Preshute Church of England Primary School

PRESHUTE C OF E (VC) PRIMARY SCHOOL

Reporting inspector: Miss Cheryl Thompson

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PRESHUTE C OF E (VC) PRIMARY SCHOOL

Dates of inspection: 4 th – 5 th March, 2003

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PRESHUTE C OF E (VC) PRIMARY SCHOOL

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

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PRESHUTE C OF E (VC) 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. Preshute C of E (VC) Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: High Street Manton Marlborough

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 9 th March, 1998 Preshute C of E (VC) Primary School - 4

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Team members

22822 Miss Cheryl Thompson Registered inspector 13828 Mr Ron Ibbitson Lay inspector 22157 Mr Mike Roussel Team inspector

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Team members

Grasshoppers 1 Anglesey Close Chasetown Burntwood Staffordshire WS7 8XA

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Team members

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

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Team members

The Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Preshute C of E (VC) 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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INFORMATION ABOUT THE SCHOOL

Preshute is a smaller than average popular and oversubscribed primary school serving the village and areas beyond. There are 186 boys and girls on roll. Most pupils are white with their origins in the United Kingdom and come from predominantly socially advantaged homes. There is a small number of pupils from diverse ethnic backgrounds but all have English as their first language. Attainment on entry is above average. The proportion of pupils eligible for free school meals is well below average as is the proportion of pupils with special educational needs. However, the number of pupils with severe difficulties is average and these are identified as specific learning and physical difficulties.

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HOW GOOD THE SCHOOL IS

This is a very good school. Inspirational leadership by the headteacher ensures a school where pupils, staff, governors and parents know they are valued for the part they play in achieving the school’s aim for ‘…. each child to experience happiness, excitement and fulfilment ….’. Learning at Preshute is interesting, challenging and fun. Relationships are excellent; pupils are confident and responsible young people. Very good teaching promotes and sustains high standards in national tests as well as very good behaviour. The school provides very good value for money.

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What the school does well

• Excellent leadership and management by the headteacher and key staff ensure high standards in national tests and very good provision for pupils’ personal development. • Teaching and learning are very good. • A wide range of relevant and stimulating opportunities fosters pupils’ enthusiasm and very positive attitudes. • Parents hold the school in very high regard.

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What could be improved

• Making even better use of the school’s system for tracking pupils’ progress. ** • Providing parents with more detailed information about how they can help their child at home. ** ** Already identified by the school The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in March, 1998 when it was found to provide its pupils ‘ with a good quality education….’. Since then, improvement has been excellent. The school has sustained high standards in national tests and all key issues have been resolved very effectively. The quality of teaching and provision for pupils’ personal development have improved from good to very good The capacity to sustain high standards is very good. Preshute C of E (VC) Primary School - 7

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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

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

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Key

Standards at Preshute are high. It was very clear from meetings with parents that they, teachers, governors and pupils expect high standards. Indeed, in 2002, in English and science, standards were far above those expected and similar to those attained in the top five per cent of schools in the country. Regardless of their starting point, self esteem is high and pupils of all capabilities achieve very well as they move through the school. On entry to the reception class, attainment overall is above average, especially in speaking and listening, but in some areas such as basic literacy skills and personal development, attainment is more average. By the time children leave reception, standards are well above average. Standards at the end of Year 2 are usually well above average with a strength in writing. Inspection evidence shows that across the school standards in English, mathematics and science are generally above average but this year, in Year 2 and Year 6, standards are more

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Key

average. In both year groups, pupils achieve very well but fewer than usual are on course to attain the higher test levels. The school knows its pupils very well and in view of the higher than usual proportion of pupils with a wide range of learning difficulties in both classes, it has set challenging but realistic targets for 2003 national tests and these should be achieved. Throughout, pupils have many very good opportunities to develop their talents in subjects such as information and communication technology (ICT), music and art and design where inspection evidence shows standards are above average.

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Aspect Comment

Attitudes to the school Very good . Pupils are keen and enthusiastic about their learning and love coming to school. They work very hard and take pride in their achievements.

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Aspect Comment

Behaviour, in and out of classrooms Very good . Politeness, thoughtfulness and consideration are a feature in lessons and the playground. In lessons, pupils work very well together in small groups. They have a well-developed sense of humour but always know where the boundaries are.

