King's Somborne Church of England Primary School

KING’S SOMBORNE C of E PRIMARY SCHOOL

Dates of inspection: 23 – 26 September 2002

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KING’S SOMBORNE C of E PRIMARY SCHOOL

Full inspection carried out under section 10 of the School Inspections Act 1996 FINAL DRAFT

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KING’S SOMBORNE C of E PRIMARY SCHOOL

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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KING’S SOMBORNE C of E 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. FINAL DRAFT

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INFORMATION ABOUT THE SCHOOL

School address: King’s Somborne Nr Stockbridge Hampshire Postcode: SO20 6PN

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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 March 1998 FINAL DRAFT

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Team members Subject responsibilities Aspect responsibilities

Lorna Brackstone Registered inspector The Foundation Stage English Science Information and communication technology Geography History What sort of school is it? How high are standards? a) the school’s results and pupils’ achievements. How well are pupils taught? How well is the school led and managed? What should the school do to improve further? Jenny Mynett Lay inspector Equal opportunities How high are standards? b) Pupils’ attitudes, values and personal development. How well does the school care for its pupils? How well does the school work in partnership with the parents? Janet Sinclair Team inspector Special educational needs Mathematics Art and design Design and technology Music Physical education Religious education How good are the curricular and other opportunities offered to pupils?

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Team members Subject responsibilities Aspect responsibilities

TWA Inspections Ltd 102 Bath Road Cheltenham GL53 7JX

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Team members Subject responsibilities Aspect responsibilities

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

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Team members Subject responsibilities Aspect responsibilities

The Complaints Manager Inspection Quality Division

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Team members Subject responsibilities Aspect responsibilities

Alexandra House 33 Kingsway London WC2B 6SE FINAL DRAFT

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PART A: SUMMARY OF THE REPORT 6

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

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HOW HIGH ARE STANDARDS? 10

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

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INFORMATION ABOUT THE SCHOOL

King’s Somborne C of E (Controlled) Primary is a small school situated in a rural village between Stockbridge and Romsey. There are 104 pupils on roll with similar numbers of boys and girls. Most children live in King’s Somborne and its neighbouring villages. These villages all enjoy favourable social and economic circumstances so that very few pupils are eligible to claim free school meals. All pupils are of white ethnic background and no pupils use English as an additional language. There are 11 pupils on the special educational needs register for moderate learning difficulties. The general attainment of pupils when they enter the school is above average. Most children have experienced some form of pre- school education and start school with well-developed social skills. The school has identified a group of three pupils who are the most/more able. Pupils are taught in four classes: Reception/younger Year 1,

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INFORMATION ABOUT THE SCHOOL

older Year 1/Year 2, Years 3/4 and Years 5/6. Every morning, the oldest class is divided into two groups for literacy and numeracy lessons.

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HOW GOOD THE SCHOOL IS

The school provides a satisfactory standard of education. Children start school with a well-developed range of skills and leave at the end of Year 6 with good standards in key areas. The overall quality of teaching and learning is satisfactory. The headteacher is committed to providing the best for his pupils. Although expenditure is extremely high, the school provides satisfactory value for money.

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HOW GOOD THE SCHOOL IS

What the school does well • Pupils attain well above average standards in mathematics and achieve well in this subject. • The provision for extra-curricular activities is very good. Activities include a good range of school clubs, a wide choice of sporting activities and a highly successful music band. • The school has established very strong links with other schools and the local community, which are used very successfully to promote pupils’ learning. • Links with parents are very good. Parents feel very involved in their children’s learning and support the work of the school very well. • Provision for pupils’ moral and social development is very good. • The headteacher has a clear vision and his priorities for development are well matched to the needs of the school. The highly professional governing body supports him effectively. • Pupils are well cared for and are supported effectively in both their academic and personal

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HOW GOOD THE SCHOOL IS

development. • Pupils are interested in their activities; they work well alongside each other and behave well. Relationships within school are mostly good.

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HOW GOOD THE SCHOOL IS

What could be improved • Curriculum planning in the Reception/Year 1 class. • The quality of teaching and learning in the Reception/Year 1 class. 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 March 1998 and has made satisfactory progress since then. Provision for cultural development was not considered broad enough, but the curriculum now includes attention to cultural diversity. Information and communication technology was also highlighted as an area requiring improvement. This has been successfully achieved and standards in this subject have improved. Standards are now in line with national expectations at the end of Years 2 and 6. They have also improved in English, mathematics, science and physical education. There have been some minor improvements in art and design, but standards in design and technology at the end of Year 6, and religious education and listening skills at the end of Year 2, have declined. At the time of the last inspection there were weaknesses in the quality of teaching and learning in the older Year 1/Year 2 class and these have been resolved. However, the quality of teaching and curriculum planning for the

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Reception/younger Year 1 class is now unsatisfactory and, as a result, the children’s learning lacks rigor and purpose. The last inspection identified the need to improve the performance of the more able pupils. Although individual targets are set, teacher expectations are still not high enough to meet their needs. The last inspection also identified that there was not enough independence in pupils’ learning, and this remains a weakness. FINAL DRAFT

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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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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

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

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STANDARDS

Care needs to be taken in analysing the results of small schools because when groups are very small, the effect of one pupil on statistics can be considerable. Trends over time from 1999 to 2001 indicate that pupils exceeded the national average in mathematics and science at the end of Year 6. Boys exceeded the national average in English whilst girls were in line with the national average. During the same period of time pupils at the end of Year 2 exceeded the national average in reading, writing and mathematics. Inspection findings indicate that in Year 6 standards in mathematics are well above average and above average in English and science. Standards in Year 6 are above national expectations in music and some aspects of physical education, but in line with expectations in art and design, design and technology, information and communication technology, history and geography. Inspection findings indicate that in Year 2 standards in reading, writing, mathematics and science are

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STANDARDS

above average. Standards in some aspects of physical development are above national expectations whilst standards in art and design, design and technology, information and communication technology, history, geography and music meet national expectations. In both Years 2 and 6 standards in religious education meet the requirements of the locally agreed syllabus. The school has set appropriate targets for improvement.

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STANDARDS

Children start school with above average levels of attainment and have particularly well developed social skills. By the end of the Foundation Stage when they are ready to start Year 1 of the National Curriculum, overall attainment is in line with recommended guidelines. A significant number exceed the Early Goals for Learning in personal, social and emotional development and physical development. However, standards in mathematics and knowledge and understanding of the world are below recommended levels and there are weaknesses in their creative development. Children do not make sufficient progress in the Foundation Stage because the curriculum does not cater for their needs and the quality of teaching is unsatisfactory.

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PUPILS’ ATTITUDES AND VALUES

Aspect Comment Attitudes to the school Pupils generally display positive attitudes to school and their learning. There is a good working atmosphere in the classrooms. Behaviour, in and out of classrooms Pupils behave well both in their lessons and around school at lunch and break times. There have been no exclusions in the school since the last inspection. Personal development and relationships Pupils willingly undertake roles of responsibility around the school. They work well together in pairs and groups. Relationships in the school are good, between both staff and pupils, and amongst the pupils themselves. Attendance The level of attendance in the school is very good and there are few unauthorised absences. FINAL DRAFT

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PUPILS’ ATTITUDES AND VALUES

King’s Somborne C of E Primary School FINAL DRAFT

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TEACHING AND LEARNING

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

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TEACHING AND LEARNING

Quality of teaching Unsatisfactory Satisfactory Satisfactory 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

The overall quality of teaching and learning is satisfactory. Although well over half the lessons observed during the inspection were of good quality, it is evident from reviewing pupils’ work over time that overall it is satisfactory rather than good. Four lessons observed during the inspection were judged to be unsatisfactory. The basic skills of literacy and numeracy are taught well in the older Year 1/Year 2 class and in Years 3 to 6. Learning objectives are shared with the pupils, which enables them to have a good knowledge of their own learning. Pupils in these classes are managed well and good use is made of the time available to maintain their interest and concentration. Support assistants effectively promote learning thorough working with small groups. The acquisition of knowledge and skills are encouraged through the use of a wide range of resources. Although staff in the Reception/Year 1 class use praise effectively to establish positive relationships, and establish

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TEACHING AND LEARNING

good links with parents, the overall quality of teaching and learning in this class is unsatisfactory. Children’s knowledge and understanding of what they are learning are weak and the teacher’s planning does not match their varying needs. Teacher expectations are inconsistent, organisational methods ineffective and time and resources are not used sufficiently well. The result is that children within the Foundation Stage curriculum and the pupils within Year 1 of the National Curriculum make unsatisfactory progress in their acquisition of knowledge and skills.

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OTHER ASPECTS OF THE SCHOOL

Aspect Comment The quality and range of the curriculum The curriculum provided for older Year 1 and Years 2 to 6 is well planned and meets all requirements. The curriculum for the children in the Reception/Year 1 class does not cater for their learning needs effectively. Provision for pupils with special educational needs Provision for pupils with special educational needs is good. They are well supported in order to ensure they have appropriate access to the curriculum and are not excluded from any activity. Provision for pupils’ personal development, including spiritual, moral, social and cultural development Provision for moral and social development is very good and has a very positive impact on the attitudes, behaviour and personal development of the pupils. Provision for spiritual and cultural development is good.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils The school takes good care of its pupils. They are given good educational guidance and receive effective personal support. The pupils are carefully monitored in all aspects of school life.

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OTHER ASPECTS OF THE SCHOOL

There are very positive relationships between home and school. This has an important impact on the progress made by pupils in their learning. FINAL DRAFT

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HOW WELL THE SCHOOL IS LED AND MANAGED

Aspect Comment Leadership and management by the headteacher and other key staff The headteacher is committed to providing the best for his pupils. He is keen to motivate his staff and is committed to change. Subject co- ordination is good in English, mathematics and information and communication technology, but is less well developed in all other curricular areas. How well the governors fulfil their responsibilities The governors are very supportive of the school and their professional expertise is used well. They take their role seriously and fulfil statutory requirements. The school’s evaluation of its performance The headteacher analyses pupils’ performance in statutory and optional tests in English, mathematics and science rigorously. This information is used well to evaluate pupils’ progress over time. The strategic use of resources The school makes satisfactory use of specific grants and ensures they

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HOW WELL THE SCHOOL IS LED AND MANAGED

are used effectively. Principles of best value are clearly understood.

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HOW WELL THE SCHOOL IS LED AND MANAGED

Staffing levels are very generous. The accommodation is satisfactory in most respects and enables the school to meet the teaching requirements of all subjects of the curriculum. Learning resources are adequate in most areas of the curriculum.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved • The school has high expectations. • The leadership and management of the school are good. • The school works closely with them. • Behaviour is good. • They are comfortable approaching the school with a question or a concern. • Their children like going to school. • The school helps their children to become mature and responsible. • The quality of teaching is good and their children make good progress. • They are well informed about their children’s progress. • The amount of homework. • The range of activities outside of lessons.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

The inspection team agrees with all of the positive views of the school except those concerned with teaching and progress made, which are both judged to be satisfactory overall. The team cannot agree with the negative issues raised. They consider the range of extra-curricular activities offered to be very good and feel that the amount of homework is appropriate for this stage in the pupil’s education. FINAL DRAFT

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The school’s results and pupils’ achievements

1. Children begin school with skills that are above those seen in many schools. By the time they are ready to start Year 1 of the National Curriculum, most children have attained the Early Learning Goals in personal, social and emotional development, communication, language and literacy, physical development and creative development. However, children barely attain the Early Learning Goals in mathematical development and in knowledge and understanding of the world. Overall achievement in the Reception/Year 1 class is unsatisfactory, because key skills are not systematically identified in the planning and, as a result, sessions lack clear direction and focus.

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The school’s results and pupils’ achievements

2. Care needs to be taken in interpreting the school’s results. The small numbers of pupils means that statistics are not an accurate reflection of the quality of the school. The size of a group can vary greatly from year to year, and in a cohort of 10 pupils, one pupil can mean a fluctuation of 10 per cent in overall standards. In the Year 2 National Curriculum tests of 2001, standards in reading and mathematics were above the national average. Standards in writing were in line with the national average. The percentage of pupils achieving the higher level was above the national average in reading and well above in mathematics. However, the percentage of pupils achieving the higher level was below the national average in writing. Standards in reading and mathematics compared favourably to similar schools with reading results above average and mathematics well above. Writing standards were average in comparison

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The school’s results and pupils’ achievements

with similar schools. There was no significant difference in the attainment between boys and girls. Since 1999, national tests have shown that the performance of both boys and girls in reading, writing and mathematics exceeded the national average.

