The Bramptons Primary School

THE BRAMPTONS PRIMARY SCHOOL

Short inspection carried out under section 10 of the School Inspections Act 1996 The Bramptons Primary School - ii

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INFORMATION ABOUT THE SCHOOL

School address: Harlestone Road Chapel Brampton Northampton

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr S Turnock

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: January 12 th 1998 The Bramptons Primary School - iii 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. The Bramptons Primary School - iv

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Team members

11608 Anna Dawson Registered inspector 19694 Moira Kerr Lay inspector

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Team members

Chase Russell Limited 85 Shores Green Drive Wincham Cheshire CW9 6EJ

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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 The Bramptons Primary School - v

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PART A: SUMMARY OF THE REPORT 1

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

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INFORMATION ABOUT THE SCHOOL

The Bramptons Community Primary School is a small, rural school near Northampton. It mainly draws its pupils from Chapel Brampton and other surrounding villages. Most pupils have attended a nursery or a playgroup before they start the reception class in the year they become five. Pupils enter the reception class with a broad range of attainments. In general their social and language skills are above average. There are 87 pupils on roll, of these 47 are boys and 40 are girls. They are grouped in three classes. This is smaller than most other primary schools. The national average is 226. Thirty one per cent of pupils have been identified for special educational needs. This is above the national average of 23.7 per cent. There are no pupils who have a Statement of Special Educational Need. There are a small number of very able pupils. The percentage of pupils that may be eligible for free school meals

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INFORMATION ABOUT THE SCHOOL

is not known by the school because all the pupils bring their own lunch to school. All pupils are British and all speak English as their first language. There are 2.2 per cent of the roll from Asian heritages. The school has a stable population and has been oversubscribed for the last two years. The characteristics of the school are slightly less favourable than those reported at the time of the last inspection in 1998 as the number of pupils with special educational needs has increased.

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HOW GOOD THE SCHOOL IS

This is an effective school with an ethos that promotes good achievement and equality of opportunity. Pupils have very good attitudes to work and relate very well to one another. The headteacher leads with clear educational direction and vision and the school is well thought of by the parents and the community. She is fully supported by a committed hardworking staff and an effective governing body. Because the quality of teaching is good the pupils achieve well. By Year 6, pupils currently attain above average standards in mathematics and science. Standards in reading and in pupils’ speaking and listening skills are well above average. In writing, pupils attain average standards. The school gives good value for money.

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What the school does well

• The pupils achieve well by Year 6 and attain above average standards in mathematics and science. Standards in reading are well above average. • The headteacher has set clear educational direction to raise standards. • There is good quality teaching and learning across the school. • Pupils’ attitudes, values and personal development are very good. • There is very good provision for pupils’ spiritual, moral and social development. There is very good provision for extra-curricular activities.

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What could be improved

• Provision for: pupils’ story writing; opportunities for the most able to devise their own investigations in science; and the school’s computers and software. • The headteacher has a very high teaching commitment. There is insufficient time for management responsibilities. • Pupils’ understanding of the cultural diversity within the current United Kingdom society. The areas for improvement will form the basis of the governors’ action plan. The Bramptons Primary School - 2

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made good improvement since the last inspection in 1998. The key issues from the last inspection have been resolved. There has been good improvement in the quality of the leadership and teamwork of the staff. The provision for pupils’ spiritual, moral, social and cultural education is better than it was at the time of the last inspection.

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

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Key

Caution must be exercised when interpreting the test data because when there are small numbers of pupils taking the tests, this diminishes the statistical reliability of the data. For example in 2001, only 12 pupils took the test. In 2002 there were 13 pupils taking the tests. Comparisons over time against national norms and schools with similar contexts are not significantly reliable because of the small numbers of pupils taking the tests and the lack of contextual data.

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Key

From a scrutiny of school assessment data, it is clear that pupils achieve well. In 2002, pupils in Year 6 exceeded the targets set by the school for English, mathematics and in science. This is mainly due to the effective teaching, the high expectations of the staff and the pupils’ enthusiasm for learning. Pupils’ results in mathematics were almost at an above average standard. In science, although there was good improvement as all pupils achieved the nationally expected level, none achieved at a higher level which diminished the overall standard.