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Aspect Comment

Personal development and relationships Excellent . Pupils know they are respected and in turn show respect and consideration for others. Pupils are very keen to take on responsibilities, such as being a member of the school council or Playground Knights, and conduct themselves extremely sensibly. Preshute C of E (VC) Primary School - 8 Attendance Very good and well above average. Pupils arrive punctually. Preshute C of E (VC) Primary School - 9

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

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

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

Very good teaching stems from an inspirational headteacher who sets very high expectations for his staff and trusts them to provide their pupils with the best learning opportunities. Consequently, teachers are confident, innovative and keen to try different approaches to help all pupils learn successfully. Pupils learn very well because expectations are high, relationships are excellent and teachers use their considerable expertise to plan and teach interesting and lively lessons. A notable feature is the meaningful and consistent use of ICT to extend or reinforce pupils’ learning. English and mathematics are taught very effectively throughout. Basic literacy and numeracy skills are taught exceptionally well in reception and provide very good foundations for future learning. Pupils love science and learn very well because teachers positively encourage them to experiment, observe and hypothesise. Staff

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

ensure the particular needs of individual pupils are met very well. In nearly all lessons, more able pupils have challenging work to make them think hard and/or extend their learning to areas such as research skills. Lower attaining pupils have appropriate work and support to ensure success. Proficient support staff are a valuable and valued part of the teaching team and are especially successful in their work with pupils with specific needs and in the reception class.

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Aspect Comment

The quality and range of the curriculum Very good with an excellent range of activities outside lessons. Whilst there is a strong emphasis on literacy and numeracy, the school ensures that very good attention is given to other subjects such as ICT, science, art and design, drama, music and sport. Visits and visitors play a significant part in enriching the curriculum as do the strong links with the community and other local schools.

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Aspect Comment

Provision for pupils with special educational needs Good . Individual education plans are very clear and helpful to pupils, parents and teachers. The school has a limited amount of up-to-date software to help pupils with specific learning difficulties.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good with excellent provision for pupils’ social and moral development.

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Aspect Comment

Pupils think about the effect of their actions on others and the ‘right’ way to behave. They are helped and encouraged to develop strong values and voice their opinions.

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Aspect Comment

How well the school cares for its pupils Very good systems are in place to ensure pupils’ welfare. Pupils are happy and confident in school. Very good child protection procedures are known by all staff. The school tracks pupils’ progress well and has further improvements planned.

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Aspect Comment

How well the school works in partnership with parents Excellent . Parents hold the school in very high regard and expect much from it. They are not disappointed. The school values the contribution Preshute C of E (VC) Primary School - 10 parents make to their child’s learning at home and the help many give in school. Preshute C of E (VC) Primary School - 11

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Aspect Comment

Leadership and management by the headteacher and other key staff Outstanding . Inspirational leadership by the headteacher is the key to the school’s success. All staff share his determined vision and work extremely well together as a team to fulfil the school’s aims and sustain high standards.

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Aspect Comment

How well the governors fulfil their responsibilities Very well . Governors share the headteacher’s vision. Even though standards are high, there is no complacency. There is a strong culture of school self-evaluation shared with governors so they have a very clear idea of the school’s strengths and areas for improvement. The principles of best value are applied very well. The school has a good racial equality policy in place and suitable systems for checking on its effectiveness.

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Aspect Comment

The school’s evaluation of its performance Very good . The school makes excellent analyses of national and other test results. Outcomes of these analyses are used to set targets for individuals and groups. Teaching is checked on rigorously and regularly and outcomes used to highlight areas for improvement or, sometimes, change the way a subject is taught.

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Aspect Comment

The strategic use of resources Very good . All monies allocated to the school for specific purposes, such as special needs, are used very effectively. ICT equipment is used to best advantage. The budget surplus is earmarked for building work. The school site presents many challenges in terms of space and levels but the very strong commitment to quality and opportunity has resulted in exciting places to play, learn and relax which are used to the full. However, the site is unsuitable for wheelchair users.

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What pleases parents most What parents would like to see improved

• The high standards attained in the school. • The headteacher and teachers are always very approachable; there is a ‘very nice atmosphere in the school’. • Standards of behaviour are high. • The school prepares children well for their secondary education; ‘they leave Preshute with high expectations for themselves’. • A few parents of younger children would like more explicit information about how to help their child at home. • A few parents with older children felt more ‘formalised homework’ would prepare Year 6 for what is expected in their next school.

