Ruswarp Church of England Voluntary Controlled Primary School

RUSWARP C of E (VC) PRIMARY SCHOOL

Dates of inspection: 2 nd – 3 rd December 2002

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RUSWARP C of E (VC) PRIMARY SCHOOL

Short inspection carried out under Section 10 of the School Inspections Act 1996

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: January 1998

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INFORMATION ABOUT THE SCHOOL

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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INFORMATION ABOUT THE 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 Ruswarp C of E Primary School - 3

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Team members

21060 Mr G Brown Registered inspector 11368 Mrs K Lee Lay inspector 17685 Miss L Spooner 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 Ruswarp C of E Primary School - 4

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REPORT CONTENTS

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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REPORT CONTENTS

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 14

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REPORT CONTENTS

PART C: SCHOOL DATA AND INDICATORS 15 Ruswarp C of E Primary School - 5

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INFORMATION ABOUT THE SCHOOL

The school serves the small village of Ruswarp, which is close to the ancient seaport of Whitby and within a few miles of the North Yorkshire National Park. It is below average size and almost two-thirds of its 91 pupils come from outside the village itself. Apart from the reception age group, all pupils are taught in mixed-age classes. Currently, there are significantly more girls than boys on roll. Pupils come from a wide range of backgrounds but most show above average standards on entry to the reception class. There are no pupils for whom English is an additional language and a below average number (six per cent) is entitled to free school meals. Currently eight pupils have special educational needs, all of whom are at an early stage of support. No pupil has a statement of special educational needs. Many of the school’s aims centre on the opportunities for pupils to learn and achieve as highly as possible and to

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INFORMATION ABOUT THE SCHOOL

provide well for their personal development. It also recognises the need to develop an ethos based on Christian values and ideals. At the time of the inspection, the school had to respond to the long-term absence of the Years 3 and 4 class teacher.

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HOW GOOD THE SCHOOL IS

Ruswarp is a good, successful school which continues to serve its community and neighbourhood very well. Most pupils achieve well for their age, and standards are well above average by the time pupils transfer to the high school. Teaching and learning are good overall and the school provides an effective setting for pupils to learn. They also benefit from the very good leadership of an experienced headteacher. Management is good and the school fulfils its aims very well, particularly its emphasis on high standards and the personal development of pupils. The school gives good value for money.

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What the school does well

• Standards in English, mathematics and science are above average by the end of Year 2 and well above average by the end of Year 6. Pupils also achieve well in several other subjects including art and design and design and technology. • The quality of teaching and learning is good overall and very good in Years 5 and 6. Most pupils make good progress, including the most able and those with special educational needs. • The leadership of the headteacher is very good. She provides good vision and clear educational direction. The management of the school is good and helps provide good resources and an effective climate for learning. • The provision for pupils’ personal development is very good. As a result, working relationships, behaviour and the pupils’ response to learning are all very good.

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What could be improved

• The overall standards achieved by pupils in Years 3 and 4. 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

When the school was last inspected, in January 1998, many aspects were reported as being either good or very good. Since then it has continued to do well, making good improvement overall. Due attention was paid to any areas it had to improve, including a better school development plan and more effective book provision. It has only partly succeeded in strengthening its extra-curricular provision. Standards among Year 2 and Year 6 pupils have risen again and national achievement awards have been given in recognition of the standards reached by Year 6 pupils in particular. The school has also done well to ensure that important initiatives such as the literacy and numeracy strategies have been implemented effectively. This is a school that works hard and successfully to improve on its already many good qualities and strengths. Ruswarp C of E Primary School - 6

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STANDARDS

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

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Key

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

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Key

There are strengths in the standards reached by many pupils in the school, particularly those in Years 5 and 6, where the quality of teaching and learning is consistently very good. Almost all children in the reception class achieve well and are fully on course to exceed the standards anticipated for their age by the end of the Foundation Stage. Pupils currently in Years 1 and 2 also achieve well and are on course to be above average in reading, writing and mathematics by the end of the school year. Inspection evidence confirms the above average results that many pupils attained in the most recent national tests for pupils at the end of Year 2. In the Year 6 tests conducted in 2002, pupils achieved well above average standards in English, mathematics and science. Taking these subjects as a whole, the results were among the top five per cent in the country. Although national comparisons are difficult because year

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Key

groups are small, pupils do very well in relation to schools in similar settings. Standards in literacy and numeracy are consistently good in the school as a whole. Pupils in Year 6 continue to achieve well over time and inspection evidence confirms this trend among the oldest pupils. Significant numbers of Year 6 pupils continue to achieve the higher grades in their national tests and this reflects the school’s expectations in respect of its most able pupils. Those with special educational needs also achieve well in relation to their own targets for learning. Standards in several other subjects are above average, including art and design and design and technology. Whilst attaining at least average standards overall, pupils in Years 3 and 4 could achieve more, and teacher expectations need to be raised in respect of this class. The targets set for future attainment in Year 6 continue to reflect the high achievements of the

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Key

past and pupils are on course to do well in the current school year.