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The school’s results and pupils’ achievements

3. In the Year 2 National Curriculum teacher assessments of 2001, standards in science were close to the national average and well above average in comparison with similar schools. The percentage of pupils achieving the higher level was average when compared with both the national picture and with similar schools.

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The school’s results and pupils’ achievements

4. Inspection findings indicate that in Year 2 standards in writing have improved and are above average. These improvements are a direct result of a whole-school approach to raising the profile and implementing a progression of skills in the teaching and learning of writing. The above average standards in reading, mathematics and science have been maintained.

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The school’s results and pupils’ achievements

5. In the Year 6 National Curriculum tests of 2001, standards in English and mathematics were in line with the national average and average when compared with similar schools. Standards in science were well above the national average and when compared with similar schools was also well above. The percentage of pupils achieving the higher level in English and mathematics was above the national average and above average in comparison with similar schools. Since 1999 the performance of both boys and girls has exceeded the national average in mathematics and science. However, in English differences were noted between the performance of boys and girls. The boys’ performance exceeded the national average, whereas the girls were in line with it over the same period of time.

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The school’s results and pupils’ achievements

6. Inspection findings indicate that in Year 6 standards in mathematics have improved and are now well above average. Standards in English have also improved and are FINAL DRAFT

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The school’s results and pupils’ achievements

King’s Somborne C of E Primary School now above average. Evidence from pupils’ work and discussion with pupils indicate that current standards in science are above average. This does not necessarily suggest a decline in standards since the last inspection. However, a good deal of the work is in the form of photocopied sheets, which the pupils complete. Together with comments that pupils made about copying answers from the board, this suggests that the quality of work seen during the inspection does not give a true reflection of how many pupils are working at the higher level.

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The school’s results and pupils’ achievements

7. Pupils use their numeracy skills satisfactorily to support learning in other subjects. For example, in geography pupils use a tally chart and in history lessons they refer to timelines. However, literacy skills are not used well enough across the curriculum. This is particularly evident in history, geography and science.

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The school’s results and pupils’ achievements

8. Standards of work in information and communication technology match those expected nationally at the end of Years 2 and 6, and pupils make satisfactory progress. The school has made major improvements to the quality of provision for information and communication technology since the last inspection and pupils’ standards of work reflect this. The new computer facilities, including access to the Internet, have made a positive impact on pupils’ learning. Pupils are now building on their skills systematically. Teachers’ expertise has improved and computers are used in many lessons to support what pupils do.

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The school’s results and pupils’ achievements

9. By Year 6, standards in music are above national expectations. This is because extra-curricular activities, such as the ‘school band’ and musical instrument tuition, have a positive impact on these subjects and achievement is good. At the end of both Years 2 and 6 standards in aspects of physical education are above national expectations and these are also attributed to the very good choice of extra-curricular activities offered to the pupils. At the end of Years 2 and 6 standards in art, design and technology, history and geography are typical of pupils nationally. Standards in religious education at the end of Years 2 and 6 meet the requirements of the locally agreed syllabus. Whilst the quality of teaching and level of achievement is satisfactory, there are weaknesses in the way activities are planned to take account of the needs of the more able. For instance, too much use is made of undemanding

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The school’s results and pupils’ achievements

photocopied sheets and this means that pupils do not always make the progress they could. Work is not always marked thoroughly, so that pupils do not always know what they need to improve.

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The school’s results and pupils’ achievements

10. Pupils with special educational needs achieve well against the targets set in their individual education plans due to the good quality individual support they receive from the special educational needs teacher. In class lessons they achieve in line with their peers. Although the school has identified a small group of more able pupils, there was no evidence in planning documents to suggest that these pupils were learning at a different rate to their peer groups.

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The school’s results and pupils’ achievements

11. The school sets realistic targets for further improvement and is on course to meet them. It carefully looks at individual pupils in each cohort and makes specific plans to raise attainment.

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Pupils’ attitudes, values and personal development

12. Pupils generally display positive attitudes to school and their learning. A good working atmosphere is achieved in the classrooms. Pupils settle quickly to the tasks set for them and in most classes their capacity for sustained concentration is good. Where the tasks are interesting, pupils enjoy their lessons, showing enthusiasm and interest in their work. They are attentive, listen well to instructions and to each other and are FINAL DRAFT

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Pupils’ attitudes, values and personal development

King’s Somborne C of E Primary School keen to respond to questions. Parents are particularly pleased by the high expectations of teachers and the way the school encourages pupils to work hard and achieve their best. They feel this helps their children to become mature and responsible. Pupils expressed mixed views about their school. Most pupils liked the smallness of the school but several had various views on how it could improve.

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Pupils’ attitudes, values and personal development

13. Within the Reception class even the youngest children show a confident and mature approach both to school and to their relationships with each other. They are developing their listening skills and concentrate well if they are challenged. They have good social skills as they engage in their play activities. The children interact very well together and happily share their resources.

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Pupils’ attitudes, values and personal development

14. Pupils behave well both in their lessons and around school at lunch and break times. There have been no exclusions in the school since the last inspection. The school’s very good provision for moral and social development results in pupils responding in a mature and sensible way. Parents comment favourably on the atmosphere and behaviour of pupils in the school and feel things have improved enormously over the last three years. The school has an orderly atmosphere and pupils are well aware of the school and class rules, which they have helped devise. Pupils are very friendly and polite, happy to talk about what they are doing and very willing to show their work to visitors. During discussions with pupils they commented that the school was a safe and secure place with no real incidents of bullying. However, they did report that pupils sometimes fight and argue and that not all incidents of bullying are reported

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Pupils’ attitudes, values and personal development

because at times they feel that they are always not listened to.

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Pupils’ attitudes, values and personal development

15. Relationships in the school are good, both between staff and pupils, and amongst the pupils themselves. The school generally works hard to promote tolerance and kindness and ensure pupils do not feel excluded. The older pupils are very caring and look after the younger ones. Older pupils frequently instigate play activities with the younger children at lunch and play times. Pupils with special educational needs are well integrated into school activities. Pupils work well together in both pairs and groups. This harmonious atmosphere promotes a good working environment and makes a positive impact on learning. There were a number of good discussion groups observed. In a Years 5/6 design and technology lesson, for example, pupils worked well in small groups investigating how to make musical instruments from different household containers and resources. The Years 1/2 pupils worked effectively in

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Pupils’ attitudes, values and personal development

teams to build and decorate a ‘Succah’ shelter in the playground during their religious education lesson.

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Pupils’ attitudes, values and personal development

16. The personal, social and health education programme is delivered informally through circle time and provides a safe circumstance for pupils to talk about important issues. Although it is not a systematic programme, these informal sessions promote pupils’ understanding of a moral code and enable them to share their views and feelings, values and beliefs. The clear aims and ethos of the school promote value and respect for each other, and are reinforced by the good role models of the staff.

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Pupils’ attitudes, values and personal development

17. Opportunities to develop pupils’ personal development are good. In the Reception/Year 1 class, children explore freely a wide range of resources and use of initiative is developing. Whilst pupils in other classes are encouraged to develop their investigative skills and to evaluate their results, strategies are less well developed to offer pupils choice, to undertake personal researches or to take responsibility for their own learning. This was identified as a weakness during the last inspection. Pupils willingly undertake roles of responsibility around the school. They take turns to act as class monitors, whilst older pupils in Years 5/6 have wider responsibilities such as acting as librarians, setting up the hall for assembly or helping take out the play FINAL DRAFT

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Pupils’ attitudes, values and personal development

King’s Somborne C of E Primary School equipment. However, the Year 6 pupils felt that they were not given any more responsibility than their Year 5 friends. The only privilege the Year 6 pupils felt they had was access to a small covered bench area. There is currently no school council and pupils feel there is little opportunity or provision to enable them to raise issues or make suggestions. They felt that such a system would provide them with a voice and give them an opportunity to become involved in the decision-making processes of the school.

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Pupils’ attitudes, values and personal development

18. The level of attendance in the school is very good and is above the national average, with few unauthorised absences. Pupils are prompt into school and the registration period provides an orderly and effective start to the day. Attendance and punctuality are well monitored by the school.

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HOW WELL ARE PUPILS TAUGHT?

19. Judgements about the teaching are based on a range of evidence including a scrutiny of pupils’ past work and teachers’ planning, as well as classroom observations. Thus although well over half of the lessons observed during the inspection were good, the overall quality of teaching was judged to be satisfactory. Four lessons were judged to be of unsatisfactory quality.

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HOW WELL ARE PUPILS TAUGHT?

20. The basic skills of literacy and numeracy are taught well in the older Year 1 class and in Years 2 to 6. Teachers confidently use the literacy and numeracy strategies to develop pupils’ understanding of these key skills. For instance, in a good literacy session in the Years 1/2 class, the teacher used a number of good techniques to encourage the pupils to learn how to spell ‘tricky words’. The pupils responded with interest and real concentration in their learning. These sessions are well planned and learning objectives are clearly displayed for the pupils to see, ensuring that they are aware of their own learning.

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HOW WELL ARE PUPILS TAUGHT?

21. Pupils are managed well in the older Year 1 class and in Years 2 to 6. Most pupils enjoy good relationships with their teachers and this has a positive impact on their learning. Praise is effectively used to maintain interest and concentration. For example, in a Years 3/4 numeracy session the teacher explained to one pupil how she really liked his strategy for working out a problem, which had a positive impact on his learning. Good use is made of whole-class sessions to ensure that pupils progressively acquire skills. This was particularly evident in the Years 5/6 class. Although the shape of the classroom was rather awkward for whole-class teaching, good use was made of a bench to enable the class to sit together for introductory sessions. Very effective use is made of ‘response partners’ where teachers encourage the pupils to talk briefly to one of their peers to consolidate their learning.

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HOW WELL ARE PUPILS TAUGHT?

22. In the older Year 1 class and in Years 2 to 6, teachers make good use of the time available and this enables pupils to work at an effective pace. This was evident in a Years 5/6 science lesson where pupils were encouraged to work productively on their investigations. Good use is made of all available resources. For instance, pupils use white-boards effectively in introductory sessions to consolidate their learning. Throughout the school, good use is made of teaching assistants to promote and maintain a good pace to learning. This was evident in a Years 1/2 science and design and technology session when a learning support assistant helped a group of pupils to make healthy sandwiches. During the lesson this learning support assistant interacted well with the pupils, ensuring that they used the correct vocabulary and gained the knowledge and skills planned for. FINAL DRAFT

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HOW WELL ARE PUPILS TAUGHT?

King’s Somborne C of E Primary School 23. Although teacher expectations were satisfactory during the inspection, pupils’ work over time indicates that this is not always so. Throughout the school pupils are presented with a large number of undemanding worksheets to complete. These are not matched to meet the needs of the varying abilities and age groups within the classes. For example, this was clearly evident in science, history and geography where below average pupils in Year 5 were provided with the same worksheet as an above average Year 6. This indicates weaknesses both in teachers’ planning and in the use of assessment over time.

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HOW WELL ARE PUPILS TAUGHT?

24. The individual teaching which pupils with special educational needs receive is good. The teacher is clear about what pupils need to learn in order to improve and work is well planned. Learning support assistants effectively help pupils in class and in small groups through early and additional literacy support. External agencies, including the educational psychologist, visit regularly and support the school well. There was no evidence of any specific teaching for the pupils who had been identified by the school.

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HOW WELL ARE PUPILS TAUGHT?

25. Parents expressed some concern over homework both in the meeting with the registered inspector prior to the inspection and in the parent questionnaires. Inspection findings indicate that homework is used satisfactorily to promote learning throughout the school.

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HOW WELL ARE PUPILS TAUGHT?

