Brington Primary School

BRINGTON PRIMARY SCHOOL

Dates of inspection: 26 th -27 th February 2003

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BRINGTON PRIMARY 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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BRINGTON PRIMARY 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. Brington Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Little Brington Northampton Postcode: NN7 4HX

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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: Mrs Ione Francis

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 27 th October 1997 Brington Primary School - 4

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Team members

8339 Hugh Protherough Registered inspector 15181 Meg Hackney Lay inspector

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Team members

The inspection contractor was: Hugh Protherough Inspections Ltd. PO Box 396 Banbury OX15 5XJ

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Team members

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

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Brington Primary School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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INFORMATION ABOUT THE SCHOOL

This very small community primary school serves the villages of Great and Little Brington and its surrounding hamlets, and attracts a significant number of pupils from even further afield. There are three classes with a total of 68 pupils comprising 38 boys and 30 girls. Virtually all of the pupils are of white ethnic origin, and none speaks English as an additional language. The school’s catchment area is well favoured economically and no pupils are eligible for free school meals. The twelve pupils (18%) currently on the school’s register for special educational needs comprise a proportion close to the national average. However, the proportion of pupils (4.5%) with statements of special educational needs is much greater than the national figure. The pupils starting school come from a wide variety of pre-school nurseries and playgroups. They are confident, well motivated and their attainment, though covering the full range, is generally above average.

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HOW GOOD THE SCHOOL IS

The school benefits from the effective leadership of its established, caring headteacher and the strong teamwork of the entire staff. Standards are above average and pupils of all abilities are achieving well. The quality of the teaching is consistently good with a significant proportion that is better, especially in Years 3 and 4. The vast majority of the children enjoy school, get on well together and work hard. The costs of educating children at a school of this size are high, but nevertheless the school offers good value for money.

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What the school does well

• Pupils of all abilities achieve well, especially in English and maths. • The small staff team works together with increasing effectiveness in providing a broad, balanced and interesting curriculum. • The teaching promotes a love of learning, and in particular a keen appreciation of books and literature. • The teachers know the children well and take good care of them. This supports their positive attitudes and very good behaviour.

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What could be improved

• The consistency of the presentation of the pupils’ work in Years 5 and 6. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Since the last inspection in October 1997, the school has made very good improvement. Standards in English and mathematics have risen steadily and are now clearly above average with many more of the brighter pupils exceeding the levels expected for their age. The other key issues have also been thoroughly and successfully addressed. The Foundation Stage curriculum includes far more opportunities that encourage the children’s creative development and the curriculum in Years 1 to 6 has a better breadth and balance. For instance, geography and religious education have a much higher profile. The appointment of a teacher with expertise in geography has led to significant improvement in the quality of the children’s work in this subject. The school is well placed to sustain continuing improvement. Brington Primary School - 7

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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

English C A A A well above average above average A B mathematics C A* C E average below average C D science E A B C well below average E

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Key

The variance in the children’s performance suggested in the chart above is a result of the dramatic swings inherent in the data drawn from cohorts with considerably fewer than twenty pupils. The current Reception class contains a preponderance of younger children and their attainment on entry was broadly in line with the levels expected of four year olds. They are making good progress and the vast majority is on course to at least meet the expected targets in all the areas of learning.

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Key

Very few children took the national tests for seven-year-olds in 2002. Even so, the results in reading, writing and mathematics were well above the national average. The pupils' literacy skills have been at this level for the past four years and standards in mathematics have been above average. The inspection findings confirm this positive picture because most of the current Year 2 pupils are on track to achieve the expected levels in the national tests. A significant proportion is likely to exceed these levels.

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Key

In the Year 6 tests for 2002, the results overall were above the national average. Every child reached at least the expected level in English and science and a good number of higher attaining pupils exceeded it. However, not everyone managed this in mathematics and far fewer reached the higher levels. Closer analysis of the results of the past three years shows that by the age of eleven the pupils are, on average, about a term and a half ahead in English, and are achieving results that are generally better than those of similar schools. Their attainment in mathematics has varied, but overall remains better than the national picture. The inspection findings clearly show that current standards in English and mathematics are above average and that pupils of all abilities achieve well.