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Aspect Comment

Attitudes to the school Very good. Pupils are eager to learn and to do their best. Their attitudes are an important factor in the good progress they make.

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Aspect Comment

Behaviour, in and out of classrooms Very good. Pupils are trustworthy and behave very sensibly in response to the school’s high expectations in this respect.

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Aspect Comment

Personal development and relationships Very good. School is a friendly place to learn and very good working relationships are established, not least among the pupils themselves. The all-round development of the pupils is very well provided for.

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Aspect Comment

Attendance Good and above the national average. Pupils attend lessons promptly. Ruswarp C of E Primary School - 7

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

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

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

The quality of teaching and learning is good across the school and meets securely the needs of the pupils. Inspectors also observed a significant amount of very good teaching, particularly in Years 5 and 6. Effective teaching begins in reception and the above average standards in that class, and in others in the school, reflect the quality of teaching given to almost all pupils. Some unsatisfactory teaching occurs in Years 3 and 4. Where this persists, the standards of attainment are not as high as those elsewhere, nor do the pupils make the same rapid progress. The expectations on pupils in this class are not high enough, unlike the rest of the school, where this is a notable teaching strength. With the exception of Years 3 and 4, the teaching of literacy and numeracy is consistently good. The emphasis on the speaking and writing skills of the pupils is a major reason why pupils do so well in much of their

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

learning. Teachers plan well with good emphasis on a wide range of activities which support pupils of different abilities. The management of classes is generally very good and little time is wasted in ensuring pupils work hard and do their best. The work set is usually very challenging and, in most lessons, pupils work successfully towards their termly targets. Very good use is made of attractive books and other quality resources. The very good contribution made by classroom support staff is an integral part of pupils’ learning, for both the more and less able. Pupils’ work is assessed satisfactorily, although the use made of marking is not always effective across the entire school. Homework is used satisfactorily to consolidate and extend pupils’ learning.

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Aspect Comment

The quality and range of the curriculum Satisfactory in the reception class and good elsewhere. The provision for literacy and numeracy is particularly good. A full statutory curriculum is taught and there is satisfactory provision for enriching pupils’ learning, including extra-curricular activities.

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Aspect Comment

Provision for pupils with special educational needs Good. Pupils’ needs are identified early and accurately through teacher assessment and they are well supported by a range of staff.

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Aspect Comment

Provision for pupils with English as an additional language There are no pupils for whom English is an additional language. Sound measures are in place should pupils need additional support.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good overall. The spiritual and cultural development of pupils is well planned, whilst provision for moral and social development is very good. The school prepares its pupils satisfactorily for life in a multicultural society.

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Aspect Comment

How well the school cares for its pupils Good. Pupils are viewed and cared for as individuals and there are good procedures for child protection and pupils’ welfare, including their safety and general wellbeing. There are satisfactory methods to assess, Ruswarp C of E Primary School - 8 monitor and record pupils’ academic progress and personal development.

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Aspect Comment

Many parents are eager to support their children’s learning and there are effective links between home and school. Parents view the school very positively. Some help in school on a regular basis. Ruswarp C of E Primary School - 9

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher is an effective leader. She provides clear educational direction and places high expectations on both staff and pupils. Management is good and the school is well run on a daily basis. Teachers carry multiple responsibilities and it is difficult for them to monitor regularly the standards in all their various subjects.

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Aspect Comment

How well the governors fulfil their responsibilities Good. Governors are very committed and have a good grasp of the strengths and weaknesses of the school. The governing body helps determine the educational direction and priorities of the school and therefore fulfils its responsibilities well.

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Aspect Comment

The school’s evaluation of its performance Good. The school seeks to improve itself still further and ensures it gets good value by evaluating and comparing its past and present performance against that of other schools.

