The Meadows Primary School

THE MEADOWS PRIMARY SCHOOL

Dates of inspection: 1 st – 2 nd April 2003

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THE MEADOWS PRIMARY SCHOOL

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

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THE MEADOWS PRIMARY SCHOOL

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

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INFORMATION ABOUT THE SCHOOL

School address: Harlech Road Oswestry Shropshire

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Graham Barker

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: November 1997 The Meadows Primary School - 4

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Team members

15064 Paul Bamber Registered Inspector 9880 Tony Comer Lay Inspector 22434 Sandra Bradshaw Team Inspector

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Team members

Quality Assurance Consultants The Hucclecote Centre Churchdown Lane Hucclecote Gloucester GL3 3QN

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Team members

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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Team members

The Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE The Meadows Primary School - 5

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PART A: SUMMARY OF THE REPORT 6 – 9

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

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INFORMATION ABOUT THE SCHOOL

The Meadows Community Primary School serves a large and relatively new housing estate on the outskirts of Oswestry. Many families are on low incomes and the area is designated as an Education Action Zone due to its rural isolation. There are 249 pupils on roll and children enter the reception class at the beginning of the term in which they are five. Overall, their attainment on entry is just below average. The proportion of pupils with special educational needs is around the national average and the number of pupils who have a statement of special educational need is below the average. Around eight per cent of pupils take a free school meal (below average). Most pupils come from white British backgrounds and less than one per cent uses English as an additional language.

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INFORMATION ABOUT THE SCHOOL

Since the previous inspection there has been a substantial turnover in staff. The school has received Basic Skills Awards and gained Investors in People status. Substantial improvements have been made to the school’s accommodation.

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HOW GOOD THE SCHOOL IS

The Meadows is an excellent school. Pupils make very good progress and reach high standards by the time they leave. The quality of teaching is very good. Pupils have a rich and varied curriculum and their attitudes and behaviour are excellent. The school is extremely well led and managed and offers excellent value for money.

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What the school does well

• Pupils achieve very well as they progress through the school and attain high standards by the time they leave Year 6. • The quality of teaching is very good overall. • The rich and varied curriculum contributes significantly to the high standards pupils attain and to their love of learning. • Pupils’ attitudes to school and their behaviour are excellent. • The school is extremely well led and managed.

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What the school does well

There were no major areas for improvement identified during the inspection.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Since the last inspection in November 1997, improvement has been very good. Standards have risen significantly in Year 6. The quality of teaching is now very good. Governors have successfully addressed all the key issues identified in the last report. The addition of an annexe to the reception classroom has considerably improved provision for the youngest children. The new spacious music room has complemented the already excellent accommodation available to pupils.

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STANDARDS

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

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Key

2000 2001 2002 2002 very high A* English B D A A well above average above average A B mathematics B C A A average below average C D science A* C A* A* well below average E The Meadows Primary School - 7 The table indicates high standards in the 2002 national tests in English and mathematics, both when compared nationally and with similar schools. In science, standards were in the top five per cent of schools in the country. Boys consistently outperform boys nationally in the tests. The 2001 results reflect a Year 6 group that contained a higher then average proportion of pupils with special educational needs. Data indicate that last year’s Year 6 pupils made very good progress compared with their performance in their Year 2 tests. Presently pupils in Year 6, a higher proportion of whom have learning difficulties than last year’s Year 6, are attaining standards above those expected for their age in all subjects. These standards indicate that the challenging targets the school has

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Key

set for its performance in the 2003 national tests will be met. Standards in writing are particularly good. As a result, the pupils use a wide variety of styles of writing to support their work in subjects such as science, history and religious education.

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Key

The 2002, Year 2 national test results show that standards were above average in writing and average in reading and mathematics. This represented good progress for a year group who entered the school with below average standards.

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Key

All pupils achieve well, with pupils in Years 3 to 6, making very good progress. Pupils with special educational needs and those whom the school has identified as having special talents, have individual teaching programmes which ensure that their needs are very well met. On average, children enter the reception class with low standards and then make good progress. This enables most of them to meet the targets nationally set for them by the time they enter Year 1.

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Aspect Comment

Attitudes to the school Excellent. Pupils are proud of their school and show their love of learning through their rapt attention in lessons and keenness to succeed in their work.

