St Andrew's CofE Primary and Nursery School

SCHOOL

Dates of inspection: 10 th – 11 th March 2003

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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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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. St Andrew’s C of E Primary and Nursery School - 1

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INFORMATION ABOUT THE SCHOOL

School address: Mansfield Road Skegby Sutton-in-Ashfield

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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 J Summerfield

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 2 nd February 1998 St Andrew’s C of E Primary and Nursery School - 2

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Team members

18275 Chrissie Pittman Registered inspector 9981 Saleem Hussein Lay inspector 31218 Tom Allen Team inspector 22790 Jane Pinney Team inspector

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Team members

PPI Group Ltd 7 Hill Street Bristol BS1 5RW

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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 St Andrew’s C of E Primary and Nursery School - 3

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PART A: SUMMARY OF THE REPORT 4 - 7

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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PART C: SCHOOL DATA AND INDICATORS 13 - 17

St Andrew’s C of E Primary and Nursery School - 4

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INFORMATION ABOUT THE SCHOOL

This popular village school is situated in Skegby on the outskirts of Mansfield in Nottinghamshire. It is bigger than other primary schools and caters for 363 boys and girls between the ages of three and eleven years in mixed age and ability classes. Most of its pupils are white British and have a wide range of socio-economic backgrounds. The majority come from the immediate catchment area, which is a mixture of owner-occupied homes and social housing. The percentage of pupils eligible for free school meals and the proportion of pupils with a special educational need (SEN), including those with statements of special needs, is below average. Pupils' attainment on entry to the school is just below average.

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HOW GOOD THE SCHOOL IS

The school provides a very good education for its pupils and has some excellent features. Pupils generally achieve very well in relation to their prior attainment on entry to the school. The teaching is very good overall. This is having a very positive impact on pupils' learning. The school has made considerable improvement and sustained high standards since the last inspection. The head teacher provides excellent leadership and is very well supported by her hard-working deputy and senior staff. Their aims and objectives are firmly targeted on raising standards. The school is well governed, self- critical and cost effective. It knows what it does well, where its weaknesses are and how to improve them. It provides very good value for money.

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What the school does well

• Pupils achieve very well because there are clear targets set for them all. • The school is very well led and managed at all levels, including the involvement of senior staff and governors, who regularly monitor and support the school. The headteacher’s leadership is excellent. • The very good teaching in the school promotes standards that are usually well above average. The teaching of English and science are particularly good. • The school is very successful in improving pupils' attitudes, behaviour and personal development, as a result of its very good provision for their spiritual, moral, social and cultural awareness. There is a very good level of care provided for all pupils.

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What could be improved

• Achievement for more-able pupils in mathematics in Years 1 and 2. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made very good improvement since its previous inspection in 1998. The headteacher reacts swiftly to perceived weaknesses and this has led to a significant improvement in the quality of teaching, management, curriculum provision and monitoring. Nearly all the weaknesses identified in the previous report have been addressed and changed to strengths. There is now no unsatisfactory teaching; nearly half of the lessons seen during the inspection were very good or excellent. Long and short-term curriculum planning, teaching and learning are now well monitored. The provision of the ICT suite and the training of the teachers have significantly improved standards in ICT. There are good procedures for assessing pupils' achievement. Since the previous inspection overall attainment for 11-year-olds has been consistently well above average. Standards have been maintained for seven-year-olds in reading

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

and writing but have dipped slightly in mathematics. They are average compared with those in all schools and schools in a similar context. More able pupils in Years 1 and 2 are insufficiently targeted in mathematics lessons to ensure that they make similar progress to those in Years 3, 4, 5 and 6. The school has identified this as an area for improvement and is taking steps to redress the situation. St Andrew’s C of E Primary and Nursery School - 5 Curriculum planning for children in the reception class has considerably improved. Given the excellent quality of its leadership and the commitment of its staff, the school is well placed to improve even further.

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STANDARDS

The table shows the standards achieved by 11 year olds, based on average point scores in National Curriculum tests.