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Aspect Comment

The strategic use of resources Good. Annual finance, including specific grants, is used well to meet the declared priorities on the school development plan. Good financial procedures are in place and staffing levels are also good and influential in meeting the needs of the pupils. Educational resources are plentiful and of good quality. The accommodation, whilst rather cramped, is attractive with displays of pupils’ work and is satisfactory overall in relation to the delivery of the statutory curriculum.

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What pleases parents most What parents would like to see improved

• Most agree that their children enjoy school and that it is helping them to mature and to make good progress. Standards are good. • Behaviour is good and children respond well to their learning. Pupils are expected to work hard. • Teachers are caring, know the pupils well and provide interesting and informative lessons for their children. • Most parents would feel comfortable when approaching the school with any problems. • Some parents do not feel well informed as to how their child is getting on. • The partnership between parents and school could be improved. • The school could improve the range of activities on offer to pupils outside of normal lessons.

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What pleases parents most What parents would like to see improved

The inspection supports all the positive points made here by parents and recognises them as important strengths of the school. In respect of areas to improve, the school provides the usual range of opportunities for parents to come and discuss their children’s work, and the annual reports are generally informative and meet statutory requirements. The relationship with parents is seen by the school as very important and this works well in relation to most children. The school provides a wide range of attractive activities and visits to help support learning, but has difficulty in running clubs out of hours. It continues to review the position on an annual basis. Ruswarp C of E Primary School - 10

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2 and well above average by the end of Year 6. Pupils also achieve well in several

other subjects including art and design and design and technology.

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2 and well above average by the end of Year 6. Pupils also achieve well in several

1. The results of national and other forms of assessment, supported by inspection evidence, confirm that pupils' standards are above average by the end of Year 2 and well above average by the end of Year 6. The very good standards reached by the pupils in Year 6, in particular, have been sustained over a long period, and have resulted in two national achievement awards being granted to the school. An overall strength is the level reached in speaking and listening. Children in the reception class become good listeners and are quick to express their views and ideas. Speaking skills are built up carefully across the school so that, by Year 6, most pupils can talk, question and debate with clarity and confidence. Pupils are particularly good at explaining to their teacher and to visitors the point they have reached in their work. In mathematics and science, most are able to explain very clearly the various strategies

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2 and well above average by the end of Year 6. Pupils also achieve well in several

used to reach an answer or a conclusion.

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2 and well above average by the end of Year 6. Pupils also achieve well in several

2. Reading skills are also well developed and, by the end of Year 6, most pupils read widely and expressively for their age. From reception onwards, children are surrounded by a rich environment of words in books, posters and displays. They soon build up an extensive range of descriptive or imaginative vocabulary, which they recognise and use accurately. Most pupils show above average understanding of what they read and develop clear ideas about plot and characterisation. By Year 6, many use non-fiction books to support and extend their research, and even attempt to write in the style of a favourite author.

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2 and well above average by the end of Year 6. Pupils also achieve well in several

3. Writing skills are generally well above average by the end of Year 6. Pupils are given a wide range of opportunities to write both factually and imaginatively as they move through the school. In the reception class they are keen to write words and phrases they meet in books and copy readily what their teacher writes for them. Some could move towards more independent forms of writing a little earlier. Nevertheless, by the end of Year 2, pupils write clearly and imaginatively for their age, expressing their ideas or stories in well-written language that is grammatically sound and well punctuated. Many use the computer successfully to extend their work or improve its appearance. Pupils in Years 3 and 4 used information and communication technology very well to illustrate their own poems based on a piece of writing, ‘The Flat Man’. Poetic and other styles of writing are explored very fully and many pupils can write in

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2 and well above average by the end of Year 6. Pupils also achieve well in several

the different styles needed, for example in religious education, science or history. Those in Years 5 and 6 in particular write at considerable length and use imaginative or technical vocabulary very well to capture the attention of the reader. Pupils wrote effectively in their work entitled: ‘The Phantom Sausage Stealer’, ‘Anne Frank’s Diary’ and ‘How to make scrambled eggs’. Most of the work produced by the oldest pupils is completed in pen; is very neatly presented in legible, joined-up writing, and contains accurate spelling.