26. Although positive relationships are enjoyed between the teacher and the children, the overall quality of teaching and learning is unsatisfactory in the Reception and younger Year 1 class. Children’s knowledge and understanding of what they are learning is weak and the teacher’s planning does not match their varying needs. Consequently, the teaching methods deployed do not fully meet the needs of these children. Expectations are low, the pace of learning is slow and as a result progress in learning is unsatisfactory. Basic skills are not taught sufficiently well. This is because key learning skills are not systematically identified in the planning so that sessions lack clear direction and focus. For example, too often the younger Reception children are sent out to the outdoor area to play without a real expectation of exactly what skills and knowledge they are to acquire. Frequently, pupils are given low-level activities,

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HOW WELL ARE PUPILS TAUGHT?

such as colouring and cutting and sticking, to occupy their time. There are also weaknesses in the management of the class. This was evident in a numeracy lesson with the Year 1 pupils when the teacher allowed constant interruption by Reception children who required her help. This resulted in the Year 1 pupils losing concentration and interest in their learning. In addition to this, during the session, three above- average Reception children ran noisily in and out of the class unfocused and unchallenged by the choice of free play activities. When non-teaching staff are directed to support a learning activity they have a positive impact on learning. For instance, Reception children were observed making jam tarts with the learning support assistant. She encouraged the use of appropriate vocabulary, such as small, medium sized and big, and enabled them to make progress in their learning. However, at

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HOW WELL ARE PUPILS TAUGHT?

times support staff direct the children too much and they do not learn to be independent. FINAL DRAFT

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PUPILS?

27. The curriculum for the children in the Reception/Year 1 class does not effectively cater for their learning needs effectively. There is not enough challenge in the work provided and activities are hampered by disorganised equipment and space. Although planning is detailed, learning intentions are not specific enough to ensure that work is challenging or focused on their needs. Compared with the last inspection when the curriculum was considered good, the quality has deteriorated and is now unsatisfactory.

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PUPILS?

28. The curriculum across the rest of the school includes everything it should and gives a proper amount of time to each aspect of the curriculum. Religious education is taught according to the locally agreed syllabus and the required sex education policy is in place.

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PUPILS?

29. The national strategies for teaching numeracy and literacy have been implemented across the school and are used effectively. Termly and half-termly planning for literacy and numeracy are good. Planning is satisfactory in all other subjects. National guidance provides the half termly planning for most subjects, ensuring they are taught in a progressive and systematic manner. This is an improvement since the last inspection, when there were inadequate schemes of work in place and gaps in coverage in information and communication technology, physical education, science and history. Work is planned on a two-year cycle to ensure that all pupils in the mixed age classes do not repeat work. However, provision for personal, social and health education is inconsistent because it is not planned in a systematic way and is not timetabled regularly across the school.

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PUPILS?

30. Provision for pupils with special educational needs is good. They are well supported in order to ensure they have access to the curriculum and are not excluded from any activity.

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PUPILS?

31. Equality of opportunity across the curriculum is satisfactory. The school ensures that the curriculum is accessible to all pupils regardless of ability, gender or background.

p.16

PUPILS?

32. A range of educational visits and visitors enriches the curriculum. For example, the Ballet Nganzo, from Rwanda, visited the school as part of the school’s work on dance, and pupils visited the Hilliers Arboretum, as part of their work on geography. Annual book weeks give pupils opportunities to dress up as their favourite characters from books and to meet authors such as John Foster.

p.16

PUPILS?

33. Links with the community are very good. For example, pupils visit the local churches and the vicars from both churches visit to take assemblies, some of which are jointly presented. These occasions are presented with a good level of humour, which fully engages the pupils. The school’s maypole dancers and brass band take part in special occasions in the village. Visitors from the local history society make a valuable contribution to the history curriculum. Pupils make a regular contribution to Gauntlet, the parish magazine, and have planted a hedgerow in one of the churchyards as part of their work on conservation. The local police officer is regularly involved in training pupils in cycling proficiency.

p.16

PUPILS?

34. The provision for extra-curricular activities is very good. There is a good range of after-school clubs, such as computer, drama, craft and environmental gardening clubs. There is a very good school band, which in the past has performed in Winchester Cathedral, and a very good range of sporting clubs, for example netball, FINAL DRAFT

p.16

PUPILS?

King’s Somborne C of E Primary School football and short tennis. Pupils regularly take part in inter-school competitions. All of these enrich the curriculum and provide good opportunities for social development.

p.17

PUPILS?

35. Very good links have been established with partner institutions. The school has close links with all seven local primary schools and the secondary school. There are regular meetings between headteachers, including a headteachers’ training day. Headteachers and chairs of governors have joint meetings and there are shared training days for all staff. All of the special educational needs teachers and, more recently, the learning support assistants meet regularly in groups. During the final half term prior to transfer, the Year 7 tutor from the secondary school visits to talk to pupils. They then visit the secondary school in order to familiarise themselves with the environment. This, along with the opportunity for Year 5 pupils to visit for a technology day, helps to ensure a smooth transition for pupils. All of the local schools work together to organise inter-schools competitions involving football, netball, a

p.17

PUPILS?

36. Provision for spiritual and cultural development is good. Provision for pupils’ moral and social development is very good. Planning in different areas of the curriculum reflect the need to incorporate aspects relating to pupils’ spiritual, moral, social and cultural development.

p.17

PUPILS?

37. Pupils’ spirituality is sensitively promoted through religious education lessons, church services and the daily acts of worship. These activities provide a good foundation for pupils’ spiritual development. Religious education lessons frequently provide opportunities for pupils to reflect upon their own and other people’s lives. The pupils develop a good knowledge of Christianity and other major world religions, such as Judaism and Islam. These are particularly effective when presented through first hand experience involving parents of pupils. During the inspection, a Jewish visitor sensitively introduced pupils to the religious ceremony of Sukkot. Pupils helped to build and decorate a ‘Succah’ in the playground and then were very caught by the stories and the tasting of some of the food involved in the celebration of the festival. In other areas of the curriculum, pupils are encouraged to value relationships and

p.17

PUPILS?

human achievement, and to explore feelings and the views of others. Younger pupils write about what makes them happy – ‘I like going to the paddling pool, splash and splosh’ , ‘I feel happy when I go to the beach’ . Pupils are given opportunities to question and reflect, such as in science when looking at ‘taking care of ourselves’ and ‘keeping healthy’, and ways of applying this knowledge into their lives.

p.17

PUPILS?

38. The school makes very good provision for pupils’ moral development. Good standards of behaviour are expected in and around the school, together with a respect for others. Pupils help devise the class rules, which are prominently displayed in each classroom and emphasise good behaviour and personal responsibility. Younger pupils have illustrated these rules, which helps them to take ownership of them – such as ‘best friends’, ‘lining up sensibly’, ‘helping in the playground’. The school operates a ‘no blame approach’, with pupils encouraged to offer and receive forgiveness and have a fresh start. There is good use made of circle time or strategies like ’moaning minutes’, when pupils sit together in a group to discuss problems, look at right and wrong and come to sensible resolutions. The school aims to develop the children’s spirit of co-operation with positive reinforcement. This is achieved through the

p.17

PUPILS?

recognition and celebration of successes at the weekly achievement assembly. Fund- raising initiatives encourage an understanding of those less fortunate than themselves. Adults in the school provide good role models for pupils.

p.17

PUPILS?

39. The provision for pupils’ social development is very good. The school encourages pupils of different ages and abilities, including those with special educational needs, to FINAL DRAFT

p.17

PUPILS?

King’s Somborne C of E Primary School mix and work together. This is particularly important in mixed-age classes. Older pupils look out for younger ones at lunch and playtimes and often involve them in their games. Social issues are considered within different areas of the curriculum and the citizenship programme. The older pupils undertake residential visits, which raises their self-esteem and confidence and challenges their adventurousness. Extra- curricular activities such as the many sports clubs, drama productions and the ‘wild bunch’, a group of pupils who help to look after the environmental garden, all help to develop pupils’ team spirit as well as their skills and abilities. The band provides opportunities for pupils to work with others, to demonstrate their musical skills and become involved in festivals and village events. Pupils have participated in community events, the local carnival, church fairs and have organised fund-raising

p.18

PUPILS?

activities to raise money to support different charities.

p.18

PUPILS?

40. The good provision for pupils’ cultural development is promoted both during lessons and through various visits and visitors. These have included musicians, storytellers and theatre and dance groups. Pupils have the chance to learn to play a musical instrument and the band is well known locally playing at different village events, church services and festivals. Younger pupils have undertaken a ‘gamelan’ workshop and learnt about Indonesian music. Awareness of their own heritage has been promoted through the recent Jubilee celebrations, participation in a village pageant celebrating the history of King’s Somborne, and the annual maypole dancing. European links are less well developed, although French and German clubs are due to be re-established. The school is aware that there are no pupils of ethnic minority backgrounds in the school so a conscious effort is made to celebrate cultural difference. This is promoted through the study of different cultures; displays and

p.18

PUPILS?

pictures around the school; music in assemblies; visitors and the very good links with a school in Africa. Pupils have pen pals in a school in Uganda and every class raises money each year to sponsor a child in the school. However, whilst these overseas links are effective in raising pupils’ awareness of cultural difference, there is limited focus on recognising and celebrating the cultural diversity of life within the United Kingdom.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. The school’s provision for pupils’ health, welfare and guidance makes a significant contribution to their personal and academic development. Parents spoke very highly of the school. They find it very friendly and supportive, and reported that staff promote a sense of community where everyone is valued and encouraged to progress whatever their ability. Teachers monitor pupils’ personal development closely and work sensitively to challenge and support their specific needs. Pupils also evaluate their own progress and development during the course of the year, with older pupils involved in setting their own targets. There are sound systems in place to support the academic and personal development needs of pupils with special educational needs, and they generally make satisfactory progress. The school seeks to ensure that pupils have equal opportunities, but at times pupils are withdrawn for instrumental

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. Procedures for monitoring and promoting discipline and good behaviour, and eliminating any oppressive behaviour, are sound. This is reflected in pupils’ behaviour and the orderly atmosphere in the school. The comprehensive behaviour policy provides clear guidelines and procedures for promoting good behaviour, and dealing with any disruptive pupils or incidents of bullying. The policy clearly highlights the school’s expectations and identifies the responsibilities of pupils, staff and parents. However, pupils report the occasional incidents of bullying and feel that teachers do not always take their concerns seriously. There is a good balance of rewards and FINAL DRAFT

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

King’s Somborne C of E Primary School sanctions, with staff offering a consistent approach to behaviour management. Pupils are involved in devising the rules and boundaries, and know what is expected of them. They value the reward system, particularly the headteacher’s award, which they feel motivates them to work hard and behave well.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. Procedures for monitoring attendance are good. Most parents call in promptly to inform the school when their children are away ill. However, the school does not follow-up absences immediately if parents do not contact the school in the morning to say their child will be away. Parents are informed both in the prospectus and through updating letters about their responsibilities regarding the need to ensure that their children attend school regularly and promptly.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. The school has good systems in place for ensuring pupils health, safety and welfare. The school has satisfactory procedures and guidelines for child protection. The headteacher and deputy headteacher are the members of staff with designated responsibilities for child protection. They are well aware of the processes involved and the recent changes to the legislation. Other members of staff are also aware of child protection procedures. Well-established systems are in place to take care of pupils who may fall ill during the day and there are effective procedures to meet the medical needs of pupils. A sufficient number of staff are qualified to provide first aid treatment. The school has good links with the various support agencies and their specialists attend as necessary.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. There is a comprehensive health and safety policy, and effective procedures to address the issues of safety and security of pupils in the school or when out on visits. The headteacher and health and safety governor undertake regular health and safety checks and risk assessments, as well as reviewing the security arrangements around the school, before reporting back to the governing body. The governors take their responsibility for health and safety issues seriously.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. There is a good range of assessment procedures throughout the school. This is a good improvement since the last inspection when procedures were found to be variable. Formal assessment starts when the children enter the school. This gives a good indication of their starting point and also acts as an early indicator of whether any pupils will need special provision. Assessment continues with the statutory tests at the end of Year 2 and Year 6 and also includes non-statutory assessments at the end of Years 3, 4 and 5. There are spelling, reading and mathematics tests in October for pupils in Years 2 to 6. The school keeps a record of all the assessments in order to track the progress of each pupil. This records performance in all tests and enables the school to monitor progress over time and set targets.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

47. Because it has identified weaknesses in writing, the school has put a robust programme in place to address this. Pupils regularly complete a piece of independent writing, which is marked and graded. The information from this is used to set individual and year group targets for pupils in writing. Parents are informed of these targets. Information from tests in English and mathematics is used to guide planning and set individual targets for pupils. In the foundation subjects, the school assesses pupils against the key objectives for the term in each subject and this helps the teachers to track individual progress and aid reporting to parents.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. The marking of pupils’ work does not help them to improve, because teachers do not identify areas for improvement when marking work nor do they comment on pupils’ achievement of individual targets. There is little evidence from the lesson planning seen that teachers evaluate lessons in order to help with future planning. FINAL DRAFT

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

King’s Somborne C of E Primary School 49. There is a good range of assessments to identify and track pupils with special educational needs within the school and a good range of support programmes to ensure their needs are met. Pupils have individual education plans, which set out specific short-term targets for their learning. These targets are discussed and reviewed with pupils and parents in order to maximise their learning potential.

