Other · Ofsted report

St Andrew's Church of England Voluntary Controlled Junior School

Inspected — · published 20 Oct 2003 · URN 123785

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Full report text

CONTROLLED JUNIOR 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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CONTROLLED JUNIOR SCHOOL

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

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INFORMATION ABOUT THE SCHOOL

School address: Dunstan Road Burnham-on-Sea

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr Paul Bowkett

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: December 1997 St Andrews C of E Junior - 4

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responsibilities

25217 Paul Baxter Registered inspector English as an additional language Science Design and technology Information and communication technology Religious education The school’s results and achievements How well is the school led and managed?

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responsibilities

11575 Catherine Fish 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? 23300 Lily Evans Team inspector Educational inclusion Special educational needs Mathematics Art and design Music How good are the curricular and other opportunities offered to pupils?

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responsibilities

7485 Richard Brent Team inspector English Geography History Physical education How well are pupils taught? St Andrews C of E Junior - 5 The inspection contractor was:

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responsibilities

Herringston Barn Herringston Dorchester Dorset DT2 9PU

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responsibilities

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

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responsibilities

The Complaints Manager Inspection Quality Division

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responsibilities

Alexandra House 33 Kingsway London WC2B 6SE St Andrews C of E Junior - 6

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PART A: SUMMARY OF THE REPORT 7

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

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HOW HIGH ARE STANDARDS? 11

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

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INFORMATION ABOUT THE SCHOOL

This is a Church of England Voluntary Controlled junior school of average size, with 266 pupils attending the school. A significant number of pupils either enter or leave other than at the normal time of entry. The school serves an urban community in the coastal town of Burnham-on-Sea in Somerset. The socio- economic backgrounds of the pupils are broadly average, and fewer than two per cent come from minority ethnic backgrounds. No pupils need additional external support for English as a language different to their mother tongue. Eleven per cent of the pupils are eligible for free school meals and this is below average. Fifteen per cent of the pupils have special educational needs, a below average proportion, and these include specific learning, emotional, behavioural, speech and communication and other multi- sensory needs. Of these, three pupils have a Statement of Special Educational Needs and this is also

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INFORMATION ABOUT THE SCHOOL

below average. Most pupils enter the school now with average levels of attainment, but the starting points of many pupils currently in Year 6 were below average.

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HOW GOOD THE SCHOOL IS

St. Andrew’s is a good, improving school. Good leadership and management, particularly strengthened by the partnership between the headteacher, deputy headteacher and Chair of Governors have established a more effective and consistent level of teaching and learning across the school. Pupils achieve well, including in the core subjects of English, science and mathematics, and standards are rising. The school provides good value for money.

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What the school does well

• Most pupils achieve well, in relation to their previous attainment, by the time they leave. • Provision for the pupils’ spiritual, moral, social and cultural development is collectively very good and promotes the pupils’ very good relationships and good behaviour. • A very good range of extra-curricular activities and an equally strong set of procedures to support the pupils’ welfare underpin the pupils’ learning. • The leaders and managers share a strong commitment to improvement and a more consistent capacity to succeed, and these are raising the pupils’ success in learning. • Teaching and learning are good overall, especially in Years 5 and 6, and in the core subjects of English, mathematics and science. • The school promotes a good partnership with parents and this aids pupils’ learning.

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What could be improved

• Standards in art and design are too low, and teaching and learning in music do not include all the required strands, limiting pupils’ achievement. • Opportunities to enrich the pupils’ learning across the breadth of subjects, for example by promoting literacy skills and using information and communication technology (ICT), independent research and creative expression, are not developed in a consistent fashion through the school. • The school’s provision for identifying and meeting the pupils’ special educational needs. The areas for improvement will form the basis of the governors’ action plan. St Andrews C of E Junior - 8

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made good improvement since the last inspection in December 1997. Standards have risen at a rate that is above the national average. Most of the key issues of the last inspection have been rectified, particularly the pupils’ attitudes and behaviour that are now good. Overall academic standards have been raised well, especially in mathematics and science. Leadership and management have been improved, especially the contributions of governors and subject co-ordinators. Strengths and weaknesses are identified accurately and leaders and managers target improvement more effectively. Most areas of provision have shown at least good improvement, promoting the pupils’ good achievement. The school is still seeking to introduce more opportunities for the pupils to show independence in their learning and is implementing a re-building programme to create more classroom space. The school is well placed to continue improvement.

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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

science C C A* A* very high and in the top 5 per cent. well above average above average average below average well below average A* A B C D E

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Key

Inspection shows that standards continue to rise at a rate higher than that found nationally in response to more consistent and effective teaching and learning that is enabling an increasing number of pupils to build well on their previous learning as they move through the school. This is reflected in the improved performance of the pupils in 2002 shown in the table above. Most pupils currently in Year 6 started from a lower base than last year’s group, however, especially in English, and their average overall standard of attainment represents good achievement for most pupils, including higher attainers. The small number of pupils who speak English as an additional language also achieve well due to the effective support they receive. Pupils with special educational needs make satisfactory progress and some would benefit from more consistent support in relation to their specific needs. Standards are above average in mathematics,

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Key

science, physical education and musical performance. Standards are below average in art and design but are never less than average in all other subjects, including in English by the end of Year 6. The pupils achieve satisfactorily through Years 3 and 4 but achieve more in Years 5 and 6 due to a higher proportion of good teaching. The quality of the recorded work of pupils currently in Year 6 does not match their very good performance in this year’s tests, showing that their ability to record and reflect about their learning is not yet as high as their knowledge and understanding. Good teaching and learning are likely to enable pupils to reach the school’s updated and more relevant targets set for them this year.

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Aspect Comment

Attitudes to the school Good; pupils show respect and enjoy school.

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Aspect Comment

Behaviour, in and out of classrooms Good; significantly improved since the last inspection due to consistent expectations and support from all staff. St Andrews C of E Junior - 9 Personal development and relationships Very good relationships. Pupils undertake tasks well, but they are given too few opportunities to take responsibility for their own learning.

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Aspect Comment

Attendance Unsatisfactory; below the national average, partly due to the fact that too many parents take their children on holiday during term time.

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Aspect Comment

The headteacher and staff support the pupils well by valuing their contributions and by sustaining a consistent approach to managing the pupils’ behaviour.

