Ellington Primary School

ELLINGTON FIRST SCHOOL

Warkworth Drive, Ellington, Morpeth, NE61 5HL

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ELLINGTON FIRST SCHOOL

Dates of inspection: 9 th to 10 th June 2003

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ELLINGTON FIRST SCHOOL

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

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ELLINGTON FIRST SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Ellington First School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Warkworth Drive, Ellington, Morpeth, Northumberland.

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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. D. Nickalls

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 6 th October 1997 Ellington First School - 4

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Team members

22522 Mrs. M. Warburton Registered inspector 11368 Mrs. K. Lee Lay inspector 31622 Mrs. L. Richardson Team inspector

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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 Ellington First School - 5

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PART A: SUMMARY OF THE REPORT 6

Information about the school 6 How good the school is 6 What the school does well 6 What could be improved? 6 How the school has improved since its last inspection 7 Standards 7 Pupils’ attitudes and values 7 Teaching and learning 8 Other aspects of the school 8 How well the school is led and managed 9 Parents’ and carers’ views of the school 9

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INFORMATION ABOUT THE SCHOOL

Ellington First School is smaller than average for primary schools. It is situated in the picturesque and expanding rural village of Ellington in Northumberland where there is still a working coal mine. There are currently 190 pupils on the roll of the school and this includes 43 part-time pupils in the nursery. Most of the pupils in the school come from the village or the nearby village of Cresswell. The percentage of pupils who are eligible for free school meals is below average, and the percentage with special educational needs (SEN) is average. Most of the pupils with SEN have emotional and behavioural difficulties, speech and communication difficulties or sensory impairment. The percentage of pupils with a statement of SEN is above average. The percentage of pupils whose mother tongue is not English is low. Pupils’ attainment on entry to the nursery is broadly average. The school is part of the Ashington

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INFORMATION ABOUT THE SCHOOL

Education Action Zone and Ashington Sports Co-ordinators’ Programme. In recent years the school has achieved the Investors in People Award, the Basic Skills Agency Quality Mark, the Healthy Schools Award, Active Mark Gold and Arts Mark Silver. There are close links between the school and the local community with the building used as a community centre out of school hours.

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HOW GOOD THE SCHOOL IS

This is an excellent school where there are many strengths. The teaching is very good and often excellent and as a result pupils of all abilities make good progress and achieve standards that are above average overall. The head teacher, supported by an extremely effective and committed governing body, provides excellent leadership and direction to the work of the school. Given the high quality provision and the standards achieved by pupils in both their personal and academic development, the school provides very good value for money.

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What the school does well

• The very good teaching results in pupils making very good progress in all areas of the curriculum, achieving standards that are above average. • The excellent provision for pupils’ personal development and very caring ethos of the school means that pupils’ attitudes and behaviour are excellent. • Curriculum provision is excellent, with the statutory curriculum greatly enhanced by a wide range of other activities. • The head teacher, supported by a very effective senior management team and governing body, provides outstanding leadership and management, and has developed an excellent partnership with parents and the community.

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What could be improved

This excellent school is continually evaluating its work and striving to improve. In this context the following areas could be prioritised for further work: • Using a broader range of assessments to establish pupils’ attainment and progress; • Increasing opportunities for pupils to work independently and take more responsibility for their own learning. The areas for improvement will form the basis of the governors’ action plan. Ellington First School - 7

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made good progress since its last inspection. The high standards achieved in the national tests at the end of Key Stage 1 have been maintained. The progress made by pupils in Key Stage 2 is now good, and the standards they achieve are above average overall. Higher attaining pupils are suitably challenged and the school sets challenging targets for all groups of pupils. Standards in music and design and technology (DT) in Key Stage 2 are now at least at the expected levels and are often higher. The high quality provision in the Foundation Stage has been maintained. Teaching has improved and is now very good overall. The curriculum is much better than at the time of the previous inspection. As well as being broad and balanced it is greatly enriched by programmes for sport and the arts, by stimulating visits and visitors to the school and by a very good range of extra-curricular

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 2 based on average point scores in National Curriculum tests.

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Performance in: all schools similar schools Key

2000 2001 2002 2002 Reading A A B B well above average above average A B Writing A A* A A average below average C D

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Performance in: all schools similar schools Key

Mathematics B B A A well below average E

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Performance in: all schools similar schools Key

In 2002 standards in the national tests at the end of Year 2 were well above average in writing and mathematics and above average in reading. Inspection evidence indicates that by the end of Year 2 and the end of Year 4 when the pupils transfer to middle school, standards in reading, writing and science and in most other areas of the curriculum are above average. In mathematics and information and communication technology (ICT) standards are at the expected levels overall, although a significant number of pupils achieve more highly, especially in number work. When children start in the nursery their attainment is broadly average. Throughout the school pupils make good progress overall and their academic achievement is good.

