St Blaise CofE Primary School

SCHOOL

Reporting inspector: Mrs Stephanie Lacey

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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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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. Milton Church of England Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: School Lane Milton Heights Abingdon Oxfordshire

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Miss Jane Robinson

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: March 2001. This was a Section 3, deemed Section 10 inspection Milton Church of England Primary School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities

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INFORMATION ABOUT THE INSPECTION TEAM

3764 Stephanie Lacey Registered inspector Foundation Stage, English, art and design, geography, history, music, English as an additional language and special educational needs. The school’s results and pupils’ achievements, How well are pupils taught? How well is the school led and managed?

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INFORMATION ABOUT THE INSPECTION TEAM

9528 Derek Bowers Lay inspector 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? 30618 Paul Story Team inspector Mathematics, science, design and technology, information communication technology, physical education, religious education and equal opportunities. How good are the other curricular and other opportunities offered to pupils?

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INFORMATION ABOUT THE INSPECTION TEAM

PRIMARY FOCUS 10 Larkfield Avenue Kenton Harrow Middlesex HA3 8NF

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INFORMATION ABOUT THE INSPECTION TEAM

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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INFORMATION ABOUT THE INSPECTION TEAM

The Complaints Manager Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Milton Church of England Primary School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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HOW HIGH ARE STANDARDS? 10

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

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AREAS OF THE CURRICULUM, SUBJECTS AND COURSES 32

Milton Church of England Primary School - 6

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INFORMATION ABOUT THE SCHOOL

Milton Church of England Primary School is a small village school with 52 pupils on roll aged between four and eleven. There are six more boys than girls. There are two classes. One is for the seven children in the reception year and pupils in Years 1 and 2, and the other for pupils in Years 3, 4, 5 and 6. Pupils come from Milton Heights, Milton, Sutton Courteney, Abingdon and Didcot. Most pupils live in owner-occupied housing, with some in local authority homes. Last year almost a fifth of pupils joined or left the school other than at the normal times of entry and transfer to secondary school. This is higher than in many schools. 26 per cent of pupils are entitled to free school meals, which is above the national average. Most families have their cultural roots in the British Isles, with ten per cent from other ethnic backgrounds. A Dutch and a Turkish pupil learning English as a second language speak it

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INFORMATION ABOUT THE SCHOOL

fluently. Children’s attainment on entry to the reception year is wide ranging. It has been below average in recent years, but this year it is broadly average overall. Twenty-five per cent of pupils are on the school’s register of special educational need, which is a little above average. One pupil has a statement of special educational need. The school building is twelve years old, with part of it used by the local community in the evenings and at weekends.

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HOW GOOD THE SCHOOL IS

This is a good school, with some very good features. The headteacher, well supported by a united and hardworking staff team, provides a very clear lead. Good teaching ensures that most pupils learn effectively and standards are rising. The school provides good value for money.

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What the school does well

• Good teaching means that most pupils achieve well. • Most pupils enjoy school and work hard. • The headteacher’s very effective leadership is enabling the school to improve year on year. • Committed staff and governors work hard in the best interests of the pupils. • A strong commitment to meeting the needs of individual pupils ensures that most pupils, especially those with special educational needs, do as well as they can. • Work planned for the pupils is interesting and stimulating. • Pupils are very well cared for and their progress is carefully assessed and monitored.

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What could be improved

• Sustain and build on improvements in English, mathematics and science. • The behaviour of a small minority of pupils. • The accommodation for children in the Foundation Stage. The strengths of the school far outweigh the areas for development. The school had already identified these issues as areas for improvement. 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 good improvement since its last inspection in March 2001, which brought the school out of special measures. Numbers on roll are increasing. Standards continue to rise and good quality teaching has been maintained. The school is effectively tackling the areas for improvement highlighted by the last inspection. These were related to standards, the attitudes of a minority of pupils, planning and assessment in the Foundation Stage and the involvement of governors in planning for improvement. Good improvement has been made in all areas, with further work needed on raising standards and improving behaviour. This good improvement has been made in the face of significant staff changes. Milton Church of England Primary School - 7 Now, with a stable staff and committed governors the school is in a good position to move forward further.

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STANDARDS

In small schools the key to the school’s success lies in the progress made by individual pupils rather than the comparison of pupils’ achievement in Year 2 and Year 6 national tests with the national average. This is because one pupil’s performance can have a tremendous impact on statistical data. For that reason national comparative data is not included in inspection reports for schools where fewer than eleven pupils take tests in any one year group. Nonetheless some general trends can be identified from the results in national tests. Standards have been well below average overall at the end of both Years 2 and 6, but the improvement trend is upwards. Standards have risen faster than the national trend and last year the school received an achievement award from the Department of Education and Skills for its improvement. Overall pupils, including those from minority ethnic groups, do not do better in any particular subject, although in 2002 standards in mathematics were higher than

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STANDARDS

those in English and science. For the last three years there has been no significant difference in the attainment of boys and girls.

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STANDARDS

At Milton, most pupils make sound progress, with some doing better than this, in all subjects. Pupils are doing better now than they did two years ago, especially in the areas of literacy and numeracy. Most children reach the levels expected for their age by the end of the Foundation Stage and the end of Years 2 and 6. There is more scope to challenge the one or two higher attaining pupils in these year groups further. In some other year groups standards are higher. These differences are related to the numbers of pupils with special educational needs and higher attainers in each year group. Overall the school makes very good provision to challenge and support all pupils effectively. One higher attaining pupil works with older pupils, for example, and pupils with special educational needs achieve very well within their capabilities because of the very good support that they receive.

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Aspect Comment

Attitudes to the school Good. Most pupils enjoy school and are positive about all aspects of school life. Behaviour, in and out of classrooms Satisfactory. Most pupils behave well, but a very small minority have difficulty in behaving well for sustained periods. These pupils are managed very well by the staff and do not usually disrupt the learning of others. Personal development and relationships Good. Good relationships are evident between all members of the school community. Pupils respond well to opportunities to take on responsibility. Two Year 2 boys managed the CD player very well in a music lesson, for example. Attendance Very good and well above the national average. Most pupils are punctual at the start of the day. Milton Church of England Primary School - 8

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Reception Years 1 – 2 Years 3 – 6

Quality of teaching Good Good Good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses. Good teaching overall ensures that most pupils learn effectively. In lessons seen during the inspection all the teaching was satisfactory or good. There are particular strengths. Teachers plan very clearly for different sessions. Good relationships between pupils and staff, which provide a firm foundation for learning. In the good sessions, teachers involve all pupils successfully in class discussions and increase pupils’ understanding through skilful teacher questioning. Areas for development include maintaining a quiet working atmosphere, especially in the changeover times from whole class work to group activities. Behaviour management is good, but there is still room for developing an even more consistent

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Reception Years 1 – 2 Years 3 – 6

approach. Literacy and numeracy skills are both taught effectively. Literacy skills, particularly, are developed well through other subjects. Teaching assistants make a significant contribution, especially to the work with pupils who have special educational needs.

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Aspect Comment

The quality and range of the curriculum Good. Planning for work in all areas of learning and different subjects is good. Work is interesting and varied. Good links are made between different subjects. There is a very good range of interesting activities outside lessons. Provision for pupils with special educational needs Very good. Pupils’ needs are carefully identified. They are supported well in class and benefit from very good individual and small group help. Provision for pupils with English as an additional language Good. These pupils need no additional support because they are fluent English speakers.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good. A range of activities, such as assemblies, the School Council, visits and out of school activities make a positive contribution to the good provision for pupils’ spiritual, moral, social and cultural development. Teachers ensure that pupils appreciate the cultural traditions of a range of cultures. How well the school cares for its pupils The school cares very well for pupils’ health and safety. Procedures for checking how well pupils are doing are good and used effectively to plan pupils’ next steps in learning.

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Aspect Comment

The school has good links with parents. Written information provided by the school is very clear and the staff are very approachable. A few parents help in school as volunteers and the Friends of Milton School organises fund-raising and social events. Milton Church of England Primary School - 9

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher provides very effective leadership, with a very clear focus on school improvement. She leads by example and has successfully developed a united staff team. She enables staff to develop their skills because she consistently supports and encourages them. How well the governors fulfil their responsibilities Governors are committed to school improvement and very supportive of the school. Governors are increasingly involved in visiting the school in order to evaluate the impact of the school’s provision. All statutory requirements are met. The school’s evaluation of its performance Good. The school has a very clear picture of how well it is doing through careful assessment of pupils’ progress and informal monitoring of teaching and learning. The strategic use of resources Very good financial planning ensures that pupils are taught in

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Aspect Comment

small classes, with funds earmarked to support initiatives to raise standards. The principles of best value are applied very well.

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Aspect Comment

The school is well staffed by committed teachers and assistants. Other staff, including the school administrator, caretaker and lunchtime assistants, all make a valuable contribution to the work of the school. The building is attractive and well maintained. There is a library and computer suite in addition to the three classrooms. The small size of the classrooms makes it difficult to provide for all areas of learning in the Foundation Stage within the room. The outside area for the reception children is not enclosed. The school has use of the community hall and room during the day, but arrangements for maintenance of these areas need clarifying. The school is well-resourced overall, with a very good computer to pupil ratio and a plentiful supply of books.

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What pleases parents most What parents would like to see improved

• They feel comfortable about approaching the school. • The leadership and management of the headteacher. • The teaching is good. • Improvement over the last few years. The behaviour of some pupils. Information about their children’s progress.

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What pleases parents most What parents would like to see improved

Forty-four per cent of the questionnaires sent to parents seeking their views about the school were returned and seven parents attended the meeting held for them before the inspection. The responses in the boxes above are drawn from the views of these parents. The inspection fully endorses parents’ positive views about the school. It found that the behaviour of a very small minority of pupils needs further improvement. It found that information about pupils’ progress is good and provides a clear picture of how well pupils are doing. There are three consultation evenings a year and staff are always happy to talk to parents about their children’s progress at other times. The school will clearly need to investigate the reasons for a few parents’ concerns about this area. Milton Church of England Primary School - 10

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The school’s results and pupils’ achievements

Starting school 1 When children start school their understanding, knowledge and skills are wide ranging. In most years the overall profile of the group is below average, with some children reaching the levels expected for their age and some children not as advanced as one would expect. In recent years few children have done better than one would expect for their age. This is not the case this year and attainment is broadly average, with some children reaching expected levels, a few behind their peers and a few doing much better.

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The school’s results and pupils’ achievements

Standards in national tests 2 In small schools comparisons of overall standards in national tests with the national average are somewhat unreliable because of the impact of one child’s performance on statistical data. Last year, for example, only two pupils took the Year 6 tests, with each child representing 50 per cent. Nonetheless some generalisations about standards in national tests at Milton can be made. It is quite clear that for the last few years standards have been well below average overall at the end of both Years 2 and 6, and in some years very low. It is also clear that the improvement trend is upwards. Standards are clearly rising in Year 2 tests and last year, although below average in reading and writing, were above average in mathematics. In Year 6 tests, where national comparative data is available, standards have risen faster than the national trend over the last three years. Last year the school received an

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The school’s results and pupils’ achievements

achievement award from the Department of Education and Skills for its improvement. Within the improvement in standards overall, there are also some swings from year to year because of the different make up of each year group. The school carefully monitors test results and assessments to ensure that all its groups of pupils perform equally well. For the last three years there has been no significant difference in the attainment of boys and girls in Year 2 tests. In Year 6 girls have done better than boys, but this is closely related to the disproportionate numbers of boys and girls in each year group. Overall pupils do not do better in any particular subject, although in 2002 standards in mathematics were higher than those in English and science. In most years few pupils reach the higher level 3 in Year 2 tests or level 5 in Year 6 tests. This is largely because when pupils start school there are

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The school’s results and pupils’ achievements

very few who are doing better than expected. It does not mean that higher attaining pupils are not sufficiently challenged, although there is more scope to challenge one or two pupils in Years 2 and 6 more consistently. The school does not have to publish targets for the percentage of pupils to reach Level 4 in Year 6 tests because of the small numbers involved. However it does set challenging targets for pupils in all year groups, which it is working hard to meet.

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The school’s results and pupils’ achievements

Reasons for good improvement 3 There are several reasons for the good improvement over recent years. These include: • very good leadership by the headteacher, with a very clear focus on raising standards; • the commitment and hard work of the teaching team; • a very clear agenda for improvement in English, mathematics and science; • very good support for pupils with special educational needs.

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The school’s results and pupils’ achievements

Inspection findings Literacy and numeracy 4 The last inspection highlighted the need to raise standards further in literacy, especially in writing, and in numeracy. The school has been successful in this, although there is still Milton Church of England Primary School - 11 some way to go. In the area of literacy, it is clear that pupils are applying what they have been taught about using a range of reading strategies to help them tackle unfamiliar words. In writing, they have the opportunity to write purposefully about interesting topics, with good links made to develop their skills in other subjects. This is leading to improvement. In numeracy, pupils are developing their mental skills well and this is providing a firm basis for the improvement in their numeracy skills overall.

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The school’s results and pupils’ achievements

The Foundation Stage 5 Most children have made good progress this year in all areas of learning 1 and are on line to reach the early learning goals 2 expected for children of their age by the end of the year. The good relationships that have been established between the staff and children have set a very firm foundation for their learning. Children do well because the tasks set for them are interesting and appropriate. They involve a good deal of discussion with the staff and consequently children are developing their speaking and listening skills well. Children engage in a good range of practical and play activities, which help them to develop literacy and numeracy skills in a purposeful way, enable them to build up an understanding of the world around them and provide opportunities for them to develop their creative and physical skills. Their creative and physical development is somewhat constrained by the small size of the

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The school’s results and pupils’ achievements

classroom and the limited opportunities presented for creating a role-play area or space for construction toys.