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Key

By the end of their reception year, most pupils achieve well and attain the Early Learning Goals. Most are working towards or within the National Curriculum. By Year 2, and Year 6 pupils continue to achieve well and are attaining above average standards in mathematics and science and in English overall. In reading, pupils attain well above average standards and average standards in writing. Pupils are articulate and speak fluently and concentrate very well in lessons. The school has continued to be successful in raising standards in English. However, writing remains a focus for improvement as pupils’ attainment is not as high in writing as it is in reading. In science, the most able pupils are not always stretched to devise and carry out their investigations. Pupils with special educational needs get good support and make good progress towards their targets. The Bramptons Primary School - 3

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Aspect Comment

Attitudes to the school Pupils have very good attitudes to learning. They concentrate very well during lessons because they enjoy school and say they find their lessons interesting.

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Aspect Comment

Behaviour, in and out of classrooms Behaviour is very good in lessons and in and around school. Pupils are responsible and they play and work happily together.

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Aspect Comment

Personal development and relationships Very good. Pupils respect the views of others and form constructive relationships with each other and the staff.

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Aspect Comment

Attendance Satisfactory. Pupils are punctual and arrive on time and most have good attendance. Attendance is satisfactory, mainly due to the number of holidays taken by pupils during school time.

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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 ranged from satisfactory to very good. Pupils make good progress in English and mathematics because teachers are competent in teaching the basis skills in literacy and numeracy. In the best lessons, teachers adopt the methods advocated by the National Literacy and Numeracy Strategies. The staff set clearly focused objectives and question pupils frequently to review their learning. Where learning is not as effective, the work set does not always meet the needs of all the pupils. For example, in science, there are few planned opportunities for the most able to work independently and devise their own investigations. Planning is effective for the most part when it addresses the needs of all groups of pupils. Pupils with special educational needs and the most able are well catered for. The very able pupils often work with a year

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

group above their own but at a level which is appropriate to them. The teaching assistants work effectively with small groups of pupils. They support those needing most help in classes and when they are withdrawn from lessons.

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

Good management of pupils provides an effective climate for learning where pupils concentrate on what they are doing and work hard. Reading is taught very well and is a strength. Writing remains a school focus for development as there are improvements to be made to pupils’ story writing and hand writing skills. Opportunities for pupils to develop their skills in information and communication technology are restricted by the availability and insufficiency of resources. Because the staffing level is minimal, the teachers have to work very hard to implement the curriculum. They share their expertise effectively, for example, in physical education and music. This benefits the pupils and enables the staff to get to know all the pupils very well. However, the extent to which they are able to monitor teaching and learning and carry out their responsibilities is severely limited because of the The Bramptons Primary School - 4

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

shortage of time. There is good provision for pupils in the Foundation Stage of learning. This is an improvement from the last inspection. There are a wide range of interesting and relevant activities planned. The pupils have been in school only for a few days but have happily settled into their new routines. There are planned opportunities for pupils to learn about a range of cultures and traditions. However, the locality is not fully exploited to develop pupils’ understanding of cultural diversity.

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Aspect Comment

The quality and range of the curriculum Very good. The curriculum for pupils in the reception classes is well planned and leads effectively into the National Curriculum. The curriculum for pupils in Key Stages 1 and 2 is broadly based. There is very good provision for extra-curricular activities.

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Aspect Comment

Provision for pupils with special educational needs Good. The teachers identify learning difficulties early. The pupils make good progress.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development The school makes very good provision for pupils’ spiritual, moral and social development and satisfactory provision for their cultural development. There are few opportunities for pupils to learn about the culturally diverse nature of current United Kingdom society.

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Aspect Comment

How well the school cares for its pupils The school takes very good care of the pupils. Pupils’ personal development is supported well.

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Aspect Comment

The school has a good partnership with parents. Most parents are appreciative of the care given to their children. The vast majority help their children learn at home.

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Aspect Comment

Leadership and management by the headteacher and other key staff The school is well led and managed. However, because the staffing level is minimal, there is little time for the headteacher and the staff to carry out their management responsibilities.

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Aspect Comment

How well the governors fulfil their responsibilities The governing body is supportive of the school. The new chair of governors has made a good start in monitoring the progress of the school development and prioritising areas for development.

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Aspect Comment

The school’s evaluation of its performance The school evaluates its performance through careful monitoring of test results and individual achievements. There are satisfactory procedures for monitoring learning.

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Aspect Comment

The strategic use of resources The principles of best value are applied when the governors commit to expenditure. The school now has a sharper focus for spending to bring about school improvement. The Bramptons Primary School - 5

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What pleases parents most What parents would like to see improved

• That their children achieve well to attain good standards. • That the quality of teaching is good and pupils are expected to do their best. • That pupils behave well and there are good relationships between pupils and staff. • That the school is helping their children to become mature and responsible. • Some parents would like more information about the curriculum and feel that the school does not work closely enough with them. • A minority of parents would like to see improvements made to the quality and range of homework.

