Beddington Park Primary School

BEDDINGTON PARK PRIMARY SCHOOL

Inspection carried out under section 10 of the School Inspections Act 1996 Beddington Park Primary School – Page 2 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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BEDDINGTON PARK 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. Beddington Park Primary School – Page 3

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INFORMATION ABOUT THE SCHOOL

Type of school: Primary School category: Community Age range of pupils: 3 –11 Gender of pupils: Mixed Number on roll: 282

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INFORMATION ABOUT THE SCHOOL

School address: Derry Road Beddington Lane Beddington Croydon Surrey Postcode: CR0 4UA

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INFORMATION ABOUT THE SCHOOL

Telephone number: 020 8688 1390 Fax number: 020 8688 7852

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: Governing Body Name of chair of governors: Mr J Rankine

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 19 October 1998

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CHARACTERISTICS OF THE SCHOOL

Beddington Park Primary serves an area dominated by industry of many sorts. Most pupils are drawn from local housing estates, which contain a mixture of council, housing association and privately owned properties. A significant proportion of pupils come from areas characterised by social deprivation. The school is bigger than other primary schools, with 282 pupils compared with the average size nationally of 242. The percentage of pupils known to be eligible for free school meals, 23 per cent, is broadly in line with the national average of 18 per cent. Just over 80 per cent of the pupils are from white British families. Nearly 20 per cent are from a wide range of ethnic and mixed ethnic minority families, including Asian British families. The proportion of pupils whose first language is not English is less than five per cent. The main language of these pupils is Bengali. A few pupils are at an early stage in learning English. The percentage identified as having special educational needs has

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CHARACTERISTICS OF THE SCHOOL

been rising significantly over the last few years and is above the national average. The difficulties experienced by these pupils are varied, but autism is the most prevalent. The percentage with statements of special educational needs has also risen and is above the national average. The attainment of most children joining the Nursery is well below the levels normally found; a very large proportion have poorly developed language and personal skills. Children under five are provided for in a Nursery. Full day care is available for these children. Children in the Reception class and Years 1, 2 and 3 are taught in single age group classes. A Year 4 class contains most of pupils in that age group, but the rest of the Year 4 pupils are taught in the same class as some from Year 5. Another mixed-age class is made up of some of the pupils from Years 5 and 6. A further class contains most of the Year 6 pupils. Fewer pupils join or leave the school at other than the normal times than in most other schools.

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CHARACTERISTICS OF THE SCHOOL

The school received a Schools Achievement Award in 2002 in recognition of its improved results in the national tests. Beddington Park Primary School – Page 4

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INFORMATION ABOUT THE INSPECTION TEAM

Members of the inspection team Subject responsibilities 20007 Mr T Neat Lead inspector Science Information and communication technology Design and technology Physical education English as an additional language 9505 Mr D Haynes Lay inspector 34100 Mrs Z Connolly Team inspector Mathematics Art and design Music The Foundation Stage 1 29246 Mr D Grimwood Team inspector English Geography History Religious education Special educational needs

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INFORMATION ABOUT THE INSPECTION TEAM

PBM Brookbridge and Bedford Ltd PO Box 524 Cheadle Staffs ST10 4RN

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INFORMATION ABOUT THE INSPECTION TEAM

Any concerns or complaints about the inspection or the report should be made initially to the inspection contractor. The procedures are set out in the leaflet ‘Complaining about Ofsted Inspections’ , which is available from Ofsted Publications Centre (telephone 07002 637833) or Ofsted’s website (www.ofsted.gov.uk).

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INFORMATION ABOUT THE INSPECTION TEAM

1 The Foundation Stage is the period of education for children aged three, usually admission to the Nursery, to the end of the Reception year. Beddington Park Primary School – Page 5

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STANDARDS ACHIEVED BY PUPILS 8

Standards achieved in areas of learning and subjects Pupils’ attitudes, values and other personal qualities

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QUALITY OF EDUCATION PROVIDED BY THE SCHOOL 11

Teaching and learning The curriculum Care, guidance and support Partnership with parents, other schools and the community

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OVERALL EVALUATION

Beddington Park Primary is a good school. It is led, managed and governed well. The quality of education it provides is good. These factors help pupils to achieve well. The school provides very good value for money.

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OVERALL EVALUATION

The school’s main strengths and weaknesses are: • Pupils achieve well. • Standards, typically, are very good compared with schools with pupils from similar backgrounds. • It is a very caring and inclusive school. • The personal development of pupils is very good. • Leadership, management and governance are good. • Teaching and learning are good throughout the school. • There is very good provision for children in the Foundation Stage. • Provision for personal, social and health education is very good.

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OVERALL EVALUATION

The school has made good progress since the last inspection in October 1998 and overall, the issues raised in the last report have been addressed well. Standards in comparison to schools with pupils from similar backgrounds have risen, thanks to even better teaching and learning and to improved provision for pupils’ personal development. The curriculum is stronger and the co- ordination of the provision made for children in the Foundation Stage is much improved. Further work is needed to ensure that teachers’ marking helps pupils to improve more consistently. The school has worked very effectively to increase the proportion of pupils attaining the higher levels in the national tests, especially in English. Boys’ performance is much better.