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Aspect Comment

Attitudes to the school Excellent. Pupils demonstrate real enthusiasm for learning. They are highly motivated and interested in their lessons and other activities.

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Aspect Comment

Behaviour, in and out of classrooms Excellent. Behaviour around the school and in the playground is excellent. In lessons it is very good. Pupils respond very well to the school’s positive approach to behaviour management and to the excellent relationships that exist.

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Aspect Comment

Personal development and relationships Excellent. All adults in the school promote pupils’ personal development. Relationships between pupils and adults are all excellent.

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Aspect Comment

Attendance Satisfactory, in line with the national average. Pupils want to come to school, and because of the school’s efforts attendance has improved. However, some parents continue to arrange family holidays during term Ellington First School - 8 time.

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Aspect Comment

Pupils’ attitudes, values and personal development are excellent features of the school.

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

Quality of teaching Very good Very good Very good

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

Teaching is very good throughout the school. Some literacy lessons are excellent. The basic skills are taught very well and teachers plan and prepare their work carefully, providing good resources that are used well. They use stimulating tasks and activities to gain pupils’ interest. Classroom assistants make a very positive contribution to learning in the way that they support individuals and groups of pupils. Teachers make good use of assessment to plan the next stage in pupils’ learning and there are some good examples of marking being used effectively in Key Stage 2, however this is an area that could be developed across the rest of the school. Teachers have very high expectations of their pupils and promote excellent relationships that result in a very positive atmosphere for learning where children have high levels of confidence. They also use homework effectively so that pupils consolidate what has

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

been learned and practise and apply new skills. Opportunities for pupils to take responsibility for their own learning could be increased. Pupils show great interest in their lessons and concentrate very well. They know what they have to do to reach their targets.

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Aspect Comment

The quality and range of the curriculum Excellent. The school enhances the statutory curriculum with a wide range of additional activities that stimulate pupils’ interest and foster a real desire to learn.

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Aspect Comment

Provision for pupils with special educational needs Excellent. The school is very inclusive, meeting the needs of all of its pupils successfully.

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Aspect Comment

Provision for pupils with English as an additional language Very good. The small minority of pupils who have English as an additional language are fully integrated into the life of the school and their individual needs are met very well.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Excellent. The school places a very high priority on pupils’ personal development. There are many opportunities for reflection and appreciating cultural diversity.

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Aspect Comment

How well the school cares for its pupils Excellent. The school has a caring ethos, and individual pupils and their families are very well known. Detailed records of the pupils’ progress are kept.

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Aspect Comment

The richness and diversity of the curriculum is a real strength of the school, and promotes pupils’ interest and involvement. Ellington First School - 9

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Aspect Comment

Leadership and management by the head teacher and other key staff Excellent. The head teacher, supported by a very effective senior management team provides clear direction and drive. He has very high expectations to which all staff respond positively.

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Aspect Comment

How well the governors fulfil their responsibilities Excellent. The governing body supports and challenges the school and has put in place a clear system to review and continually improve all aspects of school life.

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Aspect Comment

The school’s evaluation of its performance Very good. Staff and governors systematically review the provision and standards achieved. Minor improvements to the use of a broader range of indicators to assess pupils’ attainment could be made.

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Aspect Comment

The strategic use of resources Excellent. The school carefully assesses development needs and matches funding to secure improvement extremely efficiently.

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Aspect Comment

Leadership and management are excellent overall, with clear direction provided by the head teacher. Roles and responsibilities are very effectively allocated and the relationship between the staff and the governing body positively impacts on continuous improvement.

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What pleases parents most What parents would like to see improved

• The teaching is good. • They would feel comfortable about approaching the school with questions or a problem. • The school expects their children to work hard and achieve their best. • The school is well led and managed. • The school is helping children to become mature and responsible. • The school provides an interesting range of activities outside lessons. There were no significant areas of concern.

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What pleases parents most What parents would like to see improved

The inspection team fully agrees with the very positive views of the school expressed by parents. Ellington First School - 10

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The very good teaching results in pupils making very good progress in all areas of

the curriculum and achieving standards that are above average.

