Other · Ofsted report

Valley Road School

Inspected — · published 29 Apr 2003 · URN 123041

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Summary

No overall grade in this framework

Foundation Stage (lead), Margaret Carter

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Inspectorssingle source
Foundation Stage, Margaret Carter
URN verified
123041

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FindingsAbout the inspectionWhat needs to improve positive critical

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Full report text

VALLEY ROAD SCHOOL

Dates of inspection: 27 – 30 January 2003

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VALLEY ROAD SCHOOL

Full 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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VALLEY ROAD 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. Valley Road School - 3

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INFORMATION ABOUT THE SCHOOL

Type of school: Infant and Junior School

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INFORMATION ABOUT THE SCHOOL

School address: Valley Road Henley-on-Thames

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr Tim Haigh

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 2 February 1998 Valley Road School - 4

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Aspect responsibilities

16408 Chris Rhodes Registered inspector Mathematics Music Religious education English as an additional language What sort of school is it? The school’s results and pupils’ achievements How well are pupils taught? What should the school do to improve further? 12277 Kingsley Halden Lay inspector Educational inclusion Pupils’ attitudes, values and personal development How well does the school care for its pupils? How well does the school work in partnership with parents? 19856 Cathy Lister Team inspector Science Art and design Design and technology Foundation Stage How well is the school led and managed?

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Aspect responsibilities

32088 Margaret Carter Team inspector English Physical education Special educational needs 18652 Bob Bissell Team inspector Information and communication technology Geography History How good are the curricular and other opportunities offered to pupils? Valley Road School - 5 The inspection contractor was:

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Aspect responsibilities

The Kingston Centre Fairway Stafford ST16 3TW

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Aspect responsibilities

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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Aspect responsibilities

The Complaints Manager Inspection Quality Division

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Aspect responsibilities

Alexandra House 33 Kingsway London WC2B 6SE Valley Road School - 6

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PART A: SUMMARY OF THE REPORT 7 - 12

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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HOW HIGH ARE STANDARDS? 13 - 16

The school’s results and pupils’ achievements Pupils’ attitudes, values and personal development

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INFORMATION ABOUT THE SCHOOL

Valley Road Primary School is in Henley-on-Thames in Oxfordshire. There are 189 pupils aged between three and 11 on roll, which is smaller than most primary schools. Many more parents would like to send their children to the school than places permit. The pupils come from a wide variety of background and most live within walking distance of the school. A below average percentage is entitled to free meals. Approximately one in every ten pupils has special educational needs, usually moderate learning difficulties. This is below the national average. Two pupils, whose educational needs are severe, complex or persistent, are given the protection of a statement of special educational needs. The large majority of pupils are of white British origin. Other pupils come from a range of different European or more distant countries. Several use English as an additional language, but none at an early stage.

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INFORMATION ABOUT THE SCHOOL

Attainment on entry is in line with expected levels.

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HOW GOOD THE SCHOOL IS

Valley Road is a very good school. Standards are above the national average in English, mathematics and science in Year 2, and well above average in Year 6, the ends of the two key stages in primary education. The quality of teaching, and of leadership and management, are very good. All pupils have the same opportunities to learn and benefit from a rich curriculum. The school provides very good value for money.

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What the school does well

• The school is very well led and managed by the headteacher and senior staff. The governing body is highly effective. • Standards of teaching are well above average, and sometimes excellent. Pupils make very good progress as a result. • Pupils behave very well. They like school and are very keen to learn. • Standards in English, mathematics and science are well above average in Year 6. • The curriculum is exciting and challenging, and includes all pupils. • Provision for pupils with special educational needs, and for those with particular gifts or talents, is very good.

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What could be improved

• Standards in information and communication technology are in line with nationally expected levels but should be higher, as already identified by the school in its development plan. 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 was last inspected in February 1998. The rate of improvement has been very good. Standards in English and mathematics have risen in Year 2 and have been maintained at well above average levels in Year 6. Standards in music and art and design have improved, but in information and communication technology are not quite as high as Valley Road School - 8 previously reported. The overall quality of teaching is higher, especially in Years 3-6. High standards of behaviour, and leadership and management have been maintained. Improvement against the key issues identified for specific action in the previous report has been very good overall. Standards have risen as a result of teachers’ continued professional development, and are set to continue in information and communication technology. Pupils are given clear targets for improvement, and the school now complies with statutory requirements for teacher

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

appraisal and information for parents. The governing body has developed rigorous systems for monitoring the school’s curriculum.

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STANDARDS

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

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Key

2000 2001 2002 2002 In the highest five per cent A*

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Key

English A* A A* A well above average above average A

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Key

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

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Key

Standards in national tests in Year 6 in 2002 were in the highest five per cent nationally. The English test results were well above average in comparison with schools taking pupils from similar backgrounds, and in the highest five per cent for mathematics and science. The school exceeded its targets and has set them at a higher level for the 2003 tests. The results in 2002 in the Year 2 national tests reflected the higher number of pupils with special educational needs, one in four, which is considerably more than is usually found within a year group in the school. Standards were above average in reading and mathematics, and in line with national averages for writing. Results were close to those found in similar schools, except in writing where they were below average. Teachers estimated that standards in science were below average in that particular year.

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Key

Current standards in English, mathematics and science are above average in Year 2. They are well above average in Year 6, and have been for several years. Standards in art and design are well above expected levels in Year 2 and Year 6. Standards in music and physical education are above national expectations in both classes. Standards in religious education are above those indicated in the local agreed syllabus. Standards in history are above nationally expected levels in Year 2 and well above in Year 6. Standards in geography are in line with national expectations in Year 2 and well above expected levels in Year 6. Standards in information and communication technology in Year 2 and Year 6 are in line with nationally expected levels. Design and technology is taught at regular intervals but not at the time of the inspection. On the evidence available, standards are close to national expectations

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Key

in Year 2 and Year 6. Valley Road School - 9 Pupils’ achievement in relation to their starting points is very good overall because they are keen to learn, and they make at least good progress. Children in the nursery and reception class make good and very good progress towards their early learning goals. Most children in the reception class are on course to achieve above the levels expected for their age by the end of the school year. Many will achieve at even higher levels in personal, social and emotional development, and in mathematical and creative development. The inspection evidence is that Year 4 and Year 5 are well on course to achieve similar high standards as the current and previous Year 6.