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2 and well above average by the end of Year 6. Pupils also achieve well in several

4. Mathematics is taught particularly well across much of the school and this is reflected in the well above average standards reached by pupils at the end of Year 6. They clearly enjoy the subject and develop many skills and different strategies when adding, subtracting, multiplying and dividing both small and larger numbers. Pupils learn rapidly how numbers and mathematical operations relate to each other and Ruswarp C of E Primary School - 11 quickly develop mental and written strategies to help solve problems. Reception pupils recognise our most common coins and know their value. They apply this knowledge well when spending up to 50 pence in the classroom shop. By the end of Year 6, pupils are able to use well-grounded skills in handling numbers and solving more complex problems involving money and other mathematical work. Numeracy is seen as an area of learning that can be applied across the curriculum and pupils use

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2 and well above average by the end of Year 6. Pupils also achieve well in several

their skills to good effect in science and design and technology.

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2 and well above average by the end of Year 6. Pupils also achieve well in several

5. Mastery of the ‘number tables’ is a particular feature of the attainment in Years 3 and 4. In Years 1 and 2, pupils are particularly adept for their age in the use of mathematical language and, as in other year groups, this is used freely and accurately by most pupils. Year 2 pupils show above average understanding of place value and can measure accurately in centimetres. The same year group are accurate when using digital and analogue clocks. By Year 6, pupils’ books are full of a wide range of mathematical content, including fractions, decimals, probability and basic data handling. Computers are used well to support mathematical learning, for example to print out graphs showing a survey of favourite types of bicycle or cereals. Pupils’ knowledge of shape is generally well above average. Year 6 pupils, for example, can name and recognise the properties that distinguish several types of triangle. Their work on the application of angles is more readily associated with that of

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2 and well above average by the end of Year 6. Pupils also achieve well in several

6. Pupils also have a very good knowledge and understanding of science and how this relates to their everyday world. Their topics successfully blend theoretical and practical science at a well above average level of attainment. How to conduct a scientific enquiry, make predictions and write up results, all form an integral part of science learning from an early age. Pupils in Years 1 and 2 completed some particularly good work on sound in this respect and this complimented their earlier efforts on the human body and skeletal structures. The environment was also used very effectively during a nature walk, when snails, worms and the woodlouse were all observed at close quarters. Pupils in Years 3 and 4 develop a good science vocabulary, including words such as ‘synthetic’ and ‘transparent’ as part of a well- conducted project on the absorbency of different materials. Those in Years 5 and 6 conduct a wide range of investigative work. Their current work on reversible and

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2 and well above average by the end of Year 6. Pupils also achieve well in several

irreversible changes and mixing alkalis with acids is of a high standard, and reflects well what has been learned and applied lower down the school.

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2 and well above average by the end of Year 6. Pupils also achieve well in several

7. Most pupils in Years 3 and 4 reach at least average standards and several achieve well for their age, particularly in English and mathematics. However, standards are not as high as elsewhere in the school and some work is poorly presented relative to their ability.

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2 and well above average by the end of Year 6. Pupils also achieve well in several

8. Standards in other subjects could not be explored fully during the inspection period. However, pupils’ attainment in design and technology and in art and design is of particular note. These subjects represent a strength of the school. Reception pupils understand the nature of collage and produce some beautiful figures to illustrate the Nativity, using card, wool and various materials and fabrics. Many of them show a keen awareness of which materials are best suited to a particular purpose. Pupils in Years 1 and 2 combined art and design and history very well when producing a large frieze depicting the Great Fire of London. In Years 3 and 4, many pupils show the strength of their observational skills, combined with a good sense of colour, when producing mosaics as part of their project on the Romans. By the end of Year 6, pupils regularly show high attainment in art and design and design and technology.

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2 and well above average by the end of Year 6. Pupils also achieve well in several

They use mediums such as pastels very effectively, for example when producing Ruswarp C of E Primary School - 12 large, attractive portraits of the wives of Henry VIII. They also readily adopt the role of environmental sculptors using ephemeral materials, found in nature, in the style of Andy Goldsworthy. Their efforts to design and weave Scottish tartans were extremely attractive. After studying the work of the ceramic artist, Clarice Cliff, pupils produced very detailed and attractive plates of their own depicting willow and other patterns.

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2 and well above average by the end of Year 6. Pupils also achieve well in several

The quality of teaching and learning is good overall and very good in Years 5 and 6.

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Most pupils make good progress, including the most able and those with special

9. During the inspection period, some two-thirds of teaching was either good or very good. It was consistently very good in Years 5 and 6. Some good and very good teaching occurred in all year groups, except in Years 3 and 4, where it was satisfactory overall, but with a small amount of unsatisfactory teaching that failed to move the pupils on at the expected rate.