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Teaching of pupils in: Years 3 – 6

Quality of teaching 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: Years 3 – 6

Teaching and learning are good overall; over half of the lessons observed were good or better and only one unsatisfactory lesson took place. Most of the good teaching observed was seen in Years 5 and 6. In these classes teachers were more consistent in the expectations they set and in their adherence to curricular guidance, thereby ensuring a more consistent progression in the pupils’ learning than seen in Years 3 and 4 where teaching was satisfactory overall. All teachers show a good level of knowledge and understanding of the National Curriculum. They mostly make lessons challenging and interesting therefore learning is successful. Teachers promote very good relationships with the pupils and manage behaviour well through consistent adherence to the school’s relatively new and successful behaviour management policy. This improvement has been a key factor in raising the pupils’ attainment. Teachers

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Teaching of pupils in: Years 3 – 6

in Years 5 and 6 are generally more effective in adapting the curriculum to meet the differing needs of all the pupils. As a result, potentially higher attainers concentrate and achieve more in these classes than in Years 3 and 4. English and literacy skills are taught satisfactorily and mathematical and numeracy skills are taught well. The teaching of science is good and is securely based on pupils learning through practical investigation. Performing in music is taught very well and teaching is good in physical education and religious education. Teaching and learning is unsatisfactory in art and design, but it was satisfactory in all other subjects where judgements were made. No lessons could be seen in design and technology. ICT was taught well in the new computer suite, but teachers do not make best use of class- based computers to promote learning across the range of subjects. Most teachers are making effective

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Teaching of pupils in: Years 3 – 6

use of assessments of pupils’ work in core subjects to raise standards.

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Aspect Comment

The quality and range of the curriculum Satisfactory; well supported by good links with local schools and extended by a very good range of extra-curricular activities. Music has excellent features, but the music curriculum is too narrow and fails to meet statutory requirements.

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Aspect Comment

Provision for pupils with special educational needs Satisfactory; but with scope to use individual educational plans more consistently in a few classes to address the pupils’ particular needs.

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Aspect Comment

Provision for pupils’ personal including spiritual, moral, social and cultural development Very good overall; very good provision for the pupils’ moral and social development and good spiritual and cultural development nurture the pupils’ good behaviour and attitudes to school. The pupils are appropriately prepared for life in Britain’s multi-cultural society.

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Aspect Comment

How well the school cares Very good provision sustains the pupils’ health and welfare. Good St Andrews C of E Junior - 10 for its pupils procedures ensure that bullying cannot cause upset and that assessments are used well to promote pupils’ learning. There is scope to promote good attendance more.

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Aspect Comment

Leadership and management by the headteacher and other key staff Good overall; good leadership deriving from the headteacher’s partnership with the deputy headteacher and Chair of Governors is supported by well- focused management. Improving subject co-ordination is developing good teaching and learning.

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Aspect Comment

How well the governors fulfil their responsibilities Under the wise leadership of their Chair, governors fulfil their responsibilities well. All statutory requirements are met.

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Aspect Comment

The school’s evaluation of its performance The school monitors the quality of teaching and learning and the outcomes in terms of the pupils’ attainment effectively. As a result, staff receive good support and standards are rising.

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Aspect Comment

The strategic use of resources Resources are generally used well to promote the pupils’ learning. Renovations are currently restricting library facilities.

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Aspect Comment

The staffing and resources for learning are satisfactory. Improvements to the building are currently taking place to rectify the unsatisfactory accommodation, as most classrooms are too small for the number of pupils in each class and restrict learning. The governors apply the principles of best value well to promote school improvement and to raise standards.

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What pleases parents most What parents would like to see improved

• The teaching is good and their children make good progress. • They would feel comfortable about approaching the school with a problem. • Their children like school and behave well. • The school expects their children to work hard and achieve their best. • The range of activities provided out of lessons and the amount of work set for their children to do at home. • The degree to which the school works closely with parents. • The information provided by the school about how their children are getting on.

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What pleases parents most What parents would like to see improved

The inspection team support all of the parents’ positive views expressed above. Inspectors consider that the school has a good partnership with parents and provides them with good information about how their children are getting on. Homework is set appropriately in accordance with the school’s policy and with national guidance. The school holds a very good range of activities out of lessons. St Andrews C of E Junior - 11

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The school’s results and pupils’ achievements

1. Most pupils enter the school with broadly average levels of attainment. However, an examination of the records of pupils currently in Year 6 shows that their overall level of attainment on entering the school was below average, especially in language and communication. The results of the National Curriculum tests for Year 6 pupils over the past five years show a trend of rising standards that is above that found nationally. In particular, a significant rise in pupils’ attainment last year reflected the stronger and more successful emphasis placed by senior managers on pupils’ academic performance. Improved teaching and curricular planning, especially the more consistent implementation of the National Literacy and Numeracy Strategies, has raised standards. In last year’s tests pupils in Year 6, a relatively strong year group academically, attained above average standards in English, well above average standards in mathematics and very high standards in

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The school’s results and pupils’ achievements

science. These results compared very favourably with the standards found in similar schools and were well above average overall. Evaluations of the pupils’ performance between Year 2 and Year 6 must be considered with care given the significant number of pupils entering or leaving the school later than Year 3. In general they indicate that pupils achieved extremely well in relation to their prior attainment. Statutory targets set for the pupils, even those adjusted at a later date by the school, were exceeded significantly. This is a positive demonstration of rising standards, especially of higher attaining pupils, but it is also indicative of the need to continue to raise expectations of what pupils can and should attain in this school.