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Key

Pupils with special educational needs, English as an additional language or who have particular gifts, make at least good, and sometimes very good, progress because of the quality of the support they receive in lessons, the overall high standard of provision and the school’s very good arrangements for ensuring that all pupils take a full part in all its activities.

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Aspect Comment

Attitudes to the school Very good. Most pupils have very good attitudes and an enthusiasm for school. They are eager to learn, and very supportive of each other in working groups.

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Aspect Comment

Behaviour, in and out of classrooms Behaviour is very good throughout the school, and reflects the high standards expected of the pupils.

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Aspect Comment

Personal development and relationships Very good. Pupils get on very well together. Staff and pupils trust and respect each other. Pupils respond very positively to opportunities to show they are mature and responsible. Boys and girls relate very well to each other.

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Aspect Comment

Attendance Similar to most schools. Pupils like school and are punctual. The main causes of absence are holidays or illness.

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

Quality of teaching Very 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 in: Nursery and Reception Years 1 – 2 Years 3 – 6

The overall quality of teaching is very good. Approximately seven out of every eight lessons seen during the inspection were judged good or better, and no unsatisfactory teaching was observed. Four of the 45 lessons seen were excellent. The teaching of English and mathematics is good in Years 1 and 2 overall, and very good in Years 3-6. Unavoidable staff absence and changes of teacher in Year 1 mean that overall standards of teaching are not quite as strong in Years 1 and 2 as in other classes. Literacy and numeracy skills are well taught and pupils use them very effectively in all subjects including science. The standard of teaching has improved since the previous inspection. Valley Road School - 10 Teaching is very good overall because lessons are planned very thoroughly, teachers manage their classes effectively so that pupils are consistently well behaved, and the work is interesting and challenging. Basic skills are taught systematically and rigorously. Very good

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

use is made of questions so that pupils have to think hard. Teachers always use an adult vocabulary, which is understood by the pupils and used in their own answers. Teaching assistants work closely with teachers and make a very important contribution through their quiet interventions, encouragement and skilful leading of group work. As a direct result, pupils with special educational needs, particular gifts or talents, or English as an additional language, are fully included in all aspects of the teaching and make very good progress. Very occasionally teachers talk for too long in lesson introductions, or do not move higher attaining pupils onto more challenging work fast enough. Teaching in the nursery and reception classes is particularly strong in personal, social and emotional development, and creative and mathematical development.

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

The quality of learning is also very good because pupils respond very positively to the good or better teaching, and they enjoy the intellectual, physical or creative challenges they are offered. Most lessons move ahead at a brisk pace which keeps interest levels high, and pupils learn effectively as the tasks are skilfully planned so that each new stage of learning builds on what has been taught before. The standard of marking in most classes is very high. Pupils feel encouraged and proud, and know what they have to do to improve and achieve their targets.

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Aspect Comment

The quality and range of the curriculum Very good. It encourages high achievement and offers pupils an excellent range of additional opportunities through the wide variety of visits, visitors and specialists from the community and beyond.

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Aspect Comment

Provision for pupils with special educational needs Very good. Specialist staff and teaching assistants support pupils very effectively. Individual education plans provide the appropriate targets to improve pupil attainment.

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Aspect Comment

Provision for pupils with English as an additional language Very good. Pupils’ needs are assessed regularly, and appropriate support is provided so that all pupils can be involved, successful and happy in every aspect of school life.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good in all aspects. Teachers plan carefully so that lessons give pupils opportunities for reflection, to experience wonder, and value a rich diversity of art, music and literature. Effective personal, social, and health education programmes help positively to promote all aspects of school life.

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Aspect Comment

How well the school cares for its pupils Very well. Pupils’ behaviour, attainment and progress are monitored closely. Tests are used effectively and the results form the basis for realistic targets for improvement. Valley Road School - 11 The curriculum for younger children offers many creative and exciting opportunities. The curriculum in Years 1-6 is broad and balanced, and includes all subjects of the National Curriculum and religious education. It meets the needs of all pupils and groups, and provides them with equal opportunities to all aspects of the school’s life. There is a very positive approach to promoting racial equality. The range of opportunities outside classroom lessons is excellent. Links with parents are very good, and families make a very important contribution to pupils’ learning in school and at home.

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Aspect Comment

Leadership and management by the headteacher and other key staff Very good. The headteacher has a very clear vision for the work and future development of the school, and the continued achievement of high standards. There is a strong and effective partnership between the headteacher and deputy headteacher.

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Aspect Comment

How well the governors fulfil their responsibilities The governing body is highly effective. Governors are committed to the shared vision of the school. They have high levels of expertise, which they use to the substantial advantage of the school.

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Aspect Comment

The school’s evaluation of its performance The school has effective systems for monitoring its own performance. There are agreed processes for monitoring performance and considerable expertise among senior staff in analysing and using data.

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Aspect Comment

The strategic use of resources Very good. The school applies the principles of best value very effectively. Spending decisions are focused on the needs of pupils and raising standards.

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Aspect Comment

The current arrangements for releasing senior staff to monitor and evaluate the aspects of the curriculum for which they are responsible are not linked directly enough to priorities within the school development plan. Staff are well matched to the demands of the curriculum, and the overall standard of accommodation is good. Learning resources are good although more work is needed to make the information and communication technology (ICT) suite fully effective. Research facilities and resources are appropriate but there is no central library. Valley Road School - 12

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What pleases parents most What parents would like to see improved

• Their children’s happiness in school and the progress they make. • The emphasis on hard work and achievement. • The good teaching. • The strong leadership and management. • The way parents can approach the school with questions or suggestions. • The information about their children’s progress. • Homework arrangements. • Some parents were uneasy about arrangements for supervising the playground at lunchtimes.