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Most pupils make good progress, including the most able and those with special

10. The good teaching in the reception class encourages all children to make an effective start to their schooling. Well-planned lessons enables all children to make good progress in all areas of learning, particularly their language and communication, mathematical and personal development. All children’s needs are well addressed. The classroom is an interesting and vibrant place in which young children can explore and enjoy a wide range of activities. Staff ensure that learning is both exciting and challenging and that early skills and knowledge are well promoted. The headteacher has a considerable teaching commitment in Years 5 and 6, and she sets clear guidelines for the quality of teaching and learning expected across the school. Expectations are high in this and other respects, such as a whole-school approach towards the management of classes and the importance of display and valuing the efforts of pupils. In most classes, the management of the pupils is very effective.

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Most pupils make good progress, including the most able and those with special

Learning is brisk, as little time is wasted and pupils are kept fully active. In some classes, the individual targets of each pupil could be referred to a little more. Overall, however, pupils know the levels they are trying to reach and they clearly enjoy the challenge of completing work on time and to a standard of which they are proud. All staff are careful to share the aims of a lesson with the pupils at the onset so that they feel part of their own learning. Displays are of high quality and strongly support the general ethos of the school.

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Most pupils make good progress, including the most able and those with special

11. Teachers plan their work well and, in most classes, good attention is paid both to pupils of higher ability and any with special educational needs. Teachers are particularly skilled during oral work. They challenge pupils through careful questioning, asking them to explain why a particular strategy has been used or what information they have to hand. The school has some above average learning resources and these are used to their full potential, which increases pupils’ interest and hence their progress, even more. Teachers are quick to exploit pupils’ enthusiasm for learning in general.

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Most pupils make good progress, including the most able and those with special

12. An experienced team of classroom support staff are used well to help either individuals or small groups of pupils. The quality of teachers’ marking is variable between classes but is generally satisfactory. In the best of examples seen, the teacher made it clear to the pupils what standard they had reached and what had to be done next for them to improve their work. Teachers have adequate systems to record the results of their assessments, but the school could usefully audit what is currently the best practice and develop a more rigorous whole-school approach towards assessment. Homework of various types is set regularly in all classes and is used satisfactorily to reinforce or extend learning. Ruswarp C of E Primary School - 13

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educational direction. The management of the school is good and helps provide

good resources and an effective climate for learning.

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educational direction. The management of the school is good and helps provide

13. The headteacher combines her many roles very effectively, particularly those of teacher and school leader. She is very committed to the school and its underlying philosophy and works hard, with others, to ensure its aims are met securely on a daily basis. As a teacher, she provides a particularly influential role model and this is the basis of the high expectations and standards that have become the hallmark of pupils in her own class. In this, she is supported by a small and hardworking group of teachers and non-teaching staff who, together, form an influential team that continues to support the school and its community very well. Most staff have a complex set of responsibilities which are clearly defined, although the introduction of a newly qualified teacher and another on long-term absence, makes it more difficult for the subject leaders to be totally effective in their role. Monitoring of standards across many

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educational direction. The management of the school is good and helps provide

National Curriculum subjects has now become the major responsibility of the headteacher, and this is problematic given the time spent in fulfilling her own teaching role. Despite this, there is a strong team spirit in the school by which staff support each other, and therefore the pupils, very well.

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educational direction. The management of the school is good and helps provide

14. The role and influence of the governing body continue to improve. It now has a good grasp of the strengths and weaknesses of the school and is more involved in decision-making, strategic planning and areas of school improvement, such as extending the teaching areas. Its monitoring role has also increased and governors are particularly influential in matters relating to school finance and in ensuring that annual grants are used effectively to support priorities in the school development plan. The school has good financial procedures and the headteacher, governors and an experienced secretary and bursar know how to get the best value from available financial and other resources. The governors ensure that important areas are adequately addressed and supported, such as special educational needs and the development of a curriculum for the more able or talented. Learning resources are attractive and generally plentiful.

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educational direction. The management of the school is good and helps provide

15. The management of the school is well aware of how the motto, ‘Instruction, wisdom and understanding’, can best be achieved among the pupils. The ‘climate for learning’ that was highlighted during the previous inspection has been sustained and developed further, with even more emphasis on high standards. Although some ongoing difficulties exist with the staffing of one class, positive action has been taken in recent times to meet the school’s targets. The great majority of parents rightly believe that the school is well led and managed and that staff and governors continue to have significant influence on the lives of their children.