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The school’s results and pupils’ achievements

2. Inspection evidence indicates above average attainment and good achievement overall. Inspection findings are largely based on the performance of pupils currently in Year 6. This is a year group that started school with lower than usual levels of attainment, especially in language and communication, and has been the subject of a significant amount of change, with almost half of the pupils having either left or entered since pupils first entered school in Year 2. Their performance, whilst reflecting good achievement, does not match the standards reached by pupils in Year 6 last year. Observations of the pupils’ responses in lessons, from a scrutiny of the pupils’ work and from discussions with the pupils, show that the standards reached by pupils in these areas are not as high as their test results are likely to indicate. This is because, having started with less developed language and communication skills, these skills are not as high as their

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The school’s results and pupils’ achievements

mathematical and science skills and limit their ability to write reflectively or to evaluate and set hypotheses regarding their work. Nevertheless, standards are above average overall in the current Year 6, including in mathematics, science, and pupils’ performance in music and in physical education. Standards are below average in art and design, however, reflecting the inconsistent provision across the school. Standards in all remaining subjects, including in English, are broadly average. Over time most pupils, including the small number of pupils who speak English as an additional language and also higher attainers, achieve well. Pupils with special educational needs achieve satisfactorily by the time they leave the school. Their progress is constrained in Years 3 and 4 because the support they have to meet their targets is irregular. Pupils on the profile of special educational needs in Years 5 and 6 are well supported in small groups and individually.

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The school’s results and pupils’ achievements

Overall standards are above those found at the time of the last inspection, and in mathematics and science they are significantly higher.

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The school’s results and pupils’ achievements

3. Inspection shows that pupils, especially higher attainers, achieve more in Years 5 and 6 in response to a more consistent proportion of good and better teaching. In most classrooms learning in lessons, however, was often constrained by teaching strategies that didn’t make best use of the restricted classroom space. In Years 3 and 4, inconsistency in the quality of teaching limited pupils’ achievement to a satisfactory rate. Across the school, however, the pupils’ good attitudes and behaviour and their very good relationships are promoting the pupils’ self-esteem and confidence in learning.

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The school’s results and pupils’ achievements

4. The teachers’ implementation of the National Literacy Strategy is satisfactory overall. The National Literacy Strategy is implemented well in English lessons, especially in Years 5 and 6 where pupils St Andrews C of E Junior - 12 respond particularly well to the teachers’ questioning. However, inconsistent opportunities for the pupils to reflect in writing across the range of subjects and classes generally limit the otherwise good improvement in the way that the National Literacy Strategy is implemented since the last inspection. By the time they leave the school, standards in speaking and listening, reading and writing are broadly average, reflecting the good value added in relation to the pupils’ lower than average attainment on entry. Inspection shows that standards in literacy are rising through the rest of the school with an increasing number of pupils on course to attain higher than average

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The school’s results and pupils’ achievements

standards by the time they leave the school.

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The school’s results and pupils’ achievements

5. The pupils’ above average standards in mathematics reflect the consistent way that teachers implement the National Numeracy Strategy. Numeracy skills are promoted and used effectively to support learning in other subjects; for example, in science and geography they are used to record graphs of changes in temperature. The pupils’ science skills are developed systematically and well as they move through the school. Teaching and learning are based effectively on practical observation. The pupils’ knowledge and understanding are extended beneficially in Year 6 by the use of science workbooks that enable pupils to continue their effective learning at home. The pupils’ learning is not supported to best effect through information and communication technology (ICT). Teaching and learning in the ICT suite are of good quality and the pupils’ skills are developed by their regular sessions in the ICT suite. ICT makes a positive contribution to the pupils’ learning

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The school’s results and pupils’ achievements

in science, but is under-used to support the pupils’ learning in other subjects.

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Pupils’ attitudes, values and personal development

6. The pupils’ attitudes, values and behaviour are good; relationships across the whole school community are very good and do much to promote good learning. There has been a considerable improvement in this aspect since the previous inspection. The school has worked hard to create a positive ethos in which the pupils are able to work and play successfully. As a result, the pupils’ attitudes are improving, reflecting also the very good overall provision made for their personal development. However, there has been a decline in the rate of attendance and it is currently unsatisfactory.

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Pupils’ attitudes, values and personal development

7. The pupils are enthusiastic about school. Parents feel their children are happy and enjoy school. All the pupils spoken to during the inspection said how much they like being with their friends and how helpful all the staff are. During the inspection all the pupils came into school willingly at the start of the day and settled well to the daily routines. The oldest pupils are proud of the responsibilities they undertake in school and fulfil them well. The school council draws representatives from all years and provides a very effective forum for ensuring that the pupils’ views are taken into account. The pupils, through the council, have been involved in drawing up an anti- bullying statement, selecting and purchasing playground equipment and devising a playground charter. The council has recently produced a pointed set of rules about ‘Toilet Manners’!

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Pupils’ attitudes, values and personal development

8. The pupils’ attitudes in lessons are good throughout the school, although they are slightly better in Years 5 and 6 due to better teaching in these year groups. These positive attitudes are characterised by high levels of interest, perseverance, confidence and enthusiasm. For example, in a Year 3 literacy lesson about information texts, the pupils answered confidently because the teacher and their classmates listened carefully to what they said. They worked hard on the tasks set, working steadily and purposefully to pick out the relevant facts from the texts. Similarly, in a Year 5 geography lesson, the pupils quickly got on with the work set for them in a previous lesson, remaining fully focused despite the comings and goings of groups of the class to music lessons. They showed high levels of concentration, sought help confidently when they needed it, and covered the work at a brisk pace. The pupils’ attitudes in lessons were always at least

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Pupils’ attitudes, values and personal development

satisfactory, even when they were presented with mundane and uninteresting tasks. All pupils take part equally, because the class teachers involve all pupils in the discussions and tasks during lessons.

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Pupils’ attitudes, values and personal development

9. Behaviour in and out of the classroom is good overall. Parents rightly hold a high opinion of their children’s behaviour in school. Most pupils behave well all the time, but there are a few occasions when pupils do not maintain the high levels expected of them. This is sometimes hampered by the St Andrews C of E Junior - 13 small size of the classrooms. There are a few pupils who experience considerable difficulty with their behaviour; they generally respond well to the provision made for them. The pupils like the very good system of ‘merits’ that reward academic success, good behaviour and other positive personal attributes. The school uses exclusions only as a last resort; there has been no need to use this sanction in recent years. No bullying or any forms of harassment were seen during the inspection; the pupils spoken to by the inspection team were happy that if any is reported to staff the matter

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Pupils’ attitudes, values and personal development

is resolved swiftly and successfully. Very rarely, racist comments have been reported. The appropriate actions have been taken and the incidents recorded and reported correctly.