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The school’s results and pupils’ achievements

Years 1 and 2 6 At the end of Year 2, when inspections judgements have to be made, standards this year are below average in reading, writing and mathematics. In fact, most pupils are reaching the expected level 2, but none are doing better than this. Most of these pupils have made good progress since they started school, with more scope to challenge one or two higher attaining pupils more effectively. Pupils achieve well because the tasks planned are interesting and relevant. In other subjects pupils achieve well and overall most reach the levels expected for their age in all areas of the curriculum. This is no mean feat in a school where pupils of wide ranging ages are taught in one class.

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The school’s results and pupils’ achievements

Years 3 to 6 7 At the end of Year 6 standards are below average overall in English, mathematics and science. This is because in this small year group two of the pupils have significant special educational needs and this brings down the overall level of attainment of the year group. Most pupils are reaching the level expected for their age, but none are consistently doing better than this. These pupils have made at least satisfactory progress since their Year 2 tests, with some moving ahead more rapidly. This is also the case in Years 3 and 5, where pupils have also made good progress recently. In these year groups there are several pupils who are reaching higher standards than expected for their age. The current Year 4 did not move forward as fast as they should have done last year. The school has looked carefully into the reasons for this and is monitoring their progress this year very carefully. As in Years

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The school’s results and pupils’ achievements

1 and 2, pupils achieve well in other subjects and most reach the levels expected for their age.

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The school’s results and pupils’ achievements

Progress of different groups of pupils 8 The school identifies all its ability groups and seeks to make suitable provision for them in lessons. Pupils are grouped by ability in English and mathematics and in other subjects the nature of the tasks allows pupils to complete them at their own level. The school supports

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The school’s results and pupils’ achievements

1 The areas of learning are: personal, social and emotional development, communication, language and literacy, mathematical development, knowledge and understanding of the world, physical development and creative development. 2 Early learning goals establish expectations for most children to reach by the end of the Foundation Stage. Milton Church of England Primary School - 12 more able and less able pupils equally well either through ability grouping or as in the case of a more able Year 2 pupil by including them in the next age group. Pupils for whom English is an additional language are equally well supported with the school working hard to ensure that a Dutch and a Turkish pupil achieve as well as their classmates. Pupils from minority ethnic backgrounds achieve as well as their peers. There is no significant difference between the attainment of boys and girls. Pupils from different year groups within the same class achieve

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The school’s results and pupils’ achievements

Progress of pupils with special educational needs 9 About a quarter of pupils have quite wide ranging special educational needs. A third of these have emotional and behavioural difficulties, which affect their learning and mean that they do not make as much progress as they should. The other two thirds have learning difficulties and are making good progress overall. They do particularly well when they receive individual support and at these times make very good progress towards the targets on their individual learning plans. One pupil, who had only been in school a week at the time of the inspection, has a statement of special educational need. She is in the process of adjusting to new routines.

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The school’s results and pupils’ achievements

Progress of pupils learning English as an additional language 10 Two pupils are learning English as an additional language. They are both fluent English speakers and achieve as well as their peers.

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Pupils’ attitudes, values and personal development

Starting school 11 Children in the Foundation Stage have settled into school well. They are very confident in their new surroundings and have developed good relationships with their peers. In one session outside, for example, children co-operated very well together to act out a story of their own choosing. They manage well at playtimes and lunch times. They queue up at the hatch for lunch, for example, choose the dish that they would like and carry it to their tables, with very little help needed from lunch time staff.

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Pupils’ attitudes, values and personal development

Attitudes 12 Overall pupils have good attitudes to their work and have continued to improve since the previous inspection. Most of them enjoy coming to school and are positive about all aspects of school life. This was clearly indicated during a discussion with the oldest pupils when they enthused about all that the staff do for them. All of the group felt that they do not want to leave Milton at the end of the year. Another example of their enthusiasm was the way that all of the pupils in Poplar class responded to the challenges of improving their swimming skills during a visit to the pool in Wantage. In most lessons pupils listen carefully to instructions and are keen to contribute to discussions.

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Pupils’ attitudes, values and personal development

Behaviour 13 Behaviour in lessons is satisfactory overall and has improved since the last inspection. Most pupils behave well, but a very small minority have difficulty in behaving well for sustained periods. On some occasions the children do not seem clear about when it is appropriate to call out in discussions in small groups, because class rules dealing with this are not always consistently applied. Behaviour at break times and lunchtimes is good. There are no signs of aggressive behaviour and pupils of all ages mix well. Lunches are pleasant occasions. No pupils have been excluded in recent years. Milton Church of England Primary School - 13 14 There was no evidence of physical bullying during the inspection but the staff are currently dealing actively with some incidents of name calling. There is no evidence of vandalism and the pupils look after the books, equipment and play areas well.

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Pupils’ attitudes, values and personal development

Behaviour of pupils with special educational needs 15 Pupils who are identified with special needs because of their emotional and learning difficulties behave erratically. They behave well for much of the time and try hard to improve. In some lessons inattentiveness and misbehaviour by a very few pupils has an impact on their own learning but does not seem to affect the others in the class. They are responding well to the school’s strategies for supporting them. They have formed good relationships with the staff. Staff take care to ensure that their behaviour does not affect other pupils’ learning. However, this imposes an additional burden on their teachers because they need to monitor them closely for substantial periods of time.

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Pupils’ attitudes, values and personal development

Relationships 16 There are good relationships between pupils of all ages and between pupils and all members of staff. The pupils like and respect their teachers. They are usually polite and friendly and show respect for the ideas, values and needs of others. They collaborate well in group work. For example, in a science lesson the pupils in Years 3 and 4 willingly shared their observations and judgements of sound levels in different parts of the school.

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Pupils’ attitudes, values and personal development

Personal development 17 The pupils respond well when given opportunities to take on responsibility. For example, two Year 2 boys managed the CD player very well in a music lesson. The pupils also make good contributions to the smooth running of the school by taking on responsibilities in assemblies and at break times. The duties taken on by the older pupils include managing the milk supplies for the others. The school council is proving a very good forum for discussing the pupils’ ideas and observations. The members run their meetings positively and maturely and are having an impact on improving school life. Their decisions have resulted in the setting up of a suggestions box and the re-design of the merit award certificates. One pupil is looking at the feasibility of an energy conservation project.

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Pupils’ attitudes, values and personal development

Attendance 18 Attendance has improved in recent years and is now very good. It is well above the national average and owes much to the efforts of the staff to make the school a welcoming, secure and interesting place. Unauthorised absences are below the national average. Punctuality for most pupils is good. Registers are marked promptly each day and the reasons for all absences are recorded.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

19 Overall the quality of teaching throughout the school is good and this ensures that pupils achieve well. This is similar to the picture at the time of the last inspection, although since that time two of the four classroom teachers have changed. Sixty per cent of lessons seen were good and the remaining forty were satisfactory.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

Strengths in the teaching 20 There are some common strengths that underpin all of the teaching. These include: • Good relationships between pupils and staff. Staff work hard to raise pupils’ self esteem by their positive approach and obviously enjoy the pupils’ company. As a result pupils respond well to staff and confidently approach them for help and support. • Very good lesson planning. In both Oak and Poplar class teachers plan carefully together. They prepare tasks effectively for pupils in different year groups and of Milton Church of England Primary School - 14 different ability. This means that pupils in mixed age classes are generally sufficiently challenged. Tasks are interesting and relevant to pupils and this is a key factor in their full involvement in learning activities. • The care taken to support individual pupils, especially those with special educational needs. • The contribution of the teaching assistants, especially with pupils who have special

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

educational needs. In many of the good lessons teachers were successful in providing useful opportunities for pupils to develop their speaking and listening skills, especially in class discussions at the beginning of lessons. In several sessions seen, teachers effectively used challenging questioning to help pupils to move forward.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

Areas for improvement 21 Within the context of good teaching overall there are some areas for improvement. These include: • Reducing the level of working noise in some sessions, and improving the management of the change over time from class work to individual or group activity. • Consistency in behaviour management strategies. Teachers mostly manage pupils’ behaviour well and are calm and positive in their approach. Occasionally they give unclear messages to the pupils, about the expectation for putting up hands to ask or answer a question, for example.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

Teaching in the Foundation Stage 22 Teaching in the Foundation Stage is good and ensures that children make a good start to their formal education. Children are taught in the same class as pupils in Years 1 and 2 and benefit from the example of the older pupils. Two teachers take the class under a job share arrangement. During the inspection only one of these teachers was observed. Work is planned for children very carefully and in most sessions they work on a parallel task to the rest of the class, but appropriate to their age and maturity. They have good support from both the teachers and teaching assistants, benefiting particularly from the group discussions about different aspects of work. In one session, for example, the assistant worked with the children on identifying two-dimensional shapes. She spent time sharing shapes with the children, encouraging them to talk about the different properties and helping them to develop

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

their mathematical language. Their achievements are assessed regularly and staff have a good picture of the progress of individual children as a result.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

Teaching in Years 1 and 2 23 In Years 1 and 2 the quality of teaching and learning is good. One teacher takes the class from Monday to Wednesday and a second teacher on Thursday and Friday. Both teachers take pupils for literacy and numeracy and divide the other subjects between them. This job share works well. The teachers plan carefully together and the pupils benefit from the varied approach. The classroom is well organised and both teachers have the same routines, so that the pupils are not confused by the change over of staff.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

Teaching in Years 3 to 6 24 Pupils in Years 3 to 6 benefit from the expertise of three teachers. They work in two groups for English, mathematics and science, with the headteacher and class teacher working with different groups for each subject. A third teacher takes the class for history and geography. Overall teaching is good in this part of the school, with the teaching of the more experienced teachers the strongest. One of the strengths in the teaching of these groups is the good use made of staff to split the class for literacy, numeracy and science so that pupils work in smaller groups of similar abilities. This good staff pupil ratio means that pupils are given high levels of support. Teachers generally manage pupils well. They are successful in ensuring that the inappropriate behaviour of one or two does not disrupt the rest of the class. Milton Church of England Primary School - 15

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

Nonetheless more demands are made on teachers’ behaviour management skills than in many schools and teachers are aware that they have to be consistent in their approach at all times.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

Teaching of literacy and numeracy 25 Overall both literacy and numeracy are well taught. Work is planned very carefully through the school and appropriate activities are planned for pupils of different attainment levels within the same teaching group. This means that pupils work on tasks that are suitably challenging. There is perhaps a little more scope to challenge further the one or two higher attaining pupils in each year group. Individual and group targets are being used effectively to help pupils to move forward. Pupils know what they have to do to improve. In literacy good links are made with other subjects to help pupils to develop their reading and writing skills. This is especially the case in history and geography. Homework is also used well. In Years 5 and 6, for example, pupils worked on pieces about birds to be compiled into a bird book for younger pupils.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

Providing equal opportunities 26 Teachers very carefully support all groups of pupils equally in their learning. There is no indication that boys, girls or any other group of pupils are favoured in the formation of working groups, allocation of tasks or questioning by their teachers. In both English and mathematics ability grouping is used by teachers to meet the needs of all pupils, including those of different ages. In English, mathematics and science the Key Stage 2 class is split into two groups to allow greater targeting of individual pupils. In all subjects practical tasks allow opportunities for pupils to work at their own level and teachers work very hard to create opportunities for all year groups to enjoy experiences suitable for their age.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

Teaching of pupils with special educational needs 27 Pupils with special educational needs are taught well and this ensures that they move forward in their learning. Most of the pupils with difficulties are behind their peers in literacy or numeracy. Within class lessons these pupils work on carefully planned tasks and often have extra support from teachers and support staff, especially in literacy and numeracy sessions. They have additional, regular support to help them to improve in areas where they have particular difficulties. The quality of this individual support is very good. A part time teacher works with these pupils for one session a week and a teaching assistant provides additional individual support. At these times pupils work specifically on areas identified in their individual education plans. Staff are patient and encouraging in their work with these pupils. Consequently pupils have good self esteem and try hard. Staff also manage the pupils with

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

emotional and behavioural difficulties well. They are positive in their approach and work hard to prevent situations that could precipitate inappropriate behaviour. This is particularly successful with the younger pupils.

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PUPILS OR STUDENTS?

28 Since the last inspection the school has continued to develop and evaluate its curriculum both to take account of changes in requirements and to meet the needs of pupils better in this small village school. Although there have been several staff changes the headteacher and teachers have worked hard to ensure that curricular provision has improved from the satisfactory position found then. As a result the school is now providing its pupils with a good, broad and balanced curriculum that is well matched to their needs and meets the statutory requirements of the National Curriculum and Foundation Stage as well as those of the locally agreed syllabus for religious education. Work in lessons is interesting and varied with good links made between different subjects and is supported by a very good range of Milton Church of England Primary School - 16 interesting activities outside lessons. Arrangements for ensuring equality of opportunity for all

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the range of out of class activities and the programme for personal, social and health education are all very good.

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Development of the curriculum since the last inspection 29 The school has continued to focus on the implementation of the numeracy and literacy strategies, improved planning for the Foundation Stage and continued to adapt and develop its planning for all other curriculum areas in the light of new requirements. The school’s own curricular documentation is being successfully developed from guidance of the Curriculum and Qualifications Authority, local authority schemes and commercial packages to best suit pupils’ needs. Teachers make good use of this documentation when planning their lessons for the different abilities and ages in their classes. Policies are being updated and revised on a rolling programme with an achievable timetable for the process.

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Provision for children in the Foundation Stage 30 Planning is based well on the six areas of learning and is very skilfully linked with the National Curriculum so that children in the Foundation Stage work on parallel activities to the older pupils in the class. In spite of the limitations of the classroom size the school ensures that children have full access to the whole curriculum, including provision for their creative and physical development.