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The very good teaching results in pupils making very good progress in all areas of

1. Teaching is very good throughout the school. Teachers plan and prepare their lessons very well, and provide stimulating resources and activities that capture pupils’ interest and encourage them to concentrate and do their best. This was seen in an excellent literacy lesson in Year 4, where photographs, artefacts and stories were used very effectively to develop pupils’ understanding of arguments and dilemmas. Relationships are excellent and all adults support pupils very well. This results in pupils having high levels of confidence and making good progress. Teachers ensure that all lessons have clear objectives that are shared with the pupils, and they explain things very well. This was seen in an excellent Year 2 lesson where the teacher clearly explained how to use punctuation and expression when reading aloud. Teachers, and other adults who work in school, know their pupils very well and provide individuals and groups with work that

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The very good teaching results in pupils making very good progress in all areas of

is suitably challenging. They pace lessons very well, for example in a Year 3 mathematics lesson the pace of the mental introduction was brisk, having sufficient time in the word problem part of the lesson for pupils to think carefully about what they needed to do to solve the problem. The very best lessons are characterised by very thorough preparation, clear focus, high expectations and very good subject knowledge, as seen in an excellent Year 1 music lesson, where pupils made excellent progress in learning to play percussion instruments in different ways.

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The very good teaching results in pupils making very good progress in all areas of

2. As a result of the very good teaching pupils make very good progress in most lessons. Children in the Foundation Stage make very good progress because adults have high expectations, there are clear routines in place and tasks are presented in an interesting and exciting way so that children are highly motivated to learn. Throughout the school, teachers make very good links between subjects and this helps pupils to consolidate their learning. This was seen in several classes where a topic on mini-beasts was being explored through English, science, art and physical education (PE).

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The very good teaching results in pupils making very good progress in all areas of

3. When children start in the nursery their attainment is broadly average, although the full range is represented. By the time they start in Year 1, and by the end of Year 2 and Year 4, standards are above average overall. There are particular strengths in English, where standards of presentation are very good and pupils’ speaking and listening skills are well developed. Standards are also notably high in DT, PE and art and design. In the national tests, and in other standardised tests carried out by the school, pupils do very well and achieve standards that are often well above average.

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The excellent provision for pupils’ personal development and excellent caring ethos

of the school means that pupils’ attitudes and behaviour are also excellent.

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The excellent provision for pupils’ personal development and excellent caring ethos

4. The school is an exceptionally caring community where all pupils are very well known. Parents appreciate the way that the head teacher stands at the door and greets the pupils every morning, and pupils say that they feel safe in school. All adults who work in school contribute to pupils’ personal development. Ellington First School - 11 5. There are excellent policies and procedures in place for the care and safety of pupils. Provision for personal, social and health education, and for citizenship is carefully integrated into the life of the school. Opportunities for spiritual, moral, social and cultural development are provided in many lessons and other activities such as assemblies and after-school clubs. Systems such as the ‘playground buddies’ and the school council enable pupils to take responsibility and develop confidence. One pupil spoke very proudly of his responsibilities as a library monitor. Displays around the

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The excellent provision for pupils’ personal development and excellent caring ethos

school reflect the commitment to personal development and safety, for example class rules, reminders about good manners in the dining hall and instructions on how to carry PE apparatus safely. Visits out of school to places such as Beamish Museum make a very good contribution to pupils’ personal development, and a residential visit to Ford Castle for older pupils enabled them to develop confidence and personal and social skills away from home.

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The excellent provision for pupils’ personal development and excellent caring ethos

6. Pupils’ attitudes and behaviour are excellent. The vast majority of pupils are extremely enthusiastic about the school, showing genuine interest and enjoyment in lessons. They concentrate for extended periods of time and persevere, even when they find their work difficult. Pupils move around the school quietly, showing good manners such as standing aside for adults and holding doors open for each other. In assemblies they listen attentively and respond with reverence to prayer and reflection. They are proud of their own achievements and the collective achievements of the school such as the Arts Mark and the Basic Skills Agency Quality Mark. One pupil said that if he had children he would like them to come to the school. In the playground pupils play happily together with the good range of equipment provided for them, and they are very well supervised by adults, who, like the ‘buddies’, wear bright yellow jackets so that they are very visible,

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Curriculum provision is excellent, with the statutory curriculum greatly enhanced by a

7. The curriculum is very well balanced with an appropriate emphasis on the core elements of literacy and numeracy. There is very good provision for the basic skills which are delivered through the national strategies for literacy and numeracy, with further opportunities for consolidation and development in other lessons. In a Year 1 mathematics lesson for example, pupils were encouraged to read aloud the instructions for the task. Similarly there are good opportunities for pupils to develop their ICT skills, for example when pupils record their work using computers, or find things out about the local area using the Internet. The curriculum is delivered through a range of very interesting activities, with topics studied in depth often incorporating several curriculum areas. Work on the seasons for example, incorporated aspects of RE, history and personal and social education.