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Pupils’ attitudes, values and personal development

10. The pupils’ personal development is good overall, although their independent learning and investigative skills need developing further. This is currently hampered, but not impossibly so, by the lack of a fully functioning library and through the confined space in classrooms. The pupils are encouraged to reflect, for example, in assemblies, where they are sometimes asked to focus on the candles, and think about what they have heard during the act of worship. In lessons generally, the pupils listen well to each other and respect what they have to say. They support each other very well. For example, in a performance for parents by Year 3 pupils of songs from ‘Joseph’, the pupils were full of praise and encouragement for those who took solo parts. The oldest pupils have the opportunity to take on the responsibilities of being house captains; these include serving drinks at lunchtime and preparing and clearing the hall after collective worship.

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Pupils’ attitudes, values and personal development

11. Relationships across the whole school are very good. Pupils of different ages, genders, special needs and ethnic backgrounds play and work together happily. The pupils and staff are mutually supportive and show high levels of respect for each other. These do much to mitigate the cramped conditions in the classrooms, as everyone is aware of the difficulties of moving around easily and the need to be extremely careful and tolerant. In lessons, the pupils work well together when required to. A very sensitive moment was seen during the inspection that illustrates very well the very good relationships between teachers and pupils. When asked by the teacher about their visit to their secondary school on the previous two days, the pupils, very anxious not to upset her, replied, ‘Please, don’t take this the wrong way, Miss, but we had a lovely time!’

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Pupils’ attitudes, values and personal development

12. Attendance at school has declined in recent years. The level of unauthorised absence is about average. However, the level of authorised absences is higher than desirable, through a mixture of reasons, including illness, but also a relatively high number of holidays taken during term. The school uses homework well to ensure that absence does not seriously restrict pupils’ achievement. The school reminds parents of the need for regular attendance in both the prospectus and in newsletters. Most pupils arrive at school on time; however, there are a few who are frequently late and with whom the school works hard to encourage improvement.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

13. Teaching is good overall, as is learning. Teaching and learning improve somewhat from Year 5 onwards; very little teaching is unsatisfactory, much is good and some is very good. In Years 3 and 4 most teaching is satisfactory with some good features. 14. Most of the good teaching observed was seen in the Years 5 and 6. In these classes teachers were more consistent in the expectations they set and in their adherence to curricular guidance, thereby ensuring a more consistent progression in the pupils’ learning than seen in Years 3 and 4 where teaching was satisfactory overall. The overall quality of teaching has improved since the last inspection and almost all of the criticisms made have been tackled successfully.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

15. Teaching and learning in English, mathematics, science, religious education and physical education are good at all levels. Teaching and learning are very good in musical performance. Here, teaching is particularly successful in meeting the needs of a wide range of pupils, and providing them with challenging and enjoyable tasks. Pupils enjoy singing in particular and seek to do well. In all other subjects teaching and learning are satisfactory.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

16. The strongest feature of teaching is the good subject knowledge of the staff. The match of qualifications to subjects taught is high, except for art and design. The emerging practices of developing the expertise of learning support assistants and concentrating coaching skills are also St Andrews C of E Junior - 14 building expertise. Pupils benefit from this, gaining good knowledge and understanding of subjects such as music and physical education. An excellent music lesson saw the teacher's high quality subject knowledge at work in effective demonstrations, a regard for performance and high standards. As a result, the boys and girls in the cast learned at a high rate, and acquired a good range of both new skills and confidence.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

17. The planning of lessons is good overall, particularly in English, mathematics and science. For the most part, support staff and learning resources are well used to support a good range of learning methods. As a result, the pace of learning is good, and interest is high. Exemplary planning and use of a range of methods were seen in both a Year 5 English lesson and one from Year 6. In these lessons the structure of the activities ensured that pupils of all abilities worked at a demanding pace, planning and sketching out their ideas on limericks and foxhunting. Both teachers used a range of techniques, all carefully timed, to maintain interest and keep pupils busy. Overall, the pupils made good progress. However, whilst individual lesson planning is good, the inconsistent application of schemes of work in some subjects such as art and design makes it more difficult for teachers to plan their lessons effectively. Occasionally the pace of teaching and

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

learning slipped in Years 3 and 4 when the work set for the pupils didn’t provide for the full range of abilities in the class and where the teacher had to spend time repeating instructions or maintaining pupils’ effort as their attention slipped. This happened at times in science lessons in Years 3 and 4, for example, and constrained the learning to a satisfactory rate.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

18. Pupils with special educational needs achieve satisfactorily over time through teachers’ good planning, especially in English, mathematics and science. The quality of support during lessons is good and learning support assistants foster pupils’ self-confidence well so that pupils offer to answer questions and participate well. A good example occurred in a mathematics lesson, where the learning support assistant's knowledge of the behavioural and learning difficulties of a pupil was a key factor in his progress. At times they do not have the use of resources that would help their understanding. Time out of lessons is rare which means pupils are included fully in lessons. Very occasionally the positioning of physically disabled pupils, difficult in restricted space, is disadvantageous. This adversely affects communication and social interaction. Pupils are grouped appropriately for literacy and numeracy lessons and these are usually taught well. Pupils benefit

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

from consolidating basic skills and working at an appropriate pace, although one-to-one support is infrequent and irregular, limiting the rate of progress of pupils in Years 3 and 4. In a number of lessons in subjects other than English, mathematics and science, teachers’ plans show that work is the same for everyone and unmatched to pupils’ needs. Although some teachers do not always plan different tasks for pupils with special educational needs in some subjects, the good support they receive means that their achievement is always at least satisfactory.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

19. For the most part, expectations of both behaviour and of work are good. The management of pupils' behaviour is also good in most classrooms, leading to a calm working environment for all pupils. This is particularly creditable as all teaching rooms are crowded and the shape of many presents additional problems. As a result of the open–plan building, it is not always easy to ensure that there is a quiet atmosphere in which pupils can listen and concentrate. A Year 6 lesson on personal, social and health education illustrated the teacher’s strengths in this respect. The management of pupils was excellent; it was based on very good relationships which are also common across the school. The teacher used patience and praise well. Consequently, the pupils concerned made very good gains in speaking and listening skills as they discussed their recent visit to the secondary school.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

20. Occasionally learning was restricted by the teachers’ insufficient use of space, for example by filling classrooms with too much furniture. This limits the teaching and learning strategies followed by teachers and, in particular, reduces the opportunities pupils have to learn through independent research.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