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Aspect Comment

Behaviour, in and out of classrooms Excellent. The school is an extremely orderly place and pupils behave very sensibly in lessons, in the playground and in the dining hall.

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Aspect Comment

Personal development and relationships Excellent. Pupils relate to each other very well. They co-operate very well in class and look after each other thoughtfully around the school.

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Aspect Comment

Attendance Very good. The attendance rate is well above average and there is very little unauthorised absence.

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Aspect Comment

Pupils’ excellent attitudes to school and behaviour make a significant contribution to their very good progress and high standards. Pupils are polite and welcoming. They respond very positively to the excellent environment the school provides by highly valuing its premises and resources.

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

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

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

Overall, the quality of teaching and learning is very good. All teachers promote pupils’ literacy and numeracy skills very well, encouraging them to apply the knowledge and skills they learn to a range of subjects. Teachers very effectively promote writing throughout the school. Teaching in Years 3 to 6 is particularly strong and promotes high achievement amongst all pupils in those classes. Because teachers have very high expectations, pupils produce very good quality work. Most teachers encourage the pupils’ wide use of information and communication technology to support their learning. This results in pupils confidently and independently researching information to use in many subjects and topics.

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

Children in the reception class develop well, creatively and physically as a result of an excellent balance between the formal teaching of basic skills and the provision of more independent and stimulating activities. All teachers The Meadows Primary School - 8 have very good relationships with their pupils and know them well. As a result, pupils enthusiastically tackle their well-matched tasks, making very good progress. Major strengths in pupils’ learning are in their concentration, ability to work well, both independently and co-operatively, and in their knowledge of what they have to do to improve.

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Aspect Comment

The quality and range of the curriculum Very good. As a result of their rich and varied experiences, pupils love learning and respond extremely well to the many opportunities provided both in and out of the classroom.

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Aspect Comment

Provision for pupils with special educational needs Very good. Needs are identified early. Clear and appropriate targets are set for improvement. Parents are fully involved in reviewing their children’s progress.

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Aspect Comment

Provision for pupils with English as an additional language Good. Secure systems exist for supporting any pupil who is at the early stages of acquiring English.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good in all aspects. The very good provision has a great influence on the pupils’ excellent attitudes and behaviour, their very positive relationships and their ability to value the views and attitudes of others.

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Aspect Comment

How well the school cares for its pupils Excellent. Procedures for ensuring child protection are fully effective. Pupils are extremely well looked after, with most staff qualified in first-aid.

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Aspect Comment

Pupils receive a well-balanced and integrated curriculum. Very good use is made of interesting visits to support topic work, and of the community to promote the arts. The school works hard, not always with great success, to encourage more parents to support its work. Very good links exist between the school and a local nursery and secondary school, ensuring children have a smooth entry to the school and effective transition to the next stage of their education.

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Aspect Comment

Leadership and management by the headteacher and other key staff Excellent. Through her determination to achieve the highest possible standards and to provide high quality care, accommodation and resources, the headteacher provides extremely purposeful leadership. The deputy headteacher manages, very well, the provision for pupils with special educational needs and for gifted and talented pupils. Co-ordinators of key subjects work very effectively to raise standards.

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Aspect Comment

How well the governors fulfil their responsibilities Very well. The governing body is highly committed to continuing improvement. Individual governors closely monitor aspects of the school’s provision to ensure that regulations are fully met.

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Aspect Comment

The school’s evaluation of its performance Very good. The school is self-critical and makes sure that individual pupils and members of staff are challenged to achieve their highest standards. Test data is rigorously analysed in order to identify areas for improvement. There is an excellent shared commitment to improvement.

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Aspect Comment

The strategic use of resources Very good. Astute financial planning and management, ensure that educational priorities are fully met and that the quality of accommodation is excellent. The Meadows Primary School - 9 The headteacher’s influence in creating a high achieving, welcoming school, with an excellent ethos, is a major strength. The close monitoring of pupils’ progress and the rigorous evaluation of the quality of teaching, promote high standards. Governors are well aware of, and rigorously apply, the principles of best value, particularly when ensuring that excellent value for money is obtained when purchasing goods and services. The school makes very efficient use of new technologies to support learning and in its administration.

