Other · Ofsted report

Stanton St Quintin Primary and Nursery School

Inspected — · published 14 Jan 2003 · URN 126204

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Praiseexcellenteffectivevery wellpositiveenjoyclearsuccessfullymake good progress

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What needs to improve1177w+70

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Full report text

PRIMARY SCHOOL

Dates of inspection: 23 rd – 25 th September 2002

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PRIMARY 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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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. Stanton St Quintin Community Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Stanton St Quintin Chippenham Wiltshire

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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 A Bisping

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 24 th – 26 th November 1997 Stanton St Quintin Community Primary School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities

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INFORMATION ABOUT THE INSPECTION TEAM

Mr RWG Thelwell Registered inspector Areas of learning for children in the Foundation Stage; Educational inclusion; Information and communication technology; Science; Physical education. The school’s results and achievements; How well are pupils taught? How well is the school led and managed?

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INFORMATION ABOUT THE INSPECTION TEAM

Mr R Love 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? Mrs C Richardson Team inspector Special educational needs; Art; Mathematics; History; Religious education.

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INFORMATION ABOUT THE INSPECTION TEAM

Mr M Barron Team inspector English as an additional language; English; Design and technology; Geography; Music. How good are curricular and other opportunities offered to pupils?

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INFORMATION ABOUT THE INSPECTION TEAM

The inspection contractor was: MSB Education Ltd. Broomhill Wimborne Dorset BH21 7AR

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INFORMATION ABOUT THE INSPECTION TEAM

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

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INFORMATION ABOUT THE INSPECTION TEAM

The Complaints Manager Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Stanton St Quintin Community Primary School - 5

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PART A: SUMMARY OF THE REPORT 6

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

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HOW HIGH ARE STANDARDS? 11

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

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AREAS OF THE CURRICULUM, SUBJECTS AND COURSES 28

Stanton St Quintin Community Primary School - 6

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INFORMATION ABOUT THE SCHOOL

Stanton St Quintin Primary School is set in the village of Stanton St Quintin, five miles north of Chippenham and draws pupils from a wide socio-economic background. When last inspected in November 1997, there were 88 pupils on roll. At present, 122 attend, including 22 children in reception. Nearly a third of pupils are from service families stationed at a nearby army barracks. Many of these pupils stay at the school for only two years before they move on. As a consequence, the turnover of pupils in and out of school at times other than those usual for admissions or leaving, is very high relative to other schools. There are four classes with an average of 30 children. Each class caters for pupils from more than one year group. Nearly all children attend pre-school groups before joining reception at the start of the school year in which they become five. Assessment on entry shows overall attainment to be in line

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INFORMATION ABOUT THE SCHOOL

with that expected for this age. The proportion of pupils with special educational needs is average; one pupil has a statement of special educational needs allocated under the terms of the DfES Code of Practice 1 . The proportion of pupils eligible for free school meals is below average. Six pupils have English as an additional language. Proportionally, this is above average and includes three pupils who are at an early stage of English language acquisition.

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HOW GOOD THE SCHOOL IS

Stanton St Quintin is a good school that serves its pupils and community well. It is very well led and managed. The headteacher, staff and governors work very well as a team and have established a very positive and caring ethos that successfully supports and promotes pupils’ learning. Excellent relationships, together with very good behaviour are the norm. Good teaching across the school results in pupils’ very good attitudes to learning. Pupils’ personal development is very good. Standards for pupils at the end of Year 6 are consistently above nationally expected levels in English, mathematics, science and religious education. When considering pupils’ average attainment on entry to the school, and the high rate of pupil turnover, this represents good achievement. Effective use is made of time, money and resources. Although the unit cost per pupil is above average, this is an effective school that

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What the school does well

• Achieves standards for pupils currently in Years 2 and 6 that are above national expectations in English, mathematics, science and religious education. • It provides a caring community where pupils are known well and valued as individuals. • Teaching is good across the school. • The school provides good learning opportunities that are enhanced by a very good range of extracurricular activities. • Relationships are excellent and pupils display very good attitudes and behaviour. • The school makes very good provision for pupils’ personal development. • Good provision for pupils with special educational needs, and those with English as an additional language, results in them achieving well.

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What the school does well

1 The Department for Education and Skills’ Code of Practice gives practical advice to school about their responsibilities to ensure that all pupils who have special educational needs receive the most appropriate help to further their learning and personal development. This is a statutory duty under the 1993 Education Act. Stanton St Quintin Community Primary School - 7

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What could be improved

• Statutory compliance with National Curriculum requirements for information and communication technology (ICT) for pupils between Years 3 and 6. • Information for parents regarding the school’s policy on homework. • Marking of pupils’ written work, to give them a clear understanding of how to improve. • Resources for Foundation Stage 2 children’s ride-on play equipment to support outdoor structured play. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has successfully addressed all issues arising from the last inspection of November 1997. The quality of writing opportunities across the school has improved, and has resulted in an improvement in the standard of writing at the end of Years 2 and 6. Children in reception now benefit from a secure area for outdoor structured play. A policy is now in place to support the planning, monitoring and evaluation of pupils’ personal development. National strategies for literacy and numeracy have been introduced and used to good advantage, and the performance management of teachers is now in place. Provision for ICT has improved, with all staff having received government funded training for the subject. Governors have overseen a number of structural improvements that have led to the provision of an improved library, food technology room, together with office and staff areas. The inspection team considers the school is well placed to continue its development and improvements.