21. Expectations are being raised by the use of target setting based on the pupils' prior attainments. Together with improvements in marking, this represents an improvement since the last inspection. The quality and use of ongoing assessment are satisfactory, being better in English, mathematics and science than in most other subjects. The target setting scheme, whereby pupils are given St Andrews C of E Junior - 15 clear areas to improve, means that many pupils have a very clear idea of the impact of their learning. Currently, however, progress in this varies between satisfactory and good from class to class.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

22. The teaching of the basic skills of literacy and numeracy is satisfactory overall. Work on literacy and numeracy in subjects other than English and mathematics is starting to draw upon the examples of the literacy and numeracy strategies. The use of key words, and a wider range of writing, is developing in most subjects, particularly, geography, history and religious education. However, the lower starting points in terms of language of many pupils currently in Year 6 still restrict the quality of their writing at times. The lack of a clear policy on the cross-curricular use of literacy means that opportunities are not always being taken in lessons to develop these skills. Good examples of the development and use of numeracy skills were seen in science and physical education. Whilst most teachers now have basic competence in using information and communication technology (ICT) to support learning, the work done tends to repeat relatively

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

modest skills from subject to subject rather than raising standards of computer use. There is also a shortage of appropriate software in many subjects and restrictions on computer use are inevitable given the large numbers of pupils in some classes and the small size of the classrooms.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

23. In most lessons, teachers are effective in meeting the needs of pupils, including a small number of pupils who have English as an additional language and gifted and talented pupils. They accomplish this through careful questioning. This was seen, for example, in a religious education lesson in Year 5, where the teacher drew new learning and ideas about laws and rules by developing and building on the pupils’ responses to questions. Such focused teaching of pupils ensures that they learn effectively.

p.15

STUDENTS?

24. The curriculum provided by the school is satisfactory overall. Musical performance is a strength of the school and promotes personal development very well. Annually, the school produces several music and drama performances of a high standard in the school and at the local theatre. Strong elements of the curriculum are English, science, geography, physical education and personal, social and health education, all of which have good schemes of work. Information and communication technology (ICT) also has a good scheme of work, but is not well planned and utilised across the curriculum. Links with the infant school and secondary school are now good, which is a very good improvement since the last inspection. Issues of time slippage between lessons, and planning and provision for higher attainers have been addressed well. Teachers include pupils effectively in classroom discussions and through questioning and additional support

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STUDENTS?

ensure that they make at least satisfactory progress, but the curriculum for pupils with special educational needs is only satisfactory. This is because the pupils’ individual educational plans are not always given sufficient attention, especially in Years 3 and 4. There is a satisfactory range of visits by children and visitors to the school, which enhance pupils’ experiences.

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STUDENTS?

25. The curriculum is carefully planned in most subjects, where it is well established, balanced and relevant. The curriculum for art and design, music and mathematics has imbalances of coverage of strands of national programmes of study. In mathematics, from the scrutiny in Year 3 there is an apparent imbalance in favour of number. In spite of this standards in other strands, for example, shape and space, are not adversely affected. This is because in the lessons observed using and applying mathematics were well represented in mental oral sessions. The music curriculum is unsatisfactory and statutory requirements are not met because it is in outline only and there is a lack of emphasis on opportunities for composing and appraising music, but high emphasis on playing and performing. The planned art and design curriculum has an overemphasis on drawing and painting and not enough two- and three-dimensional art. There is evidence to suggest from the

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STUDENTS?

scrutiny of work that the planned time for art and design and design and technology, already squeezed, may be omitted some of the time in favour of core subjects. Although this has been effective in establishing higher standards, it narrows pupils’ creative experiences. All subjects have well-prepared policies and follow nationally recommended schemes. St Andrews C of E Junior - 16 26. The curriculum is culturally enriched by a sound programme of visits and visitors, which supports learning in English, history, music, science, design and technology and art and promotes personal development well. In Year 6, pupils have a residential visit to the Exeter Youth Hostel. Pupils have regular visits to Bristol Zoo, Bristol Art Gallery, Caerleon and field trips such as to the source of the River Parrett. Visitors to the school include the Vicar of Burnham to lead worship, and representatives from a school in Kenya, from the Royal Society for the Protection and Care of

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STUDENTS?

Animals, and from Dr. Barnardos. A visitor from New Zealand also helped pupils with their understanding of the world and issues of poverty and human rights. They have a regular visit from a representative of the Islamic religion who promotes understanding of other religions and cultures. In addition, there have been worthwhile visits from historical performers and puppeteers.

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STUDENTS?

27. The school has sound links with the community and with the local church where pupils perform at Christmas, and also to local residential homes for the aged. Through the ‘Global Education’ project in geography, pupils raise funds for world charities such as Christian Aid and ‘UNICEF’. They also raise funds for local charities during the Harvest Festival. The school explores the resources within the locality well to help pupils’ understanding and awareness of the community of Burnham as it was in the past. Pupils also conduct surveys on traffic at the roadside and interviewed a representative of the local supermarket in connection with ‘Fair Trade Fortnight’.

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STUDENTS?

28. Teachers adapt the curriculum and provide appropriate work for higher attaining pupils and a few, especially in Years 5 and 6, provide challenging extension activities. However, opportunities for independent research in the library and work on computers are severely curtailed by the current building programme, large class numbers in small classrooms and inefficient use of the working space available. The school provides various forms of extra support in Literacy, and these are effective in raising standards of lower attainers and pupils with special educational needs, particularly in Years 5 and 6.

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STUDENTS?

29. The strategies in place for teaching literacy skills are satisfactory and for numeracy skills good overall because they are used well and developed across a range of subjects. The daily mathematics lessons are taught effectively overall and there are good links made to other subjects such as science, geography, personal, social and health education and history, all of which enhances pupils’ learning. Strategies for teaching literacy skills are generally good in English lessons, but they are less well used and opportunities limited, particularly in religious education and ICT. The use of ICT across the curriculum is at present weak in most subjects and year groups, although stronger in Year 4. The promotion and use of ICT and literacy skills have been constrained recently due to re-building works, The school has plans to rectify this as soon as possible.

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STUDENTS?