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

50. The effectiveness of the school’s partnership with parents is very good and continues to be one of the strengths of the school. The school provides parents with information and opportunities to be involved with the work of the school and this has a positive effect on pupils’ learning. The quality of information provided for parents is very comprehensive. The attractive school prospectus and governors’ annual report to parents detail information. Regular newsletters maintain ongoing contact and information about forthcoming events. The school provides information regarding forthcoming tests for pupils or helpful website addresses, and topic information is circulated to parents each term. This enables parents to see what their children will be covering during the course of the year. Parents are consulted over different issues such as the behaviour policy or the new reporting system. Workshops are also held

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

linked to the school’s strategic plan to keep parents up to date with developments, such as the focus on writing.

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

51. Parents expressed a generally high level of satisfaction about the work of the school in the pre-inspection questionnaire and at the meeting held for them before the inspection. Parents feel that there are very good links with the school and this is confirmed by inspection findings. They feel that the school is very accessible and they welcome the open door policy. Parents like the way the school encourages suggestions and know that any concerns they have will be dealt with promptly. Parents spoke positively about the community feeling about the school, of how they are consulted and encouraged to participate in school activities and events. ‘It’s not just the parents but others in the village as well’. Parents reported that they are kept well informed about the progress their children were making and the inspection team endorses this view. A small number of parents expressed concerns about the amount

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

of homework given and the range of activities outside school. However, the inspection team considered the amount of homework given to be satisfactory and the range of extra-curricular activities provided to be very good.

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

52. Opportunities for parents to become involved in their child’s learning are very good. Consultation evenings are held regularly providing opportunities for parents to review their child’s progress and achievements. These are always well attended. The quality of information offered to parents regarding the progress of their children is very good. The school provides termly reports and updates on pupils’ progress and attainment. These reports clearly identify what pupils know and are able to do, as well as setting targets for improvement. They provide a clear picture of how well their child is progressing in relation to what is expected for a child of their age. Parents of pupils with special educational needs are kept well informed about their child’s progress and are invited to be involved in the review processes.

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

53. Parents make an effective contribution to their child’s learning by supporting them at home, which has a positive impact on pupils’ progress. The school warmly encourages parents to become involved in their children’s learning by helping out in the school. As well as the governors, a small number of parents and other adults are volunteering to help with various activities around the school such as listening to reading, working with small groups and clubs or helping out on school trips. Parents are well briefed for these tasks and activities. Parents receive details regarding the FINAL DRAFT

p.20

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

King’s Somborne C of E Primary School homework policy and how they can help their children at home. Where parents are regularly listening to their children read at home, this is contributing to the good standards of reading.

p.21

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

54. The impact of parents’ involvement in the work of the school is very good. King’s Somborne is very much a community school with a long local history and has seen many of the current parents as previous pupils. Parents and other adults in the village are invited to become involved in the life of the school and are encouraged to attend school events. Sports days, school productions and the celebration assemblies on a Friday are well attended. The school association is very active and runs a number of fund-raising and social events each year. These activities involve all members of the school and wider community and help to generate valuable extra funds for the school. In the past this has helped to cover the costs of creating the quiet areas and outside classroom, as well as sponsoring different cultural events such as visits by theatre groups or dance companies. In addition, members of the school association provide

p.21

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

valuable extra support to the school by undertaking maintenance tasks or providing refreshments at sports days.

p.21

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

55. Parents of pupils with special educational needs are fully consulted at all stages of their children’s learning. They are always invited to take part in reviews of their children’s individual education plans and contribute to the new targets set.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

56. The headteacher is committed to providing the best for his pupils. His high profile around the day-to-day life of the school ensures that he knows all the pupils well. He successfully makes sure that each child and adult in the school, as is stated in the aims of the school, is ‘ unique and important ’. The headteacher values the work of all members of his dedicated team. He is keen to motivate his staff and is committed to change. This is systematically documented through a strategic planning document.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

57. The overall monitoring, evaluation and development of teaching are satisfactory. The headteacher regularly monitors the quality of teaching and learning and is aware of the strengths and weaknesses of his staff. However, at times the monitoring is not specific enough to evaluate all the pupils’ progress within each separate year group of each class. For example, weaknesses in the quality of teaching in the Reception and Year 1 class have not been identified. The literacy, numeracy and information and communication technology co-ordinators have been involved in the monitoring of lessons and this has had a positive impact on the quality of teaching and learning in these areas. The headteacher rigorously analyses pupil performance in statutory and optional tests in English, mathematics and science. This information is used well to evaluate pupils’ progress over time. The headteacher is aware of the need to further

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

develop and devise a consistent approach to subject co-ordination in science, history, geography, art and design and technology.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

58. The special educational needs co-ordinator is well trained and ensures that statutory requirements are met. She has recently updated the special educational needs policy so that it meets the requirement of the new Code of Practice 1 . The register is detailed and sets out pupils’ level of need very clearly. The annual audit of special educational needs required by the local education authority is fully completed and reflects the school’s commitment to pupils with special educational needs. Whilst provision is

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

1 Code of Practice – this gives practical advice to schools and local education authorities about their responsibilities, duties and tasks to ensure that pupils who have special educational needs receive the most appropriate help and support to further their learning and personal development. This is a statutory duty under the Special Educational Needs and Disability Act 2001. FINAL DRAFT

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

King’s Somborne C of E Primary School good, the school has set a high budget for it, which needs careful checking to ensure value for money is gained.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

59. The school has identified clear priorities for development. These include improving the writing skills of the pupils through staff training and raising the levels of achievement in the national tests for the current Year 6. The school uses the statutory strategies for performance management to good effect and this is used well to support the priorities for development.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

60. The governors are very supportive of the school and their professional expertise is used well. They take their role seriously and fulfil statutory requirements. Governors gain regular information from the headteacher and use this to make plans for the future. They have open access to the school and many visit regularly to see the pupils at work and talk to staff.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

61. The school manages its current finances effectively. The chair of the finance committee works closely with the headteacher. The draft budget they draw up takes into consideration the current financial situation, pupil numbers and the strategic plan. Financial decisions and various cutbacks have been required to reconcile large classes at the top end of the school with reducing numbers lower down and money spent on covering staff sickness. This has resulted in a reduction in hours for the classroom assistant and the use of the school’s previous reserves, to enable the school to be left with a planned break-even point at the end of this financial year. Although the school currently provides satisfactory value for money, there is a potentially large overspend in subsequent years. The school already receives a very large sum of money per pupil and, therefore, the budget cannot continue to maintain

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

this very high expenditure. 62. The school makes satisfactory use of specific grants and ensures that they are effectively used for their designated purpose. Funds delegated for pupils with special educational needs are used correctly, with the school providing additional funding from the school budget. A study has been undertaken looking at ‘best value’ in relation to the schools provision for the special educational needs of pupils. All recommendations related to the last audit of the school’s finances have been addressed. The school has good systems to ensure the cost effectiveness of the goods and services that it purchases and seeks several quotations for major items of expenditure before making a choice. The school office is well run and provides a positive welcome for visitors.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

63. Teachers are suitably qualified and experienced and are generally well regarded by the parents, who expressed positive comments about them on the parents’ questionnaire. Staffing levels are very high. The school is making strenuous efforts, within financial limitations, to alleviate large class sizes. This has resulted in the employment of a part-time teacher to work with the older pupils in the mornings. The match of support staff to the demands of the curriculum is satisfactory. Classroom assistants are generally well deployed and give very good support to the pupils they work with. However, due to changes in the strategic use of resources their hours have been reduced and they feel less involved in the life of the school. Arrangements for the professional development of both teaching and support staff are sound and all staff receive a good range of additional professional training to meet the needs of the

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

school strategic plan and their own professional needs. Satisfactory systems are in place for staff appraisal and the induction of new staff into the life of the school. The school does not provide placements for trainee teachers.

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

64. The accommodation is satisfactory in most respects and enables the school to meet the teaching requirements of all subjects of the curriculum. Refurbishment of the FINAL DRAFT

p.22

HOW WELL IS THE SCHOOL LED AND MANAGED?

King’s Somborne C of E Primary School toilets was completed during the summer and completes the current plans for development of the premises. The large Years 5/6 class makes effective use of the additional classroom in the mornings for separate literacy and numeracy lessons for half the pupils. The children in the reception class are still limited by the small classroom and outside play area. This is very cramped and restricts opportunities for their creative and physical development, such as the use of wheeled toys or large play apparatus. The library area is also small and quite cluttered. The buildings and grounds are kept clean and well looked after by the caretaker. However, there are currently some concerns about rotting window frames and a collapsing wall that is awaiting repair by the county. The attractive gardens and wild life area are well maintained by a couple of parents aided by the ‘wild bunch’ club. The imaginative and

p.23

HOW WELL IS THE SCHOOL LED AND MANAGED?

colourful displays of pupils’ work across all areas of the curriculum create a stimulating learning environment. The school makes good use of the field and playground space to provide different activities at playtimes and lunchtime.

p.23

HOW WELL IS THE SCHOOL LED AND MANAGED?

65. Despite the heavy use of photocopied sheets, learning resources are adequate in most areas of the curriculum. The school is aware of the need to increase the supply of English books. Resources for information and communication technology have improved since the last inspection with the purchase of a number of new computers and software packages. This has had a significant impact on pupils’ skills and progress in this area. Generally, resources are satisfactorily stored, are clearly labelled and accessible. The school makes good use of educational visits to enrich the curriculum. FINAL DRAFT

p.23

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

66. To improve the quality of education, the governing body, headteacher and staff should:

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

a) improve provision in the Reception/Year 1 class by:

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• planning a curriculum that meets the needs of the Reception children but also provides equal access to the National Curriculum for the Year 1 pupils;

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• reorganising the available space, equipment and resources to create an effective learning area. (paragraphs 27, 67-74)

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

b) improve the quality of teaching in the Reception/Year 1 class by:

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• including specific learning intentions for each session to ensure that the work is challenging and meets all the varying needs of this wide age group;

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• ensuring staff plan together within the same year groups and share their expertise;

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• organising regular monitoring of lessons, providing detailed feedback and targeted support where necessary. (paragraphs 26, 67-74)

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In addition to the key issues above, the following less important issues should be considered for inclusion in the action plan:

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• introduce a systematic programme for personal, social and health education across the school and ensure that it is timetabled regularly across the school. * (paragraph 29)

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• ensure that activities are planned to take account of the needs of the more able; (paragraph 9)

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• use consistent and detailed marking to ensure that the pupils know what they have to do to improve; (paragraph 48)

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• encourage the use of literacy across the curriculum as a more effective tool for learning than the current use of photocopied sheets; (paragraphs 23, 70, 92, 104, 108)

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• introduce a school council so that pupils feel that their views and opinions are valued. * (paragraph 17)

p.24

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

*The school has already identified these issues. FINAL DRAFT

p.24

Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 27

p.25

Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very poor

p.25

Summary of teaching observed during the inspection

Percentage 0 3 56 29 12 0 0 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 almost three percentage points.

p.25

Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 104

p.25

Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 11 FTE means full-time equivalent.