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schools

English A A B B Mathematics A A B B Science A A* A A very high well above average above average average below average well below average A* A B C D E

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schools

Most children, when they start school, are attaining standards that are just below average, although some are attaining in line with expectations. They make good progress in the nursery and, by the time they reach Year 2, their attainment in the national tests is well above average in writing, above average in reading and at the expected standard for mathematics. By the end of Year 6, pupils are usually attaining standards in science that are well above the national average. In English and mathematics standards are above the average for all schools and for schools in a similar context. Results over the last three years show that boys outperform girls in all subjects at the age of seven, but girls catch up by the age of 11 in English and perform better in mathematics and science. Pupils with SEN achieve well. Standards of work seen by Year 2, during the inspection, are above average in English and science and

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schools

average in mathematics. By Year 6 standards are well above average in English and science and above average in mathematics. Most pupils are achieving very well, although achievement is better in the junior classes than in the infant or reception class. Similarly pupils in Year 2 are making progress at a faster rate than in Year 1 and the reception class. The school sets challenging targets for its performance and is usually successful in achieving them.

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Pupils' attitudes to learning, to school and to each other are very good. They try very hard, enjoy learning, are highly motivated to succeed and readily take part in all school activities.

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PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Very good. Pupils behave very well in lessons and around the school. They are polite, well mannered and show respect for property. There is hardly any evidence of bullying or disruptive behaviour. This helps to create a very good learning environment. There were no exclusions in the last year. Personal development and relationships Excellent. Relationships throughout the school are very positive and older children support the younger ones. Most are patient and courteous with a well-developed sense of right and wrong. They show a great deal of respect for the opinions of others.

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PUPILS’ ATTITUDES AND VALUES

Attendance Good. Pupils are punctual and lessons start on time. St Andrew’s C of E Primary and Nursery School - 6

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Teaching of pupils: Aged up to 5 years Aged 5-7 years Aged 7-11 years

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

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Teaching of pupils: Aged up to 5 years Aged 5-7 years Aged 7-11 years

The quality of teaching is very good overall, with examples of excellent teaching. There was no unsatisfactory teaching. There is a positive ethos for learning in most classrooms. The best teaching is in English and science and in Year 6, where it is particularly effective in meeting the needs of all pupils regardless of the subject being taught. Teaching is least effective in Year 1, where it is sometimes not well matched to pupils' capabilities, particularly the more able pupils. The quality of teaching in mathematics has recently been improved in Year 2 and is now beginning to rapidly raise achievement. Teachers ensure that learning is fun, so pupils are keen and interested in their work. Teachers are knowledgeable and learning targets are clear and understood by the pupils. They take good account of pupils' progress and build on the work done by targeting them individually and assessing their work

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Teaching of pupils: Aged up to 5 years Aged 5-7 years Aged 7-11 years

regularly. The skills of literacy and numeracy are taught well throughout the school and very well in Years 5 and 6. This enables a large proportion of pupils to achieve higher than expected standards for their age. ICT and music are particularly well taught and good use is made of the school's music and ICT resources. Pupils with SEN receive effective support in lessons and as a result make good progress. The result of the very good teaching is very good learning where pupils gain new knowledge and understanding faster than expected. Relationships between pupils, and between pupils and staff, are excellent and this has a positive effect on the quality of learning seen in all lessons. Pupils work hard and concentrate well, even when the teaching is occasionally not particularly inspiring. Older pupils usually have a good knowledge of their learning and know what to do to make it even better.

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OTHER ASPECTS OF THE SCHOOL

Aspect Comment The quality and range of the curriculum Very good. There is a very good range of relevant tasks in all subjects. The curriculum is well balanced and considerably enhanced by a range of activities such as the breakfast club, music groups, French, Spanish and computer clubs as well as competitive and non-competitive sports and games outside school hours. Provision for pupils with special educational needs Good. Pupils with SEN receive effective support in lessons and make good progress in relation to the targets on their individual education plans. Provision for pupils’ personal development, including spiritual, moral, social and cultural development Very good provision is made for pupils' personal development. The provision for their social development is excellent. Pupils' spiritual and moral development is very good. Cultural development is good.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils Very good. The academic and pastoral aspects of pupils' development are linked very well. Very good procedures are in place for child protection and there are very thorough systems for ensuring pupils' welfare. There are good procedures for assessing pupils' attainment and progress in English, mathematics and science.