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What pleases parents most What parents would like to see improved

Inspectors agree with parents’ very positive views about the school. The range of information for parents is better than is found in many schools. Parents had a variety of views about homework. Inspectors consider the school’s arrangements are good, and that the support that many parents give to their children at home is very beneficial. Inspectors checked the playground at lunchtime on several days and had no concerns. Pupils were properly supervised and were playing happily and safely. Valley Road School - 13

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The school’s results and pupils’ achievements

1. Most children enter the Nursery at levels close to the national expectation for their age. They make good progress in both the nursery and the reception classes. Children are well on course to reach the levels expected of their age in each area of learning by the end of their Reception Year, and to achieve at higher levels in their mathematics, and personal, social and emotional development, and in creative development. A few Reception Year children are already achieving within some aspects of Level 1 of the National Curriculum.

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The school’s results and pupils’ achievements

2. Standards in the rest of the school are judged in Year 2 and Year 6 because these are the ends of the two key stages in primary education.

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The school’s results and pupils’ achievements

3. Pupils in Year 2 achieved above average standards in reading and mathematics in the 2002 National Curriculum tests. Standards in writing were in line with national averages. The results were generally in line with those attained in schools with pupils from similar backgrounds, but were not so high in writing. The size of the group was relatively small, and the performance of just one pupil can alter the figures considerably. The class also had a much higher proportion of pupils with special educational needs than is usually found in any one class in the school. They did well in the tests when their individual results are compared with their starting points. Teachers estimated that standards in science were below expected levels in that particular year. Standards in Year 6 were exceptionally high for the fourth year running. Standards were well above average in English, mathematics and science,

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The school’s results and pupils’ achievements

and in the top five per cent nationally. The proportion of pupils reaching the higher Level 5 was twice the national average, and two pupils reached Level 6 in mathematics. The results compared extremely well with those reached in similar schools, especially in mathematics and science. The school exceeded its challenging targets, and has set them at an equally high level for 2003.

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The school’s results and pupils’ achievements

4. Current standards in English, mathematics and science are above average in Year 2. Basic skills are taught systematically and rigorously, and enable pupils to reach higher standards in reading, writing and using their understanding of number in everyday practical situations. The rate of progress in Years 3-6 is very good, and pupils in Year 4, 5 and 6 are on course to achieve at high levels. Current standards in English, mathematics and science in Year 6 are well above nationally expected levels. Pupils have particular skills in speaking and listening, which enable them to take an active part in lessons, ask and answer searching questions, and enjoy being expected to think quickly. Standards in English and mathematics in Year 2 and Year 6 have improved since the previous inspection, and have been maintained at high levels in science.

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The school’s results and pupils’ achievements

5. Achievement is measured by comparing how much pupils improve as they move from class to class. The school keeps detailed records, and uses them to set challenging individual and group targets for improvement. Pupils keep these at the back of their books, and can record their own progress. The records and pupils’ Valley Road School - 14 books show good or better progress in all classes, and pupils refer to past and present work to illustrate their progress. Given that most pupils start school at levels that are close to those expected nationally, they are making good progress to be achieving above average standards by the end of Year 2, and very good progress overall to reach well above average standards by the end of Year 6. Some individual pupils make exceptional progress.

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The school’s results and pupils’ achievements

6. Standards in art and design are well above expected levels in Year 2, Year 6 and other classes. Standards in music and physical education are above national expectations. Standards in religious education are above the levels indicated in the local agreed syllabus. Standards in history are above nationally expected levels in Year 2 and well above in Year 6. Standards in geography are in line with national expectations in Year 2 and well above expected levels in Year 6. Standards in information and communication technology are in line with nationally expected levels. Design and technology is taught at regular intervals but not at the time of the inspection. On the evidence available, standards are close to national expectations. Standards in art and design, physical education and music have risen since the last inspection. The school has maintained previous standards in nearly all the other

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The school’s results and pupils’ achievements

subjects. Standards in information and communication technology and design and technology are not as high. Although pupils and staff have worked hard, the limitations of some of the information and communication technology hardware systems have restricted teachers’ ability to teach skills as successfully as they would have liked, or to plan an extended use of information and communication technology skills into other subjects. Standards in design and technology have been affected by the long term absence of the co-ordinator, and Year 6 do not cover the subject in any depth until the summer term.

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The school’s results and pupils’ achievements

7. Teachers make very good use of literacy and numeracy in other aspects of the broader curriculum. Poetry is often used to catch pupils’ attention or as an alternative medium for expressing ideas. Good examples were seen in past work in religious education. Pupils use their understanding of good English to write with greater depth and accuracy in history and science, using their own words rather than always reflecting the exact language used by the teachers. Good note-taking skills help pupils to prepare for later work. Pupils in Year 6 used the skills learned in mathematics lessons to compare the rainfall in various cities in a geography lesson, and to record their findings as graphs drawn from a computer-based data bank.

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The school’s results and pupils’ achievements

8. Pupils with special educational needs make progress similar to that of other pupils. Their needs are assessed at an early stage and the results are used to set specific and appropriate targets. Structured, carefully planned programmes of work and good quality support from the teaching assistants enable pupils to make very good progress overall. Those given the protection of a statement of special educational need make very good progress because of the school’s care to involve them in every activity, the friendships they have with other pupils, and the high quality assistance they receive from the support staff. For example, records indicate that pupils’ reading and writing skills had improved considerably since the beginning of the school year. The inclusion of children with complex special educational needs into the Nursery, in partnership with Bishopswood Special School, benefits all pupils.

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The school’s results and pupils’ achievements

Valley Road School - 15 9. Inspectors could find no significant variation in the standards achieved by boys and girls, or in their enthusiasm for school or attitudes to work. Pupils from different ethnic and social backgrounds are represented in all ability groups and are all given the same high quality learning opportunities. None of the pupils for whom English as an additional language are at an early stage of language acquisition. All pupils make very good progress overall, irrespective of gender, ability or ethnicity. The higher attaining group in Year 2, for example, contains pupils whose first language is not English. All pupils are well supported by careful planning and sensitive support from teaching assistants or class teachers.