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31 A careful overview of the curriculum is maintained. Time allocated to subjects over the term is carefully checked to ensure that it is well used and that balance between subjects is maintained. Curriculum maps for each key stage prevent repetition of work and ensure suitable progression of learning through a two-year cycle in Years 1 and 2 and a four-year cycle in Years 3,4,5 and 6. It provides a useful tool in collaborative planning sessions for teachers to identify suitable links between work in different subjects, making learning relevant to pupils and maximising learning opportunities. A good example of this is pupils’ mathematical work at the local Co-op.

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32 Where links are made between subjects, teachers are careful to ensure that they are meaningful and fully support work in other areas. The visit by Reception and Years 1 and 2 to Little Wittenham Reserve, which formed the basis for work in science, religious education and geography is a good example of this. This is an area that the school is looking to develop further. It is ensuring that suitable opportunities are identified in curriculum documents to establish links with and employ skills from other subjects. It also seeks to support pupils’ spiritual, moral, social and cultural development by identifying opportunities for this within the curriculum.

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33 Teachers make good use of a variety of practical activities to capture pupils’ interest and excite their enthusiasm for learning. There is a strong emphasis in all subjects on a changing pattern of activities. This will ensure that pupils are working at a suitable level for their age and ability and continue to be motivated over the several years that they will spend in each class.

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34 ICT is frequently used to support learning in other subjects as for example when older pupils research topics such as sound using CD Roms and the Internet or very young pupils use a program to match shapes to improve both their co-ordination and their mathematical skills. The school recognises that it could do still more and has identified this as an area for further development. The school is also hoping to extend music provision by introducing instrumental tuition in addition to the teaching of recorders.

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Strategies for teaching numeracy and literacy Milton Church of England Primary School - 17 35 The clear and detailed guidance of the national strategies for numeracy and literacy are well used by teachers when planning work for pupils of different ages and abilities in mathematics and English. Numeracy skills are consolidated when pupils employ them in completing other tasks such as recording and comparing energy readings and measurements in science. Literacy skills are clearly used to access and complete tasks in most other subjects and texts in literacy sessions are often directly linked to other subjects as for example the study of mountains in geography. The school has also recognised the need to develop this further in its current development plan and in its drive to raise standards. It is looking to do this by providing clear learning objectives for writing across the curriculum and using links with other subjects to ensure pupils use and apply their mathematical skills

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and knowledge confidently and effectively.

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Provision for pupils with special educational needs 36 Pupils with special educational needs have full access to all areas of the curriculum. They work in class with their peers for most of the day. Work is well planned to meet their learning needs. The withdrawal sessions, when they work on targets in their individual education plans, are not lengthy and help pupils to develop the skills that they need to access the broader curriculum.

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Equal opportunities 37 The school works very hard to ensure that all its pupils enjoy full equality of opportunity in all areas of the curriculum that it provides. Pupils with special educational needs are well supported by teachers and teaching assistants in accessing tasks and activities. Ability grouping in English and mathematics and careful planning of activities helps meet the needs of pupils of all ages. Practical activities in other subjects provide pupils with good opportunities to work at their own level. All pupils have equal access to clubs, sports and other activities organised by the school including mixed gender football and other sporting events. Catch-up programmes such as the Early Literacy Strategy for pupils in Year 1, Springboard maths and booster classes in English and mathematics are well used to develop pupils’ literacy and numeracy skills and enable them to access the curriculum

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Extra-curricular and other activities including educational visits 38 The school provides a very good range of lunchtime and after school clubs which have included tennis, football, netball, a games club for younger pupils, gymnastics, ICT, French, choir and chess. Clubs change termly but always include a sport. The breakfast and after school clubs extend this further by providing on site care for pupils out of school hours. A good range of visits and visitors are used to enrich the curriculum. These have included visits to Little Wittenham Nature Reserve, a mosque, Chedworth Roman villa, and the Ashmolean and Pit Rivers museums. All pupils in Years 3 to 6 benefit from weekly swimming sessions in one term out of three at a local secondary school in Wantage. Very good use is made of the locality with visits to the local churches, Milton Manor, the local Co- op and the school grounds to support work in a range of subjects. A biannual residential visit

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for pupils in Years 5 and 6 provides further support for subjects such as PE, geography, history and art.

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Personal, social and health education 39 Very good provision is made for pupils’ personal, social and health education (PSHE). A very good programme of activities that include education on diet, health, sex, drugs and personal safety has been developed and integrated into science, special time, assemblies and the Values programme to help pupils develop a safe and healthy life style, gain confidence and learn to interact with others. Milton Church of England Primary School - 18 Links with community and partner institutions 40 The school has good supportive links with the local community. During the year the village and both the Anglican and Methodist churches are visited for events. The local vicar is a regular visitor to the school, takes a weekly assembly and drives the mini-bus in the mornings to collect pupils for school. Shared use of the school hall, participation in the Jubilee celebrations and the school’s Christmas production of ‘ The Late Wise Man’ , which

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the community was involved in, all forge good beneficial links with the wider community. There are good links with a range of partner and cluster primary schools. These provide opportunities for sports activities, staff development and recently an able mathematics group has been started with the Abingdon partnership. Close links exist with the onsite Red Dragon pre-school group who are regularly involved in assemblies and other activities all helping to ensure a smooth start to children’s schooling. Pupils’ transfer to a range of local secondary schools makes links less easy, but pupils from them do come to help in the school. Prior to pupils’ transfer to the next stage of their education, visits by staff, taster lessons, meetings and suitable exchange of information contribute towards a smooth transition.

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Personal development 41 The school sees this as an important area of its work and has worked hard since the last inspection to improve provision. It is now stronger that it was then with the school making good provision for pupils’ spiritual, moral, social and cultural development. It reflects the school’s Christian ethos, the strong awareness of pupils’ moral and social needs and the multi-cultural society in which they live. The success of the provision is monitored through the staff’s very good knowledge of their pupils in this small caring community, pupils’ individual records of personal development and the school’s ongoing monitoring of its different groups and provision. The school is looking to develop this further by ensuring that elements of this provision are consistently considered and identified when teachers plan and prepare their lessons.

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Spiritual development 42 Provision for pupils’ spiritual development is good. Daily whole school assemblies and weekly assemblies taken by the local Anglican priest provide pupils with good opportunities for focused prayer or moments of quiet reflection. This is well supported by the creation of a more intimate family horseshoe at one end of the spacious hall with a spiritual focal point of artefacts including a candle and cross. Pupils are effectively involved in this as they read prayers, respond to questions or express joy in their singing, particularly in their two-part rendition of ‘Care for them’ . Stories such as the ‘Two Monsters’ by David McKee and Jesus’ temptation in the wilderness are well used to illustrate the weekly ‘Values’ theme of tolerance and to encourage pupils to consider how others feel. Festivals, such as Shrove Tuesday, provide good opportunities for exploring their significance in the Christian year and why

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43 In the course of personal and social education, pupils have good opportunities to reflect on their own feelings, emotions and reactions. In religious education they learn about the rites of passage in the main faiths, are encouraged to think about similarities and differences in their own lives and appreciate the significance of artefacts in the main religions. In subjects such as science, mathematics, art and geography they are encouraged to marvel and wonder at the beauty of the natural world and in literacy, history and music to consider others’ emotions and their own feelings.

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Moral development 44 Pupils’ moral development is good and central to the school’s Christian ethos. Adults throughout the school are good role models for pupils both in the way they behave towards others and the care they show for their pupils. Pupils have a good understanding of right and wrong because of the good guidance they are given. Since the last inspection teachers have Milton Church of England Primary School - 19 continued to refine their approach towards a small minority of immature pupils. This minimises the effect their occasionally unsuitable behaviour has on others or how it intrudes into the quiet calm atmosphere of this small school. Teachers remind pupils, as necessary, of their expectations and the class rules. A structured system of positive rewards is well used to reward and confirm expected behaviour.

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45 Pupils talk about earning privileges such as having a class pet or making pizza and about how they have contributed to the drawing up and agreement of class rules. Personal and social education provides pupils with good opportunities to consider why rules are necessary and in religious education they look at the rules of the major faiths. Assemblies and the Values programme provide further opportunities to consider the suitability of reactions and whether misunderstandings, such as in the story of the ‘Two Monsters’ , should lead to anger and argument. In discussions and when answering questions pupils show suitable respect for the views and beliefs of others. Older pupils display integrity when dealing with other pupils, particularly younger ones as for example in partnered reading or as playground buddies. Parents recognise the school’s efforts and report that pupils are taught positive

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Social development 46 Social development is also good and is well reflected in the effective care that the school takes of its pupils and the ways it seeks to promote respect for self and others whilst encouraging them to grow in confidence and self esteem. Pupils are given a wide range of opportunities to work with each other, either in pairs or small groups in the course of lessons and when, for example, older pupils share books with younger pupils or instigate games for them in the playground. Visits to places of educational interest, whole school productions, after-school activities and sporting events also provide a good range of opportunities for pupils to meet with others and work together. Pupils in Years 5 and 6 have the valuable opportunity of a residential visit with outdoor and adventurous activities to broaden their experience away from home. This year’s joint visit with another school will extend the

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experience further by widening the composition of the group.

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47 Pupils in Year 3,4,5 and 6 have considered their strengths and shortcomings, devised their own targets for personal and social development and are about to assess whether they have achieved them. Mixed age classes, the lunch tables and the playground all provide good opportunities for pupils from different year groups to work, talk and play alongside one another. The school council provides good opportunities for pupils to take responsibility within the school community and this forum together with the suggestion box allows all to contribute, as for example to the recent discussions about the toilets. Older pupils complete monitoring roles around the school and all pupils develop personal initiative as they undertake housekeeping tasks such as setting out or clearing away in lessons. A regular programme of charitable events encourages pupils to develop an understanding of their responsibilities in

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the wider world. This is well extended as they suggest fundraising for a local child with neuroblastoma or possible Red Nose day events.

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Cultural development 48 Provision for pupils’ cultural development is good. Pupils are given good opportunities to explore and learn more about their own culture, traditions and locality in history, geography, music, art and English. This is extended well by visits to local museums and historical buildings, exploring the locality, activities such as country dancing and community events. Pupils learn about different countries and their peoples in geography and other faiths and beliefs in religious education. Artistic traditions are explored in music, art and literacy with pupils writing animal poems in an Aboriginal style, noting the difference in musical styles between Asia, Europe and Africa or the indigenous musical instruments and their sounds. Milton Church of England Primary School - 20 Pupils are developing an understanding and knowledge of other cultures and the school, although largely mono-cultural, is preparing them well for life in a multicultural society.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

49 The overall care for pupils’ welfare is very good and includes good provision for assessing how well they are progressing. This area has improved since the last inspection.

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Health, Safety and Care of all pupils 50 The school cares very well for the health and safety of all its pupils. The provision is underpinned by comprehensive policies. Staff and governors are familiar with the details of these. The staff know all of the children well and have good relationships with their parents. They welcome opportunities to discuss any concerns as they arise.

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51 Health and safety issues are always considered during the regular meetings of the premises committee. The governors responsible for health and safety are well informed through their own work experiences. There are regular inspections of the premises and grounds with the staff representative and caretaker and there are full written reports of the findings. The committee’s brief also covers management of the minibus and the principal designated driver is a member of the committee. The administrator is the main first-aider and most other staff have been trained. All accidents, however minor, are recorded in some detail and parents are informed promptly if there are any concerns. All equipment is monitored and tested regularly. The pupils are looked after very well on the trips to and from the swimming pool and in the pool and changing areas. The school has a comprehensive policy for child protection. The procedures to be followed are discussed in detail with all staff,

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including lunchtime supervisors. The school offers a breakfast club and an after-school club and these are open to all pupils.

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Measures to promote good behaviour and personal development 52 The school has good policies and strategies in place for the effective management of the pupils. Expectations are generally clear and the staff have made great efforts to encourage good attitudes and behaviour. Much attention has been given to ensuring consistency throughout the school by employing the same strategies for rewarding, praising and applying sanctions. Behaviour had been difficult to manage and a strong approach was needed but it has been possible to relax the procedures as behaviour improved. Although the staff are aware that a small minority of pupils still have difficulty in maintaining high standards of behaviour at all times they make sure that any misbehaviour does not affect the learning of others. The national organisation ‘Seesaw’ has given support to all staff on bereavement. All staff have also undertaken family links training.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

53 The staff are very alert to any signs of oppressive behaviour and respond to any reports promptly. They are currently monitoring behaviour closely in response to some incidents of name calling. Staff are quick to consult parents to discuss any problems such as rudeness to staff. The headteacher meets the lunchtime supervisors at least monthly, and as issues arise, about managing pupils and particular problems. There is a good focus on pupil inclusion in staff meetings.

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Measures to promote good attendance 54 The very good levels of attendance in recent years reflect the emphasis placed in the school’s publications and meetings with parents on the importance of coming to school regularly. Great efforts are made to ensure that the pupils enjoy coming to school. The administrator and teachers are active in recording attendance and monitoring absences. Milton Church of England Primary School - 21 There is also close monitoring and control of any late arrivals although punctuality is not a problem in the school. The school discourages holidays during the term.

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Assessment - Improvements since the last inspection. 55 Since the last inspection, despite staff changes, the school has built well on the satisfactory arrangements then in place to develop wide ranging and effective systems of assessing pupils’ understanding and progress across all subjects. A common approach to assessment has been developed together with a rigorous timetable for the process and a consistent approach to recording its outcomes. Teachers conscientiously update good quality assessment records and good use is made of them in assessing pupils’ level of understanding and planning for the next stages of learning. This process extends from the Foundation Stage through Years 1 to 6 and addresses the key issue of the last report concerning planning for children under five. Assessment information is being well used to ensure parents and pupils are aware of how well they are doing and what they could do to

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improve. The school is extending the process of setting targets for improvement by raising pupils’ awareness of the expected outcomes of their learning and involving them more fully in checking progress towards this.