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What pleases parents most What parents would like to see improved

• Pupils behave extremely well and enjoy school. • Pupils are expected to work hard and to do their best. This means that they make good progress. • The quality of teaching is very good. • Pupils are encouraged to become mature and responsible. • The school is well led and managed. • The amount of homework. • More information about how their children are getting on. • That the school would work more closely with them.

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What pleases parents most What parents would like to see improved

Inspectors agree fully with the positive views expressed by the parents. The school provides parents with frequent, good quality information to keep them up to date with school events, the curriculum their children will follow and expectations about homework. Homework was set and acknowledged according to the school’s policy during the inspection. It is used well to reinforce the basic skills of younger pupils, to encourage older pupils to learn independently and, in Year 6, to prepare for the forthcoming national tests. There are as many opportunities provided for parents to discuss their children’s progress as in most similar schools. The school has worked hard to involve parents more fully in supporting their children’s learning and the work of the school, but with limited success. The Meadows Primary School - 10

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Pupils achieve very well as they progress through the school and attain high standards by

1. Overall, pupils enter the school with below average standards. As a result of good teaching they make good progress and reach standards at least in line with national expectations by the time they take the Year 2 national tests, in reading, writing and mathematics. The range and quality of pupils’ writing, in Years 1 and 2, enable them to express their knowledge well in a range of subjects, for instance to retell bible stories and to write descriptively about historical events and characters.

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Pupils achieve very well as they progress through the school and attain high standards by

2. Very good teaching and a rich and varied curriculum, contribute significantly to pupils’ high achievement in most subjects in Years 3 to 6. By the time they reach Year 6, many pupils read fluently, enjoying a wide variety of fiction about which they talk enthusiastically, describing favourite styles and authors. Pupils make extensive use of both the well-stocked school library and of information and communication technology, to find information to help them complete tasks connected with their topic work. For instance, more-able Year 6 pupils researched texts about the bible to put forward theories about why there are many different languages and races in the world.

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Pupils achieve very well as they progress through the school and attain high standards by

3. Pupils in Years 3 to 6 write creatively in many different styles and for many different purposes. Many compose interesting poems, both humorous and sensitive. In Year 6, most effectively edit their own and other’s writing by omitting words, by changing their order or by shortening sentences. They write interesting character profiles and critical book reviews. Most take useful notes to help them plan and record their work, in subjects such as science, history and religious education, using bullet points, flow charts and spider diagrams. Many pupils write imaginative and funny letters to the ‘problem page’ of a magazine and reply sensibly to them. More-able pupils write very persuasively to convince fellow pupils of the need to retain the 9.00pm watershed for television programmes.

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Pupils achieve very well as they progress through the school and attain high standards by

4. Most pupils in Year 6 have a very good understanding of number facts and apply their knowledge well to solve problems and to calculate quickly and accurately. Through regular practice during numeracy lessons, pupils increase the speed at which they calculate mentally, developing an increasing range of strategies to help them gain more accuracy. In a Year 6 mental arithmetic test for instance, most pupils used their good knowledge of multiplication tables, area, percentages, time and of decimal fractions to correctly answer questions within the given time period. The most-able pupils, in Years 3 to 6, apply their very good knowledge of number patterns and sequences to estimate and predict accurately. In a Year 6 lesson, most pupils identified the correct operations to use when required to work out the cost of painting or wallpapering a room, given its dimensions and the cost of materials.

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Pupils achieve very well as they progress through the school and attain high standards by

5. By Year 6, pupils attain well above average standards in science. Their work is well- organised and they have a very good knowledge of plant and human life processes, of the properties of materials and of forces and sources of energy. As a result of a well-planned science curriculum, pupils develop a very secure understanding of what constitutes a fair and reliable scientific investigation. For example, as early as Year 2, many pupils recognise that in order to obtain reliable results about the material which demonstrates the most resistance to a toy car’s velocity, the angle of the ramp from which it descends and the point from which it is released, must be constant. By the time they reach Year 6 many pupils consider three or four variables when they test for absorption or for reversible or irreversible change, in materials.