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The school’s results and pupils’ achievements

10. The recently appointed co-ordinator has developed a policy for the identification of gifted and talented pupils. She has led staff training to ensure that appropriate criteria are applied consistently for the identification of each pupil. There is a gifted and talented register, which identifies pupils in all age groups, and planning ensures that they are challenged effectively in order to achieve their potential. The policy is working well, and can be seen in the individual high achievement of pupils in national tests and in their general class work.

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Pupils’ attitudes, values and personal development

11. Pupils’ attitudes are very good and the high standards reported previously have been maintained. Pupils of all ages are very enthusiastic and enjoy coming to school. They value the education they receive and, older pupils in particular, are proud of the high standards reached in past years and feel confident in their own ability to do as well. Relationships between teachers and pupils, and between the pupils themselves, are very good. Pupils talked to inspectors on a morning when snow had disrupted life in the community and region. This had no noticeable effect on attendance or punctuality, and the pupils came to school ready to absorb themselves in their work. One pupil who had spent some time in a school abroad during a family visit reported how much he had looked forward to returning to Valley Road School. Pupils settle down readily in lessons, show an eagerness to learn and take pride in their work.

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Pupils’ attitudes, values and personal development

They are confident learners and respond enthusiastically to their teachers’ high expectations.

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Pupils’ attitudes, values and personal development

12. Behaviour is very good. Class rules focus on the importance of good behaviour and lessons proceed with a minimum loss of time because teachers manage their pupils very effectively. Incidents of aggressive behaviour, bullying or personal conflict are almost unknown, and pupils are confident that should any occur, they would be dealt with promptly. There have never been any exclusions. The high standard of behaviour noted in the previous report has been maintained and has continued to contribute to the school’s positive atmosphere and high academic standards.

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Pupils’ attitudes, values and personal development

13. Pupils relate to each other and to their teachers very effectively. Personal relationships are very good. Pupils fully understand the impact of their actions on others and show respect for each other’s feelings and identity. The small ethnic minority in the school is fully integrated, and pupils value the personal friendships they are able to form. Group work during lessons provides many opportunities for sharing, mutual support and collaborative learning. Valley Road School - 16 14. Pupils with special educational needs and English as an additional language have positive attitudes to school. The caring ethos ensures that all are fully integrated and included. They form very good relationships with the teaching assistants and teachers. They behave well in lessons and are able to remain focused on tasks thanks to the high quality intervention and support they receive. They are well supported by

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Pupils’ attitudes, values and personal development

the other pupils in the class. For example, a pupil in one of the younger classes was encouraged to identify the number of syllables in her name by a friend in the class. She applied extra effort as a result, and the whole class were proud of her achievement.

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Pupils’ attitudes, values and personal development

15. Attendance is satisfactory, the rate being just in line with the national average for primary schools. Registers are marked promptly twice a day and the usual attendance statistics are completed in the school office. Punctuality is very good even in adverse weather conditions. The school’s attendance report for 2001/2 shows that family holidays during term time, and sickness or medical factors, are the most common reasons for absence.

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HOW WELL ARE PUPILS TAUGHT?

16. The quality of teaching is very good overall as seen in lessons throughout the school, in teachers’ very thorough preparation and records, and in their assessments and knowledge of their subjects and the pupils. Approximately seven out of every eight lessons seen were good or better, and no unsatisfactory teaching was observed. This is an improvement since the previous inspection. Four of the 45 lessons seen were excellent. The overall quality of teaching in the nursery and reception classes is very good, with particular strengths in developing children’s personal, social and emotional, mathematical and creative skills. The standard of teaching in English, mathematics and science is consistently good or better in Years 1 and 2, and very good in Years 3-6. Unavoidable staff absence and changes of teacher in Year 1 mean that overall standards of teaching are not quite as strong in Years 1 and 2 as in other

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HOW WELL ARE PUPILS TAUGHT?

classes. Not enough information and communication technology, design and technology or religious education lessons were seen to make a secure judgement about the overall quality of teaching in those subjects. Basic literacy and numeracy skills are very well taught, as was seen, for example, in the brisk ‘warm up’ sessions of mental arithmetic that start mathematics lessons, and teachers’ creative ways to interest pupils in basic grammar. The standard of teaching in all other subjects was good, and was very good in art and design in all classes, and in history and geography in Years 3-6.

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HOW WELL ARE PUPILS TAUGHT?

17. In the best examples, the quality of teaching is outstanding. Excellent teaching is found in all parts of the school. An example of excellent teaching was seen in a Year 5 class, for example, when pupils made remarkable progress within one mathematics lesson because the planning was meticulous and firmly based on the teacher’s very secure understanding of the subject material and of the pupils’ abilities. The investigation into the number of patterned tiles required for different areas felt like genuine research, a voyage of mathematical discovery, where the teacher shared the pupils’ excitement as an algebraic formula began to appear. All the pupils made very good progress because questions and tasks were set at carefully graded levels, support staff enabled pupils with special educational needs to feel real achievement, Valley Road School - 17 and the higher attaining pupils responded very positively to the intellectual and

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HOW WELL ARE PUPILS TAUGHT?

18. Good and very good teaching was seen in many lessons because they are planned very carefully, teachers manage their classes effectively so that pupils are consistently well behaved, and the work is interesting and challenging. Very good use is made of questions at varying levels of difficulty so that pupils are always involved, alert and have to think hard. In the best examples, teachers explain exactly why pupils will be doing various tasks. ‘The reason we are doing this,’ said one as she introduced an exercise about adjectives, adverbs and similes, ‘is so that the stories we write on Friday are really exciting and vivid.’ The pupils responded enthusiastically and made good progress because their work had a clear purpose that they understood and they wanted to be successful on that day and on the Friday. Lessons have a brisk pace, materials are well prepared, and teachers’ high expectations and consistent use of a

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HOW WELL ARE PUPILS TAUGHT?

mature and challenging vocabulary, stimulate the pupils to greater effort.

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HOW WELL ARE PUPILS TAUGHT?