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STANDARDS ACHIEVED

all schools similar schools Results in National Curriculum tests at the end of Year 6, compared with: 2001 2002 2003 2003

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STANDARDS ACHIEVED

English B C B B mathematics A C C C science B C D D Key: A - well above average; B – above average; C – average; D – below average; E – well below average Similar schools are those whose pupils attained similarly at the end of Year 2.

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STANDARDS ACHIEVED

Pupils achieve well throughout the school and many achieve very well. Children make good progress in the Foundation Stage and are on course to attain the national goals for early learning for personal, social and emotional development, physical development and creative development set for children by the end of the Reception year. However, because they enter with attainment well below normal levels, most are unlikely to attain the national goals for language, literacy and communication; mathematical development; and knowledge and understanding of the world. The continuing low levels of attainment in language skills on entry and in the Reception year make learning more difficult in many subjects in Years 1 and 2. Test results over the last few years in English, mathematics and science in Year 2 are, overall, below average compared with all schools though consistent with schools with pupils from similar backgrounds. In Year 6, pupils’ results over

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STANDARDS ACHIEVED

the last few years are average in English and mathematics but below average in science. Over the same period, the results in English and mathematics have been better than schools with pupils from similar backgrounds. Inspection evidence shows that current standards in the core subjects are below average in English, mathematics and science, reflecting the large proportion of pupils with learning difficulties and with special educational needs. These pupils have, nevertheless, made good progress. Standards in art and design are above the expected level in Year 2 and 6. Standards are average in information and communication technology in Years 2 and 6. They are average in religious education in Year 2 and above average in Year 6. In geography and history Beddington Park Primary School – Page 7 standards are average in year 6. In design and technology, music and physical education, too little evidence was gathered to make valid judgements. Pupils with special educational needs and those

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STANDARDS ACHIEVED

with English as an additional language achieve well. Boys’ achievement, compared with girls’, is better than the national picture.

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Pupils’ personal qualities, including their spiritual, moral, social and cultural development

are very good. Attitudes to school and pupils’ behaviour are good. Attendance is satisfactory.

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QUALITY OF EDUCATION

The quality of education is good. Teaching and learning are good throughout the school. Members of staff create a very good ethos for learning and work well to educate the whole child. Teachers help pupils to understand what they are intended to learn but not always to evaluate how well they have done. Teaching was good in all the subjects for which enough evidence was collected to make valid judgements, including in personal, social and health education. Teachers insist on high standards of behaviour and engage pupils’ attention very well. Most pupils respond well by listening carefully and applying themselves to their tasks earnestly. Assessment is satisfactory. The curriculum is good and is enriched well. The care, support and guidance pupils receive are very good. The school’s links with parents and other schools are good. Links with the community are satisfactory.

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LEADERSHIP AND MANAGEMENT

Leadership and management are good. The work of the headteacher is very effective. Senior members of staff support the headteacher well and subject coordinators lead and manage well. The headteacher’s leadership of the pastoral work of the school is a main strength. The headteacher has worked very effectively to build a good team of staff who share her dedication to the development of all aspects of each pupil’s potential. Teamwork amongst staff is very strong. Governance is good, but there are problems of recruiting and retaining volunteers to serve on the governing body. Statutory requirements are met. Financial management is excellent.

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PARENTS’ AND PUPILS’ VIEWS OF THE SCHOOL

Parents are very happy about all that the school has to offer and particularly value the caring ethos. Pupils are proud of their school and enjoy attending.

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IMPROVEMENTS NEEDED

The most important thing the school should do to improve is to continue to raise achievement and standards in English, mathematics and science by implementing the school development plan. In addition, the school should press ahead with addressing the following issues it has already identified: • ensuring that, at the end of lessons, teachers help pupils more consistently to recognise how well they have learned; • increasing the overall quality of marking to provide pupils with more consistent guidance about how to improve; • extending the planned implementation of the new assessment procedures to all non-core subjects 2 as soon as possible.

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IMPROVEMENTS NEEDED

2 The non-core subjects are art and design; design and technology; geography; history; information and communication technology; music; and physical education. Beddington Park Primary School – Page 8

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Standards achieved in areas of learning and subjects

Achievement is good. The achievement of boys and girls is broadly similar. The achievement of pupils with special educational needs and those who do not speak English at home is good. Overall, standards in English, mathematics and science are below average.

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Main strengths and weaknesses

• Good leadership, management, teaching and very effective support for personal development result in pupils achieving well. • Achievement is good in each part of the school. • Standards in relation to schools operating in similar circumstances are typically well above average by the time pupils leave the school.

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Commentary

1. Most pupils achieve well and many achieve very well. Good teaching and the very good provision for promoting pupils’ personal development are the main reasons for this. The very good leadership of the headteacher and her work with senior staff in analysing the strengths and weaknesses of pupils’ attainment, taking action to raise standards and improving the quality of teaching and learning also contribute strongly.

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Commentary

2. Most children achieve well in the Foundation Stage. They make good progress overall, so that by the time they start Year 1, most attain the goals set for achievement by the start of Year 1 in personal, social and emotional development, physical development and creative development. Despite good and often very good teaching, most children do not reach the goals set for communication language and literacy, mathematical development and knowledge and understanding of the world. This is because the attainment of most children joining the Nursery is well below the levels normally found, especially in the important areas of language, literacy and personal and social development. The poor language skills of children joining the school make learning more difficult in most subjects and have a negative impact on the school’s results in the national tests.