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Pupils achieve very well as they progress through the school and attain high standards by

6. By the time they leave the school, many pupils attain standards above those expected for their age in all subjects because they are well taught, work diligently and apply their existing knowledge and skills well when faced with new, challenging work. Many have a particularly good understanding of the way in which they can apply their learning in different subjects. For instance, they use their literacy skills very well to write creatively in history and in religious education and use The Meadows Primary School - 11 their numeracy skills effectively to interpret data in science and to measure and to draw to scale in geography.

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Pupils achieve very well as they progress through the school and attain high standards by

7. Because the school identifies and makes very good provision for those pupils with special aptitudes in subjects such as English, mathematics, art and design, design and technology, information and communication technology and gymnastics, these pupils thrive and achieve very well.

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Pupils achieve very well as they progress through the school and attain high standards by

8. Similarly, pupils with learning difficulties achieve very well because they have individual teaching programmes, which are tailored to their particular needs and which contain challenging but achievable targets. They are very well supported to help them attain their targets by well qualified, hard working and very committed teaching assistants. As a result many of these pupils progress so well that they either need much less individual support or, by the time they leave the school, reach standards expected of them in national tests.

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Pupils achieve very well as they progress through the school and attain high standards by

The quality of teaching is very good overall.

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Pupils achieve very well as they progress through the school and attain high standards by

9. The very good overall quality of teaching that pupils receive contributes significantly to the high standards they attain by the time they leave Year 6.

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Pupils achieve very well as they progress through the school and attain high standards by

10. In the reception year, children are introduced to procedures that help them to happily settle into school routines and that promote their good personal, emotional and social development. They are regularly and effectively taught the basics of language and number, and provided with a stimulating range of activities which develop their creativity and their knowledge and understanding of the world around them. Staff use questions well to encourage children to develop their thinking, speaking and listening skills.

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Pupils achieve very well as they progress through the school and attain high standards by

11. Most of the teaching in Years 1 and 2 is of good quality, helping pupils to achieve well. In a very good numeracy lesson in Year 1, for example, the teacher maintained a quick pace, engaged pupils immediately in a stimulating activity, which required them to identify as many words as they could remember connected with time. Learning was made fun by her asking pupils to indicate when they thought a minute had elapsed. In the main part of the lesson pupils were instructed to mark on a clock face where they thought the hands would be at given times. As a result of this very good teaching, by the end of the lesson most pupils could accurately identify where the hands would be at the hour, half past, quarter to and quarter past the hour.

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Pupils achieve very well as they progress through the school and attain high standards by

12. In Years 3 to 6, the quality of teaching is consistently very good. Teachers have very high expectations of what pupils can do, plan lessons thoroughly and use interesting resources to capture pupils’ imagination. They give clear explanations to help clarify difficult concepts and use a wide variety of teaching methods to match the needs of pupils of different abilities.

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Pupils achieve very well as they progress through the school and attain high standards by

13. Throughout the school, the quality of relationships teachers have with their pupils plays a significant part in the excellent attitudes the pupils have to their work and to the school. Teachers’ use of good humour, which was observed in many lessons during the inspection, is a particular strength that contributes to these excellent relationships.

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Pupils achieve very well as they progress through the school and attain high standards by

14. Teachers take great care to explain exactly what they expect pupils to learn during a lesson. In the very best lessons learning objectives are linked closely to pupils’ individual targets and they are encouraged to reflect at the end of the lesson on how well they have met their target. As a consequence, pupils feel involved in their learning, which, in turn, provides them with the motivation to persevere through difficulties and to strive to achieve their best standards.

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Pupils achieve very well as they progress through the school and attain high standards by

15. Many teachers have very good subject knowledge that enables them to both explain concepts to pupils with learning difficulties in ways that they understand, and to set difficult enough work for the most-able pupils which holds their interest and enables them to achieve very well. The Meadows Primary School - 12 16. In Years 3 to 6, particularly, teachers encourage pupils to widely apply their existing knowledge and skills. For example, in a very good history lesson in Year 5, one in a series about the Ancient Egyptians, pupils were required to write a newspaper report about the death of an important king. The teacher had high expectations of the way that they would organise their report and the journalistic style that they would use. Pupils responded well and produced high quality work. Because the class teaching assistant worked so well in supporting less-able pupils they also achieved very well.

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The rich and varied curriculum contributes significantly to the high standards pupils attain

17. The school provides pupils with a very broad, balanced and relevant curriculum. Apart from fully experiencing the requirements of the National Curriculum and of the adopted syllabus for religious education, pupils are provided with a range of opportunities which they enjoy greatly and which promote a love of learning.