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What pleases parents most What parents would like to see improved

Inspectors entirely agree with parents’ positive comments. The school is already considering how to give parents even more information about how to help their child at home. Homework is set in accordance with government guidelines. Preshute C of E (VC) Primary School - 12

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standards in national tests and very good provision for pupils’ personal

1. The school is led by a charismatic and determined headteacher who believes passionately that the school should help pupils develop a lifelong love of learning. His vision is at the heart of the school’s success and, crucially, the vision retains a high profile in staff, governors’ and parents’ meetings. The headteacher’s beliefs, passion and determination are shared by the two senior teachers and all three lead by example with their high quality teaching and excellent relationships with pupils. Staff, governors, parents and pupils hold him in very high esteem. In meetings and in their response to the pre-inspection questionnaire, parents speak highly of the headteacher and feel that the school is well led and managed. It was very clear in meetings with parents that they too shared his vision. They expect high standards in national tests but also understand and value that at Preshute, test results are

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standards in national tests and very good provision for pupils’ personal

not considered the ‘be all and end all’ and that the all round development of pupils is of equal importance.

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standards in national tests and very good provision for pupils’ personal

2. Management is highly effective. There are very good systems for checking on the work of the school, the outcomes of which provide an informed base for strategic planning. Performance management is extremely well managed; staff benefit from termly focussed observations of their work and the opportunity to discuss the outcomes of these and their work as subject leader. All targets set for staff are appropriate and reflect their individual professional needs and the school’s vision. National Curriculum test results, school performance data supplied by the government and other test results are all analysed efficiently by the headteacher, senior team and governors. In their quest to provide the best for their pupils, the outcomes of the analyses may influence a change in the way a subject is taught or the type of resources purchased.

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standards in national tests and very good provision for pupils’ personal

3. The school’s mission statement that ‘At the heart of our school is the child’ is apparent in all its work. Staff, governors, parents and pupils all contribute to school development planning and are valued for the part they play. This planning is comprehensive with a strong focus on sustaining high standards but also on developing meaningful links between subjects to ensure an interesting and relevant curriculum. Pupils’ views are taken into account and have influenced playground organisation.

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standards in national tests and very good provision for pupils’ personal

4. The two senior teachers are encouraged and empowered by the headteacher to develop their key roles, not only in managing their subjects but in managing assessment and special educational needs. Other staff, including part-time staff, also carry out their subject leadership roles very effectively and all have a good understanding of standards across the school, areas for improvement and if resources are adequate. Leaders check on teachers’ planning and conduct interviews with pupils about their work to check on their knowledge and understanding. Currently, they do not observe teaching and this could be the next step in developing their roles further. They produce ‘action plans’ for their subjects which are discussed and included in the school development plan.

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standards in national tests and very good provision for pupils’ personal

5. Standards attained by Year 6 in National Curriculum tests are high and, in some years, very high and amongst the top five per cent of schools in the country. Evidence from data shows the school adds a lot of value to pupils’ attainment from the time they start school to the time that they leave. A particular strength is science and inspection evidence confirms why this is so. Teachers set very high expectations and provide a very good range of Preshute C of E (VC) Primary School - 13 resources. They expect pupils to try things out, think around problems they encounter and persevere when plans go astray. In a very good Year 2 lesson observed, pupils were expected to collect all the relevant resources and construct a circuit, and they did so with great confidence and thrived on the additional task of making a parallel circuit. In an excellent Year 4 lesson, pupils were challenged to compile food chains and did so enthusiastically and

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standards in national tests and very good provision for pupils’ personal

accurately and extended their thinking to incorporate life-cycles.

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standards in national tests and very good provision for pupils’ personal

6. The school’s ethos and commitment to the all round development of pupils ensures very good provision for their personal development; this is evident even in the planning of the outdoor environment. At Preshute, pupils do not just have ‘ordinary’ seating areas, they have a ‘Henge’ area - a beautiful stone circular seating area, or a Round Table with the names of King Arthur’s knights. Another wooden circular seating area – a Kachadula has been constructed with help from some Gambian students. Photographs show how well these areas are used in good weather and how they add another dimension to musical and drama performances. Pupils in Years 1 to Year 6 have opportunities to be members of the school council. This organisation is seen as important by pupils and members take their roles seriously, conduct questionnaires and know that they will be listened to. As members they learn about the democratic process, how to conduct meetings, take minutes and make

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standards in national tests and very good provision for pupils’ personal

action points. The headteacher has taken the school council one step further and organises regional conferences for schools’ councils where members address headteachers with the idea of encouraging a school council in every school. Such opportunities promote very good personal development.