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What pleases parents most What parents would like to see improved

The inspectors agree with the positive view of the school held by the parents. The school has a good partnership with parents who receive very good information about current events. However, further information about the curriculum would put parents in a better position to help their children at home. The amount of homework falls within the normal range expected nationally for pupils of this age. The Bramptons Primary School - 6

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The pupils achieve well by Year 6 and attain above average standards in mathematics

and science. Standards in reading are well above average.

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The pupils achieve well by Year 6 and attain above average standards in mathematics

1. The school has a small number of pupils in each year group, and therefore the comparison of National Curriculum test results from one year to another is unreliable. There are bound to be changes from year to year depending of the individual attainments of the pupils taking the tests. Despite the apparent fluctuations in standards, pupils make good progress and achieve well by the time they reach Year 6.

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The pupils achieve well by Year 6 and attain above average standards in mathematics

2. Pupils enter their reception year with a wide range of attainments. Overall, their language and social skills are above average. By the end of their reception year, most pupils have made good progress and attained the Early Learning Goals expected of this age. By Year 2, and Year 6 pupils continue to achieve well and are attaining above average standards in mathematics and science. In English, pupils attain well above average standards in reading and average standards in writing. Pupils throughout the school listen very well and speak fluently.

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The pupils achieve well by Year 6 and attain above average standards in mathematics

3. Pupils are prepared well for the national tests in Years 2 and 6. Teachers spend a considerable amount of time in analysing pupils’ work for strengths and weaknesses. Problems are identified and personal targets are set. Help is given when needed. In Year 6, pupils are invited to attend ‘booster classes’. The skilled teaching they receive has been successful in helping to raise pupils’ attainment.

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The pupils achieve well by Year 6 and attain above average standards in mathematics

4. In English, pupils’ skills in reading and in speaking and listening are very well developed. Reading is a strength of the school. The access to good quality books, promotes pupils’ enjoyment and very good attitudes to reading. Throughout the school, standards are well above average. Pupils enjoy taking part in class discussions and role-play activities. They are articulate and listen very well to others when it is appropriate. The answers pupils give to teachers’ questions and the points they make in discussions are enhanced by their good general knowledge. They often comment upon and add to what others have to say. Standards in writing are average. Writing is a focus for development and the school encourages pupils to attain higher standards in writing. Pupils’ writing covers the full range of the curriculum and the basic skills of spelling and grammar are well developed. However, not enough time is given to developing pupils’ skills in story writing. In mathematics, pupils are

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The pupils achieve well by Year 6 and attain above average standards in mathematics

confident in their understanding of pattern and relationships between numbers and their The Bramptons Primary School - 7 operations. A good emphasis is placed on pupils understanding and explaining how to solve number problems from an early age. In science, the skills of predicting, observation, testing, recording and drawing scientific conclusions are developing well throughout the school for most pupils. However, the most able are capable of independent learning and could be challenged further to plan and carry out their own investigations.

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The pupils achieve well by Year 6 and attain above average standards in mathematics

The headteacher has set clear educational direction to raise standards.

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The pupils achieve well by Year 6 and attain above average standards in mathematics

5. There is a clear direction set for the work of the school. Priorities are underpinned by plans for their achievement within the school improvement plan. There is a shared commitment to raising standards among the staff and improving the school’s provision.

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The pupils achieve well by Year 6 and attain above average standards in mathematics

6. The school has clearly focused priorities for English, mathematics and science. An effective tracking system to monitor pupils’ progress in these subjects has been introduced. This is used well to identify any pupils or groups of pupils who fall behind. Additional help is given so they do not ‘fall through the net’. Personal targets are set for pupils. These are shared with their parents so that they may help and encourage their children at home. This helps pupils to know which areas need improving and to evaluate their own progress. Pupils with special educational needs are identified early. The needs of the pupils are effectively met through teaching and support in class or individual support given outside the classroom. There is good support from the Local Education Authority (LEA) personnel when needed. There is good provision for the very able pupils who sometimes work within a year group in English or

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The pupils achieve well by Year 6 and attain above average standards in mathematics

mathematics that is above their own but at an appropriate level. 7. Since the last inspection teachers have responsibilities for subjects and their roles as subject leaders have developed as well as they can within the constraints of the present levels of staffing. The staff have taken responsibility for monitoring planning and agreeing standards. This has provided mutual support and enabled the subject leaders to gain an overview of pupils’ progress. Limited time has been given for staff to develop their subject expertise and to monitor the teaching and learning across the school. This is because there are few staff and consequently little time to release teachers to carry out these tasks. However, staff share their expertise with one another and contribute effectively to the school improvement plan. The courses that teachers attend for their professional development linked to the school priorities and their subject responsibilities have helped staff to improve the quality of teaching.