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 6 based on average point scores 3 in National Curriculum tests.

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STANDARDS

Performance in: All schools similar schools Key

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STANDARDS

1999 2000 2001 2001 English A* B B C well above average above average A B Mathematics A* B B D average below average C D Science A* A B C well below average E

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STANDARDS

End of Year 6 assessments for 2001 were noteworthy when considering overall attainment on entry to reception was average. In science, all pupils reached at least the expected level. Results of assessments for 2002, for which no national figures are yet available, show the overall proportion of pupils reaching the expected or higher levels 4 for each subject has been maintained. As for last year, all pupils gained the expected level for science. The school’s focus on improving standards in writing resulted in a marked improvement in the proportion gaining the required level. The school met the challenging targets set by the local authority for the proportion of pupils gaining the expected level in English and mathematics. Care should be taken when comparing standards from one year to another as the size of year groups varies considerably and is often small; as was the case in 2002.

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STANDARDS

2 The Foundation Stage refers to children from entry up to and including age six when they complete the reception year. 3 Average points scores refer to the average of pupils’ scores weighted by Ofsted for each level attained in each subject. 4 The national expectation is that, when assessed at the end of Year 2, pupils should achieve Level 2. The higher level is Level 3. When assessed at the end of Year 6, the expectation is that pupils achieve Level 4, with the higher level being Level 5. Stanton St Quintin Community Primary School - 8 Since 1999, standards in reading, writing and mathematics at the end of Year 2, have been consistently above national averages. Results for 2002, in which a larger than usual year group was assessed, showed the positive trend had continued.

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STANDARDS

For pupils currently in Years 2 and 6, attainment in English, mathematics, science and religious education, is above nationally expected levels. There is every indication that standards will be maintained through to the end of the present school year. Whilst performance in ICT meets expected levels by the end of Year 2, because the full requirements of the curriculum are not met between Years 3 and 6, attainment at Year 6 is below expectation. At Years 2 and 6, attainment meets expectations for pupils’ ages in art, design and technology, history, music and physical education. In geography, attainment exceeds requirements at Year 2. It meets expectations by the end of Year 6.

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Aspect Comment

Attitudes to the school Pupils have very good attitudes to learning. They are interested in their work and respond well to good teaching. This has a positive effect on the progress pupils make. Behaviour, in and out of classrooms Pupils’ very good behaviour allows maximum time to be spent on teaching and learning. Personal development and relationships Pupils’ personal development is very good. Relationships between pupils and amongst pupils and staff are excellent, and make a significant contribution to pupils’ learning. Attendance Overall attendance is very high when compared with the national average. Pupils are punctual and keen to attend.

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TEACHING AND LEARNING

Teaching of pupils in: Reception Years 1 – 2 Years 3 – 6 Quality of teaching Good Good Good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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TEACHING AND LEARNING

Across the school, teaching in lessons observed was never less than satisfactory. Good teaching accounted for three-quarters of lessons, including six judged very good. Teaching of the basic skills of literacy and numeracy is good, with instances of very good teaching. Strengths lie in good planning, together with effective ongoing assessment to help determine what is to be taught next. Pupils know exactly what is expected of them because teachers explain objectives clearly at the start of lessons. In literacy, teachers’ enthusiasm and skilled questions, together with interesting activities, are underpinned by good subject knowledge. Mathematics lessons contain enjoyable tasks that reinforce pupils’ understanding of concepts taught. Pupils are challenged regularly through mental arithmetic sessions, and are given many opportunities to explain how they arrive at their answers. Teachers successfully

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TEACHING AND LEARNING

meet the needs of pupils at different stages of learning, ranging from those with special educational needs, to higher attaining pupils. With advice given by support staff from the local authority, teachers enable pupils with English as an additional language to develop their understanding and use of English, and to access the curriculum. Stanton St Quintin Community Primary School - 9

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Aspect Comment

The quality and range of the curriculum Whilst provision in reception is good overall, children do not have access to ride-on play equipment to support their physical development. The curriculum for pupils between Years 1 and 6 is broad and balanced, and is supported by a very good range of out-of-class activities and visits. However, the full requirements of the National Curriculum for ICT are not met for pupils in Years 3 to 6. Provision for pupils with special educational needs Pupils receive good provision that is well managed. They make good progress in relation to prior attainment and targets in their individual education plans.

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Aspect Comment

Provision for pupils with English as an additional language The effective support given by school staff, and teachers from the local authority support service, enables pupils to make good progress in acquisition of English and to participate in the required curriculum. Provision for pupils’ personal, including spiritual, moral, social and cultural development Provision for pupils’ social development is excellent. Very good provision is made for pupils’ spiritual, moral and cultural development.

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Aspect Comment

How well the school cares for its pupils Child protection, together with procedures for health and safety are good. Effective provision is made for monitoring the academic development of children in reception, and of pupils’ performance in English, mathematics and science. Information gained from assessments is used well.