p.25

Information about the school’s pupils

Number of pupils with statements of special educational needs 0

p.25

Information about the school’s pupils

Number of pupils on the school’s special educational needs register 11

p.25

Information about the school’s pupils

English as an additional language No of pupils

p.25

Information about the school’s pupils

Number of pupils with English as an additional language 0

p.25

Information about the school’s pupils

Pupil mobility in the last school year No of pupils

p.25

Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 1

p.25

Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 5

p.25

Attendance

National comparative data 5.6 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. FINAL DRAFT

p.25

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

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2001 10 5 15

p.26

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

National Curriculum Test/Task Results Reading Writing Mathematics

p.26

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

Boys 10 10 10 Numbers of pupils at NC Level 2 and above Girls 4 4 4

p.26

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

Percentage of pupils School 93 (100) 93 (100) 93 (100) at NC Level 2 or above National 84 (83) 86 (84) 91 (90)

p.26

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

Teachers’ Assessments English Mathematics Science

p.26

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

Boys 10 10 10 Numbers of pupils at NC Level 2 and above Girls 4 4 4

p.26

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

Percentage of pupils School 93 (100) 93 (100) 93 (100) at NC Level 2 or above National 85 (84) 89 (88) 89 (88)

p.26

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

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

p.26

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

Year Boys Girls Total Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2001 10 5 15

p.26

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

National Curriculum Test/Task Results English Mathematics Science

p.26

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

Boys 9 8 10 Numbers of pupils at NC Level 4 and above Girls 3 2 5

p.26

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

Percentage of pupils School 80 (61) 67 (61) 100 (78) at NC Level 4 or above National 75 (75) 71 (72) 87 (85)

p.26

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

Teachers’ Assessments English Mathematics Science

p.26

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

Boys 8 8 9 Numbers of pupils at NC Level 4 and above Girls 3 2 4

p.26

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

Percentage of pupils School 73 (67) 67 (72) 87 (72) at NC Level 4 or above National 72 (70) 74 (72) 82 (79) Percentages in brackets refer to the year before the latest reporting year. FINAL DRAFT

p.26

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

p.27

Exclusions in the last school year

White – any other White background 0 0 0

p.27

Exclusions in the last school year

Mixed – any other mixed background 0 0 0

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Exclusions in the last school year

Asian or Asian British - Pakistani 0 0 0

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Exclusions in the last school year

Asian or Asian British – Bangladeshi 0 0 0

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Exclusions in the last school year

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

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Exclusions in the last school year

Black or Black British – Caribbean 0 0 0

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Exclusions in the last school year

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

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Exclusions in the last school year

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

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 6.0 Financial year 2001 - 2002

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Teachers and classes Financial information

Number of pupils per qualified teacher 17:1

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 323,566

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Teachers and classes Financial information

Total number of education support staff 3.0 Total expenditure 320,762

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Teachers and classes Financial information

Total aggregate hours worked per week 75 Expenditure per pupil 3,055

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Teachers and classes Financial information

Balance brought forward from previous year 11,934

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Teachers and classes Financial information

Balance carried forward to next year 14,738 FTE means full-time equivalent. FINAL DRAFT

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Recruitment of teachers

Number of teachers who left the school during the last two years 1.0

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 2.0

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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) 1.0

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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 FTE means full-time equivalent. FINAL DRAFT

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Results of the survey of parents and carers

Percentage of responses in each category

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Results of the survey of parents and carers

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

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Results of the survey of parents and carers

My child is making good progress in school. 47 47 0 0 6

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Results of the survey of parents and carers

Behaviour in the school is good. 43 55 0 0 2

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Results of the survey of parents and carers

My child gets the right amount of work to do at home. 19 53 19 2 7

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Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 49 45 4 0 2

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Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 68 30 2 0 0

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Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 57 43 0 0 0

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Results of the survey of parents and carers

The school works closely with parents. 45 53 2 0 0

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Results of the survey of parents and carers

The school is well led and managed. 55 45 0 0 0

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Results of the survey of parents and carers

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

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Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 43 43 9 2 3

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Results of the survey of parents and carers

One concern was raised about the Foundation Stage. It was felt that the school did not always treat it as a separate stage of education. The inspection team felt that this comment was justified. FINAL DRAFT

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Results of the survey of parents and carers

King’s Somborne C of E Primary School PART D: THE STANDARDS AND QUALITY OF TEACHING IN AREAS OF THE CURRICULUM, SUBJECTS AND COURSES

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AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

67. Children are admitted into the Reception class at the start of the academic year in which they will be five. Most have attended a local nursery or playgroup before they start school. When they enter the school, the children are assessed using a standardised test for this age group. Their general attainment is above average. They settle into the routines of the class because good links are firmly established with home. The induction procedures are carefully organised to ensure that most children enter school with a measure of confidence. Good use of praise motivates the children and promotes self-esteem. However, there are significant weaknesses in the teaching of this age group. Children’s knowledge and understanding of what they are learning is weak and the teacher’s planning does not match their varying need. Work is not always consistently planned with a clear focus on children’s individual learning

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AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

needs and, at times, activities are not suitable. The information collated from the assessments undertaken when children first come to school is not used effectively to provide appropriate support or to guide curriculum planning. Lessons do not always meet the needs of the children, or the intentions of the Foundation Stage curriculum 2 . There is confusion over the needs of these young children. On the one hand, inspection evidence confirms that they are frequently given unlimited free-play which has no structure. Nevertheless, a review of work over time indicates that they also follow programmes of study in the National Curriculum more suitable for pupils in Years 3 to 6, and inappropriate for children of this age. The learning support assistant is kept well informed of daily planning and works satisfactorily alongside the children, but is not used sufficiently well in meeting the needs of individual children. The indoor

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AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE

classroom is cluttered; the area outside is cramped and over-filled with resources. No children in Reception have been identified with special educational needs. The previous inspection considered that the curriculum provision for children in the Reception class provided a good base for starting the National Curriculum. Inspection findings indicate a decline in both the quality of teaching and curriculum planning since the last inspection and this is unsatisfactory.

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Personal, social and emotional development

68. Children start school with good personal and social skills, which is built on satisfactorily so that by the time they leave the reception class most will attain the Early Learning Goals in this area, and a good number exceed them. Children achieve satisfactorily in relation to their prior attainment in most aspects of this area. Most children attend to their personal needs competently and undress for physical education quickly and sensibly. They concentrate well on self-chosen activities, for example when they ride their tricycles or build using plastic bricks. In whole-class sessions involving pupils from Year 1, pupils are not always confident and do not maintain their concentration and attention so well. However, when working in a small group with the classroom assistant they concentrate well on activities such as putting facial features on dough using currants. They are encouraged to take responsibility

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Personal, social and emotional development

for class routines and are already quite responsive to tidying up at the end of lessons. Relationships are still in the process of being developed as it is early in the term, but children are generally secure within their environment and interact satisfactorily with adults. The teaching is satisfactory overall. The teacher has a gentle manner with the

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Personal, social and emotional development

2 This consists of six areas of learning: personal, social and emotional development; communication, language and literacy development; mathematical development; knowledge and understanding of the world; physical development; and creative development. Each area of learning is made up of four stages or ‘ stepping stones’ , from which both progress and standards can be measured. FINAL DRAFT

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Personal, social and emotional development

King’s Somborne C of E Primary School children to which they respond well and they are given opportunities to work independently. However, weak organisation and a lack of rigour affect the overall success of provision for this area of learning.

p.31

Communication, language and literacy

69. Children start school with a good range of attainment in all aspects of communication, language and literacy skills. They are confident speakers and enjoy detailed conversations with each other. Sentences are well formed and very few children have speech problems. Above-average children use their language well in role-play and show clarity in thinking and feeling. Listening skills are slightly less well developed but they enjoy listening to stories read by their teacher. The children confidently share books with each other and understand that print is organised from left to right. They talk knowledgeably about the main characters in a story and join in repeated refrains. For example, children responded to the story of ‘Arthur’ and knew the next steps of the storyline. All of the children know how to use pencils correctly and can write their name. Above-average children are developing a legible handwriting style and use

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Communication, language and literacy

their knowledge of initial sounds to create sentences and detailed stories about, for example, Amazon explorers. Children whose writing skills are less developed copy underneath adults’ writing. The quality of teaching in this area of learning is not challenging enough to enable the children to make satisfactory progress. The teacher chooses suitable stories to read to them using expression and humour. Conversation is encouraged to promote speaking and listening skills. However, there are insufficient opportunities provided around the class for the children to develop their writing skills.

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Mathematical development

70. A review of children’s work from the previous school year indicates that although children start school with good levels of competence in mathematics, by the end of the year they barely attain the Early Learning Goals for this area. This represents unsatisfactory achievement. There is very little evidence of work involving shape or measurement. All children in the year group completed the same 40 worksheets, regardless of their ability. In their written work, although the below average children were barely able to write numerals, they were expected to complete the same addition and subtraction as the above average children. In the lessons seen during the inspection, children had opportunities to work with the classroom assistant. In one activity they counted balls of dough. All were able to count to 10 and one child easily counted to 30. The activity was not challenging enough to develop their mathematical

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Mathematical development

skills further. In another activity the children made jam tarts and used terms such as ‘small’, ‘medium’ and ‘big’ to describe the different sized jam tarts they were making for the ‘Three Bears’. There was no evidence during their free play or role-play that any mathematical development was planned as part of these activities.

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Mathematical development

71. The teaching is unsatisfactory, because although lessons are planned and activities are sometimes interesting there is not enough consideration given to the learning purpose within the activities in order to develop mathematical skills. Children have limited involvement in whole-class sessions and their interest wanes as a result. Lesson planning is not good enough to direct the lessons clearly and does not ensure mathematical development across all the areas of learning. As a result, children are unlikely to exceed the Early Learning Goals and their achievement is unsatisfactory. FINAL DRAFT

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Knowledge and understanding of the world

72. Observations of children when they first come to school confirm that they start with a good understanding of the world around them. However, by the end of the reception class most children will have not attained the Early Learning Goals and they make unsatisfactory progress. This is because the planned activities lack a progressive approach to the development of skills and, as a result, the quality of teaching in this area of learning is unsatisfactory. When children first start school they are able to explain how they have changed since being a baby. However, these explanations are not extended in their discussions by the class teacher or followed up under growth and change. They are able to use information and communication technology programs competently. For example, they word-process their stories, program a simple toy robot and ‘paint’ pictures. However, these activities tend to be provided to

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Knowledge and understanding of the world

choose from rather than used as a method to develop particular skills. A review of work indicates that the Reception children investigate objects and materials, but they do not have the opportunities to carry out their own explorations to understand what they have learnt. When the children start school they competently build, construct and select a wide range of objects such as creating walls using plastic bricks. The children select tools with confidence. For instance, they knew that they had to roll out pastry and use a range of pastry cutters to make different sized tarts. However, there is no evidence to suggest that these skills are developed further using a planned approach. A review of children’s work from the last academic year indicates that they have discussed how God made the world and know the story of Noah’s Ark. The children have also studied rainforests in detail, but there is no structured teaching

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Knowledge and understanding of the world

approach to the awareness and knowledge of their own lives and the place in which they live. This was evident when the full-time children joined in the Years 1/2 special Jewish celebration of Sukkot but were not yet attending whole- school assemblies on a regular basis.

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Physical development

73. By the end of the Reception year most children are on course to attain the Early Learning Goals in this area of learning and many will exceed them. The outdoor area is used satisfactorily to develop physical skills and, to a lesser extent, personal and social skills. It is not used well to develop their skills across all other areas of learning, for example mathematics. Most of the wheeled vehicles the children ride are small for their size. In spite of this they ride them competently and with good use of space. In the physical education lesson seen, children moved with good co-ordination and skill. They moved over, under and along a selection of apparatus set out for them by the classroom assistant. This was a missed opportunity for children to begin to be responsible for setting out some of the apparatus by themselves. The lesson was well managed and a safe environment was created in which children could practise their

p.32

Physical development

skills. The classroom assistant’s time was not well used within the lesson, for example, to assess children’s development or to assist in the lesson. Through the range of practical activities on offer, children have opportunities to handle and manipulate equipment and small tools with sound control. In one lesson with the classroom assistant, they learned to push, pull and manipulate dough in order to create shapes. Teaching is satisfactory overall.

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Creative development

74. By the end of the year most children are likely to attain the Early Learning Goals in most of this area of learning. They achieve satisfactorily except in music. They have a weekly music lesson, but some of the activities within the lesson are at too high a level for their age and ability. For example, children are given claves and expected to FINAL DRAFT

p.32

Creative development

King’s Somborne C of E Primary School keep time to the music, which they are unable to do and just bang them together wildly. However, they enjoy the singing and got very enthusiastic about a crocodile in a song, joining in snap, snap, snap and clapping loudly. They have very few opportunities to use the percussion instruments, which is a missed opportunity for them to explore musical instruments. Within the classroom, the teacher has organised a pirate ship role-play area and outside, a cottage for The Three Bears, which the children use satisfactorily for role-play. For example, they enjoy acting the story of The Three Bears. However, there is little evidence of planning for these areas in order to develop children’s skills across the areas of learning. No drawing or painting activities were observed during the inspection, but evidence from displays show that children in the Reception/Year 1 class have made different shaped fish,

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Creative development

which they have decorated with materials or have painted. They have also drawn pictures of themselves as the crew of the Black Cat Pirate Ship and have experienced the technique of bubble painting. Teaching is satisfactory overall. However, it does not ensure that the children have appropriate musical experiences, nor does it provide them with challenging learning experiences within role-play.