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The pupils achieve well by Year 6 and attain above average standards in mathematics

This sharing of expertise has facilitated a climate of openness to develop in which constructive comments contribute to raising standards. Subsequent action taken has focused on the development of priorities and issues for improvement. Most recently the staff, governors, parents and friends of the school have successfully raised monies and set aside the surplus monies accrued in the budget to extend the building. This will provide additional teaching space that is much needed as the hall is presently used as a classroom each morning. There is good quality teaching and learning across the school.

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The pupils achieve well by Year 6 and attain above average standards in mathematics

8. The quality of teaching and learning are good overall. This is good improvement since the last inspection. In most lessons, the teachers effectively use the methods promoted by the National Literacy and Numeracy Strategies. Lesson objectives are shared with the pupils from the start and a useful summary at the end of each session consolidates pupils’ learning and informs the teachers how well the objectives have been achieved.

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The pupils achieve well by Year 6 and attain above average standards in mathematics

9. In the very good lessons, especially in Years 5/6, the teacher moves learning along at a rapid pace. The pupils make rapid progress because they frequently revisit their existing knowledge which they are then able to apply in their new learning. The teachers frequently and The Bramptons Primary School - 8 successfully question pupils to test their understanding. The quality of pupils’ presentation of work is variable. The teachers set personal targets to help pupils improve. However, the marking of work does not always demonstrate clearly enough to pupils how to improve. Where teaching and learning are satisfactory, the pace of pupils’ learning is slower than it could have been.

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The pupils achieve well by Year 6 and attain above average standards in mathematics

10. The teaching assistants make an effective contribution to the pupils’ learning because they are deployed well and receive effective training for their work. They most frequently assist the lower attaining pupils. These pupils are either helped in class or withdrawn in small groups from lessons. The assistants are skilled in interpreting the content of the lesson so that pupils are studying the same curriculum as the other pupils in the class, but at their own level. Consequently these pupils are achieving as well as all others when they are helped this way. However, when there is no help in class or where there are a large number of pupils, they receive less individual help and their progress is diminished from a good to a satisfactory level.

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The pupils achieve well by Year 6 and attain above average standards in mathematics

11. Teachers have good subject knowledge and between them there is particular expertise in the core subjects of English, mathematics and science. In subjects such as physical education and music visiting specialist teachers or sports coaching help to further enhance the curriculum.

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The pupils achieve well by Year 6 and attain above average standards in mathematics

12. Homework throughout the school usefully extends what pupils have been learning in their lessons. The activities help to consolidate their learning during the day and successfully promote research skills.

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The pupils achieve well by Year 6 and attain above average standards in mathematics

Pupils’ attitudes, values and personal development are very good.

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The pupils achieve well by Year 6 and attain above average standards in mathematics

13. Pupils of all ages have very positive attitudes to their learning. In lessons, most concentrate very well and are keen to participate. When given the opportunity they take part in role play activities enthusiastically. At other times, they show they are able to sit quietly when listening and watching others. The vast majority of pupils in the school work independently when required without the over-reliance on adult help. They sensibly share resources and, when faced with difficulties, help one another. For example, this was evident during an English lesson on poetry for Years 5 and 6 pupils. Most pupils in Year 5, worked independently at a good pace, writing imaginative and interesting endings to Walter de la Mare’s ‘The Listeners’ while Year 6 were is discussion with their teacher on another text. Pupils take pride in most of the work that they do. Praise from the staff and certificates motivate them to succeed.

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The pupils achieve well by Year 6 and attain above average standards in mathematics

However, in the absence of an agreed policy for presentation of work, handwriting and presentation of written work is not always well formed or tidy. This limits pupils’ capacity to write neatly and legibly at speed, for instance, when note-taking.

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The pupils achieve well by Year 6 and attain above average standards in mathematics

14. Pupils’ behave very well and are friendly and polite to visitors. From entering school, pupils are encouraged to have positive attitudes towards others and their work. The youngest pupils who have just entered school know the school routines well and respond sensibly and quickly to the teachers’ requests. The older pupils undertake routine tasks such as putting out tables and chairs without the need for continuous adult supervision. The responsibilities given to pupils and the high expectations that the staff have of them has a very positive impact on their personal development. There are very good relationships between the pupils themselves and the pupils and the staff. This is extended into the playground as pupils happily play together.