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Aspect Comment

The school’s good partnership with parents has a positive effect on pupils’ learning. Stanton St Quintin Community Primary School - 10

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher gives very good leadership and manages well. The good support he receives from staff and governors results in the school having a very positive and caring ethos that supports and promotes pupils’ learning.

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Aspect Comment

How well the governors fulfil their responsibilities Governors are closely involved in strategic and financial planning, monitoring and evaluation. However, they have not ensured all curriculum requirements for ICT are met for pupils between Years 3 and 6, or that children in reception have the full range of outdoor resources to support physical development. All other responsibilities are met well.

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Aspect Comment

The school’s evaluation of its performance A good range of procedures is in place to evaluate performance. Effective use is made of data from assessments to improve curriculum provision, set targets for learning, and to raise standards. Appropriate procedures are in place to monitor the quality of teaching.

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Aspect Comment

The strategic use of resources Good. The school makes efficient use of all resources to support learning. Governors apply the principles of ‘best value’ well at every stage of planning and evaluation.

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Aspect Comment

The school is sufficiently staffed to meet the needs of children in reception, for pupils in Years 1 to 6, together with those with special educational needs or, who have English as an additional language. The school’s satisfactory accommodation is soon to be improved through a building programme. Resources for learning are satisfactory overall.

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What pleases parents most What parents would like to see improved

• Pupils like coming to school, they are taught well and make good progress. • The school expects pupils to work hard and achieve their best. • The school helps pupils become mature and responsible, and behaviour is good. • The school is well led and managed • Parents feel comfortable about approaching the school with a question or a problem. • The school provides an interesting range of activities outside lessons. • The amount of homework given to pupils. • Information about how their children are getting on. • How closely the school works with parents.

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What pleases parents most What parents would like to see improved

Fifty-seven parents returned the Ofsted pre-inspection questionnaire, and thirty parents attended the meeting with the Registered Inspector. Inspection evidence confirms the positive views expressed by parents. The inspection team considers that although an appropriate amount of homework is provided for pupils, relative to their age and understanding, parents have not been given sufficient information about the school’s homework policy. The team is of the opinion that arrangements for reporting pupils’ progress are good, and, contrary to the views of a small number of parents, that the school works closely with parents; a partnership that has a positive impact on pupils’ learning. Stanton St Quintin Community Primary School - 11

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The school’s results and pupils’ achievements

1. A review of past years’ assessment of children on entry to reception shows attainment to be in line with that expected for their age. For pupils who have recently started Year 1, good learning throughout the year resulted in nearly all achieving the officially recommended learning goals for each area of learning by the end of reception. A quarter reached the expected levels earlier. Although local authority entry profiles for children currently in reception have yet to be completed, inspection evidence confirms nearly all children are at stages expected for their age in each area of learning, and are on course to reach the appropriate levels by the time they leave reception.

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The school’s results and pupils’ achievements

2. End of Year 2 National Curriculum assessments from 1999 have been above, or well above the national average in all subjects. Results for 2001 showed the school’s overall performance in reading and mathematics to be well above average. In mathematics, all pupils achieved the expected level. Performance in writing and science was above average. When compared with results of similar schools, based on pupils’ eligibility for free school meals, performance was above average in reading, and average in writing and mathematics. Results are impressive when taking into account pupils’ average attainment on entry to school. However, even when assessment results are positive, care should be taken when comparing results of relatively small year groups with national results, as the performance of each pupil has a significant impact on statistics.

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The school’s results and pupils’ achievements

3. Since 1998, assessments for pupils at the end of Year 6 have been at least above the national average in English, mathematics and science. Results for 2001 showed overall performance in each subject to be above average, with all pupils gaining the expected level in science. When compared with similar schools, results were average for English and science, but below average in mathematics. However, as noted earlier, in a small year group, the adverse performance of one pupil, who may have special educational needs, has a disproportionate effect on results. Analysis of assessment results led to a focus on the quality and breadth of provision for pupils’ writing activities.

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The school’s results and pupils’ achievements

4. End of Year 2 assessments for 2002, for which no national figures are yet available, showed that in all assessed subjects, standards have been maintained since the previous year. A good achievement considering the year group was much larger than usual. Results for end of Year 6 assessments are equally positive in that overall standards in English, mathematics and science have been maintained. Particularly positive features include the marked improvement in the quality of writing and standards in mathematics, as indicated by the proportion of pupils gaining the expected or higher levels. In science, as for 2001, all pupils gained the expected level. Notwithstanding the small number of pupils assessed at Year 6 (12), results are noteworthy when considering the high rate of pupil mobility.

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The school’s results and pupils’ achievements

5. For pupils now in Years 2 and 6, inspection evidence based on previous and current work, together with lesson observations, confirms current attainment in English, mathematics and science to be above nationally expected levels. There is every indication that standards will be maintained through to the end of the school year. There are no marked differences between the performance of boys and girls. Pupils achieve well because of good teaching and learning, together with the effective provision of individual targets in English and mathematics. Stanton St Quintin Community Primary School - 12 6. In lessons observed, pupils’ progress across Years 1 and 2 is good in terms of the development of their speaking and listening skills. By Year 2, attainment in this aspect of English is above average. Pupils show confidence in asking and answering questions, talk sensibly about their work, and are keen to read aloud. Good progress is maintained between

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The school’s results and pupils’ achievements

Years 3 and 6. By the time pupils leave the school, standards are above average. Pupils listen attentively, make thoughtful contributions to discussions, and use a breadth of vocabulary, including subject specific terms, well.