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Curriculum provision is excellent, with the statutory curriculum greatly enhanced by a

8. There is particularly high quality provision where the school has worked to achieve national awards such as the Healthy Schools’ Award and the Active Mark. These often include excellent use being made of visiting specialists to the school, such as a basketball coach and football coaching from Sunderland Football Club. Additional specialist provision in music makes a very positive contribution to pupils’ singing. Provision for art has been enhanced by visiting members of the community who have particular expertise, and by work done on school visits. Ellington First School - 12 9. The school provides an excellent range of extra-curricular activities for a range of sports, the arts, gardening and computers. Excellent use is made of the local community and other providers. Pupils and staff spoke affectionately about a visit to the school by local senior citizens, which made a very good contribution to pupils’

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Curriculum provision is excellent, with the statutory curriculum greatly enhanced by a

learning about games and toys from the past in history.

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governing body, provides outstanding leadership and management, and has

developed an excellent partnership with parents and the community.

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governing body, provides outstanding leadership and management, and has

10. The excellent relationships that exist between all members of the school community are at the heart of the outstanding leadership and management of the school. They are based on excellent communication and trust, with everyone clear about their role and responsibilities and the part that they play in the life of the school. The head teacher is very experienced and has provided stability and clear direction, with a strong commitment to continuing improvement.

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governing body, provides outstanding leadership and management, and has

11. The management systems of the school are supported by an excellent range of documentation that clearly reflects the school’s vision and provides a very good framework for on-going review and development. Procedures for deciding on the school’s priorities are clear, and the system for performance management is carefully linked to the school development plan. Staff development is very well thought out and reflects both individual and whole-school development needs. All staff are clear about their responsibilities and expectations of the contribution that subject co-ordinators will make are appropriate to their experience. The members of the senior management team work effectively together, sharing responsibilities according to their expertise and areas of interest. There is a strong sense of collective responsibility.

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governing body, provides outstanding leadership and management, and has

12. The governing body is highly effective in supporting the work and direction of the school. Through well thought out and systematic approaches to reviewing the work of the school, governors have a clear and accurate understanding of the strengths that exist and a firm belief that any concerns have been addressed. They are rightly confident that their on-going programme of evaluation and review ensures that continuous progress is made. Some governors are very involved in the school on a regular basis and they visit the school to look at agreed areas of focus. As part of the school’s preparation for the Arts Mark for example, one governor, working alongside the co-ordinator for art, looked at teachers’ planning and cross-referenced it to the art guidelines, looked at pupils’ work, resources and lessons, and provided a detailed report to the governing body. Such reviews are a regular part of the governors’

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governing body, provides outstanding leadership and management, and has

involvement in the school. Governors are justifiably proud of the school and its standing in the community.

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governing body, provides outstanding leadership and management, and has

13. The head teacher is very visible in the school and plays an active part in all areas of school life. Through this approach, combined with the clear systems for evaluation and review, he is able to maintain a very good understanding of what is going on and how people are responding to any changes or developments. In the dining hall at lunch times for example, he talks to pupils and staff about what they have been doing that morning, and he is happy to work alongside any visitors to the school, for example sports coaches. He regularly visits classrooms, both as part of formal observations and informally, and his views and opinions are welcomed by pupils and staff. He has been successful in developing excellent relationships at all levels. Ellington First School - 13 14. The partnership with parents and the local community is excellent. Parents are highly satisfied with the school, and many are keen to help out in classes. They are rightly

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governing body, provides outstanding leadership and management, and has

very happy with the excellent reports they receive about their children’s progress and find the school extremely approachable and friendly. The school has been very successful in encouraging parental support for homework and this makes a very positive contribution to pupils’ learning. Local senior citizens enjoy visiting the school to look at areas such as new technology, and these visits make a considerable contribution to pupils’ personal development and their understanding of their own place and that of others in the local community.

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WHAT COULD BE IMPROVED

Using a broader range of assessments to establish pupils’ attainment and progress.

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WHAT COULD BE IMPROVED

15. There are secure assessment systems in place throughout the school that ensure that teachers have a clear understanding of pupils attainment and the progress they are making. This information is used effectively to set targets for individual pupils and for groups of pupils. Good use is made of standardised tests to gauge pupils’ achievement and to compare this with national levels of attainment. However, teacher assessment is not consistently made against National Curriculum level descriptors in all subjects. This means that when an area of, for example, mathematics is not covered in the standardised tests, judgements about standards in that aspect are not fully secure. The school has developed good portfolios of pupils’ work in all subjects and these could be usefully developed through annotation to show National Curriculum levels and the proportion of pupils in the year group attaining them. This would

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WHAT COULD BE IMPROVED

strengthen the school’s information about the standards that pupils achieve and would enable even more precise targets to be set. Additionally the good marking against clear criteria seen in Years 3 and 4 could be further extended throughout the school to give pupils clearer information about the progress they are making.