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Developing manageable procedures 56 The headteacher and staff have worked closely together to refine and develop a robust and rigorous range of assessment procedures that provide the school with a detailed picture of the strengths and weaknesses of individual pupils throughout the school. A strong framework and clear timetable ensure an ongoing process of wide ranging assessments in English, mathematics and science. This is well supplemented and enhanced by continuous informal assessments made through marking, discussions and observations that are recorded on lesson plans and pupils’ record sheets.

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57 Detailed baseline assessments made during the Foundation Stage are carefully recorded and used as the basis for future predictions and comparison of performance. Assessment data is carefully collated and presented in a form that allows the tracking and comparison, over time, of pupils’ progress and attainment in English, mathematics and science. The school has, in the past, collected examples of pupils’ work and could now consider how best to present these as an exemplar of the different attainment levels. This would also help to ensure teachers have consistent understanding and expectation of the different levels.

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Use of assessment information 58 Good use is being made of national test results and assessment analysis to identify areas for development and to identify and compare the performance of individual pupils both locally and nationally. Good examples of this are evident in the detailed analysis and commentary the school has prepared and shared with governors on cohort tracking and the 2002 test results. It has also enabled the identification and investigation of a dip in attainment in Year 4. Data is also checked to ensure that all groups of pupils, including boys and girls, are doing as well as expected and ensure that any differences in performance are purely a result of ability. Annual reports contain areas for improvement and clear information about how pupils are doing. Targets are being well used to involve pupils in the assessment process. Younger pupils have group targets for English and mathematics. Older pupils

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assess their own progress against specific lesson objectives in these subjects and indicate their level of understanding using a traffic light method of recording. They have also devised their own personal and social targets and are about to assess how close they are to achieving them. The school intends to develop and extend the use of targets further and has identified this together with further refinement of its assessment systems as initiatives within its current development plan.

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Assessment of pupils with special educational needs Milton Church of England Primary School - 22 59 Pupils with special educational needs are effectively identified through the regular assessments of all pupils’ progress and by informal discussions between staff. Careful checks are kept on their progress. In addition to the records kept for all pupils, evidence of the progress of pupils with special educational needs is kept in individual files and updated on a regular basis by all staff working with that particular pupil. Individual education plans are clearly written with appropriate targets highlighted. They are regularly reviewed. Although parents and pupils are involved in this process, they do not generally sign the plans or record their evaluations themselves. The pupil with a statement of special educational need had not been in school long enough to have had an annual review.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

60 Overall the school has a good partnership with parents. This has been developed well since the last inspection.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

Parents’ views of the school 61 In the questionnaires all parents felt that the school is well led and managed and they would be comfortable about approaching the staff. Most felt that teaching is good, their children like school and are expected to work hard and are making good progress, the school works closely with parents and there is a good range of extra curricular activities. There is a general feeling that the school has improved considerably in recent years. The evidence during the inspection supports all of these positive views.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

62 Almost a third of parents do not feel that behaviour is good although they agree that there has been substantial improvement. They do not feel that misbehaviour affects the learning of their own children. The inspectors agree with parents that a small minority of pupils do misbehave from time to time and this inevitably affects their own learning. The alertness of the staff and their skilful management of these situations helps to ensure that the other pupils in the class are able to continue with their work without undue interruption.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

The information provided by the school 63 The prospectus and governors’ annual report to parents are thorough and well presented documents. The school produces newsletters for parents every week. These are comprehensive and friendly and cover a wide range of events, information and activities. Curriculum information is given to parents for each class at the beginning of each term. Curriculum topic evenings are held at least once a year. Whenever possible the staff involve the pupils in these events. For example, they are able to demonstrate their work during the mathematics afternoon and the open morning.

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64 A few parents feel that they do not receive sufficient information on their children’s progress. There are three consultation evenings a year and staff are always happy to talk to parents about their children’s progress at other times. Targets are discussed with parents. The annual pupil reports cover all subjects and the comments reflect the strengths and weaknesses of each pupil’s achievement. The core subjects of English, mathematics and science are covered in good detail and include useful targets. The remaining subjects are also covered in satisfactory detail and there are good sections on relationships and attitudes. The pupils comment on their own strengths and the areas they feel need development. The standard test results (SATs) and teacher assessments are included in the Year 2 reports. The inspectors have concluded that the information about pupils’ progress is good and provides a clear picture of how well pupils are doing. The school will need to investigate the

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

Starting school Milton Church of England Primary School - 23 65 The school has effective procedures in place to help children to settle into school easily when they begin in their reception year. Staff try to establish a good relationship with parents and carers at this early stage so that the transition from home to school goes as smoothly as possible. This was evident in the warm exchanges between parents and staff at the start and end of the day.

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Partnership with parents of pupils with special educational needs 66 The school makes every attempt to involve the parents of pupils with special educational needs in their children’s learning. Some parents are very supportive of the school and help their children at home with learning tasks and activities set by the school. Most parents attend the consultation evenings and discussions about their children’s progress, but do not always sign individual education plans or evaluate them themselves. They should be encouraged to do so.

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Parents’ support 67 There is good support from the majority of parents, particularly for activities which affect their children directly. For example, there is a high attendance at consultation evenings. Further opportunities are arranged for teachers to talk to the small number of parents who are unable to attend these sessions. The school often organises a crèche for evening events to make it easier for parents to come to meetings. The majority of parents give good support for their children’s learning and assist them appropriately with their homework. The home- school agreement was developed with parental participation. All parents of new pupils sign the agreement each year. The school consults the parents on particular issues though its own questionnaires. It is investigating the possibilities of making more use of its web-site as a source of information. A few parents help in the school regularly in class activities. They

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are made very welcome and their help is much appreciated. The Friends of Milton School raise valuable funds and the school is looking at ways of involving more parents in the planning of events.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

An improving school 68 The headteacher, staff and governors have worked hard and effectively to improve the school since the last inspection two years ago. At that point the inspection brought the school out of special measures and found that it was providing a satisfactory education for its pupils. In the last two years, further good improvement has been made. Standards have risen, behaviour has improved, good teaching has been maintained and planning for a broad curriculum has been improved. All the key issues raised by the last inspection have been tackled. These were related to raising standards, improving behaviour, improving assessment in the Foundation Stage and improving the governors’ involvement in strategic planning. Some of these were large issues and there is still some way to go, with standards particularly still needing further improvement. Progress inevitably slowed a little this year with

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the changes in teaching staff. However the school is now in a good position to move forward further. The new staff have been inducted very well into the life of the school and the whole staff team is positive about the future.

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A clear vision 69 All members of the school community share a very clear vision for the school. This is encapsulated in their principal aim in the school prospectus, which is: ‘to provide the highest possible standard of education for all pupils in a caring, Christian and stimulating environment’. This principle underpins the work of the school, but key factors in the school’s improvement have been: Milton Church of England Primary School - 24 • the very good leadership of the headteacher; • the commitment of staff and governors.

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The leadership of the headteacher 70 The headteacher has provided a very good lead for the school since her appointment three years ago. She has successfully led the school out of special measures and has established a very firm foundation for further development. She has the full support of staff, governors and parents. She has worked effectively with staff and governors to provide a very clear agenda for improvement. She has used her very good interpersonal skills to bring together successfully a committed and hard working staff team. She leads by example, both in her teaching skills and in her commitment to the life of the school. At the moment, with the induction of a newly qualified teacher in the older pupils’ class and a new part-time teacher in the class for younger pupils, she is taking on more curriculum responsibilities than she did previously. She is also spending more time than previously in supporting these new

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colleagues. This together with her teaching commitment means that she is unavoidably carrying a heavy load, which is unsustainable in the long term.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

The contribution of the staff 71 There are a sufficient number of suitably qualified teachers and teaching assistants to meet the needs of the pupils. Skilful organisation of groups and good budgeting means that often pupils work in small groups, or receive individual help. Within the teaching staff there is a good balance between experienced and newly qualified staff, with a range of expertise. Job share arrangements in Oak class work well. In Poplar class there is good provision for different ages when the class is split for English, mathematics and science. The more experienced teacher in Oak class takes on responsibility for some subject areas and manages these well. A part-time teacher for pupils with special educational needs makes a very good contribution to the work in this area. Teaching assistants provide very good support for pupils and work very closely with class teachers. All other staff, including the

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school administrator, the caretaker and lunch time supervisors work hard in the best interest of the pupils.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

Leadership and management of work with pupils with special educational needs 72 The headteacher is the co-ordinator for the work with pupils with special educational needs and manages this area very well. The policy, which was drawn up in association with the special needs governor, is very clear and emphasises effectively the school’s commitment to inclusion. The school appropriately allocates part of its budget for extra staffing for these pupils, in order to supplement the amount provided by the local authority. Sensible staffing decisions have been made in order to provide additional support for pupils. The organisation of the special educational needs teacher and support assistants’ time is very effective in providing maximum support for individuals. Records are well maintained and links with outside agencies are used well. All statutory requirements are met.

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The contribution of the governors 73 Governors are committed to the school and make a good contribution to its work. They fulfil their responsibilities through effective involvement at full governor meetings, work on sub-committees and by visits to the school. Within the governing body a wide range of skills and experience are represented, with many governors making significant use of these to benefit the school. The chair of governors visits the school weekly, for example, and has a good overview of the day-to-day organisation. She provides good support for the headteacher. The vicar provides very good practical help by driving the school minibus in the mornings. While governors are fully supportive of the headteacher, they present a suitable level of challenge through sensible questioning. There is room to develop the work of governors by setting a more stringent timetable for committee meetings and governors’

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monitoring visits. The information provided by the governors, such as the annual report to Milton Church of England Primary School - 25 parents is very clear and of high quality. All statutory requirements in relation to the work of governors are met.

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An inclusive school 74 The school has recently conducted a detailed audit to ensure it provides the inclusive approach envisaged in its aims and to which headteacher, staff and governors are fully committed. This very strong commitment to ensuring equality of opportunity for all pupils is very evident in the school’s work, detailed documentation and the care it takes of them. Monitoring is very well used to identify all its different groups and ensure that all, including boys, girls, pupils from different ethnic, social and economic backgrounds and those with English as a second language enjoy the same equality of opportunity and access to its life and work.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

Monitoring how well the school is doing 75 The school has good procedures in place to check how well it is doing. Pupils’ progress is carefully analysed and the information gained is used well to plan the next step in learning. Teaching is monitored effectively. Systems are generally informal, but have worked well and new staff this year, for example, feel that they have been well supported and given good guidance on what they need to do to improve. Progress towards priorities on the school development plan are discussed in governors’ meetings and different governors have responsibility for visiting the school to monitor how well new initiatives are being implemented. Consequently all have a clear view of how well the school is moving forward.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

Planning for the future 76 The school has a very clear plan in place to improve the school over the next few years. It was compiled by the headteacher in discussion with staff, pupils, parents and governors. The priorities for improvement are firmly based on raising standards and improving the provision for the pupils. Within the broad objectives there is a sufficient amount of detail to ensure that the issues will be effectively tacked. There is very good attention to details about staff responsible, monitoring arrangements, success criteria and budget implications. All of the issues for improvement noted by the inspection had already been identified by the school.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

Financial planning 77 Financial planning is very good. The annual budget links expenditure closely to the school’s priorities which are outlined in the development plan. The school has been able to ensure that the pupils are taught in small classes and that funds are allocated to support initiatives to raise standards. The current three-year financial forecast shows a progressive increase in pupil numbers to a regular seven or eight a year group. There will be a reduction of the current relatively high reserve to a level closer to 5 per cent of expenditure by the end of the financial year 2003/2004. During this period it will be possible to maintain the provision, including staffing, at the current levels and at the end of the final year of the plan the expenditure will match income well.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

78 Some of the central facilities are shared with the local community. There is some disagreement with the community committee on the costs of maintaining and running their use of these facilities with the school surveyor estimating under-funding by up to £2000 per annum. The school is looking at alternative estimates of true costs by referring to typical school letting rates.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

Principles of best value 79 In its planning and expenditure decisions the school is making very good use of the principles of best value. Staff and resources are deployed well. Much effort goes into analysing patterns of expenditure, although comparisons with other schools are not always Milton Church of England Primary School - 26 helpful because of the dual use of the premises with the community. The school ensures competitive tendering through its effective maintenance contracts. It looks at its service contracts annually and has, for example, replaced the grounds maintenance contract with a more cost-effective alternative. The school makes very good use of donations from a number of local organisations to supplement general expenditure and specific projects. A minibus has been donated by a local charity, running costs are covered by the local authority. This provides school bus arrangements in the morning and evenings, which increases the

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HOW WELL IS THE SCHOOL LED AND MANAGED?

school’s appeal to the part of the village, which is separated by a busy main road. It also reduces the costs of trips considerably, including visits to the swimming pool in Wantage. Other charities have offered money towards a new reception classroom and have purchased books. Another provides income for lunch-time supervision and yet another makes open ended donations of £500-1000 a year. The Friends’ Association raises about £600 a year for general expenditure.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

Financial control and efficiency 80 The headteacher and administrator manage the main accounts and the school fund very well. The accounts have not been audited for some considerable time, but the most recent report confirmed the good procedures in place. Suggestions for additional procedures have been implemented. The administrator prepares monthly summaries of expenditure and attends finance committee meetings. The governing body regularly monitors the school’s spending and participates fully in financial planning. Administrative arrangements are very good. There is an ethos of ’working smarter not harder’ and a good example of this is the provision of administrative support for teachers after school hours.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

Value for money 81 In light of pupils’ attainment on entry and the good standards of teaching and learning and the good personal development of the pupils the inspectors have concluded that the school is giving good value for money.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