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standards in national tests and very good provision for pupils’ personal

7. All staff provide very good role models for fairness and listening to the opinions of others. Each class devises and agrees its own ‘Golden Rules’ to follow. In lessons observed and discussions with pupils it is obvious that they are positively encouraged to speak up, give their opinions and that they are confident they will be listened to. In many lessons observed, pupils were encouraged to work in small groups and did so extremely well as in a Year 2 science lesson. Pupils showed impressive maturity when organising themselves to find all the equipment and make a simple circuit; they shared, took turns, delegated and took responsibility for tidying up. Pupils’ social development is enhanced by opportunities to take part in three residential visits carefully planned to provide outdoor and adventurous activities as well as widening the geography curriculum.

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standards in national tests and very good provision for pupils’ personal

8. In sharing assemblies, pupils’ achievements, both academic and personal are celebrated by all. Special achievement is celebrated by adding the pupil’s name and description of the achievement to the ‘honeycomb’ on the hall wall. Pupils are keen to show their particular hexagon and are proud of their achievement.

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A wide range of relevant and stimulating opportunities fosters pupils’ enthusiasm and

9. In line with the headteacher’s vision for the school, there is a strong commitment to providing a very good range of interesting opportunities within the curriculum to help all pupils succeed. In drama and writing, the headteacher’s Ancient Lands Literacy Project is extremely successful in capturing pupils’ imagination so that they are totally involved in the plot and action and very keen to write up adventures. Each pupil from Year 3 onwards is a character in the unfolding story of White Wolf City. Discussions with Year 3 show they are well aware of their character’s part in the story and thoroughly enjoy sharing their well written stories which show attention to detail and very good use of adjectives to describe characters. In an excellent English lesson, extremely good, purposeful links were made to geography and mathematics when pupils were given the task of writing instructions for Year 2 pupils to follow in order to move from one place on the Ancient Lands map to another.

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A wide range of relevant and stimulating opportunities fosters pupils’ enthusiasm and

Preshute C of E (VC) Primary School - 14 10. The school has an annual ‘arts fortnight’ where pupils have the opportunity to try out different craft skills alongside specialists or teachers. Photographs show a range of high quality work is completed by very enthusiastic pupils. Music too, is an important feature of the fortnight. The annual visit of Gambian students brings an added dimension to the curriculum with their drumming group and discussions about their culture.

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A wide range of relevant and stimulating opportunities fosters pupils’ enthusiasm and

11. Throughout the year, visits from music groups such as the Bournemouth Philharmonic Orchestra enrich the music curriculum. Visiting music teachers provide expert tuition in a range of instruments. During inspection, brief observations of lunchtime recorder groups showed a high level of skill, pride and enjoyment promoted by excellent teaching. Even though Year 2 pupils could only play a few notes, the accompaniment helped them play jazz and they were very excited with the results, proud of their performance and did not want to stop.

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A wide range of relevant and stimulating opportunities fosters pupils’ enthusiasm and

12. Year 6 pupils together with another eleven primary schools’ Year 6 take part in a drama day enacted in the local woods alongside re-enactors from the Plantagenet Society. Again, photographs show pupils dressed in costume, totally involved in the activity. Such opportunities provide a great source for writing stories and plays, particularly for boys. In order to capitalise on the enjoyment and inspiration from the drama day, the headteacher has decided that future days will be in September time rather than later in the school year.

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A wide range of relevant and stimulating opportunities fosters pupils’ enthusiasm and

13. Sport is seen as essential. A very good range of extra-curricular clubs is available to boys and girls and Years 5 and 6 take part in competitive team games against other schools and are very successful.

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A wide range of relevant and stimulating opportunities fosters pupils’ enthusiasm and

14. For a small school, Preshute provides an excellent range of activities outside lessons and is looking to provide more for the younger pupils. Teaching and non-teaching staff, parents and governors give generously of their time to run clubs. During inspection, brief observations of the chess club and cross-stitch club show many pupils are keen to be involved and in cross-stitch, pupils were completing high quality pieces to make into Mother’s Day cards. The soccer, netball and athletics clubs provide very good opportunities for pupils to further their interest and skills. Parents run the gardening club and each class has their own plot for growing vegetables and flowers.