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Key

Although the test data suggest that the girls have been performing better than the boys in Years 1 and 2, the reverse appears to be the case in Years 3 – 6. However, the inspection findings confirm that the boys and girls are achieving equally well. The school makes effective use of test and assessment data to set realistic targets for attainment for individual pupils within each year group. The trends are charted carefully so that good progress is maintained. Brington Primary School - 8

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Aspect Comment

Attitudes to the school The vast majority of the pupils are keen and eager to learn and work hard.

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Aspect Comment

Behaviour, in and out of classrooms Very good. The children are polite and considerate in their behaviour towards each other and with adults.

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Aspect Comment

Personal development and relationships Very good. Positive relationships between adults and children and a climate of trust and mutual respect ensure that the children are eager to accept responsibility from an early age.

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Aspect Comment

Attendance Very good and well above average.

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Aspect Comment

The quality of the pupils’ work is generally good and in a few cases is sometimes excellent. Nevertheless, a small minority of pupils in Years 5 and 6 occasionally let the standard of their presentation slip to levels that are unsatisfactory and do not do them justice.

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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

Taken overall, the school continues to provide a good quality of education. Since the last inspection, the teaching in the Foundation Stage has improved considerably and is now good. The teachers successfully provide the full breadth of the Foundation Stage curriculum, even within the challenging circumstances of a class that spans Reception to Year 2. There has been particular improvement in the increased opportunities for the children to make independent choices and to engage in creative and imaginative activities, such as role-play. Moreover, there is an appropriate emphasis on literacy and numeracy and the children benefit from joining their elder classmates for some parts of these more formal lessons. However, great care is taken to ensure that that the Reception aged children work at a level appropriate for their age and abilities and their learning is frequently enhanced by the skilful support of the teaching assistant.

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

Throughout the school, the lessons are well planned and the teachers are careful to ensure that they set work that matches the wide range of age and ability within each class. They make it clear what they want the children to learn and frequently refer to these objectives, especially when reviewing learning towards the end of lessons. Their questioning is sharply focussed and encourages the pupils to respond thoughtfully and at length. Clear routines and working practices are well established and generally have a positive effect on the children’s attitudes and commitment to learning. The vast majority listens carefully and works hard. As a result, the pace of learning is frequently brisk and pupils of all abilities are encouraged to do their best. For instance, the effective deployment of the teaching assistants ensures that the children with special educational needs receive appropriate support and that their progress is closely monitored. Many of the brighter children respond

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

particularly well to the challenge of independent study offered by some homework tasks, such as the project on World War II, and produce work of high quality.

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

The skills of literacy and numeracy are well taught across the school so that the pupils swiftly learn to read, write and manipulate numbers. Furthermore, there is particular strength in the successful way that the teachers promote a love of books and literature, both through their teaching and in the range of additional activities and events such as Book Weeks, visiting authors and “Igniting Writing” workshops. Brington Primary School - 9

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Aspect Comment

The quality and range of the curriculum Very good. The breadth and balance has improved and the curriculum is enriched by a wide range of additional activities that bring learning alive.

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Aspect Comment

Provision for pupils with special educational needs These pupils are swiftly identified and receive well organised support that helps them to settle in school and make good progress towards their targets.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development The teachers make very good provision for the children’s all round development and are particularly effective in enhancing the pupils’ awareness of moral and social issues.

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Aspect Comment

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

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Aspect Comment

Despite one or two areas of significant disagreement within the parental questionnaires, the home/school partnership is good overall. Through meetings and regular informal contact with parents and carers, the school has successfully encouraged the vast majority of families to help the children with reading, homework and other research.

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher provides strong leadership for her small staff team whose effective deployment ensures that the school is well managed at every level.