19. Pupils with special educational needs learn successfully from the high quality additional support they receive. Their learning is enhanced by the commitment and professionalism of the teaching assistants who support them, both in class and when withdrawn for individual or small group teaching. Pupils make very good progress towards the targets identified on their individual education plans. Pupils with English as an additional language , who also have special education needs, achieve as well as other pupils because the quality of their additional support from the teaching assistants and the visiting special educational needs co-ordinator. Many are working successfully at higher levels of challenge. They make at least good progress because teachers are sensitive to their wider as well as linguistic needs. Pupils from a sandy part of Scandinavia, for example, were given extra support with work in

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HOW WELL ARE PUPILS TAUGHT?

geography because they had never seen a rocky coastline. Some pupils with specific learning difficulties are well supported by staff from a local special school. Pupils are regularly assessed and individual education plans are reviewed in light of these assessments to lead the pupil on to the next stage in their learning.

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HOW WELL ARE PUPILS TAUGHT?

20. No unsatisfactory teaching was observed during the inspection but there were occasional instances when teachers talked for too long in lesson introductions and pupils began to feel frustrated because they could not start their work. The level of challenge given to pupils during the inspection was very well matched to their different levels of ability, but a scrutiny of past work indicates that some tasks, in mathematics in Years 1 and 2, for example, have contained too many sums at the same level of difficulty for higher attaining pupils. Higher attaining pupils and gifted pupils in Years 3-6 are not always given enough opportunities to create or follow up their own ideas for scientific investigations. Limited use is made of information and communication technology in other subjects. Teachers are beginning to use the inter- active whiteboard, but some lack confidence and lessons have to be changed when the

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HOW WELL ARE PUPILS TAUGHT?

21. The quality of learning is also very good because pupils respond very positively to the good or better teaching, and they enjoy the intellectual, physical or creative challenges they are offered. Most lessons move ahead at a brisk pace which keeps interest levels high, and pupils learn effectively as the tasks are skilfully planned so that each new stage of learning builds on what has been taught before. The standard Valley Road School - 18 of marking is generally high. Most teachers write detailed comments that praise achievement and offer advice on how future work might develop. Pupils read the comments carefully, feel encouraged and proud, and know what they have to do to improve and achieve their targets. Marking is less helpful when it is limited to ticks. The arrangements for homework are good, and that the support that many parents give to their children at home is very beneficial.

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TO PUPILS?

22. The curriculum for children in the Foundation Stage is very good. The teachers plan a very good range of activities in accordance with the government’s guidance for children of this age and include an appropriate emphasis on learning through play. Children have ready access to a stimulating and secure outdoor area and teachers plan a very good range of activities to provide the children with valuable opportunities to learn outside the classroom. Effective links between different areas of learning bring added meaning and purpose to their work.

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TO PUPILS?

23. The school provides a rich and stimulating curriculum for its pupils in Years 1-6, which complies fully with the requirements of the National Curriculum and of the locally agreed syllabus for religious education. Exciting initiatives with a focus on the expressive arts are making a significant contribution to the high standards that pupils attain in English, music, art and design and physical education. Geography links with Oxford University’s project on Sustainable Development gives all pupils a deeper understanding of environmental issues and promote attitudes of caring for their surroundings. All pupils, irrespective of background, ability, ethnicity or gender, are fully included in all aspects of the school’s work.

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TO PUPILS?

24. The curriculum takes account of the most recent national guidelines, and schemes of work provide a secure base for teachers’ planning. The care taken when drawing up the long term planning means that the school gives its pupils a well balanced curriculum that effectively meets the needs and interests of all. It is based on a cycle of topics that are taught across all year groups with clearly defined areas of learning for each age. This ensures that all pupils are working to an appropriate level. The success of this is particularly evident in the mixed-age teaching on four afternoons a week. The exception is design and technology, which is not taught regularly enough in Year 6. Teachers plan very effective links between many subjects, such as the design and painting of three-dimensional illuminated letters in art and design, which linked to the pupils’ history topic of the Vikings.

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TO PUPILS?

25. The school has adopted the national strategies for literacy and numeracy very successfully. As a result, teachers plan more systematically for their teaching of basic skills and are doing more to provide different activities that match the range of ability groups in each class. There are frequent opportunities for pupils to reinforce their literacy and numeracy skills through work in other subjects, such as geography, history and science. This has made a valuable contribution to maintaining high standards in these subjects. Valley Road School - 19 26. The school is doing a tremendous amount to provide pupils with experiences that enrich and extend the basic curriculum and make learning more stimulating. This is a major strength of the school. Pupils’ curricular and cultural experiences are extended through visits to museums, galleries and a wide range of other places of interest both locally and further afield. Pupils in Years 5 and 6, for instance, take part in a

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TO PUPILS?

residential week at Calshot Activity centre, enjoying a mixture of adventurous activities such as sailing, skiing and rock climbing, together with excellent geography fieldwork in the New Forest and Southampton Water. Pupils in the school choir have sung at the Royal Albert Hall, and in Oxford and Henley. A wide range of sporting opportunities is offered both in school and in clubs, including tag rugby, hockey, rounders, football, cricket and netball.

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TO PUPILS?

27. The school provides a curriculum in which pupils enjoy a high degree of equality in access and opportunity. The involvement of all pupils, particularly those with special educational needs and those who speak English as an additional language, has high priority in the school and contributes significantly to pupils’ learning and social development. The school effectively implements its ‘More Able’ Policy to extend the learning of gifted and talented pupils. The school provides a very good curriculum for pupils with special educational needs . Work is well matched to pupils’ needs to enable them to make substantial gains in learning. They are given every chance to succeed, either in their classes or when being withdrawn for individual or small group activities. Where pupils are withdrawn from classes, staff make sure that they do not miss any key teaching.

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TO PUPILS?

28. The school has established excellent links with the wider community, whose support is a real strength to its curricular development. Parents give generously of their time to the school in supporting teachers in many aspects of the curriculum such as reading, supporting information and communication technology groups and coaching a large number of sports. There are close links with most Henley clubs, including tennis, hockey, rugby and cricket. Local artists and drama groups visit regularly. A dynamic and hardworking Parent and Teacher Association has organised many social and fund raising events. There are close links with local schools, especially the Gillotts Secondary School. Regular meetings take place between teachers, particularly in developing pupils’ literacy and numeracy. Teachers have also worked on an assessment project with Gillotts, together with Trinity and Kings College, London, which has helped shape and develop assessment practice. Older pupils in the

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TO PUPILS?

school have been involved in a science ‘bridging project’ with Year 7 pupils at Gillotts, which helps prepare for a smooth transfer to secondary school.