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Commentary

Standards in national tests at the end of Year 2 – average point scores in 2003

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Commentary

Standards in: School results National results reading 14.8 (15.1) 15.7 (15.8 ) writing 15.0 (14.1) 14.6 (14.4 ) mathematics 14.9 (15.7) 16.3 (16.5) There were 33 pupils in the year group. Figures in brackets are for the previous year

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Commentary

3. Achievement is good and often very good in Years 1 to 6. In 2003, the most recent year for which validated data are available, pupils in Year 2 achieved results in the national tests that were below average in reading, average in writing and well below average in mathematics. Even though more than four in ten pupils had special educational needs, the results were average in reading and below average in mathematics, compared with schools with pupils from similar backgrounds. The recent hard work put into improving pupils’ writing skills has been successful and standards in writing were well above average in relation to schools which have a similar percentage of pupils known to be eligible for free school meals. Assessments made by teachers showed that science standards were broadly average in 2003 and are likely to be so in 2004. The early indications of the 2004 in the present Year 2 are that standards are

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Commentary

below the national average in reading and writing but about the same as similar schools. This cohort has an above average percentage of pupils with special educational needs. Beddington Park Primary School – Page 9 4. The results attained by Year 6 pupils in 2003 show that standards were above average in English, average in mathematics and below average in science when compared with all schools. Compared with pupils from similar backgrounds, standards in Year 6 in 2003 were well above average in English and mathematics and average in science. The early indications of the 2004 results in Year 6 pupils are that performance is below the national average in English, mathematics and science but at least the same as, and probably better than, schools with pupils from similar backgrounds. These pupils have made good progress compared to their attainment on entry and the lower results in 2004 reflect the larger proportion of pupils

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Commentary

with learning difficulties and with special educational needs. In three of the last four years the overall standards attained by Year 6 pupils have been well above the average for schools which have a similar percentage of pupils known to be eligible for free school meals. In 2001 and 2002, the extent to which pupils made progress from Year 2 to Year 6, compared with schools with similar performance, was well above average. In 2003, despite staffing difficulties, it was average. A rise in the percentage of pupils with special educational needs has meant that the improvement in results over the last five years has not kept pace with the national trend of improvement at either Year 2 or Year 6.

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Commentary

Standards in national tests at the end of Year 6 – average point scores in 2003

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Commentary

Standards in: School results National results English 27.7 (27.4) 26.8 (27.0) mathematics 27.0 (27.2) 26.8 ( 26.7) science 28.1 (28.3) 28.6 (28.3) There were 34 pupils in the year group. Figures in brackets are for the previous year

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Commentary

5. Inspection evidence reflects the school’s data about standards in English, mathematics and science. Inspection findings show that standards in speaking and listening are average in Years 2 and 6. Standards in art and design are above average in Year 2 and 6. Standards are average in information and communication technology in Years 2 and 6. They are average in religious education in Year 2 and above average in Year 6. In geography and history standards are average in Year 6. In design and technology, music and physical education too little evidence was gathered to make valid judgements.

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Commentary

6. Pupils’ progress is better than at the time of the last inspection. Standards in relation to similar schools are higher than was the case previously. The proportion of pupils attaining the higher levels in English and mathematics is greater than before. Boys’ performance is much better.

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Commentary

7. The school has effective systems to analyse the performance of pupils with special educational needs. Individual education plans clearly lay out suitable targets. Parents, teachers and the pupils themselves regularly review the plans. This ensures that pupils with special educational needs make good progress and achieve well. Pupils for whom English is an additional language also achieve well. Teachers and their assistants work hard to get to know each pupil’s learning needs and offer them good quality support. Pupils from different ethnic groups achieve well. The achievement of more able pupils is good.

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Pupils’ attitudes, values and other personal qualities

The personal development of pupils is very good overall. Pupils’ attitudes to school are good. Their behaviour is good. Overall, provision for pupils’ spiritual, moral, social and cultural development is very good. Attendance and punctuality are satisfactory.

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Main strengths and weaknesses

• Pupils are keen to learn and join in activities with enthusiasm. • Pupils’ willingness to show enterprise and take responsibility is very good. • The school promotes very good relationships and social awareness. • Pupils’ confidence and self-esteem are developed well. Beddington Park Primary School – Page 10

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Commentary

8. Pupils are interested in their lessons, show good concentration and work hard in response to teachers’ high expectation of their work ethic. They take a full and enthusiastic part in activities. Pupils take pride in their school and the great majority enjoy being at the school. They acknowledge that they have to work hard, but most find lessons interesting and fun.

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Commentary

9. Overall, behaviour is good and can be very good in lessons when the quality of teaching makes the lessons interesting. There were no exclusions during the year preceding the inspection. The few pupils with identified behavioural difficulties are managed well and rarely impact on the learning of others. Relationships between pupils and with adults are very good, pupils mainly play well together in mixed groups and no one is isolated. Pupils develop respect for each other and there is little incidence of bullying, racism or other forms of harassment in school. Pupils and parents maintain that bullying is rare and if any unpleasant incidents do occur they know what to do. They are confident that the staff will deal effectively with the problem. Pupils are developing good levels of self-esteem. They talk confidently with adults and are not afraid to express their views in classroom discussions.