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Aspect Comment

How well the governors fulfil their responsibilities The governors carry out their duties conscientiously. They have a good oversight of the work of the school and endeavour to keep the parents and wider community fully informed.

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Aspect Comment

The school’s evaluation of its performance Good. There is particular strength in the school’s thorough approach to analysing test and assessment data in order to inform its long term planning and ongoing improvement.

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Aspect Comment

The strategic use of resources Good. The staff and governors make prudent use of their budget as they attempt to balance both short and longer term needs. They have made a sound start to introducing the principles of best value.

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Aspect Comment

In its budget, the school brought forward from last year a large credit balance that includes a substantial sum earmarked as capital funding for improving the school buildings. The old school is costly to maintain and heat, and the temporary classroom will soon need replacing. An ambitious plan to extend another classroom would considerably enhance the quality of provision for the pupils in the Foundation Stage. Brington Primary School - 10

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What pleases parents most What parents would like to see improved

• Their children enjoy coming to school. • The teaching is effective and helps the children to learn and make good progress. • The school makes good provision for the children’s all round development • The teachers are approachable and will always try to find time to deal with problems and queries promptly. • Behaviour is good and relationships are positive. • Arrangements for the setting and receiving of homework. • The home school partnership and the quality of information provided for parents and carers. • The range of extra curricular activities.

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What pleases parents most What parents would like to see improved

The inspectors agree with the many positive views expressed by the majority of the parents, but note the significant minority who disagree about some important aspects of the school’s life. The inspectors judge that the range of extra-curricular activities provided is good for such a very small school. The arrangements for setting homework are clearly laid out in the helpful notes provided by each teacher at the start of the autumn term and within the homework diaries that some, but not all, parents read and sign. There is a good range of information provided about the day-to-day life of the school in newsletters, on the website and by direct contact with the teachers who make themselves readily available before and after school. However, a formal open evening in the autumn term to discuss the pupils' progress would help some parents to feel better informed, especially where families are new to the school.

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WHAT THE SCHOOL DOES WELL

Pupils of all abilities achieve well, especially in English and maths.

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WHAT THE SCHOOL DOES WELL

1. Only very small cohorts of pupils take the national tests each summer. Consequently, the statistical analysis provided by national comparisons must be treated with caution. For instance, if one of six pupils taking the tests fails to reach the expected level then the overall grade can be significantly lower. Nevertheless, the overall picture is of a school with a rising trend in standards, results that outstrip the national picture and compares favourably with similar schools in most respects.

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WHAT THE SCHOOL DOES WELL

2. Although the current Reception class contains a majority of children whose birthdays fall in either the spring or summer term, they have settled down quickly and the teachers’ assessments show that their attainment on entry was generally average to good. Most are socially confident and only too willing to make independent choices. Their speaking and listening skills are very good and most can hold interesting conversations with adults, a few speaking in extended sentences and with a keen sense of audience. They all handle books carefully and love to listen to stories. Most are already beginning to read along with familiar stories and to identify key words and phrases. They have made an equally good start in learning to write and most are able either to copy or to make independent attempts at words and captions. Taken overall, the pupils are making good progress and the vast majority is on course at least

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WHAT THE SCHOOL DOES WELL

to meet the expected targets in all the areas of learning.

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WHAT THE SCHOOL DOES WELL

3. Few children took the national tests for seven-year-olds in 2002, but the results in reading, writing and mathematics were well above the national average. The pupils' literacy skills have been at this level for the past four years and there was a big improvement in the standards attained in mathematics. The inspection findings confirm this positive picture because most of the current Year 2 pupils are on track to achieve the expected levels in the national tests and a significant proportion is likely to exceed them. The standard of the pupils’ speaking and listening and reading is well above average. The vast majority of children speak intelligently with each other and their teachers and listen carefully to what others might say in reply. They are enthusiastic readers who are already able to express preferences about favourite authors and the higher attaining pupils read with increasing fluency and accuracy. The pupils have all

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WHAT THE SCHOOL DOES WELL

made a good start with their writing skills and can compose short pieces of writing in a wide range of styles. A particular strength is the way that the teachers encourage the children to use models of writing that they have encountered in their reading. The children’s workbooks in mathematics contain a good volume of work and indicate a thorough coverage of the requirements of the national numeracy strategy.