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The rich and varied curriculum contributes significantly to the high standards pupils attain

18. The school provides excellent accommodation and resources, which make a significant contribution to the pupils’ quality of learning. Displays are most attractive and motivate pupils to learn more about topics, such as the Ancient Egyptians, and provide an excellent model for the presentation of their own work.

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The rich and varied curriculum contributes significantly to the high standards pupils attain

19. The school owns two mini-buses enabling pupils to make frequent visits to local sites of interest and relevance to their current work. The mini-buses are also used to transport all classes to swimming lessons on a weekly basis. Pupils attain high standards in this area of their physical development and learn a most valuable life-skill.

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The rich and varied curriculum contributes significantly to the high standards pupils attain

20. The promotion of literacy and numeracy and information and communication technology skills across the curriculum is a strength of the school. Pupils are frequently encouraged to apply their writing skills in many subjects. They are required to measure and interpret data in science, design and technology and geography lessons. Older pupils are particularly adept at using the Internet, e– mail and CD-ROM to communicate or research information.

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The rich and varied curriculum contributes significantly to the high standards pupils attain

21. A range of experiences out of school are organised to help pupils better understand their own and different cultures. For instance, visits are made to local theatres and heritage centres. Year 6 pupils have established a link with a school in Sandwell, which they visit, to meet pupils whose school and homes are in a predominantly urban area. The pupils from both schools exchange reports and poems electronically. During the inspection, Year 2 and Year 3 pupils greatly enjoyed a ‘Victorian Day’ as part of their history topic. They, and all the staff who teach or support them, dressed up as Victorians and spent the day acting out ‘a day in the life of’ Victorian school children and teachers. As a result, pupils gained a vivid insight into how different schools were in the 19 th century compared with today. Year 6 pupils look forward immensely to their annual visit to a residential centre in the Borders area of the north of England and Scotland and recreate the battles

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The rich and varied curriculum contributes significantly to the high standards pupils attain

between the Picts and Romans on the site of Hadrian’s wall. As a result, pupils produce very creative, imaginative work in English, history, art and design and geography.

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The rich and varied curriculum contributes significantly to the high standards pupils attain

22. The music curriculum is very strong. There is a choir of more than 60 pupils which practises at least once a week and performs with distinction in assemblies and local music festivals. All pupils in Years 3 to 6 learn to play recorders and a significant number receives instrumental tuition during school time. The recorder group has also distinguished itself locally and keyboard players, guitarists and percussionists have formed a school band which plays in assemblies and at special events. Most pupils are involved in musical and dramatic presentations produced every term. Pupils’ musical development has been greatly enhanced by the recent provision of a large and very well resourced music room, which is also equipped with a sound system connected to every room in the school. Older pupils take it in turn to act as ‘disc jockeys’ during the lunch hour to keep their fellow pupils entertained.

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The rich and varied curriculum contributes significantly to the high standards pupils attain

The Meadows Primary School - 13 23. There is a wide range of out-of-class clubs which pupils of all abilities attend in good numbers. As well as art and design and music, sports such as football, netball and athletics are promoted. In addition, pupils have the opportunity to gain a St John’s Ambulance first-aid certificate.

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The rich and varied curriculum contributes significantly to the high standards pupils attain

Pupils’ attitudes to school and their behaviour are excellent.

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The rich and varied curriculum contributes significantly to the high standards pupils attain

24. Significant factors in the pupils’ very good achievements and high standards they attain by the time they leave the school, are their extremely positive attitudes to their work and their excellent behaviour.

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The rich and varied curriculum contributes significantly to the high standards pupils attain

25. All pupils show a very keen interest in their lessons. They listen intently to teachers’ explanations and instructions which means they gain new knowledge quickly and settle promptly to their work.

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The rich and varied curriculum contributes significantly to the high standards pupils attain

26. In all lessons observed, pupils were extremely keen to respond to questions and to offer their ideas and opinions, whilst at the same time respecting the right of fellow pupils to have their say too.

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The rich and varied curriculum contributes significantly to the high standards pupils attain

27. In many lessons, teachers encouraged pupils to share ideas in pairs or to work co-operatively in groups, to which they responded enthusiastically and sensibly. As a consequence, pupils learnt well from each other, grew in confidence and cemented already very positive relationships further.