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The school’s results and pupils’ achievements

7. In reading, good learning across the school results in standards at the end of Years 2 and 6 being above expectations. Pupils in Year 2 read confidently and clearly, observing punctuation. Those in Year 6 read a wide range of texts with fluency and accuracy. Pupils have a good understanding of how punctuation determines how text is to be read. They discuss character and plot, and talk about authors and favourite books confidently, giving considered reasons for their preferences.

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The school’s results and pupils’ achievements

8. Standards in writing are above average for pupils currently in Years 2 and 6. Pupils write for a range of purposes, and draft and edit their work. Effective use is made of pupils’ writing skills when producing work in other subjects, including history and religious education. Pupils acquire good strategies for correct spelling, and make effective use of dictionaries and thesauruses to support writing. By the end of Year 6, the quality of handwriting is satisfactory. Most pupils write in a fluent and clear style.

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The school’s results and pupils’ achievements

9. In mathematics, good learning across the school results in attainment exceeding nationally expected levels at the end of Years 2 and 6. Throughout the school, mental arithmetic is developed well through regular ‘mental agility’ activities. Numeracy skills are used to good advantage across the curriculum

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The school’s results and pupils’ achievements

10. Evidence based on pupils’ previous work, together with lesson observations indicates standards in science to be above average at the end of Years 2 and 6. Across the school, a strong emphasis is placed on investigational science. Pupils have a broad knowledge of science, and observe, experiment, predict and use the skills of scientific enquiry. They have a clear understanding of what makes a test ‘fair’, and use an increasing range of scientific language with confidence.

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The school’s results and pupils’ achievements

11. Across Years 1 and 2, sound progress in developing skills of information and communication technology (ICT) results in pupils reaching nationally expected levels by the end of Year 2. However, by the end of Year 6, pupils have not covered the full requirements of the National Curriculum. As a consequence, by omission, standards are below expectation. In religious education, standards at age seven and eleven exceed the requirements of the locally agreed syllabus. This represents good learning with pupils having a good knowledge of Christian beliefs and other world faiths.

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The school’s results and pupils’ achievements

12. A review of past and present work, confirms pupils’ sound progress in art and design, design and technology, history, music and physical education. There is every indication that their current satisfactory attainment will continue through to the end of Years 2 and 6. Whilst attainment in geography exceeds expectations at Year 2, it meets requirements by the end of Year 6. Differences in performance should be viewed in the context of the size and nature of the year groups concerned.

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The school’s results and pupils’ achievements

13. Pupils with special educational needs make good progress in relation to prior attainment and to targets in their individual education plans. Higher attaining pupils are provided with suitably challenging work and make sound progress. In keeping with the school’s good procedures for inclusion, a small number of pupils at the early stages of learning English, are given good support in order to access the curriculum. This results in them making good progress. Stanton St Quintin Community Primary School - 13 14. Results of the end of Year 6 assessments in English and mathematics for 2002 met the challenging targets set by the local education authority. The school is now working towards targets to ensure pupils currently in Year 6 achieve their full potential. The school has a positive attitude to raising standards, and the staff and governors work together to this common end.

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Pupils’ attitudes, values and personal development

15. The last inspection reported the quality of the pupils’ attitudes, behaviour and personal development to be a strength of the school. This continues to be the case. Pupils enjoy school and have very good attitudes to their learning. Their personal development is very good and the quality of relationships throughout the school is excellent. Pupils’ positive attitudes and very good behaviour impact significantly on their learning. Through Ofsted pre- inspection questionnaires and discussions, parents indicate their pleasure with their children’s attitudes and personal development.

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Pupils’ attitudes, values and personal development

16. Children in reception join in enthusiastically with activities and are eager to respond to adults’ questions. When playing and learning in the outdoor area, they willingly change activities when asked, and take turns sensibly. They play with one another and join in with their Year 1 friends with confidence, whether it be helping the puppet Sooty learn his letter sounds, or when participating enthusiastically in a music and movement lesson.

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Pupils’ attitudes, values and personal development

17. Pupils know that they are expected to learn and participate as much as they can. They enjoy their lessons. Pupils work hard and show considerable determination, effort and perseverance. They work well together and are co-operative and supportive of each other in class. Pupils enjoy the very good extracurricular activities provided for them.

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Pupils’ attitudes, values and personal development

18. Behaviour is very good both in class and around the school. Pupils behave sensibly when moving about. They are polite and helpful to each other and to visitors. The quality of all relationships is excellent. All staff share a commitment to ensuring that each pupil is able to achieve his or her academic and personal goals. There is a mutual respect between staff and pupils with each wanting to do their best for each other. Pupils, including those with special needs, together with those from minority ethnic backgrounds, are fully integrated into school life. Pupils care for each other well. An example of this care was that shown by two older pupils who were seen comforting a younger pupil who was distressed after a fall in the playground.