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A wide range of relevant and stimulating opportunities fosters pupils’ enthusiasm and

15. Underpinning the very good teaching is the headteacher’s inspirational vision which is shared by all. The headteacher sets very high expectations for his staff and ensures they have suitable opportunities for further professional development. He trusts them to provide pupils with the very best of learning opportunities and is keen for them to be innovative and seek new ideas/methods to enhance learning. During inspection it was very clear that teachers enjoy teaching and, like all experts, make the job appear easy; however, behind this high quality teaching is detailed planning based on very good subject knowledge and understanding of how children learn. Lessons were lively and relevant as in a Year 1 religious education lesson when pupils learned about Shrove Tuesday. They made pancakes with parent helpers and wrote what they felt sorry for doing in keeping with the tradition of Shrove Tuesday.

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A wide range of relevant and stimulating opportunities fosters pupils’ enthusiasm and

16. Pupils learn very well as they move through the school. Within a framework of excellent relationships and very high expectations, pupils know what is expected of them, work hard and enjoy learning. They are interested in what they learn and the ways in which they do this. In the mornings, reception children cannot wait to get into their classroom to engage in one of the interesting activities set out. They settle very quickly and give their full concentration to their task, some delighting in using the computer to click and drag matching Preshute C of E (VC) Primary School - 15 shapes whilst others write shopping lists in their ‘toy shop’. Inspectors were impressed with the purposefulness and productivity in lessons as in a Year 6 science lesson when pupils used magnifying glasses to very good effect. They noted how seeds were adapted for spreading themselves around and completed very good diagrams. Evidence from

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A wide range of relevant and stimulating opportunities fosters pupils’ enthusiasm and

examination of past work and photographs shows pupils of all ages and capabilities produce a wide range of good quality work. Discussions with Year 6 pupils shows at school they like ‘friends, fun topics, kind teachers and science with the Head is best’.

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A wide range of relevant and stimulating opportunities fosters pupils’ enthusiasm and

17. The school is fortunate to have a stable and very experienced staff. Parents speak highly of the teachers and find them always helpful and approachable. The long-established job-share partnerships work seamlessly and to the benefit of pupils because if one teacher is absent for courses or illness, the other invariably covers. Staff are knowledgeable and share their expertise. For example, the subject leader for ICT helps staff to know what programs are available and how these can fit in with other subject areas being covered. All staff are very familiar with using the Internet for encouraging pupils to research and find things out for themselves. Consequently, the consistent use of ICT across the school is very good and very well supported by a skilled classroom assistant. Standards are above average. Pupils are very confident using computers, as in a short observation of a group of Year 5 pupils

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A wide range of relevant and stimulating opportunities fosters pupils’ enthusiasm and

working out how to control a model garage door and timing a security light to come on and off. They used their proficient reading skills to follow complicated instructions, took care, questioned if they were doing the right things and eventually succeeded. Another group used a search engine on the Internet to research the stories and characters in the legend of King Arthur. In a Year 4 science lesson, pupils made competent use of the Internet to research food chains to extend their learning in this topic.

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A wide range of relevant and stimulating opportunities fosters pupils’ enthusiasm and

18. Teachers have a very good understanding of how to teach basic literacy and numeracy skills. In reception, children soon learn letter sounds and how to use these to help them spell the words they want to write. Correct letter and number formation is taught efficiently and with great attention to detail; as a result, children are well prepared for future learning. It is noticeable in all classes, that pupils write confidently and neatly and that standards are generally above average.

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A wide range of relevant and stimulating opportunities fosters pupils’ enthusiasm and

Parents hold the school in very high regard.

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A wide range of relevant and stimulating opportunities fosters pupils’ enthusiasm and

19. Parents are extremely supportive of the school and interested and involved it its work. According to parents, they feel a valued part of the ‘very close school community’. They feel that teachers and parents share the same high expectations for children’s success. Meetings with parents show they feel very well informed about what happens in school and what their children are learning. They hold the headteacher and his vision for the school in great esteem.

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WHAT COULD BE IMPROVED

Making even better use of the school’s system for tracking pupils’ progress.