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OTHER ASPECTS OF THE SCHOOL

The school has excellent links with the parents. The partnership between the parents and school is very good. All the parents who responded to the questionnaire would feel comfortable about approaching the school with a complaint or problem. St Andrew’s School looks after its pupils very well, offering a very good level of care. It is a happy place where pupils feel valued as individuals. Parents at their meeting St Andrew’s C of E Primary and Nursery School - 7 talked appreciatively of the very good support that the pupils receive at school, which they say is like 'one large family'.

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HOW WELL THE SCHOOL IS LED AND MANAGED

Aspect Comment Leadership and management by the headteacher and other key staff Very good overall. The headteacher provides excellent leadership. She knows what the school does well, where its weaknesses are and how to improve them and has established a good ethos of striving to improve. The management of the school is extremely well focused on improving standards and supporting all pupils. How well the governors fulfil their responsibilities Good. The governing body is shrewd, effective and well aware of best value principles. Governors have a comprehensive understanding of the school's strengths and weaknesses and fulfil their statutory duties well. They are very supportive of the school and take an active interest in forward planning and its day-to-day work. The school’s evaluation of its performance Very good. Data is used very well to monitor the school's performance. The school improvement plan is very well conceived. It is the result of a

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HOW WELL THE SCHOOL IS LED AND MANAGED

thorough process involving audits, monitoring and sharp evaluations of the school's performance. Actions to bring about improvement are planned and implemented without delay. The strategic use of resources Excellent. The targeting of funds to areas where there is the most need of improvement has been very effective. The school's excellent management of its finances ensures that it gets the best value for money when committing resources or spending school funds.

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HOW WELL THE SCHOOL IS LED AND MANAGED

There is a very good match of teachers to the demands of the curriculum. Additional support staff are trained and deployed very effectively and make a valuable contribution to pupils' learning. The school's accommodation is ingeniously used so that all the available space is utilised for teaching and storing resources.

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What pleases parents most What parents would like to see improved

• Parents are happy with almost all aspects of the school. • The range of activities provided outside lessons.

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What pleases parents most What parents would like to see improved

Inspectors agree with all the positive views expressed by parents. This is a very good school. Although most parents expressed no real concerns about the performance of the school, a few would like to see more activities outside lessons, particularly in Years 1 and 2. Inspectors do not agree that this is a necessity, but admit that improved provision in this area would enhance the school's very good ethos. St Andrew’s C of E Primary and Nursery School - 8

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WHAT THE SCHOOL DOES WELL

Pupils achieve very well because they have clear targets set for them.

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WHAT THE SCHOOL DOES WELL

1. When children join the school in the nursery many are achieving standards just below what is normally expected of this age. Most make good progress in the nursery and reception classes and by the time they enter Year 1 attainment is just above the expected standard for most children. Pupils continue to make good progress in most subjects and by the time they are tested at the age of seven they are attaining standards that are well above the national average in writing, above average in reading and average in mathematics. In the last three years standards have risen from in line with the national average to above average overall for pupils aged seven. Pupils achieve significantly better by the age of 11. In the last three years, standards in the core subjects of English, mathematics and science have been well above average overall in relation to national averages. Given that most pupils start from a below average position on entry to the

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WHAT THE SCHOOL DOES WELL

school, the large majority manage to consistently achieve well above average standards by the end of Year 6; this is very good achievement. Girls achieve better than boys, but achievement is better in the junior classes than in the infants. Similarly pupils are making better progress in Year 2 than in Year 1.

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WHAT THE SCHOOL DOES WELL

2. Part of the reason for this achievement is the secure way that teachers monitor and target every pupil. There are effective assessment procedures in place that enable teachers and support staff to measure how well each pupil is doing so that realistic targets are set for them, particularly for older pupils. These targets are shared with the pupils so that they, and their parents, understand what is expected and at what stage in the year. For example, pupils are assessed at the end of each year using nationally standardised tests. In addition to this, teachers keep assessment records in their classrooms, which can be accessed by support staff. Their lesson plans have assessment information or planned activities that aim to assess how well a group of pupils is working in any particular aspect of the subject. Reading and spelling tests are undertaken regularly and results are recorded for every pupil so that they can be grouped by attainment for

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WHAT THE SCHOOL DOES WELL

their English lessons. Similarly, in the other core subjects, standardised tests ensure that pupils are grouped by attainment on a stage-by-stage basis. The headteacher and staff regularly hold meetings to look at the pupils’ books so that every teacher and learning assistant understands how to measure pupils' standards. All of these ongoing assessments are recorded. What pupils are expected to achieve, and at what stage in the year, is clear to them, to the staff who teach and support them and to their parents.