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Increasing opportunities for pupils to work independently and take more

16. During the inspection limited evidence of pupils working independently was seen, although teachers’ planning and pupils’ work indicate that opportunities are provided at times. However, further opportunities could be provided for pupils, particularly the higher attaining, to take more responsibility for their own learning. In science for example, pupils are given a clear structure for recording their investigations when some could work out a different way of recording their results. Similarly in English, the use of story frames for writing means that pupils have to write to that structure when some could find more creative ways of organising their thoughts.

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Increasing opportunities for pupils to work independently and take more

17. The planned development of the library next year has the potential to provide pupils with more opportunities to research and find things out for themselves. Ellington First School - 14

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils [ ]

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. [When the total number is substantially less than 100, add] Care should be taken when interpreting these percentages as each lesson represents more than one [two, three, etc] percentage point[s]. [Where the total is close to or greater than 100, use only the first sentence.]

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y4

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 22 147

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 0 12

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Information about the school’s pupils

Special educational needs Nursery YR – Y4

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Information about the school’s pupils

Number of pupils with statements of special educational needs 0 6

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 0 43

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 2

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

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

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 2

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Attendance

School data 5.0 School data 0.3 Ellington First School - 15 National comparative data 5.4 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Ellington First School - 16

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

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2002 14 21 35

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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 13 13 13 Numbers of pupils at NC level 2 and above Girls 19 20 21

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

Percentage of pupils School 91 (100) 94 (100) 97 (100) at NC level 2 or above National 84 (84) 86 (86) 90 (91)

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

Teachers’ Assessments English Mathematics Science

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

Boys 13 13 13 Numbers of pupils at NC level 2 and above Girls 18 20 20

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

Percentage of pupils School 89 (100 94 (100) 94 (100) at NC level 2 or above National 85 (85) 89 (89) 89 (89)

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

Percentages in brackets refer to the year before the latest reporting year. Ellington First School - 17

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Ethnic background of pupils Exclusions in the last school year

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

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Ethnic background of pupils Exclusions in the last school year

White – any other White background 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Mixed – any other mixed background 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British - Pakistani 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British – Bangladeshi 0 0 0

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Ethnic background of pupils Exclusions in the last school year

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

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Ethnic background of pupils Exclusions in the last school year

Black or Black British – Caribbean 0 0 0

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Ethnic background of pupils Exclusions in the last school year

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

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Ethnic background of pupils Exclusions in the last school year

The table refers to pupils of compulsory school age only. It gives the number of exclusions, which may be different from the number of pupils excluded. Ellington First School - 18

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 6 Financial year 2002/2003

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Teachers and classes Financial information

Number of pupils per qualified teacher 26.1

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Teachers and classes Financial information

Education support staff: YR – Y4 Total income 390,943 *

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Teachers and classes Financial information

Total number of education support staff 6 Total expenditure 381,193

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Teachers and classes Financial information

Total aggregate hours worked per week 121 Expenditure per pupil 2,006

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Teachers and classes Financial information

Qualified teachers and support staff: nursery Balance brought forward from previous year 19,767

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 1 Balance carried forward to next year 9,750

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Teachers and classes Financial information

Number of pupils per qualified teacher 22.1

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Teachers and classes Financial information

Total number of education support staff 7 * includes balance b/f from previous year

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Teachers and classes Financial information

Total aggregate hours worked per week 156

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Recruitment of teachers

Number of teachers who left the school during the last two years 3

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 3

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Recruitment of teachers

Total number of vacant teaching posts (FTE) [ ]

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Recruitment of teachers

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

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Recruitment of teachers

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

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Recruitment of teachers

FTE means full-time equivalent. Ellington First School - 19

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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. 74 26 0 0 0

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Percentage of responses in each category

Behaviour in the school is good. 77.3 21.6 1 0 0

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Percentage of responses in each category

My child gets the right amount of work to do at home. 55.3 41.5 3.2 0 0

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 64.9 32 3.1 0 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 85.6 13.4 0 0 1

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 83.3 15.6 1 0 0

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Percentage of responses in each category

The school works closely with parents. 74.2 24.7 1 0 0

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Percentage of responses in each category

The school is well led and managed. 92.8 7.2 0 0 0

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Percentage of responses in each category

The school is helping my child become mature and responsible. 87.6 12.4 0 0 0

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 81.4 14.4 2.1 0 2.1

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