Accommodation 82 The building is ten years old and includes three classrooms, a library and computer suite and office area. There is also a shared community hall and community room, which houses the ‘Red Dragon’ playgroup and before and after school care. The accommodation is attractive and the area used only by the school is well maintained. The shared community area, especially the hall, is in need of redecoration. Children in the Foundation Stage share a classroom with pupils in Years 1 and 2. This is a very attractive room, but not large enough to enable the teacher to provide opportunities for all areas of learning. There is not room to have a role play area, for example, or to have a painting easel permanently available. Staff make good use of other areas in the school, using the ‘Red Dragon’ room for role play for example, but this is not ideal. There is an outside area opening straight from the classroom,

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HOW WELL IS THE SCHOOL LED AND MANAGED?

but this is not enclosed. The school is investigating the possibility of extending the classroom and providing a more secure outside area. The two classrooms for older pupils are large enough for the number currently on roll. The classrooms are dark and the school is investigating ways of improving this by installing light tubes. Outside there is a playground, small field and wild life area. The school has access to a recreation field adjoining the school site.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

Resources 83 Overall the school is well resourced, with a very good level of computers for the number of pupils. The level of book resourcing is also high. Milton Church of England Primary School - 27

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

84 In order to build on the good improvement since the last inspection the headteacher, staff and governors need to:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Raise standards further in English, mathematics and science by implementing the action noted on the existing school development plan and highlighting particularly: - use of individual pupils’ targets and pupils’ involvement in assessment - further use of ICT to support learning in mathematics and science; - further focus on problem solving and the use and application of mathematics across the curriculum; - ensuring each pupil is challenged according to their ability, especially the higher attaining pupils. (Reference paragraphs: 4, 6, 7, 25, 34, 35, 92, 97, 100, 105, 112, 115 and 118)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The existing school development plan lists the following additional action points: - target pupils for additional support; - maximise use of assessment in planning work; - provide clear learning objectives for writing for a range of purposes across the curriculum; - use whole school targets in mathematics to focus on teaching in weaker aspects; - develop pupils’ use of investigative and experimental work in science; - improve assessment procedures in science.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) Further improve the behaviour of a minority of pupils by implementing the action noted on the existing school development plan, especially noting the need to maintain a consistent approach. (Reference paragraphs: 9, 13, 15, 21, 106 and 107)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The current school development plan lists the following action: - raise pupils’ self esteem; - raise pupils’ own expectations of their behaviour; - develop pupils’ sense of responsibility; - work in partnership with parents; - support pupils with identified needs in this area; - ensure teaching strategies match the needs of pupils; - ensure that the environment is conducive to learning.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(3) Improve the accommodation for the Foundation Stage by implementing the action noted on the existing school development plan. This involved seeking further financial support. (Reference paragraphs: 82, 85, 90 and 91) Milton Church of England Primary School - 28

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 29

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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. Care should be taken when interpreting these percentages as each lesson represents more than five percentage points.

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 52

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 13

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Information about the school’s pupils

Number of pupils with statements of special educational needs 1

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 13

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 2

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 4

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 3

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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. Milton Church of England Primary School - 29

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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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Exclusions in the last school year

White – any other White background 2 0 0

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Exclusions in the last school year

Mixed – any other mixed background 0 0 0

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Exclusions in the last school year

Asian or Asian British - Pakistani 0 0 0

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Exclusions in the last school year

Asian or Asian British – Bangladeshi 0 0 0

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Exclusions in the last school year

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

p.29

Exclusions in the last school year

Black or Black British – Caribbean 0 0 0

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Exclusions in the last school year

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

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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. Milton Church of England Primary School - 30

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 3.2 Financial year 2001 - 2002

p.30

Teachers and classes Financial information

Number of pupils per qualified teacher 16

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 186746

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Teachers and classes Financial information

Total number of education support staff 3 Total expenditure 172563

p.30

Teachers and classes Financial information

Total aggregate hours worked per week 54 Expenditure per pupil 4209

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Teachers and classes Financial information

FTE means full-time equivalent. Balance brought forward from previous year 34836

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Teachers and classes Financial information

Balance carried forward to next year 49019

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Recruitment of teachers

Number of teachers who left the school during the last two years 1.5

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Recruitment of teachers

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

p.30

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) 0

p.30

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. Milton Church of England Primary School - 31

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Results of the survey of parents and carers

Percentage of responses in each category

p.31

Results of the survey of parents and carers

Strongly agree Tend to agree Tend to disagree Strongly disagree Don’t know

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Results of the survey of parents and carers

My child is making good progress in school. 36 50 9 0 5

p.31

Results of the survey of parents and carers

Behaviour in the school is good. 27 41 23 9 0

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Results of the survey of parents and carers

My child gets the right amount of work to do at home. 45 36 14 0 5

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Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 59 23 18 0 0

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Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 55 45 0 0 0

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Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 45 41 14 0 0

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Results of the survey of parents and carers

The school works closely with parents. 45 41 14 0 0

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Results of the survey of parents and carers

The school is well led and managed. 41 59 0 0 0

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Results of the survey of parents and carers

The school is helping my child become mature and responsible. 41 41 9 5 5

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Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 45 41 14 0 0

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Results of the survey of parents and carers

Percentages are rounded up or down to the nearest whole number and may therefore not total exactly 100. Milton Church of England Primary School - 32

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AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

85 Children begin school in the term after the fifth birthday. At the time of the inspection two children had been in school since September and five had started in January. The seven children in the Foundation Stage work in Oak class with pupils in Years 1 and 2. For most sessions they join the class for the introduction to sessions and then work as a small group with support from the teacher or teaching assistant. Children, including those with special educational needs, achieved well in the sessions seen in all areas of learning. However, the size of the classroom and the lack of an enclosed outside space makes it more difficult for staff to provide on-going opportunities for children to learn through play in creative and physical areas of learning particularly. Staff make use of the community room, when it is available, so that the children are not disadvantaged, but this is not ideal. Most children are

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AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

on line to reach the early learning goals in all areas of learning.

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Personal, social and emotional development

86 Teaching is good in this area and consequently children have settled down well in their new environment. All staff have formed good relationships with the children and this has helped them to feel safe and secure. Most children have had some experience of pre-school education and some were already familiar with the school and staff because they had attended the ‘Red Dragon’ pre-school group. One of the staff from ‘Red Dragon’ works as a teaching assistant for some sessions and this provides additional security for some children. Staff have established good routines and again this provides security for the children. There are clear expectations set for good behaviour and already children are familiar with ‘lining up’ for times like assembly and tidying up at the end of sessions. They clearly understand the difference between right and wrong. There are good opportunities for children to work in a

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Personal, social and emotional development

group and they understand what it means to take turns and wait for others to finish speaking before they begin. Children have made new friends and relationships are generally good. In one session, for example, children played very happily together in the outside area on an imaginative game related to a fairy story.

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Communication, language and literacy

87 Children achieve well in this area, again because of good teaching. There is a strong emphasis on helping children to develop their speaking and listening skills and this is particularly evident in the small group discussions between staff and children. They benefit from working with older pupils and in one session seen joined the class in looking at the story of ‘Handa’s Surprise’. They clearly understood the sequence of the story and towards the end of the session used finger puppets to act out what had happened. This emphasis on story is laying a firm foundation for the development of children’s literacy skills, both in terms of sequencing stories and using imaginative language. In one session, for example, when children were enacting a fairy story, it was quite clear that they understood fairy story conventions. One child successfully adopted the language of the fairy story, claiming to be

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Communication, language and literacy

her hero’s ‘true love’. Positive attitudes to reading are established well by the encouragement to take home books to share with parents and carers. Phonic skills are taught well and children recognise letters by their sounds and some are beginning to read simple texts. Staff have made some very good resources to help children develop their skills, such as the ‘letter’ sacks with objects gathered together with the initial sound of the word on the bag. They are learning to write. All write their names accurately. One or two are beginning to write independently and all trace or copy an adult’s writing. Good attention is paid to helping children to develop their handwriting skills. They make patterns, for example, to help them to develop a left to right flow and even sized letters. Milton Church of England Primary School - 33

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Mathematical development

88 Children achieve well in this area of learning because of a clear focus on developing mathematical skills. Work is carefully planned and prepared and again children work alongside the older pupils on related tasks. All children work with numbers up to five and most are confident with numbers up to ten. Higher attaining children are beginning to record the addition of single digit numbers. In the session seen children worked with a teaching assistant to recognise and name squares, triangles and circles and to sort two-dimensional shapes. By the end of the session all children were able to do this. The reasons for their good achievements were the sensitive and encouraging support of the assistant and the good opportunities for them to work with practical equipment to consolidate their understanding. Staff take every opportunity to develop children’s mathematical understanding in other subjects. In one literacy session, for example, the teacher was

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Mathematical development

working with the children on the names of tropical fruit and encouraged them to order the fruit by size.

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Knowledge and understanding of the world

89 Children make good progress in this area of learning because of the rich opportunities to learn about a range of topics. Children were learning about the past during the inspection. They enjoyed the discussion and video about schools in the last century and then spent some time working with a teaching assistant to talk about ‘treasure baskets’ that had a collection of kitchen utensils and some old books and photographs. In another session they worked with the older pupils on a practical activity with large wheeled toys to see the effects of pushing and pulling. They are developing their ICT skills well and in one session worked with a teaching assistant to reinforce their work on shapes. They showed good control of the mouse to click and drag coloured blocks. They were thoroughly involved in their learning task and showed good levels of concentration.

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Physical development

90 Most opportunities for pupils to develop their physical skills occur within the context of class lessons with the Year 1 and 2 pupils. Children achieve well at these times and in the session seen worked with an assistant to balance a ball and quoit on different parts of their body. They used the space in the hall well and improved their skills during the lesson. There is an area outside the classroom that children use for some play activities. During the time of the inspection children did not play with balls or ropes. No balancing equipment was available. This area is not enclosed and so the demarcation of the space is not clear and direct adult supervision is necessary to ensure that children stay within the school grounds. Children are developing good control of small tools and equipment. They manage pencils well and work effectively with small printing blocks.

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Creative development

91 Children achieve well in this area of learning, but staff have to juggle the use of space very carefully to ensure that this is possible. The biggest obstacle to straightforward planning for development in this area is the lack of space within the classroom. Consequently there is not enough room for a designated role-play area. To combat this staff arrange for children to engage in role-play activities in the outside area, by providing suitable props. Children had equipment to ‘go fishing’ during the inspection. They enjoyed this for a while in one session and then adapted the props to make up their own fairy tale, which involved casting spells. Sometimes staff arrange for children to use the ‘Red Dragon’ room and equipment. There is not room to have a painting easel available for the children and during the inspection no art activities were seen. Children enjoyed the opportunities provided for them to sing and joined

p.33

Creative development

a ‘Red Dragon’ session to sing number and action songs. Milton Church of England Primary School - 34 Strengths: • interesting work based on practical and play activities; • good planning and preparation; • good support from teaching assistants.

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Creative development

Areas for development: • the size of the classroom; • the enclosure of the outside area.

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ENGLISH

92 Standards are rising because of the school’s determined efforts to improve provision. They are higher at the end of Year 2 than at the end of Year 6, because older pupils have further to catch up. In last year’s national tests, standards were below average at the end of Year 2 and well below average at the end of Year 6. The inspection found that throughout the school most pupils are making steady progress, with many doing better than this in all areas of English. This year at the end of Years 2 and 6 most pupils are working at the levels expected for their age. A few with special educational needs are behind their peers. There are no pupils consistently working at higher levels. Pupils working a little above average are making steady progress, but there is room to challenge them even further.

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ENGLISH

93 Most of the pupils identified with special educational needs have difficulties with English. Their particular learning needs are carefully analysed and they are given very good support, both within class and when they are withdrawn for extra help. This ensures that they achieve well within their capabilities. Similarly higher attaining pupils are carefully identified and one pupil, for example, is working in the year above his chronological age, in order to challenge him more effectively. There is no significant difference between the attainment of boys and girls, with imbalances in several year groups making comparisons tenuous. The two pupils learning English as an additional language speak English fluently and no longer need additional help.

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ENGLISH

94 There are several reasons for the continuing improvement in standards. These include: • a clear agenda for raising standards; • very good planning to meet the needs of all pupils; • very good support for pupils with special educational needs; • small teaching groups in Years 3 to 6 because of input from the headteacher; • interesting work, related well to high quality texts.

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ENGLISH

95 Pupils are developing their speaking and listening skills well. This is because staff provide good opportunities for them to communicate verbally and highlight these opportunities in their planning. The discussion at the start of many sessions is used well to enable pupils to express their ideas at length. Generally pupils listen well to their teachers and other pupils, but occasionally their enthusiasm to respond results in them shouting out and not listening to others. There are also opportunities for pupils to work together to discuss work and at these times they listen to each other well. Most pupils are confident speakers and, as they move through the school, are developing an appropriate use of Standard English. Pupils also have opportunities to speak to a wider audience, in the school productions, for example. Every day one pupil reads the prayer in assembly and manages this well. At the moment there is no

p.34

ENGLISH

formal planning for the development of speaking and listening skills in different year groups across the subjects. Pupils engage in drama activities in a range of subjects. In one RE session, for example, pupils enacted a scene to represent a temptation. In conversation with staff it is evident that drama is used well, but again there is no formal structure to develop further opportunities in all subjects. Milton Church of England Primary School - 35 96 Most pupils are positive about reading and speak with enthusiasm about books that they have enjoyed and authors whose work they like. Younger pupils, for example, discussed their affection for ‘Winnie the Pooh’ and older pupils mentioned Jacqueline Wilson and Roald Dahl as favourite authors. This enjoyment of books is promoted well by the school and provides a firm foundation for pupils to develop their reading skills. The library is well organised and provides a generous number of books for the size of the school. Fiction books

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ENGLISH

are largely stored in classrooms and again there are a good number. Pupils are generally very satisfied with the selection available. There is more scope for displaying books to encourage pupils to widen their reading choice and to teach them about a range of authors and genres. The school has organised a regular visit from the mobile library van and this also provides a stimulus for pupils’ enjoyment of reading. The annual book weeks also contribute well to work in this area. Staff use a range of opportunities to help pupils to develop their reading skills. Guided reading sessions are timetabled outside the literacy hour and there is also a weekly ‘buddy book’ share, where younger and older pupils read books together. Within the literacy hour there is good attention to the development of phonic skills. It is evident that pupils are using these well to help them to read new words. Younger pupils,

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ENGLISH

for example, use the initial letter of words to help them to work out unfamiliar words. Slightly older pupils explain how they ‘break words’ up and ‘sound them out’ in order to work out what they are. Homework is used well to help pupils to consolidate their reading skills and all pupils are expected to read at home each night. Those who are well supported by parents and carers move forward more quickly. Pupils have a reading diary in which staff and parents or carers can comment on their child’s progress. This provides a useful link between home and school. There is scope for adapting this for older pupils to form a reading journal for them to record their own responses to what they have read.

