by helping in the classroom. This is of mutual benefit and the helpers generally enjoy the experience.

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by all the staff and a well-informed, able governing body

18. The headteacher is a very good leader. He has a very clear understanding of the direction the school has to take. However, he does not wish to travel this road alone and has worked very hard to establish a ‘team approach’ to all aspects of the school’s development and management. In this aim he has been extremely successful. It is clearly evident that all adults in the school, whatever their role, feel that their contributions count. The status of an ‘Investor in People’ award, and the work done through the ‘Well Being’ initiative to, for example, maintain and improve staff morale and assist retention and recruitment, are both testimony to the school’s commitment to the team, including the governing body. There is also a strong commitment by the headteacher, governing body and staff to the maintenance and the further improvement of standards. In order to help the realisation of this aim, the headteacher and governing

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by all the staff and a well-informed, able governing body

body carry out very systematic analyses of available data, monitor developments and issues with subject co-ordinators and effectively evaluate, for example, the quality of teaching.

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by all the staff and a well-informed, able governing body

19. The governing body is provided with high quality information by the headteacher so that governors are keenly aware of the school’s strengths, areas for development and future needs. This understanding is well supplemented by the governors’ direct involvement in staff training and, for example, as part of the school’s strategy for the improvement in the standard of writing, a governor carried out a useful evaluation of the present position. The school improvement plan is also the result of a team effort involving all staff and governors. It is a very clear and well-structured strategic document; it is also a working document. The plan is subject to effective and regular evaluation. Financial control and management are very good and the school is administered very efficiently. A very clear view is held of future financial trends and the school is developing strategies to manage a range of potential options so that planning is realistic. The

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by all the staff and a well-informed, able governing body

principles of best values are well applied.

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The provision for the consistent improvement in the standards of writing

20. The school has invested much time, effort and money in its drive to raise further the standards of pupils’ writing. These have included measures, such as ‘writing weeks’, improved writing scheme, resources for teachers, audits of pupils’ writing development and teachers’ training courses. Compared with five years ago, there has been a good deal of success, for example a halving of the pupils attaining the lowest benchmark level in writing (Level 2C) and a doubling of those at a higher Level 2A. Evidence from lessons seen and the scrutiny of pupils’ previous work show a good range of opportunities for pupils to write in a wide variety of styles and for different audiences. In some of the best work from Years 2 and 3 pupils, there was evidence of the correct use of grammar, spelling and punctuation, as well as imaginative flair. However, these two aspects of writing were not always combined. Whilst most pupils clearly

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The provision for the consistent improvement in the standards of writing

understand the need for planning written work with a cohesive structure, there was insufficient evidence of redrafting and editing work, for example writing a first draft on South Wootton First School - 15 alternate lines in order to facilitate any amendments necessary. Too few opportunities, especially for higher attaining pupils, were also evident of more extended writing in other subjects, such as science, history and geography.

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foundation subjects, through the school

21. There is a clear, and regularly evaluated, whole-school framework for the curriculum. This is supplemented, in each year, by more detailed half-term plans which appropriately identify, for example, agreed learning objectives and resources. This is good practice. However, there is no commonly agreed structure to the teachers’ weekly plans. As a result, for example, the very desirable aspects of the school’s ‘Thinking Skills’ initiative are not identified or, the very closely related provision that may be made in a lesson for the pupils’ spiritual, moral, social and cultural development.

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foundation subjects, through the school

22. Similarly, and again in the foundation subjects, each year is developing its own strategies and formats for assessment. The school is to be praised for initiating systems to monitor and record the pupils’ attainment and academic progress. However, the lack of a whole-school approach inhibits clear understanding of pupils’ development from year to year.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Build further on current initiatives to improve the standards of writing, by providing more opportunities to redraft and edit work and to undertake more extended writing in subjects other than English.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) Support such initiatives as ‘Thinking Skills’ by developing a more consistent approach to short-term planning.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(3) Evaluate the current assessment procedures in foundation subjects in order to develop an effective whole-school approach. South Wootton First School - 16

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 10

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. Care should be taken when interpreting these percentages as each lesson represents more than four percentage points.

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 235

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 10

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Information about the school’s pupils

Number of pupils with statements of special educational needs 1

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 25

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 5

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 5

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 5

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Attendance

National comparative data 5.4 National comparative data 0.5 South Wootton First School - 17 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. South Wootton First School - 18

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Attainment at the end of Key Stage 1 (Year 2)

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2002 33 27 60

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Attainment at the end of Key Stage 1 (Year 2)

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1 (Year 2)

Percentage of pupils School 93 (100) 95 (97) 95 (100) at NC level 2 or above National 84 ( 84) 86 (86) 90 ( 91)

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Attainment at the end of Key Stage 1 (Year 2)

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1 (Year 2)

Boys 31 31 30 Numbers of pupils at NC level 2 and above Girls 26 26 26

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Attainment at the end of Key Stage 1 (Year 2)

Percentage of pupils School 95 (100) 95 (98) 93 (100) at NC level 2 or above National 85 ( 85) 89 (89) 89 ( 89)

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Attainment at the end of Key Stage 1 (Year 2)

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

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Ethnic background of pupils Exclusions in the last school year

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

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Ethnic background of pupils Exclusions in the last school year

White – any other White background 1 0 0

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Ethnic background of pupils Exclusions in the last school year

Mixed – any other mixed background 2 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British - Pakistani 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British – Bangladeshi 0 0 0

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Ethnic background of pupils Exclusions in the last school year

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

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Ethnic background of pupils Exclusions in the last school year

Black or Black British – Caribbean 0 0 0

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Ethnic background of pupils Exclusions in the last school year

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

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Ethnic background of pupils Exclusions in the last school year

Any other ethnic group 0 0 0 South Wootton First School - 19 No ethnic group recorded 1 0 0

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Ethnic background of pupils Exclusions in the last school year

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

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 9 Financial year 2001/2002

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Teachers and classes Financial information

Number of pupils per qualified teacher 25.8

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Teachers and classes Financial information

Education support staff: YR – Y3 Total income 452,462

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Teachers and classes Financial information

Total number of education support staff 10 Total expenditure 443,655

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Teachers and classes Financial information

Total aggregate hours worked per week 209 Expenditure per pupil 1,872

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Teachers and classes Financial information

Balance brought forward from previous year 23,343

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Teachers and classes Financial information

FTE means full-time equivalent. Balance carried forward to next year 32,150

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Recruitment of teachers

Number of teachers who left the school during the last two years 2

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 2

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

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Recruitment of teachers

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

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Recruitment of teachers

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

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Recruitment of teachers

FTE means full-time equivalent. South Wootton First School - 20

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Percentage of responses in each category

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

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Percentage of responses in each category

My child is making good progress in school. 67 28 2 1 2

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Percentage of responses in each category

Behaviour in the school is good. 70 27 1 0 2

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Percentage of responses in each category

My child gets the right amount of work to do at home. 53 44 2 1 0

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 48 37 12 1 2

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 81 14 3 1 2

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 75 24 0 0 1

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Percentage of responses in each category

The school works closely with parents. 61 27 8 1 2

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Percentage of responses in each category

The school is well led and managed. 85 15 0 0 0

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Percentage of responses in each category

The school is helping my child become mature and responsible. 70 27 1 1 1

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 24 31 27 7 10

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