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TO PUPILS?

29. The overall provision for pupils’ spiritual, moral, social and cultural development is very good. It builds successfully on the positive attitudes and alertness that pupils bring to their lessons and general behaviour through an extensive and comprehensive programme for pupils’ personal, social and health education . It includes a suitable emphasis on healthy life styles, sex education and the dangers of the misuse of drugs. Class discussions in ‘circle time’ provide valuable opportunities for pupils to explore issues and come to terms with their feelings in a supportive and secure atmosphere. From their ‘circle time’ discussions, each class raises issues to be voiced at half- termly school council meetings, which provide excellent opportunities for pupils from each class to grow in their understanding of their role as part of the school community. Valley Road School - 20 30. The provision for spiritual development is very good because teachers allow pupils

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TO PUPILS?

time to reflect, question and wonder. The use of poetry in several subjects gives pupils a way in which to think or write differently about important matters. The whole atmosphere of the school, supported by the consistent references to values in assemblies and acts of worship, gives pupils a climate in which they can grow and flourish, respect others and be respected. Well read stories extend their enjoyment of texts, music sets a mood for an act of collective worship. Everyone in Year 2 said ‘Wow!’ when a pupil lifted away the top layer in a pressed print to reveal a perfect image beneath. The provision for social and moral development is also very good. Pupils respect the school’s clear moral code and the way all adults reflect it in their own behaviour. The school is proactive in promoting racial, religious and other forms of equality. Pupils feel that the agreed codes for behaviour are just and fair, and

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TO PUPILS?

respect the way any rare breaches are managed. The aims of the school are to create a sense of community, not just within the building itself, but with parents and the wider world beyond the gates. The arrangements for lunchtime ensure that they are pleasant social occasions, with an agreed standard of behaviour.

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TO PUPILS?

31. The provision for cultural development is very good. Pupils are given a wide range of opportunities in art and design, literature, music and dance to explore their own cultures and those of others. The provision for religious education, for example, is enriched by the participation from members of several world faiths represented in the school. Pupils have a wide range of opportunities to make educational visits, including singing at the Albert Hall, and listening to the County Youth Orchestra in the splendour of the Sheldonian Theatre in Oxford. Pupils with particular gifts, in music for example, are recognised and valued.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

32. The overall level of care is very good, and the school meets the high expectations and standards set out in its policies. The very effective procedures noted in the previous report have been maintained, and there has been considerable improvement in the ways in which pupils are involved in setting and monitoring their progress through target setting. Governors are aware of the limited space for wheel chairs in Years 4-6, and are seeking ways to make those classrooms more accessible. There is a very positive approach to promoting racial harmony as an integral part of the school’s explicit recognition of the strengths and potential for high attainment within each pupil, and as taught through its Values Education programme. Pupils from all ethnic groups are found in the higher attaining groups. The headteacher and staff know pupils very well. They lead through personal example, which, in turn,

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

generates trust, respect and confidence by the pupils. The concern for the welfare of pupils is not limited to the classroom. For example, the class teacher who led the assembly on the morning of a heavy snowfall, reminded the pupils of the need for special care during playtime so as to avoid accidents or injury. Appropriate measures are taken to ensure that access to the Internet is restricted to approved sites. The care provided by the school is a basis for the high reputation it has among parents and in the community.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

33. Teachers take great care to make sure that all pupils have the same opportunities in lessons, extra-curricular activities and around the school. An excellent example is Valley Road School - 21 seen in the nursery class, which includes children from the Bishopwood Special Needs Unit. Teachers use questions skilfully in all classes so that pupils of different abilities are kept involved and have the same chances to take part. Those who lack confidence are encouraged to try. Lessons all start with the same objective, but tasks are usually set so that pupils of different levels of understanding can be successful. Pupils receive very good guidance for their personal development in personal, social and health education lessons. This is reflected in their behaviour in the classrooms, in corridors and on the playground. Courtesy and cultured behaviour are the norm. The creation of the school council, along with classroom responsibilities, has gone a far

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

way to stimulate the personal development of pupils and an early understanding of citizenship. Procedures for monitoring and improving attendance are good, while those for promoting good behaviour or for managing bad behaviour in any form are very good. The arrangements for child protection meet statutory requirements. There is a trained member of staff, and all adults are aware of their responsibilities. Health and safety regulations are met, and evacuation times following fire drills are properly recorded.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

34. There are appropriate records of children’s progress in the nursery and reception classes. Progress in the Nursery is recorded against the ‘stepping-stones’ within each early learning goal. Samples of each child’s work are kept in the reception class. These are annotated to indicate progress and future targets are recorded and used in planning. The school’s arrangements for monitoring and supporting pupils’ academic progress in Year 1-6 are good and there are effective procedures for assessing what pupils know and understand, and can do, in English, mathematics and science. These involve the use of both statutory and optional National Curriculum tests, a range of other school based tests and teacher assessments. Pupils’ work is regularly monitored to ensure they are making progress toward the targets set for them. Teachers correct work conscientiously and use marking well as a means of celebrating pupils’ success.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

Where marking is most effective, it identifies how pupils should improve their performance.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

35. The use of assessment information to guide curricular planning is a developing strength. Teachers have good knowledge of pupils’ individual targets and levels of attainment, and use it to plan effectively to meet pupils’ needs in their lessons. This is of particular value in the mixed age classes where the range of attainment is greatest. Targets are written in a straight forward language that pupils understand. The school analyses test data very effectively to discover overall strengths and weaknesses in pupils’ learning. Senior staff use this information effectively to track pupils from year to year and to set whole-class and individual targets for raising standards. The practice is already effective in Year 2 to Year 6, and is in the process of being introduced into Year 1. At present, outcomes in science are only analysed at the end of the Year 2 and Year 6 National Curriculum tests. The school development plan has