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Commentary

10. Overall absence is 0.5 percent above the national average. This is an improvement since the previous inspection. Punctuality is satisfactory. Satisfactory systems are in place to monitor and control absence and punctuality and the school is working to reduce the level of authorised absence that is adversely affected by a small number of pupils. Unauthorised absence is below the national level. However, there is no system in place to contact parents on the first day of any unexplained absence.

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Commentary

Attendance in the latest complete reporting year (%)

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Commentary

Authorised absence Unauthorised absence School data 6.3 School data 0.1 National data 5.4 National data 0.4 The table gives the percentage of half days (sessions) missed through absence for the latest complete reporting year.

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Commentary

11. Spiritual development is good. Pupils have good opportunities to reflect on their own situation and that of those less fortunate than themselves. Pupils’ ideas and contributions to discussions are much valued by teachers and their assistants. A strong feature of a very good lesson in Y5/6 was the extent to which pupils were encouraged to share their views of someone special to them. Teachers help pupils to think more deeply about important issues. As a result of good questioning, pupils in Year 4/5 took part in a sensitive discussion about the symbolism of the red poppy. Spiritual development is supported very well by religious education lessons that address a wide range of different faiths and beliefs.

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Commentary

12. Moral and social developments are very good. Pupils have a very clear understanding of what is right and wrong. They have opportunities to make sensible decisions about their own lives and to be responsible members of the school and the wider community. These qualities are reinforced very well through an active school council, and educational visits. The clear emphasis on ideas such as duty and responsibility in assemblies and acts of collective worship also contribute well. Teachers provide very good opportunities to promote the personal and social development of pupils. The visit from the local fire brigade to the Year 2 class during the inspection was a good illustration of this. The very well planned provision for personal, social and health education has a strong impact on pupils’ moral and social development.

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Commentary

13. Pupils’ cultural development is satisfactory. Pupils understand and accept that other people have different beliefs and cultures. They participate in a range of activities which provide experience of different cultures, including art. However, the school acknowledges that some opportunities to promote greater appreciation and understanding of other cultures, such as Beddington Park Primary School – Page 11 links with schools abroad, are missed. The heritage of pupils from different ethnic groups is recognised, for example, through the celebration of festivals such as Diwali. The good quality of pupils’ attitudes, values and personal development significantly enhance the progress they make in lessons.

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QUALITY OF EDUCATION PROVIDED BY THE SCHOOL

The quality of education is good. Teaching and learning are good. Assessment is satisfactory. The curriculum is good and is enriched well. The care, support and guidance pupils receive are very good. The school’s links with parents and other schools are good. Links with the community are satisfactory.

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Teaching and learning

The quality of teaching and learning is good, overall, in each section of the school. The quality of assessment of pupils’ work is satisfactory.

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Main strengths and weaknesses

• Teaching has developed well since the last inspection and is of good quality. • Members of staff create a very good ethos for learning and work well to educate the whole child. • Teachers help pupils to understand what they are intended to learn, but not always to evaluate how well they have done.

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Commentary

14. The good teaching, found throughout the school, helps pupils to learn well. A good proportion of very good lessons were seen in each part of the school: the Foundation Stage, Years 1 and 2 and Years 3 to 6. No unsatisfactory lessons were seen. There has been a clear improvement since the last inspection. At that time, there was some unsatisfactory teaching and the percentage of lessons that were good or better was lower. English, mathematics, science and information and communication technology are taught well, helping pupils to learn effectively in other subjects. Teaching is also good in religious education and personal, social and health education. The humanities and the creative, aesthetic and practical subjects were sampled and too little teaching was seen to make valid judgements.

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Commentary

Summary of teaching observed during the inspection in 40 lessons

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Commentary

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Commentary

1 (2.5%) 15 (37.5%) 19 (47.5%) 5 (12.5%) 0 (0%) 0 (0%) 0 (0%)

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Commentary

The table gives the number of lessons observed in each of the seven categories used to make j udgements about lessons; figures in brackets show percentages where 30 or more lessons are seen.

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Commentary

15. The principal strength of the teaching is the extent to which teachers and their assistants are committed to caring for and nurturing the pupils. They fully understand the need to educate the whole child. This is evident from the good quality of lessons in personal, social and health education. Most adults are patient and positive. This has a very beneficial effect on pupils’ personal development and helps to create a very good ethos for learning.

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Commentary

16. Teachers insist on high standards of behaviour and most pupils respond well by listening carefully and applying themselves to their tasks earnestly. Teachers engage pupils’ attention very well, choosing attractive ways of presenting ideas and providing a lot of first-hand, practical experience. This was shown clearly in a science lesson for pupils in Year 1, in which pupils were asked to create their own ponds. Before they set about the task, they examined the school pond and followed this by looking at the teacher’s earlier attempts to make a pond Beddington Park Primary School – Page 12 by simply digging a hole in the ground. They noted a distinct lack of success – the water they had poured in had drained away!

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Commentary

17. The recent focus on improving learning by making it clear to pupils at the beginning of every lesson what they are intended to learn is working well. More discussion about the progress they have made is needed at the end of lessons to ensure that all pupils evaluate how successful their learning has been.

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Commentary

18. Pupils with special educational needs and those for whom English is an additional language receive good support from members of staff. Teaching assistants, whose contributions to lessons are planned carefully, play a valuable part in helping individuals. Their work is valued highly by the pupils.