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WHAT THE SCHOOL DOES WELL

4. In the Year 6 tests for 2002, the results overall were above the national average. Every child reached at least the expected level in English and science and a good number of higher attaining pupils exceeded this. However, not everyone managed this in mathematics and far fewer reached the higher levels. The teachers have investigated the reasons for this and following careful analysis of the test papers have made problem solving a priority for improvement across the school. Consequently, there is now greater emphasis on the skills of problem solving. For instance, in the lesson observed in Years 5 and 6 the pupils were becoming confident in identifying the key question in a word problem and deciding on the operations required to solve it. The pupils’ knowledge of number facts is generally very good. The vast majority works neatly and accurately to solve calculations up to tens of thousands and calculates to two

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WHAT THE SCHOOL DOES WELL

decimal places using all four rules of computation. A good body of work has been completed in relation to space, shape and measures, but at this point in the year there is currently little evidence of work on data handling.

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WHAT THE SCHOOL DOES WELL

5. Standards of literacy in Year 6 are good. Although one or two pupils have significant special educational needs, the vast majority are on course to achieve the expected levels in English, and a significant number of higher attaining pupils may exceed this. It is evident from discussion with the children that most read regularly and widely and take their homework tasks seriously. They speak knowledgeably about a wide range of authors and are developing personal tastes for specific types of books, such as those by Jacqueline Wilson or the “Redwall” books of Brian Jacques. Most pupils read aloud fluently and expressively. Almost all start their final year at school with a good cursive handwriting style that is used Brington Primary School - 12 effectively in all the subjects of the National Curriculum. The majority maintain a good level of presentation in all their work, but a few are inconsistent and occasionally present work that does not do

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WHAT THE SCHOOL DOES WELL

justice to their true abilities. However, a major strength of some of the children’s written work and research is reflected in the regular use of computers at school and at home in order to present work in a word processed format. This includes some research work of an exceptionally high standard, such as one or two of the studies of aspects of life during World War II. These studies provide a useful synthesis of all the reading, writing and research skills acquired by the pupils and are an excellent indication of the successful way that the school prepares its pupils for the demands of secondary education.

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The small staff team works together with increasing effectiveness in providing a broad, balanced and

6. The experienced headteacher has successfully constructed a staff team that combines a good range of complementary skills and expertise. Her strong leadership has established a culture of collaborative team work in which all teachers feels valued and supported because they have access to experienced colleagues and a good range of relevant in service training. For instance, one recently appointed teacher spoke with the inspectors about the high quality of her induction to the school when compared to that in her previous post.

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The small staff team works together with increasing effectiveness in providing a broad, balanced and

7. All the teachers have a keen appreciation of their roles and responsibilities and the collective enthusiasm of the staff team is reflected in the ambitious programme set out in the school development plan. This plan is a useful working document that reflects the shared priorities of the staff and governors and is based firmly on a shrewd analysis of the school’s test and assessment data. For instance, following a dip in last year’s mathematics results it became evident that more time needed to be spent on improving the pupils’ problem solving skills. This is now a key priority of the plan, and there was plentiful evidence during the inspection of the teachers tackling this effectively in their numeracy lessons. The plan makes clear what needs to be done, by whom and by when, as well as providing a rough outline of any associated costs. It is regularly reviewed and progress against targets is evaluated. Occasionally, major

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The small staff team works together with increasing effectiveness in providing a broad, balanced and

initiatives that require development over longer periods of time, such as improvement in information and communications technology, are rolled forward into subsequent years when necessary.