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ENGLISH

75. Overall, standards in English at the end of Years 2 and 6 are above average. This represents a good improvement since the last inspection when standards were judged to be in line with national averages. Inspection findings indicate that these improvements are a direct result of the implementation of the literacy strategy and a recent whole-school approach to raising the profile of teaching writing. Year group and individual targets have been set to ensure improvements in pupils’ performance and work is generally well matched to meet their learning needs. There was no significant difference in the performance of boys and girls noted and all pupils, including those with special educational needs, make satisfactory progress.

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Speaking and listening

76. Standards in speaking in Year 2 are above average. This is similar to the standards found at the last inspection. Pupils talk with confidence and use a wide range of vocabulary. However, listening skills are average and this is a decline since the last inspection. Pupils are developing their ability to listen to their teacher, but have to be reminded frequently to listen carefully to ensure that they make suitable responses. They are also becoming aware of the need to take turns in speaking and listening with their peers. The good standards in speaking are maintained through Years 3, 4 and 5 and pupils confidently talk in a range of situations. For example, pupils in Years 3/4 talked very confidently about their science experiments. Pupils make good progress in their listening skills and listen carefully to their teachers. Standards in Year 6 have been maintained since the last inspection and are above average in both speaking

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Speaking and listening

and listening. Pupils talk and listen with assurance in both formal and informal situations. In discussions they listen very carefully to each other and ask questions confidently. This is particularly evident in lessons where the pupils use their ‘response partners’ to discuss features within the lesson.

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Reading

77. Current reading standards are above average in both Years 2 and 6. This represents a good improvement since the last inspection. Most pupils in Year 2 read with accuracy and fluency. They break up words by sounds to work out what they actually say, or read to the end of sentences to develop an understanding of the text. Above- average readers read aloud with expression and show good degrees of confidence and independence. Average pupils work out what the words mean and express FINAL DRAFT

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Reading

King’s Somborne C of E Primary School opinions about events and stories in the literature they are reading. Below average pupils lack confidence but seek explanations from adults and other pupils. All of the pupils understand the difference between an author and illustrator and name favourite authors, such as J K Rowling and Mick Inkpen. They know the difference between story and fact books and confidently explain their preferences. Older pupils in Years 3, 4 and 5 express their preferences in reading and read a variety of text. By the end of Year 6 pupils confidently discuss their favourite authors and explain the reasons why they like poetry. Most express a preference to storybooks but a small number of pupils prefer to read non-fiction books. They show a good knowledge of a wide range of authors and confidently discuss ideas and themes from the books that they read. They understand that the library is organised in sections and are developing

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Reading

appropriate skills in seeking information from this resource. Good use is made of the Internet to retrieve information, which they use appropriately to support their learning in other subject areas.

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Writing

78. Current standards in Year 2 are above average. Pupils use capital letters, full stops and commas accurately. Above average pupils make their writing interesting by using speech marks and confidently include the use of adjectives. For example, one pupil wrote that ‘ In Hamlin there lived a cowardly, selfish Lord Mayor’ . Average pupils understand how to use rhyming words when creating poetry. They create little non- fiction books and write at length with developing confidence. Below average pupils are beginning to use speech marks in their writing and are able to write brief letters. The above average and average pupils write in a neat legible handwriting style where the letters are joined up. The below average pupils are still developing their style but do try to join up their letters. Formal handwriting sessions clearly have a positive impact on handwriting skills. There are a limited number of examples of how writing is

p.34

Writing

used well to promote learning in other subjects. For example, pupils in Year 2 have written about seaside holidays 100 years ago and have recorded events during the Jubilee celebrations. Parents are well involved in the development of writing skills through a homework book.

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Writing

79. In Years 3 and 4 the more able pupils write short story books, which are divided into chapters. They confidently write poems about ‘The Blitz’ and skilfully use language to create empathy. For example, one Year 3 pupil convincingly wrote ‘ You woke up, you went downstairs…you were aching…you felt shattered’ . Below average pupils make some attempts at planning stories but do not use punctuation accurately. Above average pupils in Year 5 have a good understanding of language suitable for using within formal letter writing. Average pupils write in length but their use of paragraphs is underdeveloped. Below average pupils in Year 5 enjoy writing fables such as ‘ big does not mean best’ . Writing standards in the current Year 6 are average and are similar to those found at the last inspection. However, it is evident that the focus on writing is having a positive impact on pupils’ writing. Above average pupils

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Writing

change the past tense into the present, they write formal letters and create their own varied poems. Their handwriting is neat and presentation is tidy. Average pupils set out convincing arguments, such as the reasons why homework should be banned, and use a range of punctuation marks such as question and exclamation marks. Below average pupils compare books made into films, such as The Railway Children , to the actual text version. They also have a good understanding of how writing skills can be used to inform others. For example, they create a list of instructions on how to programme a video recorder.

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Writing

80. Over time, the overall quality of teaching and learning is satisfactory. In the lessons observed during the inspection, the quality of teaching was judged to be good. Basic FINAL DRAFT

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Writing

King’s Somborne C of E Primary School literacy skills were taught well. This was evident in a good Years 1/2 literacy lesson where the teacher helped her pupils to work out how to read ‘tricky’ words such as ‘naughty’. In most classes pupils are managed well. This means that the pupils are aware of what is expected of them in class and this has a positive impact on the pace of learning. A good range of teaching methods is used to promote the pupils’ learning. For instance, the pupils are encouraged to refer to their ‘response partners’ to develop ideas or seek evaluative comments. This was observed in a good Years 5/6 lesson where the pupils were gaining a good idea of what they were actually learning by discussing it with their pre-arranged partners. Learning support assistants are used well to maintain pupils’ interest and concentration, and teachers make good use of resources such as overhead projectors during feedback sessions. The wide range of

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Writing

books, poems and plays used to develop their intellectual skills also play an important part in the spiritual and cultural development of the pupils. For example, pupils in Year 6 have studied Shakespeare’s Macbeth. However, work over time suggests that teaching is satisfactory. The quality of marking is variable. A scrutiny of work indicates that not all pieces of work completed by pupils are actually looked at by the teacher and this is discouraging to the pupils. It does not promote good standards because the pupils cannot learn from their previous mistakes. For instance, whilst a significant of number of pupils write in a legible style it is evident that others use less effort to produce their work. This is not corrected by the teacher and indicates that teacher expectations are not always as high as they could be.

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Writing

81. Overall, pupils’ literacy skills across the curriculum are underdeveloped. This is particularly evident in history, geography and science where they are not provided with adequate opportunities to write independently to record new knowledge or understanding in their learning.

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Writing

82. A new co-ordinator has been recently appointed and at the time of the inspection was just settling into the role. This area of the curriculum is a current focus and plans to raise standards in writing have been clearly developed. The co-ordinator is aware of certain areas of weakness in the resources and plans to remedy this when funds allow. The school has an adequate library area but is also used to store other resources and looks cluttered. The library has been recently catalogued and this is having a positive impact on the development of the pupils’ information and communication technology skills.

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MATHEMATICS

83. By the end of Year 2, standards are above average and by the end of Year 6 they are well above average. This is a good improvement since the previous inspection when standards were found to be average. The school has worked hard to improve standards in mathematics and this is evidenced in the higher attainment of pupils in the 2002 national tests and the non-statutory assessments taken by the current Year 6 pupils at the end of Year 5. Year group and individual targets have been set to ensure improvements in pupils’ performance and work is generally well matched to meet their learning needs. Additionally, there are booster classes for Year 6 pupils and pupils in Year 2 have 15 minutes of specific teaching, focusing on areas for improvement. These measures have been successful in raising attainment. There is no significant difference in the performance of boys and girls and all pupils, including

p.35

MATHEMATICS

those with special educational needs, achieve well.

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MATHEMATICS

84. A review of pupils’ work shows that, by the end of Year 2, above average and average pupils work confidently with numbers to 100, using addition and subtraction. They understand place value and solve problems involving money to one pound. They understand simple fractions such as one-tenth or three-eighths and correctly calculate FINAL DRAFT

p.35

MATHEMATICS

King’s Somborne C of E Primary School its proportion of a whole. Most are competent with the use of the two, three and five times table and measure using standards units. They tell the time to the nearest minute and complete and analyse simple graphs. Below average pupils solve simple problems using numbers within 20, work with money to 50 pence and have some understanding of standard measurement. Current work shows that most pupils can add three single-digit numbers successfully using their knowledge of number bonds to make quick calculations. Mentally, they can add two-digit numbers within 10 quickly and competently.

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MATHEMATICS

85. A review of pupils' work shows that by the end of Year 6, above average pupils are working competently at Level 5. They round, estimate and double numbers up to 1,000 and multiply and divide numbers to two decimal points. They work out percentages of numbers and convert fractions to decimals with confidence. Most can work out the area of a triangle and understand ratio and proportion. Most understand the terms mode, median and mean when comparing two simple distributions. Average and below average pupils are competent using numbers within 1,000. They can manipulate simple fractions and convert decimals to percentages. They have some understanding of probability and measure angles by degrees. Work of pupils currently in Year 6 shows that they understand factors of numbers and know how to explain the mental strategies they use in their calculations. They know how to find the common denominator of a given number of fractions. Most have a good knowledge of

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MATHEMATICS

their tables, which ensures they find fractions of numbers quickly. Pupils persevere in their work to solve problems such as finding which fraction is more – three-quarters or one-third.

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MATHEMATICS

86. The quality of teaching across the school is mainly good, although one unsatisfactory lesson was observed. A review of pupils’ work confirms the overall good quality of teaching, apart from one class where work is not of a satisfactory standard. The better aspects of teaching observed were:

p.36

MATHEMATICS

• well planned lessons with clear learning objectives, which were made known to the pupils at the beginning of the lesson;

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MATHEMATICS

• good questioning to prompt pupils to explain the strategies used to solve mathematical problems and encourage them to consider others;

p.36

MATHEMATICS

• high expectations of what pupils can do, including activities to challenge the more able;

p.36

MATHEMATICS

• clear explanation and demonstration of the skills to be learned;

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MATHEMATICS

• an appropriate number of activities to ensure that all pupils, including those with special educational needs, are challenged appropriately.

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MATHEMATICS

87. In these lessons, pupils were enthusiastic and enjoyed the challenge of the activities set. For example, in a Year 5 lesson, one pupil was fired by the task set, which involved multiplying by multiples of 10 and explaining how he did it. In the unsatisfactory lesson seen in Year 1 the teacher’s inadequate organisation of the whole class distracted the group she was working with from their learning. Resources were not readily available, pupils were unclear about the expectations of the task and the work itself presented too few intellectual demands for the pupils. Overall, pupils in the Reception/Year 1 class make unsatisfactory progress. The school makes good use of a part-time teacher to take half of the Years 5/6 class each morning for mathematics. This greatly benefits the younger pupils in this class and supports their FINAL DRAFT

p.36

MATHEMATICS

King’s Somborne C of E Primary School learning effectively. The main overall weaknesses in the teaching are insufficient use of marking to help pupils improve their work. This was a weakness identified in the previous report that has not been addressed. Additionally, a great deal of the work involves completing commercially produced worksheets, which hinders the development of pupils’ own skills in presenting their work and setting out solutions to problems in a methodical way. This was another issue raised in the previous inspection report which has not been addressed

p.37

MATHEMATICS

88. Pupils use their numeracy skills satisfactorily across the curriculum. For example, they carry out accurate measurements in design and technology and to create graphs to display data in information and communication technology. Limited use was made of information and communication technology in the lessons observed during the inspection and no evidence was found in the review of work. Mathematics makes a sound contribution to pupils’ social development through the opportunities given to pupils to co-operate with each other.

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MATHEMATICS

89. The leadership of the subject is good and the co-ordinator has ensured that all staff have been well supported in implementing the National Numeracy strategy. He also provides regular in-service training for staff to develop their skills further. He is aware of the need to improve the marking of work, but was not fully aware of the high level of worksheets in use. Assessment procedures are comprehensive and results of tests are used well to set year group and individual targets for pupils within each class. There is an appropriate level of resources available to teach the curriculum, which are also well used.

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SCIENCE

90. Current standards at the end of Years 2 and 6 are above average. Pupils achieve satisfactorily. Those pupils with special educational needs make satisfactory progress in their learning because they are well supported by non-teaching assistants. At the time of the last inspection standards were judged to be average at the end of Year 6 and this represents a good improvement since then.