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Commentary

19. Very good arrangements for assessing children’s progress in the Foundation Stage significantly enhance achievement. Satisfactory arrangements are in place to assess and record pupils’ progress in most subjects. The more detailed assessment of pupils’ writing has helped to raise standards in English. However, despite some improvement since the last inspection and examples of good practice, the effectiveness of teachers’ marking in helping them to improve remains inconsistent. The results of assessment are used effectively to set pupils targets for improvement. A good system has been devised to quantify the progress made in the non-core subjects as pupils work through a series of lessons. More work is needed to ensure that it is implemented consistently.

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The curriculum

The quality and range of the curriculum are good. A broad range of curricular opportunities meet pupils’ needs and help them to make good progress. Opportunities for enrichment are good. The accommodation and resources meet the needs of the curriculum well.

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Main strengths and weaknesses

• The curriculum is broad and organised well to cater for mixed-age classes. • The curriculum is enriched with a good range of extra-curricular activities. • The provision for pupils with special educational needs is good. • Pupils’ personal development is promoted very effectively. • The overall accommodation and the good number of teaching assistants benefit the teaching and learning of the pupils.

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Commentary

20. The curriculum is broad and balanced and meets all statutory requirements, including those for the teaching of religious education and acts of collective worship. The curriculum has improved since the last inspection. There is sufficient time devoted to physical education. Art and design and design and technology tend to be taught in alternating blocks of lessons but there is sufficient coverage of both, evidence of which is provided by the above average standards in art and design achieved by pupils in Year 6. The school has developed detailed programmes of work for all subjects. These are based on nationally recognised materials which, particularly in the humanities, have been adapted and extended to ensure that pupils in mixed age classes do not unnecessarily repeat the study of certain topics. These programmes help to ensure the full coverage of subjects and the systematic development of pupils’ skills.

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Commentary

21. A feature of the curriculum is the way that the school is beginning to combine learning effectively in different areas. For example, pupils in Year 5 in their literacy hour session use their writing and speaking and listening skills, as well as consolidating their historical knowledge, as they write an imaginative account of life in the Tudor Court. There is a move to develop literacy skills across the curriculum. For example, Year 5 pupils are all asked to speak about a person special to them in a religious education lesson, Year 6 pupils pretend they are World War II evacuees and write letters home. The school has engaged in a number of Beddington Park Primary School – Page 13 curriculum initiatives with the purpose of improving levels of literacy, largely aimed at lower attaining pupils and those with special educational needs. The initiatives are closely evaluated to ascertain if they are being of benefit to the learning of pupils.

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Commentary

22. Individual education plans for pupils with special educational needs contain clear and achievable targets and precise indications as to how these targets may be reached. Care is taken to ensure that pupils with statements of special educational need receive their full entitlement. They, and other pupils with special educational needs, have full access to the curriculum, helped by the good level of skilful teaching assistants who give patient, individual help. The expertise of outside agencies is called in when necessary. The progress of pupils who do not speak English as their first language is monitored to ensure that they achieve as well as other pupils, as is the progress of pupils taught in mixed age classes, although the school’s organisation from September means that these classes will no longer exist. This will result in a simplification of curriculum arrangements.

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Commentary

23. The provision for personal, social and health education is very good. It includes sex education and education on the dangers of drug misuse. Healthy eating and a healthy lifestyle are promoted very well. The school provides pupils with good information to help them make decisions about their own lives and the responsibilities of living in a community. Specific lessons and focused assemblies are now regular features of the timetable, and are used effectively. The development of personal and social skills has a high priority. This is based largely on oral work and pupils are given good opportunities to listen, think, and speak as they explore a variety of issues relevant to their own lives. The structured programme ensures that there is full coverage of the relevant topics. Year 6 pupils, for example, discuss the making of laws and consider moral issues, such as whether theft is ever justified. The school council

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Commentary

offers more formal opportunities for discussion and for pupils to play a part in the running of the school.

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Commentary

24. For the size of the school, it provides a good range of activities outside the school day. These also directly support the curriculum, extending sporting, musical and literacy opportunities. Somewhat unusually, at least some of them are available to all age groups in the school. Some, like the homework club for Year 1 pupils, provide opportunities for further study and personal development, as Year 6 pupils help individual children with their reading. A suitable range of visits to places like museums and art galleries supports learning in subjects such as art. Pupils in Years 5 and 6 are able to extend their physical skills in a range of activities on a residential trip. However, opportunities for extra-curricular sport are limited and pupils have relatively few chances to develop their skills in competitive situations.

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Commentary

25. The accommodation and the resources are good overall, and support the curriculum well. The school has a separate library, computer suite and good-sized hall. The elongated shape of the attractive field does not allow for a football pitch, but offers ample space for physical activity and is big enough to accommodate the whole school at lunchtime.

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Care, guidance and support

Provision is very good. The school cares very well for its pupils and there is generally a high level of attention to matters of welfare and health and safety. Parents are very happy with the care and welfare the school provides for their children. The support and guidance pupils receive are very good. Pupils’ involvement in the work and development of the school is good.