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The rich and varied curriculum contributes significantly to the high standards pupils attain

28. All pupils work diligently with a strong desire to raise their standards. Because they are set regular improvement targets, which they have clearly in front of them whilst they work and which they use to evaluate how well they have progressed in lessons, they are very motivated to achieve high standards.

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The rich and varied curriculum contributes significantly to the high standards pupils attain

29. All pupils, but particularly those in Years 3 to 6, very much enjoy working independently, especially to use information and communication technology to enhance the presentation of their work or to find information.

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The rich and varied curriculum contributes significantly to the high standards pupils attain

30. Pupils’ behaviour out of the classroom is also excellent. In the playground, they play very amicably together, look after each other thoughtfully and respond to the end of break bell very promptly. Their behaviour in the dining hall is extremely sensible and as a result, the lunch hour is an enjoyable social occasion. Their very positive attitudes during this time may well be influenced by the excellent quality and range of school lunches!

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The rich and varied curriculum contributes significantly to the high standards pupils attain

31. Because the quality of accommodation and display is so good, pupils respect their environment extremely well and highly value the excellent resources they use to help them learn.

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The rich and varied curriculum contributes significantly to the high standards pupils attain

32. Pupils show a great enthusiasm for the musical and sporting activities available to them, attending choir practices and after-school clubs in very good numbers. Many belong to the school’s ‘Eco-Club,’ which involves them in practical tasks to enhance the local environment.

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The rich and varied curriculum contributes significantly to the high standards pupils attain

The school is extremely well led and managed.

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The rich and varied curriculum contributes significantly to the high standards pupils attain

33. The headteacher provides excellent leadership. She is very determined that the pupils and staff should achieve their highest standards. To support this aim, she and the governing body have provided high quality accommodation and resources and ensured that the whole school community is committed to continuing improvement.

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The rich and varied curriculum contributes significantly to the high standards pupils attain

34. Management responsibilities are very effectively delegated and staff who lead subjects or aspects of the school’s provision, are very clear about what they need to do and how to do it, as a result of their specific job descriptions. There have been significant improvements in standards in writing and in information and communication technology as a consequence of the excellent management of these aspects and of high quality training for staff. The Meadows Primary School - 14 35. The deputy headteacher makes an excellent contribution to the management of the provision for pupils with special educational needs and for those who have special talents or who are gifted. As a result, teachers are in a position to match work very appropriately to the needs of those who either find learning difficult or who are very bright. Teachers new to the school, including those who are newly qualified, also receive excellent guidance from the deputy headteacher, which enables

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The rich and varied curriculum contributes significantly to the high standards pupils attain

36. Governors fulfil their duties very well. They are most concerned that the school provides the best possible education for the pupils. They collectively evaluate the standards pupils attain and individually monitor curricular provision, including literacy, numeracy and special educational needs. Governors are involved in setting and approving school improvement priorities and require regular information about progress towards meeting those priorities. They set demanding annual targets for the headteacher to meet, in order that standards and the quality of pupils’ education are improved.

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The rich and varied curriculum contributes significantly to the high standards pupils attain

37. A significant factor in the high standards pupils achieve by the time they leave the school is the rigorous system for evaluating how successfully the school addresses its priorities and meets its targets. New priorities in the school improvement plan are not set until previous ones have been thoroughly reviewed and analysed in order to ascertain whether they have been achieved and what impact they have had on the school’s provision. The school sets annual targets for its results in the Year 6 national tests and takes very effective action to ensure that they are met. For instance, governors have employed a part-time teacher to work specifically with those Year 6 pupils who need an extra boost to enable them to reach the expected standards in the national tests in English and mathematics.

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The rich and varied curriculum contributes significantly to the high standards pupils attain

38. There are rigorous procedures for analysing strengths and weaknesses in individual pupils’ work. Their test papers are thoroughly analysed and their books scrutinised to find out where they need to improve. Challenging targets are set for them annually, regularly reviewed throughout the year and revised if necessary. As a result, pupils, who are not making as much progress as was forecast, are provided with extra help or those who surge ahead are set more difficult work.