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WHAT THE SCHOOL DOES WELL

3. In an excellent ICT lesson in Year 5/6, for example, the teacher used his assessment of a pupil's work to illustrate to the class how it could be improved. His use of constructive criticism encouraged other pupils to evaluate their own and others' work more meaningfully. The teacher provided good challenges in the objectives he set for the lesson and pupils responded well. The aim of the lesson was clearly reflected in the targets set for all the pupils. This in turn encouraged them to develop good technical skills. In a very good science lesson in Year 1, every pupil, including those with SEN, made very good progress in understanding that different types of paper are needed for different purposes. The strength of the lesson was the teacher’s knowledge of every pupil, which was informed by her excellent record keeping and monitoring of their progress. In this way teachers are able to accurately measure each pupil's progress and help him or her to achieve

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WHAT THE SCHOOL DOES WELL

their targets. The planning demonstrates what is typical of most of the planning in the school: the attention given to individual targets and the close scrutiny of their progress. These are features of all classes except Years 1/2, where mathematics work is sometimes not well matched to pupils’ capabilities, particularly for the most able pupils.

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WHAT THE SCHOOL DOES WELL

4. The school makes good provision for pupils with SEN. They are taught very well and their achievement is monitored closely. Their progress is tracked and monitored to plan the most St Andrew’s C of E Primary and Nursery School - 9 appropriate work in order to extend their learning further. In this way the school regularly reviews its plans and adapts its teaching to meet the needs of all the pupils. St Andrew’s C of E Primary and Nursery School - 10 The headteacher's leadership is excellent. The school is very well led and managed. The governing body is actively involved in monitoring and supporting the school.

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WHAT THE SCHOOL DOES WELL

5. The feature that stands out in the leadership of the school is the complete absence of complacency in all areas of its work. The headteacher provides excellent leadership. She is respected by her staff and trusted by the pupils. This is one of the main reasons for the success of the school and its increasingly good reputation in the community. The deputy headteacher is also totally committed to the school and provides very good support, helping the headteacher to monitor lessons and support teachers and pupils. The staff form a cohesive unit. They believe that they are very well supported by senior colleagues in their efforts to raise standards. Monitoring reports show that the school is self-critical and evaluative of its practices. There are many examples of this approach in action. Each year there are SATs reviews where co-ordinators are held accountable for examination results in their subjects. In areas where there have been

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WHAT THE SCHOOL DOES WELL

relatively less successful results, such as the numbers of pupils reaching the higher levels in mathematics at Year 2, the school is quick to take effective action.

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WHAT THE SCHOOL DOES WELL

6. Effective monitoring is clearly defined by the headteacher and governors. It is aimed at helping the school to be clear about how well the teachers teach and how well the pupils are learning. This includes the monitoring of subject co-ordinators. There is a good balance of expertise amongst the staff and their very good subject knowledge enables them to review the impact each subject is having on pupils’ achievement and progress. Curriculum co-ordinators produce ‘position statements’, which are then put into the school’s improvement and management plan, so that priorities can be established over the long and short term. A thorough review of the school’s curriculum planning has led to improvements in the standard of ICT. The headteacher, senior staff and governors have undertaken a school-wide evaluation, with a focus on improvement. This has given a clear educational direction to the work of the school. It welcomes external assessment of

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WHAT THE SCHOOL DOES WELL

7. The governors are knowledgeable, experienced and very committed to the needs of the school and its pupils. With the help of regular reports from the headteacher, they monitor the school's strengths and weaknesses very well. This gives them a clear insight into the work being done and the progress that the pupils are making. The resources of the school are good. They are well used and easily accessible. In particular, ICT resources have been improved so that all the pupils have regular access to computers and new technologies such as the Internet.

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WHAT THE SCHOOL DOES WELL

8. Financial planning is very good and the budget is used very well. The school's strategic improvement plan is very well set out. It identifies the right priorities and success criteria, which are arrived at through careful audits, reviews and effective monitoring. Targets for improvement are clearly costed so that governors and staff are able to judge their effectiveness. The targeting of funds to areas where there is the most need of improvement has been very effective, ensuring that the budget is used efficiently.