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Main strengths and weaknesses

• Members of staff know children and families very well. • There is a high level of personal support. • There are very good induction procedures to the Nursery. • ‘Wraparound’ care before and after school contributes well to the overall care of children in the Foundation Stage. Beddington Park Primary School – Page 14

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Commentary

26. Teachers know their pupils and families very well and provide a very good level of personal support, involving parents where necessary. This high level of awareness contributes strongly to the care the school is able to provide, because teachers and their assistants know how individuals will react to measures adopted to support them. This is particularly evident in the care and guidance of pupils with special educational needs. A ‘wraparound’ provision provides care for children before and after school. It is being developed to include a breakfast club. Pupils are confident in approaching adults in the school and have contributed to a clear and consistently applied reward system that encourages good achievement in all aspects of personal and academic development.

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Commentary

27. Child protection procedures are satisfactory and all classroom members of staff are aware of their responsibilities. The levels of playground supervision are high and there is a good selection of play equipment. Year 6 pupils control the issue of playground equipment and support the younger pupils very well.

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Commentary

28. Standards of maintenance and cleanliness are good and vandalism and graffiti are currently not a problem. This instils high values in the pupils who show respect for property and resources. Induction arrangements for pupils entering the Nursery are very good. They include home visits and help to establish a good home-school relationship. There is a very good range of opportunities for pupils to take on responsibilities for the day-to-day running of the school, particularly for older pupils who assist staff around school and share reading with younger pupils. Arrangements for seeking and acting on pupils’ views are good. The school council has members drawn from all year groups and contributes to the development of the school. Some of the suggestions made have been accepted, including contributions to the behaviour policy and for playground equipment and design.

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Partnership with parents, other schools and the community

There is a good partnership with parents, other schools and colleges and a satisfactory link with the community. The views of parents were very positive in the parents’ questionnaire and at the parents’ meeting.

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Main strengths and weaknesses

• Parents are very supportive of the school. • There are good links with other schools that benefit pupils. • There is an active parents, teachers and friends association.

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Commentary

29. Parents’ responses to the inspection questionnaire show that they are very happy about all that the school has to offer and they particularly value the caring ethos. An active friends association supports the school well by providing good social opportunities for parents and their children and by providing good financial support for learning, a recent example being the contributions to the creation of the new computer suite.

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Commentary

30. The school has sought parental views through a general questionnaire and parents are welcome in school. Parent evenings have flexible and late appointments to encourage attendance. Whilst the information for parents is good and includes newsletters and information on the curriculum, the annual reports about pupils’ progress do not provide parents with a clear enough statement about what their child needs to learn next. The use of homework and reading diaries is satisfactory and is an effective means of communication. There is a good level of attendance at special events, parent evenings and special parent assemblies. Parents are invited to discuss any problems that arise shortly after their child has started school. There are good, formal procedures in place to deal with the concerns of parents, but they seldom have to be used. The lack of involvement of a significant proportion Beddington Park Primary School – Page 15

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of parents in their children’s learning has an adverse effect on the progress of those pupils concerned.

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31. The school maintains good relationships with local secondary schools and this helps pupils transfer smoothly. This is particularly evident for the pupils with special educational needs: there is a very good exchange of information between the specialists involved. Good links with other local schools and colleges provide training places for trainee teachers and teaching assistants and the school offers places for work experience for secondary pupils. The school encourages parents who help in school to take formal training to gain recognised qualifications in education.

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32. Pupils benefit from local visits and visitors. Local businesses provide opportunities for pupils to experience learning outside the classroom, but there is little exposure to minority cultures and the school does not have a link with a school in a developing country.

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LEADERSHIP AND MANAGEMENT

The leadership and management of the school are good. The quality of leadership by the headteacher is very good. The quality of governance is good.

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Main strengths and weaknesses

• The work of the headteacher is very effective. • Senior members of staff support the headteacher well and subject coordinators lead and manage well. • The governors fulfil their duties well, but suffer problems of recruitment and retention. • Financial management is very efficient.

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33. Leadership is good. The headteacher leads the school very well. She has a very clear picture of how she wants the school to develop. Aims, such as ensuring that the needs of individuals are met as well as possible, are shared well with all staff and translated into suitable action in the classroom. The strong, supportive and caring ethos of the school and the positive attitudes of pupils are testament to this. The headteacher’s leadership of the pastoral work of the school is a main strength. The headteacher has worked very effectively to build a good team of staff who share her dedication to the development of all aspects of each pupil’s potential. The quality and strength of the teamwork is evident in the very good relationships between colleagues. The school improvement plan is an effective vehicle for helping to make the shared vision a reality, although deadlines and the arrangements for monitoring progress

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towards the priorities are not always specified clearly enough to allow governors to oversee developments.

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34. Senior members of staff contribute effectively to identifying areas for improvement and taking action to address them. Subject coordinators give good support to colleagues and act as very good role models for both other staff and pupils.

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35. The management of the school is good. The headteacher’s management is very good. A very strong feature is the very effective development of teaching and learning facilitated by systematic monitoring. The administration of the procedures is of high quality, with forms for checking how well different aspects contribute to raising standards. For example, checklists for evaluating teachers’ planning, interviewing pupils about how well they think they are achieving and judging the effectiveness of the different components of teaching help senior staff in establishing a clear overview of the quality of teachers’ work. The improvement in the quality of teaching since the last inspection shows the effectiveness of the provision. Much time is devoted to the analysis of pupils’ performance and each teacher has their own computer spreadsheet for this purpose. Arrangements to track the progress of individuals are

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good, although more work is needed to bed in the use of the new computer software. Beddington Park Primary School – Page 16 36. The governing body fulfils its statutory duties well, including those regarding race equality. Governors are well aware of the standards that pupils attain and the need to continue to raise them. They exercise good oversight of the arrangements for managing the performance of staff, receiving a report from the headteacher termly. Their good understanding of the strengths and weaknesses of the school’s performance is strengthened by the information they are given about the outcomes of monitoring by senior staff. Governors are involved well in agreeing the budget and in checking expenditure against the levels agreed. The governing body is very supportive of the school, but its work is hampered by problems in recruiting and retaining governors.