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The rich and varied curriculum contributes significantly to the high standards pupils attain

39. The headteacher and subject co-ordinators observe lessons in order to help individual teachers improve their performance or to identify very good practice from which all can benefit. Often as a result, training is provided to enable teachers to improve the quality of their teaching. A telling example has been the recent significant improvements in the knowledge and skills staff have gained when using information and communication technology in the classroom. This is reflected in them having much greater confidence when teaching the subject.

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The rich and varied curriculum contributes significantly to the high standards pupils attain

40. The school’s budget is extremely well managed and financial planning is very well matched to the school’s educational priorities. The governors and the headteacher are particularly adept at securing excellent value for money, especially when purchasing goods and services and in attracting funding for educational initiatives. The Meadows Primary School - 15

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 32

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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 six 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) 249

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 17

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Information about the school’s pupils

Number of pupils with statements of special educational needs 2

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 38

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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 2

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 6

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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. The Meadows Primary School - 16

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

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2002 21 15 36

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

National Curriculum Test/Task Results Reading Writing Mathematics

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

Boys 17 18 21 Numbers of pupils at NC level 2 and above Girls 14 14 15

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

Percentage of pupils School 86 (87) 89 (84) 100 (95) at NC level 2 or above National 84(84) 86 (86) 90 (91)

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

Teachers’ Assessments English Mathematics Science

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

Boys 16 21 19 Numbers of pupils at NC level 2 and above Girls 15 14 14

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

Percentage of pupils School 86 (87) 97 (95) 92 (97) at NC level 2 or above National 85 (85) 89 (89) 89 (89)

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

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

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

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2002 13 22 35

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

National Curriculum Test/Task Results English Mathematics Science

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

Boys 13 13 13 Numbers of pupils at NC level 4 and above Girls 20 21 22

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

Percentage of pupils School 94 (70) 97 ( 68) 100 (93) at NC level 4 or above National 75 (75) 73 (71) 86 (87)

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

Teachers’ Assessments English Mathematics Science

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

Boys 12 12 12 Numbers of pupils at NC level 4 and above Girls 18 20 21

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

Percentage of pupils School 86 (68) 91 (80) 97 (85) at NC level 4 or above National 73 (72) 74 (74) 82 (82)

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

Percentages in brackets refer to the year before the latest reporting year. The Meadows Primary School - 17

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Ethnic background of pupils Exclusions in the last school year

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

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Ethnic background of pupils Exclusions in the last school year

White – any other White background 2 0 0

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Ethnic background of pupils Exclusions in the last school year

Mixed – any other mixed background 1 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British - Pakistani 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British – Bangladeshi 0 0 0

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Ethnic background of pupils Exclusions in the last school year

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

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Ethnic background of pupils Exclusions in the last school year

Black or Black British – Caribbean 0 0 0

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Ethnic background of pupils Exclusions in the last school year

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

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Ethnic background of pupils Exclusions in the last school year

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

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 9 Financial year 2001-2002

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Teachers and classes Financial information

Number of pupils per qualified teacher 28

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 400480

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Teachers and classes Financial information

Total number of education support staff 9 Total expenditure 416523

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Teachers and classes Financial information

Total aggregate hours worked per week 169 Expenditure per pupil 1672

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Teachers and classes Financial information

Balance brought forward from previous year -

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Teachers and classes Financial information

Balance carried forward to next year 35835

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Recruitment of teachers

Number of teachers who left the school during the last two years 2

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 2

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

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Recruitment of teachers

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 0

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Recruitment of teachers

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

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Recruitment of teachers

FTE means full-time equivalent. The Meadows Primary School - 19

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Percentage of responses in each category

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

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Percentage of responses in each category

My child is making good progress in school. 46 42 6 0 6

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Percentage of responses in each category

Behaviour in the school is good. 63 35 0 0 2

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Percentage of responses in each category

My child gets the right amount of work to do at home. 27 51 14 6 2

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 29 41 24 6 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 45 39 6 10 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 60 40 0 0 0

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Percentage of responses in each category

The school works closely with parents. 31 41 20 8 0

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Percentage of responses in each category

The school is well led and managed. 55 37 0 2 6

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Percentage of responses in each category

The school is helping my child become mature and responsible. 51 45 0 0 4

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 38 44 8 0 10

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