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

acknowledged the need for more rigorous analysis and assessment in science, and an increased involvement of subject co-ordinators in the consistent development of assessment and target setting in all subjects so that all pupils have a greater understanding of their own learning. Valley Road School - 22

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

36. The overall high quality of relationships between home and school reported in the previous report has been maintained. Parents have a very positive view of the school. Their involvement through support at home and in school is excellent. Parents welcome the relative stability among the teaching staff, that teachers take good care of their children and that the school itself is a healthy and warm social environment. Parents feel the school has been delivering a good quality of education for a number of years, and that the previous inspection report was a stimulus for continued improvement. Places at the school are highly valued and once pupils are admitted, parental support is maximized to show their appreciation and to help in the delivery of a good education.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

37. Parents’ views of the school are reflected in the largely positive responses to the parents’ questionnaire and at the pre-inspection meeting. A small minority of parents wanted more competitive sporting activities while others felt that the arrangements for playground supervision could be improved. At the same time several aspects of school life were highly commended - including pupils’ happiness, the good teaching and strong leadership, the way high ability pupils are challenged towards higher effort, the way parents can talk about any concerns and the special care taken of children with special educational needs. Inspectors agreed with parents’ positive views. They also found that the school provides a good range of sporting opportunities including matches with other schools. They visited the playground during several lunchtimes, and can reassure parents that the levels of supervision are

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

correct, and that pupils play happily and safely. Some parents were also concerned about homework. Inspectors feel that the school’s arrangements are good, and help the pupils to make greater progress.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

38. Links with parents are very good. Both school and parents take their responsibilities very seriously. The school’s delivery of a good education is confirmed by pupils’ performance, while parents provide the support from home that has allowed the school to be what it is. The active Parent and Teacher Association has bought a minibus as well as physical education equipment. Parents help with in-school activities such as reading, cooking and curriculum workshops. They also help with educational visits. Some, who are gifted musicians, share their talents with the pupils.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

39. Some parents were concerned about the amount of information they received. The quality of information given to parents by the school is very good because parents have direct access to the headteacher and class teachers at any time. Parents’ evenings provide appropriate opportunities for discussing pupils’ performance and progress. The annual academic report for each pupil is comprehensive and readable. The Annual Prospectus and the Governing Body’s Report are attractively produced and their contents include all the required information.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

40. Links with parents whose children have special educational needs are very good. They are involved and consulted from the very early stages of school’s concern through to both formal and informal regular reviews of progress with the professionals supporting their child. Parents with pupils with special educational needs are welcomed in the school to observe first hand the support their child is receiving. Valley Road School - 23

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HOW WELL IS THE SCHOOL LED AND MANAGED?

41. The leadership of the school is very good. The headteacher’s vision for the school is clearly articulated and is shared with all who work in and for the school. It is focused on the continued raising of standards and on the educational entitlement of all pupils. The strong partnership between the headteacher, the deputy headteacher and the governors to promote this vision has a positive impact on all aspects of the work of the school. The standard of management is equally high. Systems are effective and the school functions very smoothly. The very high standards of leadership and management reported in the previous inspection have been maintained.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

42. The school has explicit aims and values , which are regularly reviewed and are shared with the whole community. The current Values Education programme, used in assemblies and as the basis on which the school promotes high standards, is an excellent example of this commitment to making sure aims and values are alive and fully understood. Significant strengths of the school are the quality of relationships and the commitment to the involvement of all pupils in all its activities. The support and celebration of all pupils’ achievements is a feature of lessons. The good example set by adults is reflected in the way pupils positively care for each other.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

43. Staff are dedicated to working together for the good of the school. This dedication has recently been accentuated by the way in which the school has continued to function during the illness of the headteacher. Strongly led by the deputy headteacher, everyone prepared for the inspection without distraction from the school’s work and purpose. The absence of the headteacher has also emphasised the close and effective working relationship between her and the deputy headteacher, and the clear and sustainable management systems in place. The deputy headteacher has been able to take over the day-to-day management of the school with confidence and efficiency.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

44. The subject co-ordinators are committed to this same vision. They work effectively to lead the school forward through their well managed planning for all classes, their teaching and professional support for colleagues. They have a responsibility, set out in job descriptions, to collect evidence of aspects of teaching and learning but the time allocated for this is not sufficiently linked to priorities in the school development plan. The headteacher has a very good knowledge of the overall quality of teaching and learning and of what is happening in classrooms. While co-ordinators do visit classrooms to support or to lead new initiatives, they do not yet make informed judgements about the quality of teaching and learning in their subjects. Their scrutiny of pupils’ work checks that planned work is covered but does not focus enough on the consistent development of assessment and target setting so that all pupils have an

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HOW WELL IS THE SCHOOL LED AND MANAGED?

increased understanding of their own learning.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

45. The school development plan reflects the co-ordinated commitment of staff and governors to improvement. It is a very useful working document, compiled through an annual review of the school’s strengths and weaknesses by the whole staff. The governing body allocates a full meeting to its consideration and approval. The present plan focuses on developments for the present academic year but also plans ahead over a further two years where it is acknowledged that change will take longer. Change is Valley Road School - 24 well led and managed, for example recent changes to staffing structure have enabled single age classes in Years 3 to 6 every morning, and the employment of part-time specialist teachers who contribute significantly to the standards achieved.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

46. The governors contribute substantially to the effectiveness of the school. Governing body roles are identified to reflect a high level of expertise. For example, the chair of the premises committee is a building surveyor. Governors fulfil all their statutory duties extremely efficiently. They are well aware of the strengths and weaknesses of the school through the headteacher’s reports and regular meetings between the headteacher and the chair of the governing body. Many are frequent visitors to the school. Omissions within statutory documentation have been corrected since the last inspection. Governors have also developed their skills as a body of ‘critical friends.’ Monitoring processes have been formalised and improved. For example, a curriculum governor visits classrooms, attends staff meetings and reports back to the governing body. There is now a much heightened knowledge of the work and direction of the

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HOW WELL IS THE SCHOOL LED AND MANAGED?