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WHAT COULD BE IMPROVED

20. The school has a good system for tracking pupils’ progress using a software program into which is entered test result data for each pupil. The aim is to monitor progress, or not, as pupils move through the school and to note if any action needs to be taken if a pupil is not making the expected progress. Predictions are made for each pupil’s attainment in English, mathematics and science at the end of each school year. Currently, there is not a consistent approach to checking on progress compared to the target set for the end of the year. The school has highlighted this as an area for improvement. Preshute C of E (VC) Primary School - 16

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Providing parents with more detailed information about how they can help their child

21. At the pre-inspection meeting with parents, it was raised by a few parents of younger children that they would like more explicit guidance on how to help their child with numeracy or literacy skills at home. These comments, in general terms, were shared with the headteacher and already plans are in hand to put on some parent evenings where there will be practical activities to help parents gain a thorough understanding of how literacy and numeracy are taught and the activities their children undertake.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

22. Preshute provides a high quality education for all its pupils. To help make this very good school even better, the school should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Put in place consistent and regular systems for checking pupils’ progress against planned targets. (Paragraph: 20)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) In line with plans already made, provide more explicit and practical information for parents. (Paragraph: 21) Preshute C of E (VC) Primary School - 17

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 9

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. Care should be taken when interpreting these percentages as each lesson represents five percentage points.

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 186

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 0

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Information about the school’s pupils

Number of pupils with statements of special educational needs 3

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 7

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 0

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 7

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 12

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Attendance

National comparative data 5.4 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Preshute C of E (VC) Primary School - 18

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

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2002 14 16 30

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

National Curriculum Test/Task Results Reading Writing Mathematics

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

Boys 13 13 13 Numbers of pupils at NC level 2 and above Girls 15 15 15

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

Percentage of pupils School 93 (94) 93 (90) 93 (100) at NC level 2 or above National 84 (84) 86 (86) 90 (91)

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

Teachers’ Assessments English Mathematics Science

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

Boys 13 13 13 Numbers of pupils at NC level 2 and above Girls 14 14 14

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

Percentage of pupils School 90 (94) 90 (100) 90 (100) at NC level 2 or above National 85 (85) 89 (89) 89 (89)

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

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

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

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2002 19 13 32

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

National Curriculum Test/Task Results English Mathematics Science

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

Boys 18 18 19 Numbers of pupils at NC level 4 and above Girls 11 13 12

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

Percentage of pupils School 91 (100) 97 (92) 97 (100) at NC level 4 or above National 75 (75) 73 (71) 86 (87)

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

Teachers’ Assessments English Mathematics Science

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

Boys 18 18 19 Numbers of pupils at NC level 4 and above Girls 13 13 13

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

Percentage of pupils School 97 (92) 97 (92) 100 (96) at NC level 4 or above National 73 (72) 74 (74) 82 (82)

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

Percentages in brackets refer to the year before the latest reporting year. Preshute C of E (VC) Primary School - 19 Preshute C of E (VC) Primary School - 20

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Ethnic background of pupils Exclusions in the last school year

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

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Ethnic background of pupils Exclusions in the last school year

White – any other White background 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Mixed – any other mixed background 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British - Pakistani 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British – Bangladeshi 0 0 0

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Ethnic background of pupils Exclusions in the last school year

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

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Ethnic background of pupils Exclusions in the last school year

Black or Black British – Caribbean 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Black or Black British – any other Black background 1 0 0

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Ethnic background of pupils Exclusions in the last school year

The table refers to pupils of compulsory school age only. It gives the number of exclusions, which may be different from the number of pupils excluded. Preshute C of E (VC) Primary School - 21

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 8 Financial year 2001/2002

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Teachers and classes Financial information

Number of pupils per qualified teacher 23

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Teachers and classes Financial information

Education support staff: YR– Y6 Total income 401 740

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Teachers and classes Financial information

Total number of education support staff 8 Total expenditure 388 493

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Teachers and classes Financial information

Total aggregate hours worked per week 110 Expenditure per pupil 2 034 FTE means full-time equivalent. Balance brought forward from previous year 41 967

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Teachers and classes Financial information

Balance carried forward to next year 55 214

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Recruitment of teachers

Number of teachers who left the school during the last two years 0

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 0

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

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Recruitment of teachers

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

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Recruitment of teachers

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

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Recruitment of teachers

FTE means full-time equivalent. Preshute C of E (VC) Primary School - 22

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Percentage of responses in each category

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

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Percentage of responses in each category

My child is making good progress in school. 42 53 2 0 4

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Percentage of responses in each category

Behaviour in the school is good. 42 51 7 0 0

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Percentage of responses in each category

My child gets the right amount of work to do at home. 40 40 16 0 4

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 40 53 5 0 2

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 80 20 0 0 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 64 33 2 0 2

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Percentage of responses in each category

The school works closely with parents. 47 53 0 0 0

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Percentage of responses in each category

The school is well led and managed. 73 25 0 0 2

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Percentage of responses in each category

The school is helping my child become mature and responsible. 62 31 2 0 5

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 35 53 4 4 5

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