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The small staff team works together with increasing effectiveness in providing a broad, balanced and

8. A key strength of the leadership is the manner in which the teachers’ skills are made available to as many of the pupils as possible. By swapping classes for certain lessons, the teachers can teach to their strengths and the pupils reap the benefits. For example, the appointment of teacher with considerable expertise in geography has considerably improved the standard of the pupils’ work in this subject in Years 5 and 6. He is now teaching geography to Years 1 and 2 for one lesson a week to similar good effect. Likewise, a new teacher with a passion for music is beginning to raise further the profile of the teaching of music. Sometimes it is the children who move classes. For instance, in order to ensure that the brightest Year 2 pupils are properly challenged they occasionally join the Year 3 and 4 class for part of their literacy and numeracy lessons. These arrangements work well and make the most of what the

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The small staff team works together with increasing effectiveness in providing a broad, balanced and

9. A further strength of the school’s curriculum lies in the wide variety of additional activities provided to enrich the pupils’ learning. For instance, there are regular educational visits, such as the trip made by Years 5 and 6 to Bletchley Park when studying World War II. Authors and poets are invited to visit the school to work with the children, and annual events such as “Igniting Writing” provide the children with a valuable stimulus for drama and writing. The oldest pupils are offered the opportunity to take part in a residential study week away from home and there are many clubs and activities taking place either at lunchtime or after school.

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The small staff team works together with increasing effectiveness in providing a broad, balanced and

The teaching promotes a love of learning, and in particular a keen appreciation of books and literature.

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The small staff team works together with increasing effectiveness in providing a broad, balanced and

10. In each of the lessons observed it was evident that the teachers have forged positive relationships with their pupils. There are appropriate classroom rules and high expectations for responsible behaviour and hard work throughout the school. As a result, the pupils know what is expected, feel secure and work at a brisk pace. Brington Primary School - 13 11. In their planning of the work, the teachers take great care to build on the pupils’ previous learning and to present fresh challenges in ways that stimulate and excite the children’s interest. For example, in a Year 2 science lesson, the pupils were asked to find out which of four different samples of material would offer a teddy bear the best protection from the rain. There was immediate speculation and debate with one boy offering the view, “I would advise that we use number two.” His reason was that it felt similar to the tablecloth used at home! The pupils were able to set to work swiftly because all the necessary resources

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The small staff team works together with increasing effectiveness in providing a broad, balanced and

had been carefully prepared beforehand. As a result of the teacher’s skilful questioning, the pupils gave thoughtful consideration to the requirements of a “fair test” by ensuring that they used the same amount of water on each sample of material and subsequently recorded their findings carefully on the sheet provided. Throughout the lesson, the pupils worked diligently and conversations with them revealed a strong commitment to accurate working and a willingness to suggest why results turned out as they did.

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The small staff team works together with increasing effectiveness in providing a broad, balanced and

12. Similar levels of enthusiasm were evident in science, mathematics, geography, music and personal social and heath education lessons in Years 3 and 4 and Years 5 and 6. In the Year 5 and 6 geography lesson, for instance, the teacher’s good knowledge and expertise and a well-prepared set of photographic evidence about the production of chocolate in Ghana led to a stimulating discussion that pushed forward the pupils’ learning. Initially, the emphasis was on contrasting the localities of Ghana and England, but subsequently focussed more importantly on some of the economic data to illustrate how the power of the developed world can exploit the position of third world producers. For instance, the pupils learned that the weekly income of a worker in a chocolate factory in Europe may well exceed the annual income of the farmer in Ghana who produces the cocoa beans required for its manufacture. Discussion was lively and

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The small staff team works together with increasing effectiveness in providing a broad, balanced and

led to purposeful activities. For example, in one activity the children wrote speech bubbles for the characters in the photographs and in doing so produced a range of intelligent and occasionally humorous responses that showed a good understanding of the key points. Once again the inspector’s conversations with the pupils revealed a positive attitude to learning that was widespread. So much so that when he enquired about the currency of Ghana, one pupil went off to discover the answer from a reference book and came back soon afterwards with the answer.