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WHAT THE SCHOOL DOES WELL

9. The impact of the leadership and management is a school where high standards are regarded as the norm; academic standards overall are well above average and the personal development of pupils is excellent. This is a very effective school and it provides very good value for money.

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WHAT THE SCHOOL DOES WELL

The very good teaching promotes standards that are usually well above average.

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WHAT THE SCHOOL DOES WELL

10. The teaching is very good and ranges from satisfactory to excellent. There is no unsatisfactory teaching. The teaching in most of the lessons seen was good or very good, with some excellent lessons. There was a small amount of satisfactory teaching and no unsatisfactory teaching. This is a considerable improvement on the quality of teaching observed at the time of the previous inspection, when nearly one in ten lessons was unsatisfactory in Years 3 to 6.

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WHAT THE SCHOOL DOES WELL

11. Teaching is excellent or very good in a significant number of lessons in the school, most notably in English, mathematics and science and in Years 5 and 6, where it is particularly effective in meeting the needs of all pupils regardless of the subject. Teaching is satisfactory in some St Andrew’s C of E Primary and Nursery School - 11 mathematics lessons in the Year 1/2 class, where more able pupils are not always challenged enough. There are certain features that are common to many of the very good lessons and they provide clues to ways in which the satisfactory lessons could be improved. The start of the most successful lessons is particularly significant. The beginning of the lesson is usually brisk, lively and challenging; it immediately makes pupils think. In mathematics, where many of these lessons are found, there is always a demanding 'mental starter' to engage pupils in thinking about

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WHAT THE SCHOOL DOES WELL

numbers and the relationship between them. The teacher is indicating, from the outset, that he or she expects pupils to work hard, but also that there is enjoyment and satisfaction to be gained from such learning.

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WHAT THE SCHOOL DOES WELL

12. Teachers' high expectations, obvious from the start, are maintained as lessons continue. In a very good music lesson for Year 3/4 pupils, all knew the notes of the scale and used them correctly to play. A great sense of fun was inspired by the teacher and the lesson encapsulated a real love of music in the pupils. All the pupils, regardless of ability, achieved a good standard.

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WHAT THE SCHOOL DOES WELL

13. Once teachers have gained pupils' full attention they keep up the momentum, often with a series of short, focused tasks, so that there is no opportunity for their concentration to flag, as was demonstrated in an excellent mathematics lesson with the Year 2 teacher. Usually there is little need for obvious management of pupils; behaviour is very good and there are excellent relationships, based on mutual respect between pupils and teachers. When necessary, however, teachers are quick to notice and deal with any straying of attention or lack of effort. Parents are pleased with the progress their children make and say that the teachers do well to help them become mature and responsible. The curriculum is planned to match the needs of all year groups and most teachers monitor and adapt their planning to take good account of pupils’ progress and capabilities.

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WHAT THE SCHOOL DOES WELL

14. Lessons usually provide a very good atmosphere for learning. Pupils have the confidence to try things out, attempting an ambitious answer or putting forward an opinion, secure in the knowledge that the reactions of both teacher and fellow pupils will be sensitive and supportive. The teachers also use resources very effectively in their lessons. This is best illustrated in some excellent science and ICT lessons in Year 2 and Year 5/6. Here the planning encompasses all the areas of learning and the work children have to do is disguised effectively as 'having fun'. The activities are interesting and the children are totally captivated, thoroughly enjoying the 'hands on' approach to learning. Resources are inventive; consequently the pupils' learning is more meaningful.

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WHAT THE SCHOOL DOES WELL

15. The results of the very good teaching are standards that are well above average. Pupils join the school with levels of attainment that are just below average; they leave with results that are usually well above average. This is very good achievement. Pupils of all levels of prior attainment achieve very well when they leave the school at the age of 11.

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made by the school for their spiritual, moral, social and cultural development. A very

good level of care is provided for all pupils.

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made by the school for their spiritual, moral, social and cultural development. A very

16. Pupils have very good attitudes to school; they like their school very much. Many speak with pride about 'their' school and the excellent relationships they have with their teachers and other support staff. A high level of informal respect runs through the school. Pupils have a very good understanding of how their actions impact on their peers and most have a genuine respect for the feelings, values and beliefs of others. Pupils appreciate the activities that the school offers and support events outside of lessons. Parents praise the school for the positive attitudes of their children and the way the school cares for, monitors and supports them in their personal development.