47. Appraisal systems have become efficient and effective since the previous inspection. Teaching assistants meet with the deputy headteacher for an annual review of their work and needs. They see this as a very positive development of their roles. Performance management for all teachers has been implemented with a focus on pupil progress objectives and the needs of the school development plan. It is acknowledged by the headteacher that a further development must be the opportunity for individuals to agree objectives related to their own personal professional development. The governors strongly support the positive link between raising standards and the professional development of all staff. The process for the governors’ review of the headteacher’s performance management is properly in place. The present cycle has been delayed through illness but dates are agreed for completion. There are good

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HOW WELL IS THE SCHOOL LED AND MANAGED?

systems in place to support teachers new to teaching and to the school. The graduate teacher student at present in the school is mentored by an experienced teacher and given appropriate experience in all parts of the school.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

48. The governors have set performance targets for the school and agreed them with the local education authority. The present Year 6 is well on course to achieve the very challenging targets in English and mathematics set for 2003. The governors and all staff are justifiably proud of the consistently high levels of pupil attainment at the end of Year 6. However, there is a need to review progress formally in year groups other than at the end of Year 2 and Year 6. This is a particular issue for science and is recognised within the present school development plan. The school has its own entry profiles and recording processes for the early years. They guide the good progress made in this part of the school. Children’s standards on entry to the Reception Year have not yet been used to forecast outcomes at the end of Year 2, but there are plans to develop this through the new Foundation Stage profile.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

49. The school administrator manages the day-to-day financial issues efficiently. Each term an experienced finance officer reviews the management of the budget. Her report is discussed with the chair of the finance committee, who takes any concerns to his committee. The school budgets systematically for all its expenditure, and governors ensure that all significant budget decisions, relate to educational benefits for pupils. The recommendations in the most recent auditors’ report have been Valley Road School - 25 addressed. Specific grants for special educational needs and the professional development of staff are used effectively. The school makes good use of new technology to support office administration and preparation for teaching. The Assessment Manager program is used to store and analyse pupil performance. Most teachers’ planning and all the day-to-day office management and communication is

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HOW WELL IS THE SCHOOL LED AND MANAGED?

50. The present staffing structure is expensive. However, it makes possible single age groups wherever possible and reflects governors’ concern for standards in Year 2 and for the most effective way to support all pupils in English, mathematics and science. A nursery nurse and highly effective teaching assistants complement the work of teachers. The school buys in an experienced co-ordinator for special educational needs. The skills of teaching assistants are recognised and teachers’ planning exploits such skills. For example, an assistant’s knowledge and skills in art and design made it possible for all pupils in Year 6 to work in small groups to produce very detailed illuminated letters. The school is adept at attracting external funding such as support for art and drama projects. The funds earned through the leasing of space to the attached but private day nursery are used to fund building and curriculum

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HOW WELL IS THE SCHOOL LED AND MANAGED?

developments, such as information and communication technology hardware, that cannot be met from other areas of the school’s budget.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

51. The early years co-ordinator has a very good knowledge of early years education. She plans closely with the nursery teachers and teaching assistants in both reception and nursery classes. There is considerable expertise across the team. The split site makes links between Reception and Nursery challenging to plan and limits opportunities for the more able in the Nursery and the least mature in the reception class to move between both classes. It also reduces the co-ordinator’s opportunities to oversee the curriculum links between the nursery and reception classes. At present, nursery staff and the Reception Year teacher receive separate funding for resources. While resources are sometimes shared, this approach limits the co-ordinator’s opportunities to have an overview of curriculum needs and plan for the Foundation Stage as a whole.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

52. The special educational needs co-ordinator has a very good knowledge and understanding of her specialist responsibility. She has reviewed the school’s policy for special educational needs in line with the new code of practice and has produced an excellent school handbook that provides a very detailed overview of the provision throughout the school. She knows all relevant pupils well. Staff value the advice and support she gives. She is well supported in her role by the headteacher, deputy headteacher and the governor for special educational needs.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

53. The fabric of the building is well maintained by the caretaker and cleaning staff. The school is fully accessible to pupils with disabilities. There are attractive and up-to- date displays of pupils’ work throughout the school. Some classrooms are awkward spaces within which to organise teaching and learning. Governors have investigated these inadequacies and made improvements wherever health and safety regulations have allowed. The ICT suite is a recent addition to the school’s resources. There are some issues of hardware compatibility still to be resolved. The book stock, fiction and non-fiction, is distributed across the school, in classrooms and resource areas. Valley Road School - 26 There is no space for a central library, which limits pupils’ opportunities to develop study skills and greater independent learning.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

54. Governors implement best value principles. They make detailed analysis of assessment results and use benchmarked data to compare performance with that of similar schools. Formal tenders are sought for all significant building maintenance. There is as yet no formal process in place to review the effect of major spending on the curriculum and the raising of standards. The pupils’ very good overall achievements, the very good quality of teaching, the very high standard of leadership and management, and the very good improvement since the previous inspection, mean that the school is very effective and provides very good value for money.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

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HOW WELL IS THE SCHOOL LED AND MANAGED?

55. The headteacher, staff and governing body should continue to work closely together and, as already identified in the school development plan,

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HOW WELL IS THE SCHOOL LED AND MANAGED?

(1) Raise standards further in information and communication technology by:

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HOW WELL IS THE SCHOOL LED AND MANAGED?

• working through subject co-ordinators to ensure that information and communication technology is an integral part of the planning in all subjects; [See paragraphs 6, 20, 76, 80, 85, 113 and 119] • completing the networking of the ICT suite so that it can be used more effectively for teaching and using information and communication technology skills [see paragraphs 6, 53 and 118]

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HOW WELL IS THE SCHOOL LED AND MANAGED?

The governing body should also include the following minor issue in its planning:

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HOW WELL IS THE SCHOOL LED AND MANAGED?

• Link the monitoring and evaluation role of subject co-ordinators more closely to priorities in the school development plan. [see paragraphs 35 and 44] Valley Road School - 27

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