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The small staff team works together with increasing effectiveness in providing a broad, balanced and

13. The pupils’ familiarity with the written word and their awareness that reading can be a source of ideas and information about various, alternative worlds are direct results of effective teaching of literacy across the school. As a priority, the children have ample opportunities to read quietly each day. The influence of a knowledgeable and effective English co-ordinator is evident in the way that a wide variety of texts are used. They are employed not only as a springboard for the children’s own analysis of language, but also as a means of deepening their appreciation of how authors develop plot and create a sense of character and location. For instance, the Year 3 and 4 class is well versed in picking out “wonderful words” and “fantastic phrases.” Conversations with these pupils show that they have read and enjoyed a wide variety of books. The higher attainers are confident when attempting to re-write the opening of a story

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The small staff team works together with increasing effectiveness in providing a broad, balanced and

such as “There’s a Viking in my Bed,” whilst others scoured the pages of Anne Fine’s “Goggle eyes,” to identify particularly effective examples of character description. In reading with the lower attaining pupils, the reasons for success soon become evident. These pupils have acquired a good knowledge of the sounds of letters and unprompted will cover up parts of unfamiliar words in order to break them down in manageable sections. Just as important is their willingness to use the context of unfamiliar words in order to make a sensible guess.

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The small staff team works together with increasing effectiveness in providing a broad, balanced and

14. Perhaps the most telling example of the inspirational effect of some of the teaching lies in events such as “Igniting Writing.” At the time of the inspection, one end of the school hall had been used to create "a dusty attic" full of memorabilia and family junk. This was to support the telling of the story “Asha in the Attic” and used as a springboard for drama and the children’s own writing. A video tape of the teachers shows the pupils hard at work in a variety of improvised dramas and in discussion about the feelings of the characters in the story. The subsequent written work ranges from description of the artefacts in the attic to analyses of the setting and the structure of the plot. Although such imaginative work may not suit every child, the vast majority speak with genuine enthusiasm about what they have achieved in this year’s project. Moreover, many of the older pupils also recall previous events with similar excitement.

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The small staff team works together with increasing effectiveness in providing a broad, balanced and

These activities are dynamic and challenging, and the experiences and learning appear likely to live with the pupils for years to come. Brington Primary School - 14

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The teachers know the children well and take good care of them. This supports their positive attitudes and very

15. The headteacher and staff team have a detailed knowledge of their pupils. There are comprehensive systems in place that ensure each child’s progress is charted carefully, in terms of both their academic and social development.

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The teachers know the children well and take good care of them. This supports their positive attitudes and very

16. Before the children enter school they make a series of visits in the summer term to become familiar with their teachers, other children and the daily routines. In addition, there are meetings with parents that provide further information about each child, particularly their interests, strengths and any areas of difficulty. Once in school, the teachers soon build up a detailed knowledge of every pupil. The effective deployment of the staff leads to the creation of small teaching groups and the teachers' careful briefing of the teaching assistants enables them to contribute additional, useful information towards the assessment of the children.

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The teachers know the children well and take good care of them. This supports their positive attitudes and very

17. In relation to its size, the school has a large proportion of pupils with statements of special educational needs. These children are well supported and are making good progress towards the targets of their individual education plans. This comes about because the teachers take great care in setting work that is well matched to the children's abilities and takes particular account of their needs. As a result, they are effectively integrated within the school and play a full part in all activities. Similar close attention is paid to the many higher attaining pupils who respond positively and successfully to the more challenging open-ended work set by their teachers.

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The teachers know the children well and take good care of them. This supports their positive attitudes and very

18. The children respond positively to the school’s system of rewarding good work and effort. There is a keen sense of anticipation when the awards are handed out after morning worship and a genuine sense of achievement for those who receive a certificate. The children know that the teachers care for them and respond positively by behaving very well and assuming responsibility from an early age. On the occasions when the children play together at lunchtime and during breaks the atmosphere on the playground is harmonious, and the older children are very good about looking after the younger ones. They have opportunities for climbing, adventurous play, ball games or quiet contemplation in the orchard, but at all times the vast majority of pupils exercise a mature and responsible self-control.