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Pupils’ attitudes, values and personal development

19. Pupils mix well together in lessons and at play. There is good social harmony and the school has not had to exclude any pupils in recent years. Racial incidents are almost unheard of and the only recorded incidence was the use of inappropriate language by one pupil when referring to another.

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Pupils’ attitudes, values and personal development

20. Pupils’ personal and social development is given very high priority by staff and is fostered through the good provision for personal, social and health education. Older pupils are given a number of opportunities to take responsibility such as acting as helpers, and assisting at lunch times and wet play times. Pupils enjoy carrying out these duties and do so in a mature way. Younger pupils are given appropriate opportunities for taking responsibility, and enjoy such tasks as helping to keep their classrooms tidy, returning dinner registers or ringing the bell to end playtime, they enjoy doing so.

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Pupils’ attitudes, values and personal development

21. Each class elects its own representatives to the school council, and all representatives, including the very youngest take their responsibilities seriously and have their views listened to and respected

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Pupils’ attitudes, values and personal development

22. Attendance in the last completed year before the inspection was very high in comparison with other schools; unauthorised absence was below the national average for Stanton St Quintin Community Primary School - 14 primary schools. Absence is mainly the result of sickness or other medical reasons. Nearly all pupils arrive on time.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

23. Inspection evidence confirms the good quality of teaching reported in the last inspection has been maintained. Teaching was judged to be satisfactory or better in all lessons observed. Overall, it was good in three-quarters of lessons seen, of which nearly one in every five lessons was very good. All teachers and support staff work very well as a team, sharing good knowledge and expertise. The quality of teaching has a positive effect on pupils’ learning and the standards they achieve.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

24. Teaching of children in reception was good in four-fifths of lessons observed, including one fifth very good; the remainder was satisfactory. Planning is very thorough and is based on the Early Learning Goals 5 . It covers all required areas of learning for children of this age, and links well with the early stages of the National Curriculum. Children are provided with a good range of relevant and interesting experiences. Good knowledge and understanding of the educational needs of the age group are reflected in the preparation and delivery of lessons, and in the careful monitoring of children’s performance. Staff co-operate well in providing children with an appropriate balance between teacher directed activities and those children choose for themselves. Many opportunities are created to develop and extend children’s language, and they are a marked feature of the good practice observed.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

25. The quality of teaching in Years 1 to 6 was judged to be satisfactory or better in all lessons observed. It was good in three-quarters of lessons, including four that were very good. Examples of good teaching were observed from all teachers. Across the school, teachers have benefited from a good range of professional development, particularly in literacy, numeracy, and more recently in ICT. Teachers are secure in their knowledge and understanding of subjects taught. They are enthusiastic, and this contributes well to positive, well managed classes. In nearly all lessons, teachers explain objectives at the start of the session to ensure pupils understand fully what they are expected to achieve. Teachers have suitably high expectations of pupils and give them good ongoing support and reassurance. A noteworthy feature in all lessons is the attention staff pay to good effort. Inspection evidence confirms parents’ views that teachers know pupils’ individual needs well, and plan for them

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

accordingly. Within each class, pupils of different ages are given challenging tasks that are well matched to their stages of learning.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

26. Across the school, classrooms are well organised to promote learning. Teachers were observed using a range of strategies, including individual, group and whole class teaching to good advantage. The use of questioning techniques by staff is very effective and has a positive impact on pupils’ learning, especially speaking and listening skills. Particularly successful is the use of open questions that require pupils to consider and organise their thoughts before giving an explanation by way of response. For example, in a religious education lesson, pupils in Years 4, 5 and 6 gave full and well structured replies to questions related to how people’s decision making could be affected by their religious beliefs. Another feature that impacts well on learning is teachers’ encouragement of pupils to use correct vocabulary in lessons, particularly in mathematics and science. Good examples of both practices occur regularly at the end of lessons when pupils talk about what they learnt.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

5 The ‘Early Learning Goals’ comprises a set of skills, knowledge and understanding that children might be expected to achieve by the end of the reception year. There are six areas of learning: personal, social and emotional development; communication, language and literacy; mathematical development; knowledge and understanding of the world; physical development; creative development. Stanton St Quintin Community Primary School - 15 27. Teachers regularly recap on what pupils have learnt previously, and make effective use of time to advance learning. They often capture pupils’ imagination by thoughtful and effective use of resources. For example, in a history lesson concerning the first landing on the moon, pupils were able to appreciate some of the difficulties of movement experienced by astronauts as they dressed up in a simulated space suit. In a literacy lesson related to characterisation within stories, the teacher for Years 4, 5 and 6 role played in costume, an

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

alien from outer space who answered pupils’ questions about her lifestyle. A significant contribution to the effective teaching observed came from the school’s team of support assistants. They work in close partnership with teachers to enhance pupils’ learning. Teachers ensure all those working with them have a clear understanding of lesson objectives, together with the methods and resources to be used.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