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made by the school for their spiritual, moral, social and cultural development. A very

17. The school makes excellent provision for pupils' social development. It is very clear about the values and principles it promotes and fosters a sense of community with inclusive values very effectively. There are many opportunities for pupils to work together. Older pupils act as buddies to St Andrew’s C of E Primary and Nursery School - 12 younger ones and newcomers are given a mentor to help them settle in. There is a school council and breakfast club and older pupils are given various responsibilities such as serving the meal at dinnertime, helping in assembly and monitoring in the library. Year 6 buddies of new pupils who were having trouble understanding the school's expectations were able to help them to 'fit in' more happily. The opportunities provided for pupils to exercise leadership and responsibility are very good. Older pupils express a sense of personal enrichment through these encounters. This

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made by the school for their spiritual, moral, social and cultural development. A very

results in a school where pupils relate well to others and work successfully as a team.

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made by the school for their spiritual, moral, social and cultural development. A very

18. Provision for spiritual and moral development is very good and is enhanced through a rich arts and music curriculum, religious education, personal, social and health education (PSHE) and visits to places of cultural interest. The school has a strong social moral code that is respected by all pupils, staff, parents and the community. A well-organised system of rewards and sanctions sharpens pupils' perceptions of right and wrong. Pupils throughout the school show the ability to distinguish right from wrong and make responsible judgements on moral issues. Teachers and learning support assistants, with their sensitive and caring attitude towards the pupils, provide very good role models. The excellent relationships that exist between staff and pupils encourage pupils to discuss issues of a moral nature openly. Spiritual development is encouraged in assemblies where pupils enjoy celebrating their achievements and performing for the rest of the school. In

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made by the school for their spiritual, moral, social and cultural development. A very

lessons teachers encourage pupils to relate their learning to a wider frame of reference; for example, asking ‘why?' ' how?' and ' where?' as well as ' what?' This, in turn, results in pupils challenging those aspects that constrain the human spirit such as a lack of self-confidence, moral indifference, self-interest and discrimination. The opportunities provided for pupils to explore their own cultural assumptions and values are good. Pupils display an openness to new ideas and a willingness to modify their cultural values in the light of new experiences. They discuss and understand images in music, art and literature from various cultures. The headteacher is aware that the school needs to emphasise the multi-cultural in the light of the school's Euro-centric cultural situation. This very good provision in all aspects of the pupils' spiritual, moral, social and cultural development creates a rich learning and caring ethos where all the pupils flourish.

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made by the school for their spiritual, moral, social and cultural development. A very

19. The procedures for child protection and ensuring the welfare of pupils are very good. The school is inclusive in all its policies. All the pupils have equal access to the school’s curriculum and teachers and support staff plan activities that involve and encourage their full participation. All the staff, both teaching and non-teaching, pull together as a team and this is effective in developing a strong sense of purpose and self-worth amongst pupils. The school has very good procedures to assess how well pupils are achieving and parents are very appreciative of this. Each pupil's academic performance is monitored comprehensively. Teachers agree targets with the pupils and the progress made is discussed with governors, parents and the children themselves. There is good use of this information to plan future lessons. Pupils' personal development is very effectively monitored through their close relationship with the staff. The school also has very good

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made by the school for their spiritual, moral, social and cultural development. A very

procedures for monitoring behaviour; according to the parents, any instances of oppressive behaviour are dealt with immediately and very effectively.

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The school could do more to improve the achievement of more-able pupils in Years 1

20. Although the school's National Curriculum test results show very good achievement by pupils in relation to their attainment on entry to the school, more-able pupils are not reaching the standards they are capable of in mathematics at the age of seven. A closer analysis of trends in the tests over the last four years shows that there is little difference between the attainment of boys and girls at the age of seven, although girls are doing better at the age of 11. However, more-able pupils are attaining below average results at the higher levels in mathematics than in reading and writing, where the percentage reaching the higher levels is in line with the national picture.