30. There is a very good range of extra-curricular activities after school and at lunchtimes. They include a craft club and gymnastics club for Year 3, and a book club, and a drama club for all ages when productions are being prepared. There are clubs for table tennis learners, and country dancing for Year 5. Pupils in Years 5 and 6 have opportunities to join chess, cricket, football, and table tennis clubs. Recorder lessons are free for everyone and, through the Somerset Music Organisation, the school purchases lessons in woodwind, string and brass instruments, paid for by parents. There are regular matches in football and netball, for example, against local schools.

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STUDENTS?

31. A good policy and scheme of work are in place for personal, social and health education, a very good improvement since the last inspection. The policy reflects the aims of the school well and strands are normally delivered across the curriculum and in a variety of ways including school assemblies and sports and team activities, as well as visits and residential experience . Citizenship is promoted particularly strongly through ‘Global Education’ in geography, where pupils’ awareness of world issues is central to learning. Pupils’ firsthand experiences of the school council aid their understanding of the democratic process and the importance of the personal qualities required in a role of responsibility. Among other achievements, council members have been effective in drawing up a very good anti-bullying policy. Respect for similarities and differences between peoples and in personal relationships come through the work of the school

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STUDENTS?

and the positive relationships and very good role models that staff provide. Assemblies provide strong support for pupils’ moral teaching and when talking to pupils they cite assemblies as the St Andrews C of E Junior - 17 place where they are reminded about issues such as bullying or helping each other. The dangers of drugs misuse and sex education are now taught suitably to all pupils.

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STUDENTS?

32. Pupils’ spiritual, moral, social and cultural education is very good overall. There are particular strengths in moral and social development. This represents very good improvement since the last inspection when spiritual, moral and social provision was judged satisfactory and cultural development unsatisfactory. This reflects the hard work and determination of the school to improve standards, the quality of the school environment and the sharing of ownership with the pupils of these changes. Performance in music makes a strong contribution to pupils’ spiritual and social development through the opportunities to foster self-esteem, confidence and personal success.

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STUDENTS?

33. Spiritual development is good. Although it is not specifically planned for, occasions arise through the school week in a wide range of situations in which pupils experience special moments. One pupil reported to a teacher following a lesson on archaeology in ancient Egypt, 'When I found the coin in the sand, I realised how special it was to find something that was 2000 years old. ’ In assemblies there are very good opportunities for pupils to have moments of reflection, such as, ‘Think how you could help someone today’. Opportunities for creativity in art and design and in composing in music are less developed, restricting pupils’ awareness and skills. Through the ‘Global Education’ programme pupils are encouraged to become aware of hurt, injustice and aggression, to respect the environment and the values by which people live.

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STUDENTS?

34. Moral education is very good and is underpinned by the consistent implementation of the school’s agreed behaviour policy by all staff. Pupils respond well to the teachers’ high expectations of behaviour, to the messages of assemblies, the role models provided by the adults working in the school and each other. They develop mutual respect, a sense of conscience and have a strong moral sense of right and wrong. Pupils were clear about the action they would take if someone was observed name-calling. They trust the staff who encourage them to take responsibility for their actions.

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STUDENTS?

35. Social education is very good because the school actively fosters good relationships, co-operative working, and being pro-active in helping people in need. Through drama and musical performance, one boy said how the experiences had helped him become confident in front of others. The safe and open learning environment encourages pupils to express their views and opinions. The school provides many opportunities for pupils to work collaboratively in all subjects. Opportunities for the pupils to show independence in their learning are not provided as consistently across the school and this restricts the pupils’ ability to learn by making their own choices. The school sets out to promote different aspects of success through sport, pastimes and performance, and is not solely reliant on academic success.

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STUDENTS?

36. Provision for cultural development is good and this is a very good improvement since the last inspection. The school’s emphasis on ‘Global Education’, especially through geographical study, promotes the pupils’ understanding of world issues well. Initiated by discussion in class and by stories from a range of faith backgrounds in assemblies, the pupils are prepared satisfactorily for life in Britain’s multicultural society. Religious education makes a significant contribution to pupils’ knowledge of other cultures through teaching about beliefs of different religions and cultures. The main Christian festivals are celebrated. In religious education, pupils learn about those of other religions such as those celebrated by the Jewish and Muslim faiths. Pupils are encouraged to enjoy literature and poetry, including that of other cultures, in their lessons. Through music they have opportunities to play a small range of instruments from other cultures and sing songs from

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

37. The school takes very good care of its pupils through a range of very good procedures and policies aimed at securing their health, safety and welfare. This is a considerable improvement since the last inspection. The school works hard to create a warm and welcoming atmosphere in which everyone is valued and can work together happily. All the staff know the children very well and are St Andrews C of E Junior - 18 concerned to do their best for them. The very good relationships that develop between the adults and the pupils build the confidence and trust that the pupils need to concentrate on their learning.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

38. The school has very good procedures for child protection. The staff are very vigilant in this area and know what to do if they have concerns. The special educational needs co-ordinator is the designated officer and she takes her responsibilities in this area very seriously, making very good regular use of outside agencies. The health and safety of the pupils is covered by a number of relevant policies, including risk assessment for all the activities undertaken. Very good arrangements are in place currently to ensure the pupils’ safety during the alterations to the building. The pupils are very well supervised during the day. The site and buildings are well maintained; all appliances, apparatus and alarms are tested regularly. The pupils are encouraged to eat healthily by only being allowed to bring or purchase fruit to eat at break-time.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

39. The school has produced good policies and procedures for promoting and monitoring behaviour since the last inspection when the need to improve these was identified. The change of emphasis from sanctions to encouraging, praising and rewarding good behaviour have contributed to the improvement in behaviour and encouraged the more positive ethos in school. This has also had a positive impact on the quality of teaching and learning and on pupils’ achievement. The procedures include a ‘merit’ system that encourages the pupils to work hard, behave well and be kind and helpful. Should problems arise with a pupil’s behaviour, the school is usually able to involve the parents at an early stage; they are generally supportive of the school. Minor concerns about behaviour are recorded by teachers; anything more serious is recorded by the special needs co- ordinator. Any incidents of bullying are taken very seriously. The school has good and successful

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

measures to resolve any problems and concerns, including guidelines drawn up by the school council.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