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SCIENCE

91. By the end of Year 2 pupils know that living things need food to eat and they confidently discuss what foods are considered healthy. They identify different types of materials and describe whether they are reflective, translucent or transparent. Pupils have tested cars on a wide range of surfaces and carefully compare the speed of these moving objects. They use scientific words and simple tables to explain their findings. In Years 3 and 4 they start to understand the importance of collecting data. For example, they test different types of materials to find out how far they stretch and use simple equipment to measure the results. They mix various solids and liquids together, observe the results and explain what they have discovered. During the inspection, pupils in the Years 3 and 4 class were testing the strength of paper towels. They knew that the test had to be fair and were able to explain how they performed

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SCIENCE

the test. By Years 5 and 6, pupils understand that plants need light, water and air to survive. They know that some chemical changes are irreversible, such as when coal is heated it makes ash and this cannot be reversed. They predict what may happen in a scientific test. For instance, pupils were observed how to carry out a fair test on the dissolving solids in water. The pupils chose their own apparatus, carried out their fair test and enthusiastically discussed the results. This topic had been well chosen to interest the pupils.

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SCIENCE

92. The quality of teaching and learning is satisfactory. Teachers have appropriate subject knowledge and lessons are planned satisfactorily. This means that pupils clearly understand what they are doing. Pupil management is generally good. For FINAL DRAFT

p.37

SCIENCE

King’s Somborne C of E Primary School instance, in a Years 3/4 lesson pupils were restless and showed little interest at the start of the lesson. However, the teacher worked hard developing positive relationships and her enthusiasm then influenced their attitudes positively. Teachers make good use of questions to challenge and deepen the learning of the pupils. This was evident in a Years 1/2 lesson where the focus was on healthy foods. However, a weakness in the teaching is that it is evident that assessments are not used rigorously to match tasks to meet the needs of all the pupils. Teachers tend to use a large number of photocopied sheets, which are not well matched to meet the needs of all the pupils. This was identified as a weakness at the last inspection. Pupils also refer to experiments that are copied from the board. This lessens the interest and concentration of the pupils, who describe these lessons as ‘dragging on’.

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SCIENCE

93. Pupils use their numeracy skills satisfactorily in science. They use measuring jugs to pour out appropriate amounts of liquid for their experiments and weigh their results with accuracy. However, there are limited opportunities for the pupils to develop their literacy skills because much of their work is recorded on worksheets. Science promotes the spiritual and social development of the pupils well. They are frequently required to work in pairs or small groups and this provides good opportunities for working together. Pupils were observed watching solutions dissolve in water and this provided a good opportunity for them to gain an insight into knowledge and reason.

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SCIENCE

94. Co-ordination of the subject is currently underdeveloped. Changes in management took place over a year ago, but long-term absence has resulted in weaknesses in the monitoring and evaluating of teaching and learning. Resources are satisfactory and have been made easily accessible to the pupils. This is an improvement since the last inspection when storage of these resources was considered to be limited.

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ART AND DESIGN

95. Standards are generally in line with expectations at the end of Year 2 and Year 6. Although this is an improvement since the last inspection when standards were found to be unsatisfactory, there is still a weakness in pupils’ knowledge and understanding of the similarities and differences in the work of artists. However, the school is beginning to address this in lessons and pupils’ knowledge should therefore improve. Although no lessons were observed during the inspection, pupils’ work in classrooms was analysed and sketchbooks and portfolios of work were reviewed in order to come to judgements.

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ART AND DESIGN

96. Pupils in Years 1 and 2 have opportunities to make observational drawings of buildings, mix their own colours, learn printing techniques and create sculptures using natural materials. Some Year 2 pupils made detailed observational drawings of a trainer, which were of a good standard. They have also had opportunities to use textiles in simple embroidery work. They use the computer to help in their work, for example to design their seed packets and to create pictures in the style of Picasso. Current work on display is linked to portrait work of themselves on holiday and they have looked at portraits by artists such as Holbein and Modigliani. Pupils in Years 3 and 4 have painted in the style of the aboriginal dream time and have used a variety of paint techniques, for example chalk paint resist, black wax resist. They merged oil and pastels for their history work on the Blitz. As part of their work they have also

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ART AND DESIGN

made sculptures, some of which are of good quality. In Years 5 and 6 pupils begin to use the techniques involved in shading when carrying out their observational drawings. They have carried out observational drawings of containers and their uses throughout the world and have viewed objects from different perspectives. While some of the above average pupils show good observational skills, these skills are not so well developed in the average and below average pupils, indicating that there is a FINAL DRAFT

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ART AND DESIGN

King’s Somborne C of E Primary School need for further development here. The current work of pupils in Years 5 and 6 is related to their history topic and they are looking at the Bayeux Tapestry. They have also made clay bosses in the style seen at Winchester Cathedral. Although good use is made of information and communication technology in Years 1 and 2, there is little evidence of this in Years 3 to 6.

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ART AND DESIGN

97. The co-ordinator for the subject has been in place for some time and has attended courses in order to improve her expertise. She responded positively to the findings of the last inspection and has ensured that a scheme of work is in place and there is a clear skills progression identified across the school. Additionally, she has started to produce a portfolio of good work, but this is not annotated to provide contextual information about the appropriateness and quality of the work. However, apart from this, there is little assessment of pupils’ work in art or the development of skills so there is no clear view of standards or pupils’ individual rate of progress.

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DESIGN AND TECHNOLOGY

98. Standards are in line with expectations at the end of Year 2 and Year 6. This is a similar finding for pupils at the end of Year 2, but represents a deterioration in standards at the end of Year 6 since the previous inspection. The school has placed a high emphasis on literacy and numeracy and, as a result, there has been less emphasis on subjects such as design and technology in the last few years. This has led to the current standards being lower. All pupils, including those with special educational needs, achieve satisfactorily.

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DESIGN AND TECHNOLOGY

99. Pupils in Years 1 and 2 design and make lunch boxes and carry out simple evaluations of how they could be improved, for example by using a bigger box. They design and make their own vehicles, learning appropriate vocabulary such as axles. Their designs improve and include simple labelling of parts. Pupils in Years 3 and 4 design and make sandwiches, they list the materials and equipment required and complete personal taste tests to identify their personal taste in breads and spreads. They develop an understanding of sliding and open/close mechanisms and how these are used to create movement. Some evaluations take place in Years 3 and 4, for example evaluating their sandwiches in terms of taste. These evaluations are still fairly simple, as they were in Years 1 and 2. Pupils in Years 5 and 6 sample a variety of biscuits and describe their favourite ones. For example, ‘ it feels crunchy, bubbly

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DESIGN AND TECHNOLOGY

and melts in my mouth’ . Although there is some evaluation of their work it is still at a rudimentary level. When making their slippers they have to be specific about design requirements such as ‘to keep feet warm, protect them and have a fun appearance’. In their designs they are beginning to consider bird’s eye and side views of their objects. They have also experienced using glue guns and have taken accurate measurements when making fairground rides. This was linked to work in information and communication technology where they used the computer to control the speed of their fairground rides.

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DESIGN AND TECHNOLOGY

100. Only two lessons were observed, one of which was unsatisfactory and the other good. Teaching is satisfactory overall. In the unsatisfactory lesson seen, pupils were involved in making a treasure chest. However, there was a lack of clarity on the part of the teacher about the design and technology requirements and expectations. The lesson was not well organised and resources were inadequate for the task. As a result, pupils made little gains in their learning and experienced some frustration regarding the difficulties of finding and cutting suitable materials to cover their boxes. In the good lesson seen, pupils were given a good range of musical instruments to review before embarking on making their own instruments. They were given opportunities for research and independent learning and the class teacher supported FINAL DRAFT

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DESIGN AND TECHNOLOGY

King’s Somborne C of E Primary School them well by advising, encouraging and suggesting new ideas on ways of working with the equipment. The lesson was well planned and managed by the class teacher, which enabled all pupils to achieve well.

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DESIGN AND TECHNOLOGY

101. The school uses national guidelines for its scheme of work for the subject, and the units within this are organised on a two-year cycle so that the pupils in the mixed classes do not repeat work. There is little monitoring or development of the subject and limited analysis of what is happening across the school. The co-ordinator, who is fairly new to the subject, is aware of the need to improve this and his own expertise through course attendance and monitoring of the subject.

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GEOGRAPHY

102. Standards at the end of Years 2 and 6 are in line with national expectations. All pupils, including those with special educational needs, are making satisfactory progress. It is not possible to make a comparison with the last inspection because there was insufficient evidence then to make a judgement on standards.

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GEOGRAPHY

103. By the end of Year 2 pupils are able to talk about different types of homes and confidently label semi-detached houses, flats and bungalows. They create simple plans and maps, using the appropriate geographical terms. Pupils are able to express views on the local environment. For instance, they have discussed the advantages and disadvantages of living in King’s Somborne. During the inspection a group of Years 1 and 2 pupils were observed discussing the differences between a busy and quiet road, and undertook a short traffic survey. This involved counting cars driving past the school and the activity promoted their mathematical skills because they were required to create a tally chart. In Years 3 and 4 they demonstrate knowledge of a contrasting location, such as Chembakolli in India. Geographical skills are further developed through simple map-reading using grid references. In Years 5 and 6 pupils

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GEOGRAPHY

gain an appropriate understanding of location through their study of Portsmouth. They have compared the population of Portsmouth over time and understand its importance as a seaport. The pupils also demonstrate knowledge of mountains around the world and clearly explain how they were formed.

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GEOGRAPHY

104. The quality of teaching and learning is satisfactory. Good use is made of local resources such as the village to promote pupils learning. This also provides good opportunities to develop local cultural awareness. The last inspection report highlighted weaknesses in teachers’ planning and this weakness remains. Despite a detailed two-year plan for geography, pupils in Year 1 do not follow the same programme. For example, during the inspection a group of Year 1 pupils were observed examining features of the school whilst the other Year 1 class were studying local traffic. Another weakness noted is excessive use of the same photocopied sheets, which are provided for a wide range of ability groups. For instance, below average pupils in Year 5 are required to complete the same sheet as an above average Year 6 pupil.

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GEOGRAPHY

105. The co-ordinator is newly appointed and is yet to play a full part in the monitoring and evaluating of the subject. However, a subject portfolio has been developed and this provides an overview of standards. As identified at the last inspection, there is a need to increase the range of atlases and buy additional equipment such as maps and photographs.

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HISTORY

King’s Somborne C of E Primary School 106. Standards meet national expectations at the end of Years 2 and 6. All pupils, including those with special educational needs, make satisfactory progress. Standards have been maintained since the last inspection.

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HISTORY

107. By the end of Year 2 pupils have a satisfactory understanding of the passage of time and know that life was different long ago. For example, they talk about the importance of a pier at the seaside during Victorian times. They remember facts from events in the past, such as the Great Fire of London, and understand that knowledge about these events is gained from a wide range of different sources that include diaries and paintings. In Years 3 and 4 pupils develop their sense of chronology by studying a timeline of events during World War Two. They also show an appropriate awareness of the differences between rich and poor Egyptians. Good use is made of visits to the local museum at Winchester to develop the pupils’ use of information sources and help them answer questions about the past. By Year 6 pupils are able to describe characteristics of past periods and have a satisfactory understanding of the changes

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HISTORY

that have taken place. For instance, they have studied life in Britain from 1948 to present day. The pupils have enthusiastically compared popular music today with that from the 1950’s and show a good interest in the differences in dancing. They have also discussed fashion in the sixties and understand the impact that this has had on today’s way of life.

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HISTORY

108. The quality of teaching and learning is satisfactory. Teachers have suitable subject knowledge and understand the need to relate history to their own experiences. This is successfully achieved through the good use of available resources. For example, pupils in Years 3 and 4 are able to learn about life in Tudor times when visiting the Mary Rose at Portsmouth and through an Internet programme that is readily accessible to them. The detailed two-year planning cycle ensures that skills are progressively taught and teachers maintain this approach effectively. However, whilst teacher expectations are satisfactory in Years 1 and 2, it is evident that they are not sufficiently high enough in Years 3 to 6. For instance, teachers rely too much on photocopied worksheets as a means for pupils to record information. These worksheets do not match the needs of individual pupils. This indicates that procedures for monitoring teaching and learning are underdeveloped. This is because

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HISTORY

the subject currently has a low profile on the school development plan and the fairly new co-ordinator has not been allocated time to gain a full overview. However, a useful portfolio of work is now being developed to ensure that there is an understanding of standards within the school. FINAL DRAFT

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INFORMATION AND COMMUNICATION TECHNOLOGY

109. Standards are in line with national expectations at the end of both Year 2 and Year 6. All pupils, including those with special educational needs, make satisfactory progress. This is a good improvement since the time of the last inspection when standards were considered to be below national expectations at the end of both Years 2 and 6.