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ENGLISH

97 Staff have worked very hard to raise standards in writing and these are improving. There is a good programme now in place and this forms a good basis for further improvement. It includes: • opportunities for purposeful writing tasks for a range of purposes; • opportunities taken to develop pupils’ writing skills in other subjects; • work often based on good quality texts, so pupils appreciate what good writing is; • good attention to developing handwriting, spelling, punctuation and grammatical skills. In Oak class, for example, pupils have undertaken some interesting tasks based on stories such as ‘ The Lighthouse Keeper’s Lunch’ and ‘Elmer’. In the session seen they looked at ‘Handa’s Surprise’ to look at reasons for incidents in the story and to look at story plots. Pupils worked hard in the lesson and the group of Year 2 pupils, who were working independently, wrote clear responses to a list of questions. Their spelling was phonetically

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ENGLISH

correct, ‘baskit’ for ‘basket’ for example and their handwriting was well formed, with one or two pupils beginning to join letters. Older pupils have tackled a good range of writing. Pupils in Years 3 and 4, for example, used an Australian poem about ‘The Ant Workers’ as a basis for their own writing. Most successfully modelled their work on the original poem. One wrote, for example, ‘The shelled crabs. They scuttle, ever scuttle.’ Pupils in Years 5 and 6 are engaged in a purposeful task which involves compiling a bird book for Oak class. Homework has been used well in this context and pupils show great enthusiasm for the project, producing extended pieces of writing. There is good attention to redrafting in Years 5 and 6 and this helps pupils to work as writers and improve their work.

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ENGLISH

98 The quality of teaching in the lessons seen was either satisfactory or good and is good overall. In this subject particular strengths are: • the very detailed planning, including the skilful way in which the literacy strategy is adapted for different year groups and the emphasis on interesting and relevant learning tasks; • the use of group and individual targets for improvement; Milton Church of England Primary School - 36 • good liaison between the teachers taking each class; • good organisation of books and materials. In Oak class, for example, pupils’ books are colour coded to make it easy to pick out different year groups. • the contribution of the teaching assistants; • the very good support for pupils who struggle with reading and writing. Within the context of this good teaching an area for development is the management of class discussion in order to ensure that pupils do not call out in their enthusiasm to respond.

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ENGLISH

99 This subject is very effectively led and managed by the headteacher. She has a very clear view of both provision and standards and there is a clear agenda for further improvement.

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ENGLISH

Strengths: • the improving standards throughout the school; • good teaching in both key stages; • thorough planning and preparation of lessons to take account of abilities and ages of all pupils; • an interesting and relevant curriculum; • a clear agenda for improvement.

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ENGLISH

Areas for development: • further improvement in standards throughout the school; • a planning framework for the development of speaking and listening skills and drama.

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MATHEMATICS

100 In the 2002 tests, standards in Year 2 were above average and those in Year 6 average. In all year groups pupils are currently making at least sound progress in their mathematical work and many do better than this. Overall they are achieving better than they were at the time of the last inspection and the school is effectively supporting and challenging all its pupils. Leadership and management of the subject, the headteacher’s direct involvement in teaching, various development initiatives and the committed staff’s hard work are raising standards. In both Years 2 and 6 most pupils are now achieving the levels expected for their age although few are doing better than this. Whilst this is partly due to the make up of these year groups there is scope for the school to challenge further the one or two higher attaining pupils in them. The division of Years 3 to 6 into two teaching groups, grouped by age and

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MATHEMATICS

ability and the very good levels of additional support provided by knowledgeable teaching assistants are all part of this good provision.

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MATHEMATICS

101 Pupils with special educational needs make similar progress to their classmates because of the very good support they receive from their teachers and the teaching assistants. One higher attaining pupil works alongside older pupils. Any variations in performance between boys and girls occur because of changes in the composition of year groups. Teachers are careful to ensure that all pupils receive the support they need and this has, for example, enabled the quick assimilation of a pupil who was admitted with only a very limited command of English and is now a fluent English speaker.

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MATHEMATICS

102 Teachers have paid good attention to developing pupils’ mental and oral skills so pupils are quick and accurate in their number work. By Year 2 pupils are developing knowledge of place value and number sequences, ordering numbers to a 100, counting on and back and recognising odd and even numbers. They double and halve numbers, count in 2’s, 3’s, 4’s and 5’s, add and subtract numbers to 20 and use these skills to solve problems including Milton Church of England Primary School - 37 money. They compare and measure the length of objects, are beginning to tell the time and know the names of common 2D and 3D shapes. Practical activities and supported work in small ability groups reinforce these concepts well. As pupils note and record the properties of 2D shapes several begin to recognise a correlation between sides and angles and a few are able to draw the distinction between a circle and an oval.

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MATHEMATICS

103 In Years 3 to 6 pupils continue to develop their skills in using number operations, their knowledge and understanding of shape, space and measure and their ability to handle data. By Year 6 pupils have increased the speed at which they make calculations in their heads and the range of strategies that they use include written techniques to add, subtract, multiply and divide numbers up to 1000. Most go beyond this and begin to work with decimals and fractions. Many have good recall of their tables to 10x and use this with strategies such as rounding and partitioning to speed up their calculations. They make good use of these skills to calculate the areas and perimeters of regular shapes and solve problems involving length, time, distance and weight. Pupils know the names and identify the properties of two and three-dimensional shapes, measure angles and collect and represent data on block graphs.

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MATHEMATICS

104 Throughout the school there is a strong emphasis on developing pupils’ numeracy skills and an increasing emphasis on the use of these to solve problems and employ them in practical situations. A very good example of this is the visits made by pupils to the local Co- op or the calculation of the playground area by older pupils to assist in planning its development. In other subjects mathematical skills are also reinforced and the school is looking to ensure that this is more consistently planned and developed to maximise the benefits. For example, younger pupils measure card when making their moving pictures in design technology and older ones take readings and record details of energy consumption on a spreadsheet for science.

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MATHEMATICS

105 Information technology is being used to support learning in the subject. It is well used to practise and develop numeracy skills using a commercial program, to provide practical demonstrations in lessons through the use of the new interactive whiteboard and to create opportunities for practical extension of mathematical understanding. Pupils draw shapes by listing measurements and angles and recognise the limitations of this method when creating a circle. The school recognises that it could make still further use of ICT in the subject and is currently looking at ways to do this.

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MATHEMATICS

106 Pupils are generally enthusiastic about their work, eager to answer questions and keen to undertake tasks whether individually or in groups. Most listen carefully to their teachers and take care in the presentation of their work. A few boys, most notably in year 2, do not show the same level of maturity and occasionally become inattentive. If this occurs their teachers and the teaching assistants quickly and suitably intervene to distract or correct their unsuitable behaviour. As a result the learning of others is not affected although these pupils do not always achieve as well as they might.

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MATHEMATICS

107 Overall teaching in both classes is good. Teachers introduce sessions by demonstrating different strategies that build on previous work and make good use of a brisk pace to interest pupils and develop their speed of computation. In Years 5 and 6 pupils quickly identified how the formula for finding the area of a rectangle could be expressed as length (l) x (w) width and that to find the perimeter you needed to use 2(l+w). These activities offer opportunities for exploring the validity of different methods for arriving at answers. They also illustrate that whilst all are valid, some are more efficient but they are not always exploited.

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MATHEMATICS

108 Lessons are carefully planned to the format of the National Numeracy Strategy and teachers do well to ensure that tasks are suitably chosen or adapted to the needs of all ages Milton Church of England Primary School - 38 and abilities in their group or class. Teaching assistants are well briefed and support age or ability groups well in specific tasks as was seen in the work on shape in Years 1 and 2 and on doubling in Years 3 and 4. Teachers are careful to match their questioning to the different age and ability groups and to ensure that tasks are suitably chosen to reflect the needs of each year group with separate tasks even, as was seen in the younger class, during the oral starter session.

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MATHEMATICS

109 Teaching is most successful when: • the purpose of the lesson is shared with pupils at the outset and revisited at the end; • when pupils are directly involved in assessing their own learning • questioning is well used to check pupils’ understanding and challenge their thinking • teachers ensure that all pupils understand what is expected, how to successfully complete the task and how long they have.

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MATHEMATICS

110 Good information about pupils’ progress is collected through a regular pattern of ongoing testing and assessment tasks that is effectively supported by the informal assessments that teachers make through questioning, discussion and marking of work. These informal assessments are well used to identify levels of understanding and to help plan for the next stages of learning. Assessment is being well used to set targets for improvement, track pupils progress and raise standards further. The formation of ‘Springboard’ and ‘Booster’ groups is a good example of how assessment data is being used to raise standards by targeting specific pupils. It has also identified the need to ensure pupils do not confuse x and -:- when working on mental or written problems and to increase opportunities for problem solving.

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MATHEMATICS

111 Co-ordination of the subject is good and much effort has been expended on analysing test results and assessment data to identify areas for improvement and inform the well- constructed subject action plan. Pupils’ work, homework books and teachers’ planning have been viewed, discussions held with colleagues and lessons observed as part of the monitoring process. Within the maths partnership the co-ordinator is currently looking at the changeover of pupils from Year 6 to Year 7. In classes there is a well-developed range of resources, including mathematical games, to support practical activities, all well maintained and supplemented by a central store of larger items together with a commercial scheme of work to support learning.

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MATHEMATICS

Strengths • the improving standards in both key stages; • good teaching in both key stages; • thorough planning and preparation of lessons to take account of abilities and ages of all pupils; • use made of the oral/mental starter and the end sessions; • assessment procedures; • a clear agenda for improvement .

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MATHEMATICS

Areas for development • further improvement in standards in both key stages; • further use of ICT to support learning in the subject; • further focus on problem solving and the use and application of mathematics; • individual pupils’ targets and pupils’ involvement in assessment.

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SCIENCE

Milton Church of England Primary School - 39 112 In recent years most pupils in Years 2 and 6 have reached the expected level in teacher assessments and national tests. Last year although all reached the expected Level 2 in Year 2 none reached the higher level 3, and neither of the two pupils in Year 6 reached level 5. This is because when pupils enter school there are few doing better than expected. It does not mean that higher attaining pupils are not sufficiently challenged. The previous inspection found standards in line with expectations and this has been maintained. Throughout the school pupils are making at least satisfactory progress and in many instances better from an initially low level. Pupils with special educational needs are well supported by their teachers and the teaching assistants and make similar progress to their classmates. Boys and girls and those pupils for whom English is an additional language achieve equally well.

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SCIENCE

113 The school has been working hard to raise standards and has implemented well thought out initiatives to support this. It has focused on using practical activities to raise standards by improving pupils’ observational, investigative and enquiry skills and increasing their scientific understanding. Practical tasks are well used by teachers to capture pupils’ interest, fire their enthusiasm and focus their thinking.

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SCIENCE

114 Pupils in Year 2 have learnt why a healthy diet and exercise are important, investigated touch and smell, looked at the properties of different materials and know from observation that heat changes bread to toast. They eagerly investigated, in pairs, whether large wheeled toys moved by pushes or pulls. In response to their teacher’s questioning they identified how the push on the pedal or the pull on the string were responsible for movement and applied this well by recording into which category everyday actions fell. In Years 1 and 2 limited literacy skills often hamper the process of recording but are overcome, as in this instance, by the use of worksheets giving visual clues. However, pupils’ understanding is often limited and this can lead to an incorrect response. For example when their teacher asked what caused a ball to fall many suggested that ‘it was being pushed by the air’.

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SCIENCE

115 As pupils move up the school their teachers encourage them to suggest likely outcomes before testing whether they hold true. This develops a suitably scientific approach to learning. Pupils in Years 3 and 4 predicted and recorded on a plan of the school where they expected the quietest and loudest areas to be. They then visited them to test their ideas. Teachers are placing an increasing emphasis on pupils designing and conducting their own experiments and investigations. However, this process exposes weaknesses in prior scientific understanding and knowledge. This is particularly evident amongst older pupils. Pupils in Years 5 and 6 investigating whether sound travels through gases, liquids and solids, suggested that it would pass through water because it is possible to hear sounds in the swimming pool. Only a few pupils incorporated the idea of a ‘fair’ test when designing their own investigations.