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There is very good provision for pupils’ spiritual, moral and social development. There

is very good provision for extra-curricular activities. The Bramptons Primary School - 9 15. The school makes very good provision for pupils’ spiritual, moral and social development. A Christian ethos is strongly represented in everyday life, especially school assemblies. The local clergy regularly take assemblies. Each assembly provides opportunities for reflection, prayer and to sing a hymn. Themes for the week are continued in the classrooms. The teachers encourage pupils to reflect on the issues raised during assemblies and matters that concern them through whole class discussions such as ‘circle times’. During weekly achievement assembly praise and rewards for good work and acts of kindness and helpfulness are key to promoting the very good attitudes to work and responsible and caring attitudes to others.

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There is very good provision for pupils’ spiritual, moral and social development. There

16. Provision for moral development is very good. The school code of conduct is clear and unobtrusive. Pupils are taught effectively to know the difference between right and wrong and to regulate their behaviour. The pupils are self-disciplined and when asked, know what is expected of them. Instances where pupils were admonished were rare during the inspection.

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There is very good provision for pupils’ spiritual, moral and social development. There

17. Relationships between pupils are very good. Friendships across all ages are successfully promoted through whole school ventures and reinforce the family ethos of the school. The organisations of mixed age group classes provide the opportunity for pupils to build relationships with pupils in different year groups. Pupils responsibly play their part in the running of the school and help with the day-to-day activities. Boys and girls work well together and most take part in competitive sports or activities where they meet pupils from other schools.

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There is very good provision for pupils’ spiritual, moral and social development. There

18. The provision for extra-curricular activities for a school of this size is very good and is well supported by the pupils. Pupils have opportunities to learn to play the recorder, clarinet, a brass or stringed instrument or join the choir. There are sporting activities such as football, netball, rugby and cricket. Some of which are offered by the school and some by outside coaching. All of which are popular choices. Pupils take part in competetive sports, including athletics with other schools. Pupils learn the basics of French at the French club and get a chance to practise their skills during a day trip to Boulogne as they buy items from the local shops.

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Provision for: pupils’ story writing; opportunities for the most able to devise their own

investigations in science; and the school’s computers and software.

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Provision for: pupils’ story writing; opportunities for the most able to devise their own

19. The development of pupils’ writing is a focus for the school improvement this year. Spelling is developing well. The teachers have adopted a number of initiatives such as the spellings recommended by the National Literacy Strategy so that pupils progressively build up their knowledge and understanding of common spelling patterns and words. Teachers plan a range of opportunities for pupils to practise their skills in writing. While pupils’ work contains a wide range of different types of writing, there is not enough time given to the development of story writing. There are missed opportunities across the curriculum for pupils to practise the skills of developing a story structure and narrative style. The staff are good at identifying where pupils need to improve their work; in practice the targets set for improvement are not always sharp enough to demonstrate improvement. Some pupils know where they need to go next,

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Provision for: pupils’ story writing; opportunities for the most able to devise their own

but the staff do not always clearly communicate to pupils how to improve. While most pupils have lively and imaginative ideas, there is limited comment in the marking of pupils’ work that The Bramptons Primary School - 10 demonstrates the next steps in learning. A sharper focus on pupils’ personal targets and more opportunities to practise their skills would help pupils to attain at the higher levels.

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Provision for: pupils’ story writing; opportunities for the most able to devise their own

20. In science, pupils throughout the school are taught the appropriate skills. The most able pupils are not always stretched sufficiently in their thinking. They are capable of working independently on investigational work. This approach would extend the pupils’ skills of initiating investigations, recording and forming hypotheses to solve a given problem.

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Provision for: pupils’ story writing; opportunities for the most able to devise their own

21. In information and communication technology, pupils are learning most skills appropriately with limited resources. Because there is insufficient software and the computers are not centralised, this limits the teaching of new skills. There are not enough computers available to teach skills as a class lesson. When only a few pupils at a time can use the computers, learning new skills is time consuming and places a heavy demand on teaching. The pupils use information and communication technology appropriately to support learning in all other subjects. However, the relevant software is not always available. Consequently, pupils’ attainment is restricted to a satisfactory level.