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working relationships, behaviour and the pupils’ response to learning, are all very

16. These aspects were praised during the previous inspection and have continued to be a strength of school life. The development of the whole child is fundamental to the ethos of the school and all staff work successfully to that end. Considerable emphasis is placed on the need for pupils to be seen as well-balanced individuals who can accept responsibility for their own actions and also accept the importance of others in the school community. To this end, the school’s provision for the spiritual and cultural development of its pupils is good, whilst the provision for moral and social Ruswarp C of E Primary School - 14 development is very good. This quality is reflected in the very good working relationships that emerge, together with the pupils’ very good behaviour and their eagerness to do their everyday work to a good standard.

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working relationships, behaviour and the pupils’ response to learning, are all very

17. As part of spiritual and moral development, pupils are given good opportunities to explore their own thoughts and feelings. Much of this is done through open questions that encourage reflection or provoke discussion. Most pupils feel they can make their own worthwhile contributions. This even begins in the reception class as the staff give children opportunities to try to make sense of the world around them. Acts of worship are used well to promote Christian ideals such as honesty, fairness and the importance of everyday kindness. The school’s strong emphasis on art and the wide- ranging displays of pupils’ work help foster a sense of value and wellbeing. The good emphasis on the beauty of the natural world also gives pupils a sense of understanding of what is important to them.

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working relationships, behaviour and the pupils’ response to learning, are all very

18. The school does very well to provide a setting that encourages pupils to develop a sense of responsibility for each other and learn to respect each others’ views. This is a relatively small community, but one with a strong sense of belonging, where older pupils get to know the youngest children well and are asked to support them in the playground and the dining hall. Year 6 pupils in particular see this approach as an obvious extension to their own school lives and make good contributions to the school as a whole through their own maturity. Some readily recall similar things happening when they were very young. In lessons such as art and design and science, teachers frequently encourage pupils to work in pairs or small groups, this in turn helps to develop social skills such as making group decisions and sharing opinions and individual strengths.

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working relationships, behaviour and the pupils’ response to learning, are all very

19. School is a very harmonious place because pupils work and play together very well. Even very young pupils know the importance of following closely any codes of behaviour designed for the safe and friendly running of the school. The school has recently introduced a new house system, and this is already having the effect of creating among pupils a sense of belonging to a team and the knowledge that every individual makes a valued contribution to school life. Although the school could perhaps do more to promote an awareness of the cultural diversity of society through posters and other displays, it is successful in fostering curiosity among the pupils about the nature of other societies and the different cultures they represent. The school curriculum has a sound emphasis on global awareness. The scheme of work for religious education also provides a good platform for pupils to study the faiths and

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working relationships, behaviour and the pupils’ response to learning, are all very

beliefs of traditions and religions other than Christianity. Throughout the year, pupils enjoy several visits to nearby historical Whitby with its own strong historical and cultural traditions. The importance of the church is also stressed through the celebration of important festivals such as Advent and Harvest.

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working relationships, behaviour and the pupils’ response to learning, are all very

20. The school’s strong emphasis on personal development, involves high expectations of pupils’ behaviour and the need to respond very positively to learning. Most pupils accept these elements without question and are very keen to learn. Energy, effort and outright enthusiasm are commonplace. Older pupils in particular are increasingly aware of their own targets for improvement and therefore have at least a sound sense of their own learning needs. They feel secure and valued in what they do. Behaviour is consistently very good, both in the classroom, during lunchtimes and in the playground. No oppressive behaviour was observed. The school is also showing a healthy involvement with how pupils behave outside of school hours and this gives children a sense of consistency in the way they are being brought up both in school and at home. Ruswarp C of E Primary School - 15

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WHAT COULD BE IMPROVED

The overall standards achieved by pupils in Years 3 and 4.