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SCIENCE

116 Pupils are encouraged to record their observations and results in increasing detail and with greater sophistication of measurement. Year 4 pupils’ work on display shows how they had used Newton meters to measure the force of friction created by different materials and older pupils use sensors to take and record light, temperature and sound readings. Their findings are recorded carefully on graphs and tables and good use is made of ICT to support this process and find out information about topics being studied. Good links are made to other subjects and provide a practical focus that pupils can identify, as for example, current investigation of ways of saving energy in school and possible solutions to the low light levels. Year 6 pupils described in animated detail their visit to the science fair and explained with pride how they grew crystals to win a national competition. Activities such as this are well

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SCIENCE

used to make learning fun and help pupils recognise the practical applications of science.

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SCIENCE

117 Pupils enjoy their science lessons. They listen carefully to their teachers, respond well to questions and offer suitably thought out answers. They work well with others in pairs or Milton Church of England Primary School - 40 groups and use equipment carefully and safely for its intended purpose. In all classes examples of immature behaviour or inattention by a few pupils is quickly corrected and the consequent need for teachers to repeat instructions or rephrase questions does not affect the learning of others.

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SCIENCE

118 In both key stages the teaching is good and this is reflected in the progress pupils are making in their learning. Teachers make clear links to previous work and thoroughly plan and prepare their lessons to provide good opportunities for practical reinforcement. Where subject knowledge is stronger good questioning focuses pupils’ thinking and clarifies their understanding as was seen in the Year 5/ 6 lesson on the transmission of sound. At present practical activities are largely used to develop enquiry skills. However, greater use could be made of these to maximise and refine understanding and extend subject knowledge. Pupils are well supported by the matching of work to age and ability and older pupils by the division of their class into two groups. Time at the end of sessions is well used to check and confirm pupils’ understanding and revisit the planned purpose of the learning.

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SCIENCE

119 The subject is co-ordinated by the headteacher. Regular assessments at the end of a block of work together with ongoing assessment of pupils’ understanding through teachers’ questioning and the marking of work are used well to track pupils’ progress and plan for the next stages of learning. Subject planning has been effectively developed from local authority advice and recent national guidance. A two-year cycle of topics in Years 1 and 2 and a four- year one in Years 3 to 6 ensures coverage of all topics and prevents repetition. A good range of resources in the well-maintained topic boxes support practical activities effectively. The extensive school grounds are used well for practical activities such as bulb planting and the creation of the wild flower garden. Visits to venues such as Little Wittenham Nature Reserve and Curioxity, involvement in Science Days, energy conservation and the crystal competition

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SCIENCE

are used imaginatively to extend provision.

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SCIENCE

Strengths: • emphasis on practical activities; • pupils’ enthusiasm; • resources; • well planned and thoroughly prepared lessons; • assessment procedures; • a clear agenda for improvement .

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SCIENCE

Areas for development: • standards in the subject; • use of individual targets in the subject: • further development of the use of ICT to support learning in the subject.

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ART AND DESIGN

120 No lessons were timetabled during the inspection but based on the pupils’ work available for analysis, standards are broadly average at the end of Years 2 and 6. Art and design were not inspected at the time of the last inspection and so no judgements can be made about improvement.

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ART AND DESIGN

121 Younger pupils have completed some lively and striking paintings based on the work of Kandinsky. These show a good use of colour and some bold brushwork. They have also undertaken some observational drawing this year of flowers in a vase and had some experience with the use of oil pastels. Older pupils have used the local church as a stimulus and worked on photographs of church windows to sketch arches. Some demonstrate a Milton Church of England Primary School - 41 good use of shading. They have also looked at patterns in houses to design repeating patterns with paper. There is no evidence of any work related to famous artists. In discussion with inspectors pupils spoke enthusiastically about their work. In pupils’ current work there is evidence of drawing, painting and paper collage, but limited evidence of three- dimensional work, fabric work or printing. This is directly related to the planning for the

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ART AND DESIGN

current year. A portfolio of work from previous years includes good examples of a range of techniques, including printing, painting, collage and drawing.

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ART AND DESIGN

122 Leadership and management in the area are sound, with other subjects currently having priority. Planning is based on national and local authority guidance. Currently it is sound with more scope for outlining the progression of skills in the use of different media. Resources are satisfactory overall, with limited space to store them so that they are easily accessible to pupils. There is an art club for pupils in the summer term. Good use is made of the local area as a stimulus for art work. More opportunities could be explored to visit local galleries, in Oxford, for example, or to involve local artists in the work of the school. Occasionally the school is involved in local projects and a very attractive silk hanging in the entrance hall was designed and made by the pupils in association with the church for the Golden Jubilee.

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ART AND DESIGN

Areas for development: • planning for the development of skills; • learning from and about artists.

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DESIGN AND TECHNOLOGY

123 Although no lessons were timetabled during the inspection teachers’ planning, examples of pupils’ work and discussions with teachers and pupils shows that standards in Years 2 and 6 are broadly average. The last inspection did not include judgements on the subject. However, since then the school has continued to draw well on national guidance as the basis for planning. By operating a two-year cycle in Years 1 and 2 and a four year one in Years 3 to 6 it ensures that all pupils, including those with special educational needs, experience working with a full range of materials and methods on a variety of tasks including food technology.

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DESIGN AND TECHNOLOGY

124 Teachers introduce pupils to techniques for making products, encourage them to think about how they will operate and use them in finished articles. Pupils in Years 1 and 2 have investigated mechanisms and used a range of levers, slides, hinges and joints to create card figures with moveable limbs, pop up cards and pictures with sliding images that are displayed in their classroom. Their making skills are developing and they had carefully assembled the elements of their cards and decorated them to take account of the planned recipient. Whilst this improves their making and assembly skills the similarity of the finished products means that the design element was not developed to the same extent. An extension activity had been planned for older and more capable pupils and examples showed how they had used a hinge mechanism to allow the doors on the card to open and close. Whilst this extends their

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DESIGN AND TECHNOLOGY

understanding of mechanisms lack of opportunity to experiment or develop their own ideas limits the value of the process.

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DESIGN AND TECHNOLOGY

125 As pupils progress up the school their designing skills are developed in the activities planned but they still do not often have sufficient opportunity to plan and develop their own ideas in response to a design brief. In Years 3 and 4 pupils had tasted different types of bread as a prelude to creating their favourite sandwich and then drawn their idea of a healthy Milton Church of England Primary School - 42 sandwich. Pupils in Years 5 and 6 explained how they had also tasted different types of bread before making bread and pizzas but whilst they had clearly enjoyed the experience they had not had the opportunity to experiment with the process or the finished article.

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DESIGN AND TECHNOLOGY

126 Pupils in Years 3 to 6 have recently analysed and recorded the stability of a range of candlesticks and picture frames in preparation for designing a photo frame. Pupils report in discussions that whilst in the past they have often followed this process of considering a range of products before making their own, evaluating their work and suggesting improvements has not been a feature of their more recent experiences.

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DESIGN AND TECHNOLOGY

127 Experience and understanding of materials are well developed by activities such as the creation of clay lamps in the style of a Roman example, designing Christmas baubles and making model Saxon huts, all of which show a good standard of finish. Pupils are given the opportunity to work with a range of materials, tool and techniques that develops understanding of methods of construction. However, opportunities to design for specific purposes and to modify in the light of experience are less well developed.

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DESIGN AND TECHNOLOGY

128 The headteacher co-ordinates the subject and recognises that the school’s focus on raising standards in the core subjects has inevitably left little opportunity to focus on developing this area of the curriculum. The school intends to address this and has made good use of national guidance as the basis for planning whilst it considers a new scheme of work. It also plans to review its assessment procedures in the light of this. The use of ICT within the subject to aid the design process or control artefacts is largely undeveloped. Resources for the subject are adequate but would benefit from further review. Storage is limited and difficult to access and the school has recently ordered a mobile storage unit to address this.

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DESIGN AND TECHNOLOGY

Strengths: • quality of finished products; • pupils’ enthusiasm; • experience of wide range of materials.

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DESIGN AND TECHNOLOGY

Areas for development • more opportunities for pupils to produce and evaluate their own designs; • storage and range of resources; • use of ICT in the subject; • review of assessment procedures and development of curricular planning.

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GEOGRAPHY

129 No lessons were timetabled during the inspection and judgements are based on pupils’ work and discussions with them about what they have studied. Most pupils are reaching the levels expected for their age, but lower attaining pupils are held back by limited recording skills. Geography was not inspected at the time of the last inspection and so no judgements can be made about improvement.

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GEOGRAPHY

130 Pupils are making steady gains in their geographical skills. Younger pupils, for example, are developing their map work skills well. Pupils in Year 1 have used the Internet to locate their homes by typing in their postcode, for example and printing off a map. The have used ‘My World Explorer’ to make maps with forests, volcanoes and mountains on. Pupils have also used computers effectively to generate a block graph to show how pupils come to school. The Year 1 and 2 focus on the island of ‘Struay‘ has been used well in this context. Pupils have drawn maps of the way to Granny’s house, for example as well as drawing a Milton Church of England Primary School - 43 map of the island with a key. Older pupils have not been engaged in map work recently and the school have identified this as an area to develop.

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GEOGRAPHY

131 Pupils are building up a sound understanding of places. In Oak class, for example, the work about ‘Struay’ has provided an interesting focus on life in a contrasting environment. Older pupils have looked carefully into the nature of settlements, working particularly on settlement patterns and types of settlements.

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GEOGRAPHY

132 Although no lessons were observed, pupils’ work, teachers’ planning, assessments and classroom displays suggest that teaching is good. Planning takes into account all aspects of the programme of study and individual topics are explored in some depth. The work is firmly based on interesting areas of study and good opportunities are taken to use the local area to develop skills. On the trip to Little Wittenham, for example, pupils learnt about the geographical features of the River Thames. Displays are interesting, attractive and grasp the pupils’ interest. Year 6 pupils, for example, talked with animation about a display on ‘The Mountain Environment’.

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GEOGRAPHY

133 The subject co-ordinator is enthusiastic and well-qualified. She teaches all pupils and so has a good overview of standards through the school and areas needing development. Planning is based on national guidance and the school’s own framework. It ensures good coverage of the National Curriculum. Study units are organised on a two-year cycle in Years 1 and 2 and a four-year cycle in Years 3 to 6, so that pupils in mixed age classes cover the whole curriculum. Resources are very well organised and generally good, with more up to date aerial photographs of the school needed. Good use is made of the local area for field trips and local studies.

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GEOGRAPHY

Strengths: • interesting well-planned work; • enthusiastic and knowledgeable co-ordinator.

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GEOGRAPHY

Areas for development: • older pupils’ map work skills.

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HISTORY

134 One lesson was timetabled during the inspection and judgements are also based on pupils’ work and discussions with them about what they have studied. Most pupils are reaching the levels expected for their age, but lower attaining pupils are held back by limited recording skills. History was not inspected at the time of the last inspection and so no judgements can be made about improvement.

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HISTORY

135 It is evident from the lesson seen and pupils’ work that pupils are moving forward in all aspects of history. They are developing chronological skills well. This is fostered by interesting displays, such as the one in Oak class related to their work on changes in education over the last century. This has helped them to consider change over time and most confidently highlighted the differences between a school fifty years ago and one today. Pupils also look at chronological events in their study of different periods. Older pupils, for example, have listed the main events in the Roman period.

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HISTORY

136 Pupils are building up a good knowledge and understanding about the past. For younger pupils this is rooted in their own experiences, such as looking at topics like schools or seaside holidays. Sometimes they look at the lives of famous people, such as Grace Darling Milton Church of England Primary School - 44 or Guy Fawkes. There is scope here for looking at more local celebrities. Older pupils cover the prescribed study units in some detail, such as their recent work on Invaders and Settlers.

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HISTORY

137 Work on primary sources, such as artefacts and buildings, is organised effectively so that pupils develop their historical enquiry skills. In the lesson seen, for example, pupils had the opportunity to handle old books and photographs, which they compared with modern day equivalents, including a book with a photograph of Milton school. Trips are organised to enhance the work in most study units. Abingdon is visited in relation to the local history work, for examples and pupils visit Chedworth in connection with their work on the Romans. Pupils present their work neatly. Some involves the completion of good quality worksheets, but there is also scope for older pupils to study and record work independently. Work on historical interpretation is more limited and not evident in pupils’ work.

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HISTORY

138 Overall the subject is well taught. Planning and assessment are both good. Work is skilfully planned to challenge all pupils in mixed age classes. The work is interesting and so pupils are enthusiastic about learning.

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HISTORY

139 The co-ordinator is very enthusiastic. She teaches all the pupils and so has a good overview of standards through the school. As in geography, there is a two-year cycle of topics to cover in Years 1 and 2 and a four-year cycle for Years 3 to 6. Resources are well organised and at least satisfactory for all study units covered.

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HISTORY

Strengths: • interesting well-planned work; • use of visits to enhance learning; • enthusiastic and knowledgeable co-ordinator.

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HISTORY

Areas for development: • work on historical interpretation

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INFORMATION AND COMMUNICATION TECHNOLOGY

140 Standards at the end of Years 2 and 6 are average. All pupils, including boys and girls, pupils with special educational needs and those for whom English is an additional language achieve equally well and most are making good progress in their use and understanding of the capabilities of ICT. As at the time of the last inspection the school continues to be making good use of ICT skills to support learning in other areas of the curriculum and developing pupils’ abilities across all strands of the subject.

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INFORMATION AND COMMUNICATION TECHNOLOGY

141 Many improvements are recent and the school has worked hard to keep pace with the rapid developments and raised national expectations in ICT. It is now well placed to move forward and an initiative in the school development plan aims to make ICT an area of excellence. Factors that contribute to this are: • the high level of resourcing using specific grants and funding which have provided computers in all classrooms, the central ICT suite, internet access and the new interactive whiteboard; • clear guidance of the school’s subject plans that have been well developed from local authority guidance; • good leadership of the subject; • increased staff confidence following national training.