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WHAT COULD BE IMPROVED

The consistency of the presentation of the pupils’ work in Years 5 and 6.

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WHAT COULD BE IMPROVED

19. Although the vast majority of the pupils take pride in the presentation of their work there is a significant minority that performs more erratically, especially when setting out work in their exercise books. This is a key issue for action.

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WHAT COULD BE IMPROVED

20. The teacher has appropriately high expectations that are made clear to the pupils. However, not all take sufficient account of his guidance. For instance, virtually all of the pupils are capable of producing a fluent joined script in ink, and many will write this way for several pages. Nevertheless, they occasionally either lapse into scruffier presentation or start using a pencil again. On some occasions during the inspection, one or two pupils were observed using very short pencils that impaired their ability to write neatly. Most of the pupils’ work is headed and dated, but again there are times when this information is omitted. In mathematics, far too many pupils make insufficient use of rulers. This not only affects the presentation of many written calculations, but is starting to seep into some aspects of the pupils’ work on shape and early geometry where such sloppy habits will lead to significant errors as they encounter more

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WHAT COULD BE IMPROVED

complex work that requires accurate drawing and measurement.

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WHAT COULD BE IMPROVED

21. The teacher marks the pupils’ work conscientiously and often either provides encouraging remarks or identifies corrections. However, not all the children either read these comments or use them as a springboard for further improvement. Brington Primary School - 15

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

22. In order to raise still further the standards achieved by the pupils, the headteacher staff and governors should

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Improve the presentation of the pupils’ work in their exercise books in Years 5 and 6 by ensuring that they: • only use appropriate and well maintained writing tools • date all work and provide a heading • use a ruler whenever they need to draw a straight line • read and respond to their teacher’s written comments Brington Primary School - 16

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PART C: SCHOOL DATA AND INDICATORS

Summary of the sources of evidence for the inspection

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PART C: SCHOOL DATA AND INDICATORS

Number of discussions with staff, governors, other adults and pupils 5

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PART C: SCHOOL DATA AND INDICATORS

Summary of teaching observed during the inspection

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PART C: SCHOOL DATA AND INDICATORS

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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PART C: SCHOOL DATA AND INDICATORS

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

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils on the school’s roll (FTE for part-time pupils) 68

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PART C: SCHOOL DATA AND INDICATORS

Number of full-time pupils known to be eligible for free school meals 0

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils with statements of special educational needs 3

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils on the school’s special educational needs register 12

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PART C: SCHOOL DATA AND INDICATORS

English as an additional language No of pupils

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils with English as an additional language 0

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PART C: SCHOOL DATA AND INDICATORS

Pupil mobility in the last school year No of pupils

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PART C: SCHOOL DATA AND INDICATORS

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

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PART C: SCHOOL DATA AND INDICATORS

Pupils who left the school other than at the usual time of leaving 1

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PART C: SCHOOL DATA AND INDICATORS

National comparative data 5.2 National comparative data 0.2

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PART C: SCHOOL DATA AND INDICATORS

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Brington Primary School - 17 Attainment at the end of Key Stage 1 (Year 2) Year Boys Girls Total

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PART C: SCHOOL DATA AND INDICATORS

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2002 3 3 6 The table is left blank because fewer than ten pupils took the tests. National Curriculum Test/Task Results Reading Writing Mathematics

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PART C: SCHOOL DATA AND INDICATORS

Boys Numbers of pupils at NC level 2 and above Girls

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PART C: SCHOOL DATA AND INDICATORS

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

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PART C: SCHOOL DATA AND INDICATORS

Teachers’ Assessments English Mathematics Science

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PART C: SCHOOL DATA AND INDICATORS

Boys Numbers of pupils at NC level 2 and above Girls

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PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School at NC level 2 or above National 85 (85) 89 (89) 89 (89)