28. Teaching and learning for pupils with special educational needs is good. This is the case whether pupils are given support in class or withdrawn to work in small groups. Individual education plans relate well to the needs of those for whom they are written. Staff use these plans well to meet specific needs. Teachers give clear instructions and use praise constructively. As a result of good support, such pupils make good progress in relation to prior attainment and to targets in their education plans. Higher attaining pupils are provided with work well matched to their levels of attainment. The small number of pupils with English as an additional language receives good support from class teachers and staff from the local authority support service. This results in pupils making good progress in their understanding and use of English, and access to the curriculum.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

29. The basic skills of literacy and numeracy are taught well. Of the six literacy lessons observed, two were very good, three good, and one satisfactory. Lessons are well planned, with clear objectives, using the structure of the National Literacy Strategy to good advantage. Teachers successfully take into account the wide spread of pupils’ levels of attainment in each class. Interesting activities are provided for pupils, and good use is made of end of lesson discussion time. Lessons are characterised by the enthusiasm of teachers’ expressive reading and leading of stories, and skilled questioning to ensure pupils understand the content and structure of texts. Teaching of the daily mathematics lesson was good in all lessons observed, including one judged very good. Lessons are thoroughly planned with interesting and relevant activities that reinforce pupils’ understanding of concepts taught. Good opportunities are given to pupils to develop their mental arithmetic skills and to explain

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

30. Teachers’ planning is good. Policies and schemes of work are in place for all subjects to support the systematic development of pupils’ knowledge, skills and understanding. Teachers make effective use of day-to-day assessment to help plan what is to be taught next. Although teachers give pupils good oral feedback during lessons, marking in pupils’ books is inconsistent and does not conform to the recently written marking policy. Whilst teachers’ comments acknowledge effort, pupils are given insufficient guidance on how to improve their work. Although a number of Ofsted pre-inspection questionnaires recorded parental concerns over homework, inspection evidence finds teachers make satisfactory use of homework to support learning; the amount and challenge of work given is suitably matched to the age and capability of pupils concerned. However, in order to support their children’s learning at home, parents would benefit from being provided with information about the

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PUPILS OR STUDENTS?

31. As at the time of the last inspection, the overall quality and range of learning opportunities offered to pupils is good. With the exception of not having access to suitable wheeled, ride-on toys, provision for children in reception is good and meets the recommendations of provision for the six areas of learning. The school has responded well to Stanton St Quintin Community Primary School - 16 the recommendations of the last report, and has provided a secure play area to support children’s outdoor structured play. For pupils in Years 1 to 6, the curriculum is broad, balanced and relevant. It includes all subjects of the National Curriculum and religious education. With the exception of ICT for pupils in Years 3 to 6, provision meets statutory requirements. Sex education is provided as part of a broader programme of health education, whilst drugs awareness education is integrated into personal, health, social and citizenship

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PUPILS OR STUDENTS?

education and reinforced through the science curriculum. The school conducts a daily act of collective worship for its pupils, which meets statutory requirements.

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PUPILS OR STUDENTS?

32. Policies and schemes of work are in place for all subjects to ensure the National Curriculum programmes of study are followed. Because of the mixed year groups in all classes, the school has adopted a two-year cycle for teaching the curriculum, which it successfully implements even though the school has a high turnover of pupils. Long term and medium term planning is thorough and effective, whilst weekly and daily planning is detailed and matches tasks well to pupils’ different stages of learning.

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PUPILS OR STUDENTS?

33. The effectiveness of strategies for teaching literacy and numeracy skills are very good and this is directly reflected in the continued good standards the school achieves in both these subject areas. Teaching staff work co-operatively to plan the curriculum carefully; the overall match of teaching and support staff to the demands of the curriculum is good and assists pupils to make at least satisfactory, and normally good, progress in all classes.

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PUPILS OR STUDENTS?

34. The school is very inclusive and successfully ensures very good equality of access to the curriculum for all pupils. During the inspection, for example, all the pupils in the school used sign language when singing in assembly for the benefit of one pupil with a hearing disability. Provision for pupils with special educational needs is good throughout the school and meets the requirements of the Code of Practice. Individual education plans are detailed and meet individual requirements. Nationally funded initiatives, together with the caring and supportive atmosphere in the school have a significant impact on pupils’ progress. Because a small number of pupils speak Nepali as a first language, the school has translated all home/school documentation into Nepali to ensure equality of access to school life for these families.

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PUPILS OR STUDENTS?

35. Provision for pupils’ personal, social and health education is very good overall, and pupils’ behaviour reflects this. Yoga is taught to the whole school as part of the curriculum. Younger pupils learn about themselves as developing individuals and members of their communities whilst older pupils are given opportunities to see themselves as growing and changing individuals with their own experiences and ideals. Throughout the inspection pupils were extremely polite and seemed to genuinely enjoy each other’s company. There was a total absence of any oppressive behaviour, including bullying, sexism and racism, and pupils showed that they had an excellent understanding of the impact of their actions on others. Pupils respect each other’s feelings, values and beliefs and their individual relationships with other pupils and with teachers and adults in the school are very good.

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PUPILS OR STUDENTS?