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The headteacher has a very high teaching commitment. There is insufficient time for

22. Despite the very heavy demand made on her time, the headteacher fulfils the tasks required of her as much of her work is done at home. The schools procedures for evaluating its performance are in place. The observations of teaching and learning identify strengths and areas for improvement. The monitoring of teaching and learning in subjects other than English and mathematics is limited. The minimal staffing has hindered progress in this area. More tasks are delegated to other staff than at the time of the last inspection. Teachers are working more effectively together, sharing their expertise. However, the little time for teachers to monitor the teaching and learning in subjects for which they are responsible, limits the staff in forming an effective overview of the teaching and learning across the school.

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Pupils’ understanding of the cultural diversity within the current United Kingdom

23. Pupils have a satisfactory understanding of a range of cultural traditions and beliefs in the world. An appreciation of world musicians, artists and a variety of cultures are studied within art and design, music, history and geography. However, planned opportunities to exploit the locality and learn about diversity within our present United Kingdom society are not fully developed.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

24. The governors, headteacher and staff should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) continue to raise pupils’ attainment in story writing, science, and information and communication technology by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• planning further opportunities for the development of story writing in the curriculum so that pupils develop a structured narrative style and clearly communicate to pupils the skills they need to improve their work;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• improving and centralising resources for information and communication technology; The Bramptons Primary School - 11 • providing opportunities for the most able pupils to carry out their own investigations in science.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• improving the quality of daily planning to ensure that work is matched to the attainments of the pupils.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) seek ways to improve the level of staffing so that the headteacher has an appropriate time with the staff to carry out her management responsibilities.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(3) plan opportunities for pupils to learn and appreciate the diverse nature of society. The Bramptons Primary School - 12

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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 23

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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 one seven percentage points. Information about the school’s pupils

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils on the school’s roll (FTE for part-time pupils) 87

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PART C: SCHOOL DATA AND INDICATORS

Number of full-time pupils known to be eligible for free school meals 0 FTE means full-time equivalent.

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PART C: SCHOOL DATA AND INDICATORS

Number of pupils with statements of special educational needs 0

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PART C: SCHOOL DATA AND INDICATORS

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

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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 5

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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 5.6 National comparative data 0.5 The Bramptons Primary School - 13 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. The Bramptons Primary School - 14

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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 5 7 12

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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 92 (92) 100 (92) 100 (92 ) 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 92 (92) 100 (92) 100 (92) at NC level 2 or above National 84 (85) 84 (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. Where 10 or fewer boys or girls take the tests their results are not reported.

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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 10 3 13

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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 92 (100) 92 (67) 100 (83) 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 84 (67) 84 (67) 100 (83) 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. Where 10 or fewer boys or girls take the tests their results are not reported. The Bramptons Primary School - 15 Ethnic background of pupils Exclusions in the last school year

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

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

White – any other White background 0 0 0

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

Mixed – any other mixed background 0 0 0

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

Asian or Asian British - Pakistani 0 0 0

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

Asian or Asian British – Bangladeshi 0 0 0

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

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

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

Black or Black British – Caribbean 0 0 0

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

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

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

No ethnic group recorded 0 0 0 The Bramptons Primary School - 16 The table refers to pupils of compulsory school age only. It gives the number of exclusions, which may be dif0ferent from the number of pupils excluded.

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

Teachers and classes Financial information

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

Total number of qualified teachers (FTE) 3.8 Financial year 2001/02

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

Education support staff: YR – Y6 Total income 242460

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

Total number of education support staff 2 Total expenditure 205920

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

Total aggregate hours worked per week 49 Expenditure per pupil 2901

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

Balance brought forward from previous year Balance carried forward to next year 64990

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Recruitment of teachers

Number of teachers who left the school during the last two years 0 Number of teachers appointed to the school during the last two years 0

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0 Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 0 Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) FTE means full-time equivalent. The Bramptons Primary School - 17

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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. 45 45 2 2 6

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Percentage of responses in each category

Behaviour in the school is good. 46 54 0 0 0

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Percentage of responses in each category

My child gets the right amount of work to do at home. 27 45 18 4 6

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 39 45 14 0 2

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 53 36 5 2 4

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 57 37 4 0 2

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Percentage of responses in each category

The school works closely with parents. 23 50 21 2 4

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Percentage of responses in each category

The school is well led and managed. 41 47 12 0 0

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Percentage of responses in each category

The school is helping my child become mature and responsible. 45 50 5 0 0

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 31 44 9 4 12

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Percentage of responses in each category

Percentages are rounded to the nearest integer and may not total 100.

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