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WHAT COULD BE IMPROVED

21. Pupils in these year groups are taught as a single class and their appointed class teacher was away on long-term absence during the inspection period. Although provision for these groups is satisfactory overall, some teaching weaknesses occurred during the inspection and others are equally apparent over time. Some shortcomings in teaching adversely affect pupils’ progress and ultimately the standards they reach. For example, expectations in this class are lower than those found elsewhere in the school. A minority of pupils have also become ‘too comfortable’ with standards of work and behaviour which do not reflect their best efforts. This is very much a teaching issue. The marking of pupils’ work does not follow consistently the specific guidance issued by the school and, currently, pupils’ targets for learning are not precise enough. These areas of teaching, together with more effective methods of assessing pupils’ work, need attention as soon as

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WHAT COULD BE IMPROVED

possible. Some pupils are underachieving. However, where the work accurately and rigorously challenges their ability, more effective learning clearly occurs. However, this is not happening consistently enough at the present time. Although many pupils attain average standards overall in English, mathematics and science, their work is often untidy and inadequately presented for their age and ability. All pupils could therefore benefit from improved planning and a more stable position in respect of their teaching and learning.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

22. In order to achieve full consistency with the high standards and the quality of education found elsewhere in the school, the governors, headteacher and staff should:

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Improve the standards achieved by pupils in Years 3 and 4 by:

• ensuring that the high expectations that are common elsewhere in the school are applied more rigorously and consistently to pupils in this age-group; • ensuring that the quality of teaching and learning matches the level of the best practice already present in the school; • developing more precise forms of assessment, the results, from which, can be used to monitor pupils’ progress more effectively. (Paragraphs 7, 9, 12, 21)

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Improve the standards achieved by pupils in Years 3 and 4 by:

The school is aware of the difficulties experienced in the year groups in question and is already taking steps to improve the overall position. Ruswarp C of E Primary 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 seven 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) 91

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 0

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 8

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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 0

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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 4

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Attendance 2001/02

National comparative data 5.4 National comparative data 0.5 Ruswarp C of E Primary School - 17 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Ruswarp C of E Primary 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 14

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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)

Boys Numbers of pupils at NC level 2 and above Girls

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

Percentage of pupils School 100 (100) 100 (100) 100 (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 Numbers of pupils at NC level 2 and above Girls

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

Percentage of pupils School 100 (100) 100 (100) 100 (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. Separate scores for girls and boys are not supplied as the small numbers of each in this cohort could lead to the possibility of individual recognition.

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Attainment at the end of Key Stage 2 (Year 6)

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2002 11

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Attainment at the end of Key Stage 2 (Year 6)

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 2 (Year 6)

Boys Numbers of pupils at NC level 4 and above Girls

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Attainment at the end of Key Stage 2 (Year 6)

Percentage of pupils School 100 (90) 91 (90) 100 (100) at NC level 4 or above National 75 (75) 73 (71) 86 (87)

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Attainment at the end of Key Stage 2 (Year 6)

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 2 (Year 6)

Boys Numbers of pupils at NC level 4 and above Girls

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Attainment at the end of Key Stage 2 (Year 6)

Percentage of pupils School 100 (80) 100 (90) 100 (90) at NC level 4 or above National 73 (72) 74 (74) 82 (82)

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Attainment at the end of Key Stage 2 (Year 6)

Percentages in brackets refer to the year before the latest reporting year. Separate scores for girls and boys are not supplied as the small numbers of each in this cohort could lead to the possibility of individual recognition. Ruswarp C of E Primary School - 19 Ruswarp C of E Primary School - 20

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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 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Mixed – any other mixed background 0 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

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. Ruswarp C of E Primary School - 21

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 3 Financial year 2001/2002

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Teachers and classes Financial information

Number of pupils per qualified teacher 27

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 238,096

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Teachers and classes Financial information

Total number of education support staff 2 Total expenditure 236,660

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Teachers and classes Financial information

Total aggregate hours worked per week 43 Expenditure per pupil 2,732

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Teachers and classes Financial information

FTE means full-time equivalent Balance brought forward from previous year 2,817

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Teachers and classes Financial information

Balance carried forward to next year 1,337

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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. Ruswarp C of E Primary School - 22

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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. 50 45 0 0 5

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Percentage of responses in each category

Behaviour in the school is good. 53 43 3 0 0

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Percentage of responses in each category

My child gets the right amount of work to do at home. 43 50 2 0 5

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 29 52 10 3 5

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 60 29 7 0 3

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 62 36 0 0 2

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Percentage of responses in each category

The school works closely with parents. 33 43 14 2 9

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Percentage of responses in each category

The school is well led and managed. 45 38 7 2 9

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Percentage of responses in each category

The school is helping my child become mature and responsible. 47 48 0 0 5

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 9 22 40 12 17

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