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37. The school is self-critical and constantly strives to improve. It reviews all aspects of its performance well, producing and administering an action plan for whole school evaluation to achieve this.

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38. Very good leadership and management of the Foundation Stage contribute strongly to the children’s achievement. The provision for special educational needs is managed well. The coordinator for special educational needs monitors carefully the contribution to lessons of the teaching assistants, offering them oral and written feedback. The targets set for teaching assistants are reviewed termly.

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39. The very good financial management noted in the last report continues to support the achievement of the educational priorities identified in the school improvement plan. The efficiency of financial control and administration is excellent, thanks in good part to the experience and expertise of the office staff. The creation and implementation of the ‘asset management plan’ helps to ensure that the school makes the best use of its resources. The principles of best value are applied very well in the school’s efforts to improve. Data about pupils’ attainment are the starting point for setting challenging targets and comparing the school’s results against all and similar schools.

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Financial information for the year April 2003 to March 2004 Income and expenditure (£) Balances (£) Total income 814,452 Balance from previous year 40,083 Total expenditure 817,808 Balance carried forward to the next 36,727 Expenditure per pupil 2,900

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40. The good leadership, management and governance of the school, resulting in the good achievement of pupils, coupled with excellent financial management and the very low costs in relation to other London schools, mean that the school provides very good value for money. Beddington Park Primary School – Page 17

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AREAS OF LEARNING IN THE FOUNDATION STAGE

41. Provision for the Foundation Stage is very good and has improved since the last inspection. The very good leadership and management of the Foundation Stage coordinator ensure that the children have very good variety of experiences in both the Nursery and the Reception classes. The coordinator has worked extremely hard since her appointment after the last inspection to involve the children and their parents in learning. Her input and dedication are significant aids to children’s progress and achievement. The detailed planning put in place by the coordinator has had a great impact on children’s achievement. The individual records kept enhance learning by informing all the adults of the next steps to be taken to improve the children’s achievement. All Foundation Stage staff work hard to ensure that the children have a happy, secure and safe environment in which to learn and play. Home visits before entry

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AREAS OF LEARNING IN THE FOUNDATION STAGE

into the Nursery ensure that the children are confident to attend school from the first day.

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AREAS OF LEARNING IN THE FOUNDATION STAGE

42. The Foundation Stage consists of a unit for the Nursery children who attend on a part-time basis in either the morning or afternoon and a Reception class. There is ’wraparound‘ provision for the Reception children who arrive earlier in the morning and who can be cared for after school. Pupils also attend the sessions outside the school day from the other infant classes. Similarly, children of Nursery age can attend school all day because of their additional ‘wraparound’ provision. All the children are supported very well by two teachers and a team of teaching assistants. Members of staff work together as a very good team.

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AREAS OF LEARNING IN THE FOUNDATION STAGE

43. Foundation Stage children receive a very good start to their education. Assessments made when the children come into the Nursery show that at this point standards are well below the levels normally found in all areas of learning. By the end of the Reception class the children achieve well because of the very good provision in the Nursery and good provision in the Reception class. However, standards overall are still below average for communication, language and literacy, mathematical development and knowledge and understanding of the world. Attainment in personal, social and emotional development, creative development and physical development is broadly in line with the goals set for the end of the Reception class, due to the very good teaching and role-modelling in these areas. Assessment is used to very good effect to plan future activities and enhance learning.

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PERSONAL SOCIAL AND EMOTIONAL DEVELOPMENT

Provision in personal, social and emotional development is very good for Nursery and Reception children.

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Main strengths and weaknesses

• Nursery and Reception children are taught very well and their achievement is good. • Classroom management is very good. • Support staff are used very effectively. • Very good strategies are used to help the children to work together and independently.

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Commentary

44. Nursery and Reception children enjoy school and achieve very well in this area of learning because they are taught very well. At the end of the Foundation Stage, almost all of them are on course to attain the national goals for early learning. Staff value children’s ideas and encourage them to feel confident in their surroundings. High expectations and very good classroom management contribute positively to the trusting relationships that are built up between children and adults. Children have good attitudes to each other and a firm idea of right and wrong. Children in both the Nursery and Reception respond well to the excellent examples given by adults. The well-established daily routines give them confidence and Beddington Park Primary School – Page 18 security. Snack times are organized well to develop the children’s social and personal skills. These sessions also give the children a chance to develop speaking and listening skills and to

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learn about healthy eating issues. Good use is made of the indoor and outdoor accommodation, which is organised to develop independence and decision making skills.

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45. Social skills are further developed at the start and end of the school day. Self-registration promotes independence as well as name recognition. The children come into school confidently and parents are able to leave quickly knowing that their children are settled. At the end of the school day, parents meet the children and adults and are welcome to chat informally to the teachers and teaching assistants.