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PART C: SCHOOL DATA AND INDICATORS

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

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PART C: SCHOOL DATA AND INDICATORS

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

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PART C: SCHOOL DATA AND INDICATORS

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2002 9 8 17 The boy/girl data are omitted because fewer than ten of each took the tests. National Curriculum Test/Task Results English Mathematics Science

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PART C: SCHOOL DATA AND INDICATORS

Boys Numbers of pupils at NC level 4 and above Girls

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PART C: SCHOOL DATA AND INDICATORS

Percentage of pupils School 100 (100) 82 (100) 100 (100) at NC level 4 or above National 75 (75) 73 (71) 86 (87)

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PART C: SCHOOL DATA AND INDICATORS

Teachers’ Assessments English Mathematics Science

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PART C: SCHOOL DATA AND INDICATORS

Boys Numbers of pupils at NC level 4 and above Girls

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PART C: SCHOOL DATA AND INDICATORS

Total 16 16 17 Brington Primary School - 18 Percentage of pupils School 94 (75) 94 (75) 100 (100) at NC level 4 or above National 73 (72) 74 (74) 82 (82)

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PART C: SCHOOL DATA AND INDICATORS

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

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PART C: SCHOOL DATA AND INDICATORS

Ethnic background of pupils Exclusions in the last school year

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PART C: SCHOOL DATA AND INDICATORS

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

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PART C: SCHOOL DATA AND INDICATORS

Asian or Asian British – Bangladeshi 0 0

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PART C: SCHOOL DATA AND INDICATORS

Asian or Asian British – any other Asian background 0 0

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PART C: SCHOOL DATA AND INDICATORS

Black or Black British – any other Black background 0 0

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PART C: SCHOOL DATA AND INDICATORS

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

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PART C: SCHOOL DATA AND INDICATORS

Teachers and classes Financial information

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PART C: SCHOOL DATA AND INDICATORS

Qualified teachers and classes: YRec – Y6

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PART C: SCHOOL DATA AND INDICATORS

Total number of qualified teachers (FTE) 3.4 Financial year 2001-02

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils per qualified teacher 20

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PART C: SCHOOL DATA AND INDICATORS

Education support staff: YRec – Y6 Total income 165,140

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PART C: SCHOOL DATA AND INDICATORS

Total number of education support staff 3 Total expenditure 162,851

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PART C: SCHOOL DATA AND INDICATORS

Total aggregate hours worked per week 72.5 Expenditure per pupil 2261

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PART C: SCHOOL DATA AND INDICATORS

Balance brought forward from previous year 32,337

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PART C: SCHOOL DATA AND INDICATORS

Balance carried forward to next year 46,907 Brington Primary School - 19 FTE means full-time equivalent. Brington Primary School - 20 Recruitment of teachers

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PART C: SCHOOL DATA AND INDICATORS

Number of teachers who left the school during the last two years 1.4

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PART C: SCHOOL DATA AND INDICATORS

Number of teachers appointed to the school during the last two years 1.4

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PART C: SCHOOL DATA AND INDICATORS

Total number of vacant teaching posts (FTE) 0

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PART C: SCHOOL DATA AND INDICATORS

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

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PART C: SCHOOL DATA AND INDICATORS

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

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PART C: SCHOOL DATA AND INDICATORS

FTE means full-time equivalent. Brington Primary School - 21

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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. 41 48 11 0 0

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Percentage of responses in each category

Behaviour in the school is good. 41 52 5 2 0

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Percentage of responses in each category

My child gets the right amount of work to do at home. 36 41 18 2 2

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 23 25 41 7 5

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 52 39 9 0 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 36 43 11 0 9

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Percentage of responses in each category

The school works closely with parents. 11 50 27 7 5

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Percentage of responses in each category

The school is well led and managed. 34 45 7 7 7

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Percentage of responses in each category

The school is helping my child become mature and responsible. 41 50 2 2 5

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 11 36 20 20 11

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