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The school could do more to improve the achievement of more-able pupils in Years 1

21. This is partly due to lower teacher expectation and the lack of accurate targeting and monitoring in Year 1 and Year 1/2. The school has identified this as a weakness and is taking steps to remedy St Andrew’s C of E Primary and Nursery School - 13 the situation. Last year teachers' assessments of pupils' standards indicated a weakness in the practical aspects of using and applying mathematics. Inspection evidence shows that, when well challenged, pupils made very good progress in these areas. In a satisfactory lesson in Year 1 children of all abilities were given the same task. The more able children were given more work at the same level when they finished. This did not challenge them to attain a better understanding of the work or to proceed to a higher level. In an excellent science lesson in Year 2, pupils of all ability were well challenged when working in pairs on an electric circuit. Interest was maintained,

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The school could do more to improve the achievement of more-able pupils in Years 1

from lower-attaining pupils who exclaimed, "I can't believe it! I've made a circuit!" to more-able pupils who put a buzzer into the circuit to explain the cause and effect of a break. The way more- able pupils are challenged to learn varies considerably in these year groups.

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The school could do more to improve the achievement of more-able pupils in Years 1

22. The school has rightly identified strategies to improve consistency in teacher assessment in Years 1 and 2. To a large extent this has already improved the situation. The monitoring of teaching and the monitoring and targeting of individual pupils have also been significantly increased, reflecting the importance that is being placed on bringing this aspect up to the standard of the rest of the school.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

To raise further the standards of work and the quality of education provided, the governors and senior management team should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) continue to improve achievement for more-able pupils in mathematics in Years 1 and 2 by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• improving the match of work to the capabilities of more-able pupils so that they are better challenged to achieve higher levels in the national tests; • improving the standards attained by more-able pupils in Year 2 by more focused targeting and monitoring throughout the infant phase.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(the school has already identified this as an area for development)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(Paragraphs 3, 10, 19, 20) St Andrew’s C of E Primary and Nursery 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 11

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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.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 38 278

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals - 16

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 0 0

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 0 20

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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 1

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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 1

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Attendance

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. St Andrew’s C of E Primary and Nursery School - 15

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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 27 19 46

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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 27 27 27 Numbers of pupils at NC level 2 and above Girls 19 19 18

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

Percentage of pupils School 100 (98) 100 (100) 98 (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 26 25 26 Numbers of pupils at NC level 2 and above Girls 18 17 16

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

Percentage of pupils School 96 (100) 91 (100) 91 (100) at NC level 2 or above National 85 (85) 89 (89) 89 (89)

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

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

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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 24 15 39

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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 20 18 23 Numbers of pupils at NC level 4 and above Girls 14 14 15

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

Percentage of pupils School 87 (92) 82 (92) 97 (97) 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 18 17 23 Numbers of pupils at NC level 4 and above Girls 14 14 15

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

Percentage of pupils School 82 (85) 79 (90) 97 (n/a) 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. St Andrew’s C of E Primary and Nursery School - 16

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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 2 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. St Andrew’s C of E Primary and Nursery School - 17

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 11 Financial year 2001 / 2002

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Teachers and classes Financial information

Number of pupils per qualified teacher 25.27

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 668381.77

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Teachers and classes Financial information

Total number of education support staff 7 Total expenditure 649671.10

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Teachers and classes Financial information

Total aggregate hours worked per week 179 Expenditure per pupil 2279.55

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Teachers and classes Financial information

Qualified teachers and support staff: nursery Balance brought forward from previous year 39821.23

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 1 Balance carried forward to next year 58531.90

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Teachers and classes Financial information

Number of pupils per qualified teacher 38

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Teachers and classes Financial information

Total number of education support staff 2

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Teachers and classes Financial information

Total aggregate hours worked per week 97.5

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Recruitment of teachers

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

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 1

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

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Recruitment of teachers

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 1

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Recruitment of teachers

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

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Recruitment of teachers

FTE means full-time equivalent. St Andrew’s C of E Primary and Nursery School - 18

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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. 65 32 1 0 1

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Percentage of responses in each category

Behaviour in the school is good. 77 20 2 0 0

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Percentage of responses in each category

My child gets the right amount of work to do at home. 46 39 6 1 7

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 58 36 6 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. 75 25 0 0 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 82 18 0 0 0

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Percentage of responses in each category

The school works closely with parents. 61 37 2 0 0

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Percentage of responses in each category

The school is well led and managed. 76 24 0 0 0

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Percentage of responses in each category

The school is helping my child become mature and responsible. 76 23 1 0 0

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 46 32 8 0 13

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