40. The school makes good provision for monitoring and supporting pupils’ personal development through its policy for personal, social and health education. The staff produce an interim report for each pupil in the spring term covering behaviour, effort made in school and homework. This is an effective way of tracking the pupils’ personal development and helps to promote the very good knowledge the teachers have of their pupils. The annual report by teachers to parents also shows how well their children are known to them.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. The monitoring and promoting of attendance is satisfactory, an improvement since the last inspection. The school uses the educational welfare service well to support its work. New initiatives such as the process of contacting home on the first day of absence, however, have not been in place long enough to have a marked effect on attendance. The school’s rigorous discouragement of late arrival to school has partially contributed to an increase in absences being identified as unauthorised. The school has worked hard to ensure that it is aware of the reason for any absences and follow up where necessary. Given the below average level of pupils’ attendance, however, there is a need to promote good attendance even more effectively, especially by discouraging holidays from being taken during term time more strongly.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. The school complies with the statutory regulations relating to the provision for pupils with special educational needs. A good range of outside professionals are involved in assessing and advising the school. Termly reviews of progress that pupils have made towards the targets in their individual educational plans are completed regularly and effectively to ensure that pupils improve satisfactorily.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. Procedures for assessing pupils’ attainment and for monitoring their progress in English, mathematics, science and physical education are good. This represents good improvement overall as procedures at the time of the last inspection were satisfactory and use of assessment was unsatisfactory. Procedures are unsatisfactory in religious education and design and technology and satisfactory in all other subjects. Since the last inspection, improved links with the local infant school and exchange of assessment information enhance that from the end of Year 2 national test results. The school tracks progress through annual reading tests and optional national tests at the end of each year. Additionally there are routine spelling tests and table tests in all years St Andrews C of E Junior - 19 44. In English, mathematics, science, ICT, physical education and geography, the pupils’ developing skills are monitored and recorded well. In other subjects, there are insufficient formal procedures

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

for tracking pupils’ progress in skill development. However, teachers’ good knowledge of individual pupils helps them to ensure future planning is satisfactory.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. The use of assessment information is satisfactory overall. Assessment on entry is used to group all pupils in English and mathematics. Although it is also used to identify pupils with special educational needs, it is not always effective in identifying pupils with less specific or significant needs. This results in a number of pupils making less progress, especially in English. Information about levels of skills that pupils have reached is not used to best effect to set individual targets for achievement in Years 3 and 4. The school uses such information well from the end of Year 4 to set targets for the end of Year 6. A few pupils have literacy targets entered into their books but this practice is inconsistent and this reduces the positive impact this strategy can have on pupils’ achievement. In the core subjects teachers assess the progress of their groups against National Curriculum level descriptions and this system usefully highlights areas that require more practice

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

and teachers incorporate it into medium term planning in core subjects. Monitoring of individuals’ progress, including those with special educational needs, is developing fast now and is satisfactory overall. In Years 5 and 6 the information from formal testing is used effectively to identify pupils who need support programmes and to target areas where pupils’ skills are weak.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. The pupils’ individual educational plans are monitored regularly and satisfactorily by the special educational needs co-ordinator, who supports teachers in writing targets. The degree to which class teachers use these evaluations in their day-to-day teaching varies across the school, limiting their value. However, all teachers and support assistants use their good personal knowledge of these pupils sufficiently to ensure that they make at least satisfactory progress. Annual reviews are not well attended, but those parents who do attend are consulted in setting targets. Although pupils with special educational needs achieve satisfactorily overall, several could achieve more.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

47. The parents’ views of the school are very positive overall and the school has an effective partnership with parents. This shows that the school has built successfully on the sound relations with parents it had at the time of the last inspection. Those parents who returned the questionnaire or attended the meeting before the inspection expressed generally very positive views; these were supported by the parents spoken to during the inspection. There is particular confidence in the areas of teaching and in what is expected of their children, both academically and in personal development. Parents feel confident in the leadership and management of the school and are happy to approach the school if they have any problems or concerns, which is particularly important for ensuring good relationships. Inspectors agree with the very positive views held by parents. The analysis of the parents’ responses in the questionnaire is very similar to that of

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

opinions expressed by parents through a shorter survey undertaken by the school earlier this year.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

48. Information provided for parents is good overall. Regular newsletters are appreciated by most parents as they keep them up-to-date with what has been happening in school and what activities and events are coming up; dates are given in good time and this is appreciated. Parents receive an annual report in the summer term that gives them good information on how their children are doing, together with how this compares with national levels. The comments within the reports are honest and show where the pupil has strengths and where there is a need for improvement. An interim report in the spring term concentrates more on personal development; it gives grades for effort, behaviour and the completion of homework. This written information is supplemented by a meeting with the teacher, if parents wish. Meetings early in the school year help to establish a relationship between home and school - these are generally well attended by parents, as are events and

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

shows involving their own children. For example, a large number of parents attended the performance of songs from ‘Joseph’ given by Year 3 during the inspection. However, meetings, for example, about aspects of the curriculum, such as a recent one on drugs education, are very poorly attended. Most parents have signed the home school agreement and make a positive contribution to their children’s learning. Overall, the school works hard to develop and maintain its St Andrews C of E Junior - 20 links with its parents; in return it enjoys the confidence of the community from which its pupils are drawn.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

49. Parents particularly like the ease with which they are able to talk to the headteacher or his deputy. One of them is in the playground before or after school most days; this makes contact easy, so problems generally can be tackled at an early stage. The parents spoken to during the inspection especially like this availability. Comments in, together with the signing of, the homework book shows that most parents support their children’s homework. The St. Andrew’s School Association organises a number of fundraising events during the year and raises considerable sums to support the school in its work. Money has been used recently to buy new playtime equipment, decided upon by the pupils through the school council. These purchases have promoted purposeful play and fun at break-times.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

50. Parents of pupils with special educational needs are very well informed of their progress through helping to set learning targets and working with their children towards these targets. This ensures their satisfactory achievement.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

51. The leadership and management of the school are good overall. Staff and governors share a strong and increasingly more consistent commitment to improvement and a good capacity to improve further. The school has shown good improvement since the last inspection. The headteacher’s carefully developed and effective structures of management have been substantially enriched by the successful team-orientated approach to leadership and management that stems from the combined work of the headteacher, deputy headteacher and Chair of Governors. This has led to a greater empowerment and involvement of the staff and provides significant enrichment to the development of the school and to pupils’ achievement.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