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INFORMATION AND COMMUNICATION TECHNOLOGY

110. In Years 1 and 2, pupils confidently name items of computer equipment such as mouse and keyboard. They successfully use a keyboard to type text, including their names and short sentences. Gaps are readily placed between words using the space bar and pupils are able to introduce capital letters and full stops into their writing. Using an appropriate paint package, pupils produce an interesting range of pictures. They confidently and independently access the menu to print their finished work. Pupils give instructions to a floor turtle to produce straight-line movements over varying distances. They successfully undertake simple modelling activities, exploring aspects of real and imaginary situations presented on the screen. In Years 3 to 6, pupils show sound skills in word processing, being confident in changing the font, colour and the size of their work. They successfully move portions of text from one

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INFORMATION AND COMMUNICATION TECHNOLOGY

place to another. Pupils use the mouse accurately to help produce various forms of art and they successfully merge art work into their writing, such as when pupils in Years 5/6 made appropriate covers for their topic work. Pupils successfully develop their control skills to produce a range of systems for lighting traffic signs and rotating wheels. Many pupils confidently access the Internet, as well as a range of CD ROMs, to provide a variety of information for subjects such as history and science. They recognise patterns and relationships in, for example, adventure games and they confidently predict the outcome of different decisions.

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INFORMATION AND COMMUNICATION TECHNOLOGY

111. Inspection evidence suggests that teaching and learning are good overall. Teachers are keen and enthusiastic, providing pupils with many opportunities to use the computers. Planning is good, showing clear subject knowledge, and teachers provide an appropriate range of activities, enabling all pupils, including those with special educational needs, to make gains in various computer skills and techniques. Pupils respond by showing good attitudes. They are enthusiastic and interested, settle well to their work and show high levels of concentration. They clearly enjoy the subject, share computers amicably and are careful in their use of all forms of equipment. Teachers and learning support assistants provide help and advice where necessary and this enables the pupils to make the required progress.

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INFORMATION AND COMMUNICATION TECHNOLOGY

112. Over the past 12 months the co-ordinator has been working hard to develop this subject. She has been very involved in training and has a good understanding of the strengths and weaknesses of both teaching and learning. Resources are good and pupils use their information and communication skills well to develop their knowledge and skills. The school now has an appropriate scheme of work and most aspects of work are adequately covered. Teachers now plan carefully for information and communication technology to be used in a variety of other subjects, including English, mathematics, science, history and geography, and this helps to improve pupils' computer skills. This is an improvement since the time of the last inspection. Satisfactory assessment procedures are in place and clear records are kept of the work that pupils have covered. Many pupils find the use of computers exciting. For example, when this excitement is generated, such as printing out completed work, it

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INFORMATION AND COMMUNICATION TECHNOLOGY

helps enhance pupils' spiritual development because it makes links between different aspects of their learning. FINAL DRAFT

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MUSIC

113. Standards in music are in line with national expectations at the end of Year 2 and pupils achieve satisfactorily. By the end of Year 6, pupils exceed national expectations and their achievement is good. This is a similar finding to the previous inspection.

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MUSIC

114. A specialist music teacher, who visits the school once a week, takes each class of reception/Year 1 and Year 2 pupils for a half hour session of music. Pupils in Years 3 to 6 receive 45 minutes of music teaching per week. Planning for these lessons is agreed jointly with the class teacher. The teaching is good overall and pupils enjoy the opportunity to use musical instruments and participate in music making. Pupils in the Year 1 lesson were given good support enabling them to clap quickly or slowly, loudly or softly. They enjoyed learning new songs and joined in well with simple refrains. The teacher provided a good range of percussion instruments for them to use and clearly explained and demonstrated their use. By Year 2, pupils sing songs such as ‘Head and Shoulders Baby, One Two Three’ with confidence and use appropriate actions. Pupils in the Years 5/6 class improve their singing skills through

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MUSIC

a good range of activities including singing scales, humming different notes and following the teacher’s lead. They learn to sing in two parts and take part in this activity with enthusiasm and good attention to maintaining their own part. The teacher has very good musical skills and subject knowledge, which ensures pupils make good gains in their learning. Occasionally, there are some unsatisfactory explanations and activities, but the teacher is as yet very new to the pupils and the teachers, so no doubt this will be put right during a review of lessons. Lesson planning is not very detailed and as yet class teachers do not follow up lessons. There is little evidence that information and communication technology is used to support the teaching of the subject.

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MUSIC

115. The subject is well co-ordinated and good use is made of the Hampshire Music Scheme to plan work over the term. Standards in music are assessed against termly objectives that are agreed at the planning stage. These objectives are still fairly informal and require further refinement. Extra-curricular recorder clubs and the school band enhance music education. The school band is very good and makes a good contribution to community activities through playing at the Harvest Festival, the Remembrance Service and in a joint concert with Michelmersh Silver Band. There are weekly specialist lessons in flute, clarinet and a wide range of brass instruments. These are taken by visiting teachers, who provide a good level of expertise and detailed planning to support their teaching. The school is fortunate that these teachers are also very willing to meet with parents and pupils to discuss individual

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MUSIC

tuition and are keen to take part in activities involving the band. Pupils take part in the local schools’ music festival where they have the opportunity to work together and perform to a wider audience. This provides a good opportunity for social development. Resources are currently satisfactory, but some are not in a very good state of repair. The school has recently received a £400 donation in order to procure more resources for music and intends to use this money to buy instruments from different cultures.

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PHYSICAL EDUCATION

116. By the end of Year 2 and Year 6, pupils attain standards above the national expectation and progress is satisfactory and often good in these aspects of physical education. This is an improvement in standards at the end of Year 2 and similar standards to those at the end of Year 6 at the time of the last inspection. Although no swimming was observed during the inspection, pupils do have swimming lessons in FINAL DRAFT

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PHYSICAL EDUCATION

King’s Somborne C of E Primary School Years 5 and 6 for approximately half a term each year. A good number of pupils reach satisfactory standards as a result.

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PHYSICAL EDUCATION

117. Pupils in Year 2 are confident in handling balls, throwing and catching with good levels of accuracy. They know what an under-arm throw is and most achieve it competently. Pupils in Years 3/4 throw and catch balls with a good level of control and precision. Through practice, most improve their performance significantly. There are good levels of co-operation in games involving throwing, catching and batting. In the Years 5/6 class, pupils practise and perform a sequence of movements on the mat. They carry out the movements with a good level of fluency, co-ordination and control. In evaluating each other’s work they take on their role as critical partners seriously and concentrate on what needs to be done to improve. In their games, they coach each other on how to improve their skills, organise themselves well into pairs, handle equipment sensibly and generally abide by the rules. Pupils concentrate well to

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PHYSICAL EDUCATION

improve their skills and persevere with difficult tasks.

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PHYSICAL EDUCATION

118. The teaching seen was consistently good and physical education appears to be enjoyed both by teachers and pupils alike, particularly when they are able to go outside and enjoy a large space in which to work. Teachers plan lessons well, ensuring there is an appropriate warm up, sufficient resources and plenty of opportunities for pupils to practise their skills, which pupils do with a good level of enthusiasm. Teachers have good subject knowledge, which they use well to teach new skills and ensure pupils do not adopt wrong postures. Praise is used well to encourage and support. For example, in a Years 5/6 lesson, the teacher encouraged pupils with comments such as, ‘keep trying hard, this is a difficult skill to learn and you are doing well ’. Teachers encourage pupils to consider tactics, for example, ‘ she hits deep, where would be a good place to put a fielder? ’

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PHYSICAL EDUCATION

119. The main weakness in teaching is the lack of focus on dance within the physical education curriculum. Discussions with pupils indicate that they recollect very few opportunities for dance in lessons. The co-ordinator agrees that this is a weakness that needs to be addressed. Additionally, the use of information and communication technology to support physical education has yet to be developed.

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PHYSICAL EDUCATION

120. The subject is well co-ordinated, particularly in the areas of gymnastics and games. The co-ordinator is very enthusiastic about games and organises a good level of extra-curricular activities in conjunction with other local schools. He is very proud of the fact that every significant cricket team has had at least one girl in it and is keen to ensure that equality of opportunity for both boys and girls in all aspects of sporting activities. The curriculum is further enhanced by an area sports day and by an activity week at Calshot for pupils in the Years 5/6 class. Physical education and extra- curricular sporting activities make a good contribution to pupils’ social and moral development through the opportunities it provides for teamwork and fair play.

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RELIGIOUS EDUCATION

121. Standards are in line with the expectations of the locally agreed syllabus at the end of Year 2 and of Year 6, and all pupils, including those with special educational needs, achieve satisfactorily. However, there is a minor weakness in Years 3 to 6, as pupils do not get enough opportunities to discuss fundamental questions and identify ways in which religions have responded to these. This was a weakness identified in the previous inspection, which has still not been fully addressed. Since the previous inspection there has been a slight deterioration in standards at the end of Year 2 while standards at the end of Year 6 have been maintained. FINAL DRAFT

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RELIGIOUS EDUCATION

King’s Somborne C of E Primary School 122. By the end of Year 2, pupils have a sound understanding of the stories that Jesus told. They have gained ideas about the special nature of the church, for example that people go there to think and pray to God. They reflect on special moments in their lives and how they have responded to them, using comments such as, ‘ when your heart is full of sadness or joy ’. Opportunities are given to explore the meaning of religious festivals, for example the Jewish festival of Sukkoth. They further learn about aspects of the Jewish religion, such as the Torah Scroll and artefacts, which are used in Jewish ceremonies. Pupils in Years 3 and 4 learn about Abraham’s journey, the Ten Commandments and the importance of Shabbat. They know about the symbolism of Shabbat, for example the special bread and Havdalah prayer. Through a visit to the local church, they learn of the functions of different parts, for example the

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RELIGIOUS EDUCATION

altar table and font. Pupils in Year 5 learn about Islam and are familiar with the Five Pillars of Islam, the significance of the prayer beads and the Koran, the holy book of the Muslims. In their exploration of Christianity, they consider the birth of Jesus, his last meal and betrayal in the garden of Gethsemane. Most of the written work of pupils in Years 3 to 6 is factual and indicate few opportunities to explore meaning or make in-depth comparisons with other religions.

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RELIGIOUS EDUCATION

123. The quality of teaching seen during the inspection varied from very good to satisfactory, but is satisfactory overall. In the good and very good lessons seen, the lessons were very well planned and managed and resources were used well. For example, in the Years 1/2 lesson, the pupils were very interested and enthusiastic about the different items to be found in the Sukkoth. In this lesson the teacher made excellent use of volunteers to help the pupils with the building of their Succahs. Teachers question pupils well ensuring clear understanding, clarification of facts and extension of vocabulary. For example, they asked ’What does it mean to make enemies? What is punishment today? . In one of the lessons seen, the Bible story used was read with great expression and fully captured the pupils’ attention. The main weaknesses in the otherwise satisfactory lesson seen were the teacher’s lack of

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RELIGIOUS EDUCATION

enthusiasm for the subject and a fairly brief lesson plan that did not provide a good basis for the lesson.

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RELIGIOUS EDUCATION

124. Religious education makes a satisfactory contribution to pupils’ literacy and information and communication technology development through opportunities to write. For example, pupils in Year 2 write descriptions of the church which include lovely comments such as ’the church is dazzling and beautiful; it is full of memories of celebration’ . They use their information and communication technology skills to word process information about the inside of the church. In the Years 3/4 class, pupils use empathic writing when acting as Christmas witnesses identifying with the thoughts and feelings of those who attended the birth of the baby Jesus.

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RELIGIOUS EDUCATION

125. The co-ordination of the subject is satisfactory. Planning is in place to ensure appropriate coverage of the locally agreed syllabus and regular teaching of the subject. The co-ordinator monitors the implementation of the curriculum through checking planning and has ensured the development of staff expertise in the subject through staff training on Islam and Judaism. Although religious education has not been a major focus, the co-ordinator continues to work on raising the profile of religious education, for example through ensuring that each class has a suitable display for the topic. He is aware of the weaknesses in provision in Years 3 to 6.

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