36. Provision for extracurricular activities is very good. Although the school has a relatively small staff, because of the good level of parental support and help, it provides between eight and twelve activities for pupils each week. Older pupils have regular opportunities to take part in activities ranging from learning French and country dancing, to gymnastics and rugby, regardless of gender. However, younger pupils are given a more limited range of opportunities. The school enters teams in several competitions including gymnastics, netball and bridge.

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PUPILS OR STUDENTS?

37. The provision for pupils’ personal development is very good overall. It is excellent for social development, and very good for spiritual, moral and cultural development. Standards have improved since the last inspection. The introduction of a thoughtful system of monitoring provision has contributed much to the improvement. Religious education, assemblies and visits to churches, make a good contribution to pupils’ spiritual development. Pupils are quiet Stanton St Quintin Community Primary School - 17 and reverent during prayers. They make sensible and thoughtful contributions, reflecting on the questions posed by the adults taking the assemblies. In religious education lessons teachers ask probing questions and encourage pupils to reflect and discuss wider issues in the world. Curiosity, interest and appreciation are developed through for example, science. Children in Years 1 and 2 were amazed when bulbs lit up when they completed a circuit with

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PUPILS OR STUDENTS?

a battery, bulbs and wires. Excitement could not be contained. “Look! We’ve made ours light! Look!” cried one delighted pupil to a visitor. Examples of pupils’ work around the school make a good contribution to the school’s supportive climate, in which pupils are able to mature, respect others and be respected.

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PUPILS OR STUDENTS?

38. The school promotes a clear code of behaviour, which is implemented in a consistent manner. Pupils know how the rules are to be applied and have a clear understanding of right and wrong. They are encouraged to express their views and consider moral aspects of people’s behaviour in life and through stories and literature. Teachers give pupils time to reflect and discuss with a partner any moral or spiritual aspects they hear about in stories or introductions to lessons. Pupils value the rewards they earn and the public recognition of their efforts in assemblies demonstrates that the school values their hard work. There are quiet smiles of pleasure when pupils are praised for good behaviour and effort in lessons, and they enter stamps on their books proudly. Pupils are trusted to mark each other’s work at times and they take this responsibility seriously, writing good comments on the work with pleasure.

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Relationships in the school are excellent and adults provide pupils with very good examples on which to model their own behaviour.

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PUPILS OR STUDENTS?

39. The school’s very appropriate policy for inclusion provides a firm foundation for social development and it is put into practice in an exemplary manner. Most lessons have opportunities for partner or group work so pupils share ideas, discuss issues raised and support each other in joint tasks. Pupils raise funds for local, national and international causes, often initiating their fundraising through the school council. They are proud to be members of this group and understand that the responsibilities of the role of an elected member are demanding. Pupils contribute well to the life of the school by clearing away efficiently after lessons and helping where they see a need, not always waiting to be asked to do a job. Visits to museums and places of interest provide valuable links with the outside world and residential visits foster a sense of community. These experiences make an important contribution to pupils’ development and learning, as do involvement in productions

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PUPILS OR STUDENTS?

40. The very good provision for pupils’ cultural development begins in the classroom and playground where pupils learn to value the contributions of people from other cultures. This gives them important opportunities to broaden their knowledge and understanding of the multicultural nature of society, both here and in other countries. In religious education pupils demonstrate their understanding of the symbols, traditions and festivals that are special to each religion. For example, they understand that people who follow different religions pray in various ways. Stories, music, art and literature are used well throughout the school to extend pupils’ knowledge and use of cultural language and imagery. Pupils often answer the register using a greeting in another language. Visiting artists support pupils’ awareness and appreciation of the different rhythms of music and dance. Pupils extend their cultural

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PUPILS OR STUDENTS?

awareness through visits to museums, theatres and churches. Through involvement in local activities they become involved in traditional experiences, such as maypole dancing and the re-enactment of the coronation.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. The provision for the support, guidance and welfare was described in the previous report as being good. The school continues to make good provision for the care for its pupils. The caring and supportive environment that the school provides makes a significant Stanton St Quintin Community Primary School - 18 contribution to pupils’ learning. Parents report they are very happy with this aspect of the school