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INFORMATION AND COMMUNICATION TECHNOLOGY

142 Two sessions of direct teaching were seen during the inspection and a number of instances during which pupils worked either independently or in small groups, without direct Milton Church of England Primary School - 45 supervision to complete a task. A very ‘hands on’ approach provides pupils throughout the school with good opportunities to practise and develop their ICT skills in word-processing, graphics, accessing the Internet and modelling and control. In Years 1 and 2 pupils’ work on display shows how they have presented data about rainfall and weather on pie charts and bar graphs. Examples of work from the previous year shows use of a paint package to create patterns and pictures and of word processing to record information about the Gunpowder Plot and create shopping lists. Year 2 pupils recalled how in Year 1 they had programmed a floor robot to move. They made good use of this knowledge to plan, in pairs, the menu of

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INFORMATION AND COMMUNICATION TECHNOLOGY

instructions needed to make it follow a marked route. They estimated the distances well and verified their work by inputting their instructions, including 90 degree turns, and were justifiably pleased with the accuracy they achieved.

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INFORMATION AND COMMUNICATION TECHNOLOGY

143 Pupils in Years 3 and 4 prepared a questionnaire that they would use to collect data for future work on data handling. They knew how to log on and locate the file containing their saved work from a previous session. Working in pairs they confidently continued to add questions and create boxes for answers making helpful suggestions to one another and taking turns at the keyboard. They all knew how to alter the size and style of fonts, create and size a border using the tool bar, drop down menus and dragging, sizing and confirming their choices with the mouse. They talked about their use of ICT to access information from CD roms and the Internet, create graphs and control a screen turtle by writing commands. Unaided they logged on to a commercial web site to access word syllable pairs and talking books as part of their literacy work. Many pupils have access to computers at home and use these to research work for school.

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INFORMATION AND COMMUNICATION TECHNOLOGY

144 By Year 6 pupils are confident using ICT to support their learning, happily accessing the Internet or using a CD rom to support work in other subjects. Pupils often ask for access to the suite to look up information for their current work. In discussion they explained that they found some search engines easier to use or more efficient than others. The designs for the stained glass windows displayed in their classroom had been researched on a web site. During a literacy session pupils used ‘Word’ to prepare the basis of an argument on whether pupils should have mobile phones. They described how they used Super Logo to create geometric shapes by listing a series of commands and explored a virtual house. They proudly demonstrated how they saved their readings and measurements for the energy saving project on a spreadsheet and explained how the energy adviser had helped to set this up and came back regularly to check their work and extract data.

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INFORMATION AND COMMUNICATION TECHNOLOGY

145 Overall the quality of teaching is satisfactory. Teachers are confident in their teaching of the subject and quickly resolve any problems that arise. They keep introductions brief to ensure pupils have maximum time to use the equipment and constantly check that they understand what they are doing. Pupils are interested in the subject and eager to use the equipment. The immature behaviour of a very small group of pupils in the lessons seen was quickly addressed so that it did not interfere with others but a brisker pace and higher level of challenge would help to ensure that all remained on task.

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INFORMATION AND COMMUNICATION TECHNOLOGY

146 The subject has been well co-ordinated and the headteacher is currently overseeing it until the new arrangements for its management are finalised. Assessment and record sheets that have been developed from local authority advice are providing a good basis for recording pupils’ progress in the subject. The school is looking to develop the use of ICT to support learning in other subjects in a more systematic manner and develop further its use as a teaching tool through use of the interactive whiteboard. There are also plans to extend the library of software and make greater use of on-line resources.

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INFORMATION AND COMMUNICATION TECHNOLOGY

Strengths: • very good resources; Milton Church of England Primary School - 46 • improving staff expertise; • use already being made of ICT to support learning in other subjects; • open access to ICT for pupils.

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INFORMATION AND COMMUNICATION TECHNOLOGY

Areas for development • continuing to develop the systematic use of ICT to support learning in other subjects; • ensuring a sufficient level of challenge in activities to motivate pupils and maximise learning.

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MUSIC

147 Only one lesson was timetabled during the inspection and based on this and the pupils’ singing in assembly, standards are broadly average at the end of both Year 2 and 6. Music was not inspected at the time of the last inspection and so no judgements can be made about improvement.

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MUSIC

148 Good attention is paid to helping pupils to listen to music and to perform. In the lesson seen in the younger pupils’ class they were learning to keep a steady beat. All pupils were involved in using percussion instruments to accompany a taped song about a horse. Most managed this very well. They used the instruments sensibly and played them carefully. One or two pupils had some difficulty in maintaining the rhythm. They highlighted the need to use the instruments to make the sound of horses’ hooves. In this class pupils also listen to music at the start of the day and so become familiar with a range of compositions. In Poplar class pupils have been using the computers to compose and in conversation were clearly enthusiastic about this work.

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MUSIC

149 In assemblies pupils also sit quietly to listen to music at the start and end of the act of collective worship. Staff take care to include pieces from a range of cultures and during the inspection some Spanish music was being played. This was discussed by the headteacher, so that all could relate the sound to the culture. Pupils sing tunefully and enthusiastically in assembly. They stand to sing, and this helps their breathing considerably. A good choice of hymns helps pupils to enjoy their singing. In one hymn ‘ From the tiny ant’, they managed the two part response well.

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MUSIC

150 Based on fairly limited evidence the quality of teaching is at least sound. In the lesson seen, the enthusiasm of the teacher carried the lesson along at a good pace, so that all pupils had the chance to participate fully. Pupils were managed well and the distribution of percussion instruments was handled carefully. Overall staff assess pupils’ progress effectively and keep a good overview of the development of their skills.

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MUSIC

151 The subject is managed soundly and there are sufficient good quality instruments, tapes and CDs to underpin the work. Planning is securely based on the National Curriculum with support from a published scheme. There is a lunch time recorder club and a choir meets at certain times in the year. All pupils have the opportunity to take part in school musical productions. The school is investigating the possibility of school-based instrumental lessons, which would enhance the provision.

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MUSIC

Strengths: • pupils’ enthusiasm; • planning and preparation

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MUSIC

Areas for development: • provision for instrumental tuition. Milton Church of England Primary School - 47

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PHYSICAL EDUCATION

152 Overall standards in both Year 2 and Year 6 in physical education are average. It is not possible to judge how the subject has improved as the previous inspection did not report on this subject. All aspects of the subject are planned during the year including outdoor and adventurous activities for Years 5 and 6 as part of an annual residential visit. Boys and girls achieve equally well, as do pupils with special educational needs and those for whom English is an additional language. All participate fully in lessons.

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PHYSICAL EDUCATION

153 In a lesson seen, pupils in Years 1 and 2 worked well with their partners to improve their throwing and catching. They took good account of others and the available space as they tried to improve the accuracy with which they threw the beanbag to their partner. Working enthusiastically they gradually increased the distance of their throw and the frequency of their catching. Collaboratively they devised and implemented the rules of a simple passing game. Most refined their throwing and catching but some, particularly a small group of immature boys in Year 2, were over enthusiastic in their throwing and did not develop the accuracy required.

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PHYSICAL EDUCATION

154 Pupils in Years 3, 4, 5 and 6 have the benefit of a weekly swimming session during the spring term at a secondary school in nearby Wantage. To reduce time lost to other subjects the lesson is timetabled to overrun the afternoon session with pupils returning later to school. During the lesson pupils worked hard to develop the quality of their basic strokes and to increase the distance they could swim. More able swimmers developed and refined the quality of their backstroke and front crawl well. Those with less developed skills gained confidence in the water by floating, going underwater, working with floats to improve arm movements and fine control in the water. As a result of this good provision pupils do well in their swimming. All are able to swim competently for the expected distance in a recognised style by the time they leave and many go well beyond this in good style.

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PHYSICAL EDUCATION

155 There is good attention to safety. All pupils are suitably changed and teachers ensure that they warm up at the start of sessions and cool down at the end. Pupils are enthusiastic about the activities, clearly enjoy their PE lessons, try hard to improve and apart from some slight inattention as a result of immaturity amongst a small group of boys in Year 2, listen carefully to their teachers’ instructions. When given the opportunity to work in pairs they make suitable suggestions, take turns and listen to their partners.

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PHYSICAL EDUCATION

156 Overall the teaching was good in Years 3 to 6 and satisfactory in Years 1 and 2. Teaching is most successful when: • the activities planned and prepared are suitable for pupils’ age and ability; • clear explanations and suitable demonstration keep pupils on task and ensure a brisk pace to the learning; • introductions remind pupils of previous work and end sessions are used to identify areas for improvement; • ongoing coaching corrects errors, improves performance and increases level of challenge.

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PHYSICAL EDUCATION

157 Providing greater opportunities for observation and evaluation during the lesson and allowing pupils to reflect on this and incorporate it into individual, group or paired work during the lesson would raise attainment further, as would ensuring that opportunities for ongoing coaching to improve and refine the quality of work were exploited. Milton Church of England Primary School - 48 158 The subject is enthusiastically co-ordinated by the headteacher and good support is provided by the use of commercial schemes as a basis for planning in the subject. Assessment, which is largely through observation during lessons against identified criteria, provides a good overview of pupils’ progress. There is a good range of equipment that is in good condition and accessibly stored. The large dual use hall and the well cared for grounds are a further valuable resource. A very extensive range of after school clubs including

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PHYSICAL EDUCATION

football, gymnastics, tennis, netball and inter school sporting events extends this further. Current areas identified for development include planning for dance and the possible use of outside providers and other venues to widen and improve the quality of provision further.

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PHYSICAL EDUCATION

Strengths: • co-ordination of the subject; • resources; • after school clubs and sporting events; • planned coverage of all aspects of the curriculum.

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PHYSICAL EDUCATION

Areas for development • opportunities for observation and evaluation of performance; • increasing staff expertise so that ongoing coaching is appropriate.

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RELIGIOUS EDUCATION

159 In Years 2 and 6 standards are in line with the expectations of the locally agreed syllabus. The previous inspection did not report on this area of the school’s work so it is not possible to judge how it has improved. Evidence from the one lesson seen, pupils’ work and teachers’ planning shows that all pupils, including those with special educational needs and for whom English is an additional language, are making at least satisfactory progress in developing their knowledge and understanding of religious education. Some progress more quickly.

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RELIGIOUS EDUCATION

160 Pupils learn about the central beliefs, holy books, rites of passage and life styles in the world’s major faiths. They are given opportunities to reflect on and compare their own experiences with those of other beliefs. Year 2 pupils for example have looked at how the Christian baptism of an infant and the washing of a Hindu baby by its father are used to admit infants into their faiths. They have extended their understanding of similarities and differences by comparing the elements of a Christian wedding with a Jewish one. Through topics such as these they begin to learn how artefacts are used to express belief and how there is symbolism both in their design and the way they are used. Older pupils have looked at this in more detail and pupils in Year 6 recorded the separate elements of a Jewish ‘shofar’, its construction and how it is played.

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RELIGIOUS EDUCATION

161 Visits to local churches, strong links with the local Christian community and weekly visits from the local vicar to take assembly all mean that pupils have sound knowledge of important features of the Christian religion and its festivals. Visits to places of worship of other faiths are more difficult as they are further afield but Year 6 pupils recall in some detail their visit to a mosque and the importance of prayer in Islam. Pupils’ books show how they have learnt a number of significant stories from the Bible, with younger ones learning about ‘Noah and the Flood’ and older ones the ‘Flight from Israel’ and ‘Joseph and his brothers’. They are also developing an understanding of how the Bible teaches Christians about the way to lead their lives. Older pupils learning about Ash Wednesday recalled the temptations of Jesus. Through drama they explored the emotion of temptation and sought to convey a

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RELIGIOUS EDUCATION

moral message in their plays. Milton Church of England Primary School - 49 162 Teaching was satisfactory in the lesson seen. However, the immature behaviour of a small group of pupils, whilst not directly affecting the learning of others, limits the benefit they gain from the activity. Teachers carefully plan lessons and units of work using the locally agreed syllabus. This ensures that learning builds on previous work and is part of an ongoing cycle, in this case preparation for Easter. Displays, books and practical activities are used to illustrate the topics and arouse pupils’ interest. They often provide opportunities for links to other areas of the curriculum, particularly through religious art or church architecture. Good examples of this were seen in older pupils’ work. Although discussions and drama provide good opportunities for pupils to develop their speaking and listening skills, the more limited

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RELIGIOUS EDUCATION

literacy skills of some pupils restricts their ability to record work. Teachers try to overcome this by using discussion, worksheets and pictorial methods of recording. In some instances, particularly with older pupils, this may mean that the focus is lost and progress limited by what becomes either a colouring exercise or a brief quiz. In most examples seen pupils in each class completed the same work. This does not always provide older or more able pupils with a suitable level of challenge to develop and extend their thinking and understanding.

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RELIGIOUS EDUCATION

163 The previous co-ordinator had developed the subject’s documentation and resources well. A two year cycle in Years 1 and 2 and a four year one for Years 3 to 6 has been well planned from the locally agreed syllabus with supporting visits clearly identified. Good use is being made of the guidance in the agreed syllabus to assess pupils’ progress and understanding. The resource boxes for each topic contain a good selection of artefacts, books and pictures to support learning. The headteacher is currently maintaining an overview and there are plans, in the longer term, to assign co-ordination of the subject to a recently appointed member of staff. The use of ICT to support learning in the subject is largely under developed.

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RELIGIOUS EDUCATION

Strengths: • links with the local vicar and churches; • good range of artefacts from the major faiths; • lessons well planned from the locally agreed syllabus.

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RELIGIOUS EDUCATION

Areas for development • use of visits and visitors to learn about world religions in addition to Christianity; • use of ICT to support learning in the subject; • greater use of literacy skills in the recording of work, particularly for older pupils; • immature behaviour of a small group of pupils particularly during practical activities.

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