52. Most of the key issues identified in the previous report over four years ago have been rectified. In particular, those relating to teaching and learning, planning the curriculum, raising pupils’ attainment and increasing the effectiveness of subject co-ordinators and of the governing body have been addressed well. The impact of these changes is seen in the effective day-to-day learning of the pupils and is illustrated over the last two years by the greater achievements of pupils and by the significant rise in standards, particularly in mathematics and science, by the end of Year 6.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

53. The headteacher, ably supported by the deputy headteacher and Chair of Governors, has placed a strong and successful emphasis on improving the pupils’ attitudes and behaviour. Expectations of staff, of pupils and of parents have been raised and the consistent implementation of the school’s positive behaviour management policy has been the key factor in achieving this improvement, which has also strengthened the school’s ethos for learning.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

54. Monitoring and evaluation of the school’s performance are good. The monitoring and support of teaching is equally effective and has promoted the improving teaching and learning seen across the school, but especially in Years 5 and 6. Subject co-ordinators monitor provision well and have a clear awareness of the quality of teaching and learning in their subjects. This is enabling them to supply accurate information to the headteacher and to contribute to the school’s development. This is represented in a well-thought-out school improvement plan and is shown, for example, by the improved challenge now presented to potentially higher attaining pupils and their improved performance in national tests.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

55. The co-ordinator for special educational needs manages the provision for special educational needs satisfactorily. Senior managers are not as effective as they could be in developing more consistently good practice in this aspect. There are suitable structures in place to support pupils with special educational needs. Learning support staff are becoming proficient and have had suitable training in, for example, how to implement the methods outlined in the Additional Literacy Strategy. There is scope, however, to strengthen this provision to raise pupils’ achievements. St Andrews C of E Junior - 21 56. Through its supportive committee structures and actions and by regularly visiting the school, the governing body meets most of its responsibilities well. Led by an experienced and dynamic Chair, governors are supported by clear management structures and contribute to the school’s educational direction effectively. The Chair in particular supports the headteacher well and helps to

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HOW WELL IS THE SCHOOL LED AND MANAGED?

ensure that bureaucratic demands do not deflect him from the day-to-day leadership of the school. The headteacher and deputy headteacher have proficiency in ICT and work well with a very capable and experienced school administrator to ensure that information management systems are utilised to enhance the efficiency of the school, for example, using ICT to analyse and account for the school’s budget. The governors are also industrious in working with the local community and in improving the accommodation to enhance the pupils’ learning. Daily acts of collective worship and provision for religious education meet statutory requirements and also make a good contribution to racial harmony. The school has an appropriate policy and is effective in promoting racial equality.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

57. The staffing level is satisfactory overall. The large number of pupils in relation to the number of teachers is counterbalanced by a good number of support and administrative staff. The match of teachers’ qualifications to subjects taught is good, leading to good overall learning across the attainment range. The school has an above average number of learning support assistants to help the average number of pupils with special educational needs. They are well deployed and good examples both of their work and that of additional part-time teachers were seen in special educational needs and literacy support. Their impact on learning is, therefore, maximised. All adults who work for the school are valued. Arrangements for the induction of staff new to the school are good, as is the manner in which, in partnership with other institutions, it is involved in the training of new teachers when necessary. Staff development needs for teachers and support

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HOW WELL IS THE SCHOOL LED AND MANAGED?

staff are identified clearly, and matched well to development priorities. The arrangements for the appraisal and performance management of staff are good.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

58. The current accommodation is well cared for but it is unsatisfactory, as classrooms are too small and poorly shaped for most classes. There is also an absence of suitable spaces for withdrawal purposes. Governors are addressing this issue through a re-building programme, but there is scope for teachers to make more effective use of available space by reducing the amount of classroom furniture and by promoting more independence in pupils’ learning. The school has very spacious and well-kept outdoor areas and these are used most effectively to enrich the pupils’ play and to promote their achievement especially in sports. The school’s spending on learning resources is similar to that of that of most schools and overall resource provision is satisfactory. The number of new computers is somewhat behind the national average but the relatively new ICT suite is a significant development. Currently, there is no library because of the re-building works

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HOW WELL IS THE SCHOOL LED AND MANAGED?

but the number and quality of books held by the school are appropriate and provision will be satisfactory when the proposed library is developed.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

59. Financial control and management are good. The funds received by the school are used effectively to improve standards and achievement and to provide a good quality of education. Good use is also made of specific grants, for example, to raise standards in literacy and numeracy, and the high level of funding carried forward from last year’s budget has been used well to increase the use of ICT to aid pupils’ learning. Principles of best value are applied efficiently and help the school to provide good value for money. St Andrews C of E Junior - 22

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

60. In order to sustain the development of this self-evaluating and self-improving school, the headteacher, staff and governors should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

1 Raise standards in art and design and ensure that pupils learn in all strands of music by: (paras. 13- 22; 23-35; 86-89; 113-117)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• improving the breadth and balance of the curriculum in these subjects;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• ensuring that teaching enables the pupils to acquire the necessary skills progressively as they move through the school. (*)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

2 Widen and enrich the pupils’ learning by: (paras. 13-22)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• providing more opportunities for the pupils to learn through creativity, enquiry-based learning and independent research, for example, by using ICT, and by promoting the pupils’ literacy skills across the curriculum; • implementing more consistently agreed curricular policies and plans, especially in Years 3 and 4; • utilising available classroom and other indoor space more effectively; • continuing to improve the accommodation available so that it more readily supports pupils’ learning. (*)(P)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

3 Improve the provision for pupils with special educational needs by: (paras. 23-35; 36-45) • strengthening the procedures for identifying pupils’ specific needs; • improving the assessment and monitoring of pupils’ progress. (*)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In order to support the school’s ongoing improvement consider the inclusion of the following minor issue within an action plan: (para. 12)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• strengthen the procedures for promoting the regular attendance of pupils. (*)(P)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(P) = Key Issue still to be addressed from the previous inspection. (*) = Issues already identified for development by the school. St Andrews C of E Junior - 23

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