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. The supportive ethos of the school makes a valuable contribution to the provision of the safe and caring environment in which every pupil is well supported and valued. The staff know pupils very well and work well as a team to promote pupils’ personal welfare and to make pupils feel safe and secure. Pupils with special educational needs and the small number from minority ethnic groups are integrated fully into all aspects of school life, and receive the same care and support. There are excellent relationships between pupils and staff and the staff provide good role models. The school's programme of personal, social and health education (PHSE) provides a good framework for raising pupils’ awareness of healthy and safe living. The guidance pupils receive: for example in the form of sex education; helps prepare them for later life.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. The school's health and safety policy forms a good basis for ensuring the safety and welfare of pupils and staff. The governing body takes an active interest in monitoring health and safety matters. Regular risk assessments are carried out and documented. Electrical appliances, fire extinguishers and physical education equipment are checked regularly for safety. There are good procedures for fire safety and regular fire drills are held.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. There are several trained first aiders on the staff and training is planned for all staff later in the current school year. The child protection practices are good overall and are based on the locally agreed procedures. The headteacher is the designated teacher for child protection issues, and all staff know this. Staff have received training in child protection matters, and new members of staff are made aware of the procedures as part of their induction. Procedures for monitoring and promoting attendance are good. They result in very high levels of attendance. External agencies are involved as necessary.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. The policies and procedures for promoting good behaviour are good and application of them results in very good behaviour, both in lessons and around school. Neither pupils nor staff nor parents regard bullying as a problem; but should it occur, good procedures are in place for dealing with it. The prevention of bullying, racism and sexism and the promotion of good behaviour are underpinned by the inclusive ethos of the school, and promoted through such means as the PSHE programme and assemblies.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. The school uses information from assessments very thoughtfully to identify pupils’ special educational needs and for the formation of groups for additional support. All who work with such pupils are aware of individuals’ targets and programmes. Relationships are excellent within the school and this ensures that learning for pupils with special educational needs is inclusive and takes place in activities with a clear focus. Staff work well together to monitor and assess the work and progress of pupils. They share information effectively. There are good links with external agencies to gain additional support and advice when required, and the school’s procedures for assessment and provision for pupils with special needs complies fully with the revised Code of Practice. Pupils with English as an additional language, or who are at an early stage of learning English, are assessed by members of the local education authority support service. Information from such assessments is used to

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

good advantage to support subsequent learning.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

47. Assessment and recording procedures across the curriculum are good, and have continued to be effective since the last inspection. There are good procedures for assessing and tracking the progress of individual pupils through information gained from school and national tests. Teachers record pupils’ progress systematically so that they know what each child has achieved in each aspect of every subject.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. Very good use is made of information gained from assessments to help modify curriculum provision and raise pupils’ attainment. For example, the school identified the need to improve the quality of the written work of boys, and there have been improvements in this Stanton St Quintin Community Primary School - 19 aspect because of the measures implemented. The governing body is very involved in discussions of the results of national tests and makes a valuable contribution to improving the curriculum through committees and visits. All pupils have individual learning targets, and these are used effectively in lessons. This gives pupils valuable insight into their own learning and enables teachers and pupils to assess the effectiveness of lessons in helping pupils to progress.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

49. The previous inspection reported the school to have good links with parents, and that It was successful in providing parents with information about their children’s attainment and progress. This continues to be the case.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

50. Parents state their children enjoy coming to school, that behaviour is good and that their children make good progress. They believe the school is well managed and that the quality of the teaching is good. Parents feel comfortable about approaching the school. The judgements of the inspection team support these positive views of the school.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

51. A significant number of parents have concerns regarding homework. Whilst the inspection team considers an appropriate amount of homework is set, relative to pupils’ ages and stages of learning, it finds the school’s statement on homework published in the prospectus gives insufficient detail, and causes a mismatch between the expectations of some parents and those of the school. Parents would benefit from receiving clear information regarding the school’s homework policy.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

52. A minority of parents do not think the school keeps them sufficiently well informed about how their children are getting on, or that the school works sufficiently well with them. The findings of the inspection do not support this minority view. The information provided for parents in the form of newsletters is good. End of year reports contain appropriate information about the curriculum topics covered during the year, and give information on individual pupils’ attainment and progress. Parents have the opportunity to meet with teachers to discuss specific or unclear elements of the annual reports at one of the termly meetings for parents. The prospectus contains much useful information and meets statutory requirements. The school has recently, with the help of a parent, started to translate documents for parents into the home language of the parents of the few pupils from minority ethnic backgrounds.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

53. Parents of pupils with special educational needs are fully involved in the monitoring of their child’s progress and are regularly invited to discuss the child’s learning targets. Parents and pupils sign individual education plans, in which targets are stated in the child’s own words. This ensures all are clear about what pupils need to learn next and how they are to improve.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

54. A good number of parents help out in the school and in the running of after school clubs. Several have helped decorate the buildings. The Friends of Stanton School to which all parents belong raises considerable sums of money for the school. The school prospectus states the ‘developing bond between home and school is an essential and exciting partnership’ that will ensure the success of the children. The school works hard and successfully at creating and maintaining the partnership between school and parents, which undoubtedly, has a positive impact on pupils’ learning.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

55. The school is regarded as an integral part of the village and has strong links with the community as a whole. Community and village information is included in the school’s prospectus and several local people and organisations had written letters to the school previous to the inspection in support of its policy of strong community links. Guest speakers Stanton St Quintin Community Primary School - 20 from the locality, including the vicar, representatives from the local army barracks and local Christian Association, are regular visitors to assemblies. In addition, the school has very good links with the local parish and celebrates key events in the church. Furthermore the school hosts many musical events and concerts, and once a year invites parents and friends of the school to a very well supported all night ‘Camp Out’ and barbecue. The flourishing parent-teacher association provides additional facilities for the school through an annual

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

calendar of well supported fundraising activities.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

56. The school has good relations with local institutions. It belongs to a cluster of small schools around the Chippenham area and has additional links to local rural schools. Relationships with playgroups and nursery schools are good, and assist the youngest pupils to transfer easily to the school at the beginning of the academic year. The school’s partnership with local secondary schools, to which most pupils transfer, is good overall; older pupils begin their induction to these schools when they are in Year 5 and continue in Year 6.

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