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COMMUNICATION, LANGUAGE AND LITERACY

Provision in communication, language and literacy is very good in the Nursery and good in Reception

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Main strengths and weaknesses

• Teaching is good, resulting in good achievement for both age groups. • Lessons are topical and planned well, with teaching assistants used well. • Strategies for children to experiment with reading and writing are effective.

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Commentary

46. This area is taught well, with some very good teaching seen. As a result, most of the children including those with special educational needs achieve well. However, despite the very good input from the staff, children are still below the national goals at the end of Reception. This is because the language skills of most children joining the Nursery are well below the levels normally found. Members of staff have a good command of what they teach and give a high priority to speaking and listening. They use every opportunity to enhance the skills of the children to enable them to communicate with each other. For example, in the Nursery children are given a chance to practise their ‘signing’ skills with a very able teaching assistant.

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47. Good provision is made in the Nursery for children to enjoy ‘reading' books with an adult in order to foster an interest in print and pictures and to make up a story. Reception children read simple stories with confidence and are able to use a simple library system for the reading scheme books.

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48. Very good classroom management in the Nursery allows the children time to annotate their drawings with simple phrases and explain a simple story sequence to the teacher. In the Reception class, good classroom management and organisation contributes well to the children’s use of computers to aid literacy, enjoyment of books and confidence with simple writing.

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49. In the Nursery, children have the opportunity to experiment with marks to form letters. They are beginning to understand that marks carry meaning. In Reception, there are clear models for writing with the children having opportunities to write for different purposes. The enthusiastic and experienced teaching assistants, who provide good role models for communication skills and reinforce the children’s self-esteem in this area, give very good support for language development. For example, a ‘pizza game’ organised by the teaching assistant enabled the children to talk about choices of food at the same time as reinforcing correct pronunciation. It also encouraged a question, answer, and word recognition session amongst the children. Support for children with special educational needs and those who do not speak English at home is very good in this area of Foundation Stage curriculum, with these children being fully included in all activities.

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Beddington Park Primary School – Page 19

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MATHEMATICAL DEVELOPMENT

Provision in mathematical development is good for Nursery and Reception children

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Main strengths and weaknesses

• Teaching is good in both age groups. • Well-briefed members of staff are effectively deployed. • Correct use of mathematical language is encouraged and reinforced.

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Commentary

50. As a result of the good teaching children in both age groups achieve well, including those with special educational needs and those who do not speak English at home, who are given good quality help with their work. However, despite this good input throughout the Foundation Stage, the children do not meet the national goals at the end of Reception and enter Year 1 below the levels expected for their age. This is due to the low levels of mathematical development of most children when they join the Nursery. Staff constantly assess and record children’s progress, checking what they know to aid further planning. Activities are stimulating and practical. For example, in the Nursery children are encouraged to fill containers with sand and guess how many will be needed to fill various shapes and sizes of pots The teaching assistant models correct language for the children who copy her use of ‘estimate’, ‘full’ and

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half empty’. Child initiated and adult directed activities enable children to practise and consolidate their mathematical skills. For example, in the Reception class when the children were estimating numbers of dinosaurs the teaching assistant encouraged the children to take charge of the game and turn it into a story about the dinosaurs coming to dinner. As a result, the children achieved well. Reception children learn number rhymes and these are used successfully at the beginning of each session as a mental warm up. Children in Reception can confidently count to 15 although their knowledge of number bond and patterns is still underdeveloped.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD and CREATIVE DEVELOPMENT

Provision in knowledge and understanding of the world is good for both age groups. Provision in creative development is very good in both age groups.

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Main strengths and weaknesses

• Teaching and learning are good with some very good features in the Nursery. • Purposeful, practical activities are organised well. • Children are able to experiment freely with materials and ideas. • Teaching assistants provide excellent support particularly with creative development.

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Commentary

51. In knowledge and understanding of the world, the children achieve well. However, despite the good and sometimes very good teaching, the children are not on course to reach the expected national goals at the end of the Reception class. In creative development, children achieve very well and reach the expected goals at the end of the Reception year. Children achieve well because they are taught well. The good purposeful and practical activities enable the Nursery and Reception children to build on their knowledge about the world and to develop creativity. Both age groups have access to computers, which they use confidently with adult help.

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52. In the Nursery the teacher and teaching assistants stimulate the children’s curiosity with practical experiences. For example, the children use hand lenses to look closely at insects from the pond and to talk about and draw what they see. The children are given time to discuss their sketches with the teacher and each other. In the Nursery the children’s creativity Beddington Park Primary School – Page 20 is stimulated by them being able to mix and feel the paints. For example, in one session where the children were painting butterflies, the teaching assistant encouraged the children to put their hands in the paint and feel it oozing through their fingers. This stimulated much discussion about the texture and thickness of the paint. Good use is made of inside and outside role-play areas to develop children’s imaginative play. Both age groups can explore sounds in using simple musical instruments. Both groups are encouraged to choose play

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activities that they want to explore and they know where all the equipment is kept.

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PHYSICAL DEVELOPMENT

Provision in physical development is good for both the Nursery and Reception classes.

p.20

Main strengths and weaknesses

• Teaching and learning are good for children in both age groups. • Lessons in the Reception class are planned well and they effectively build on previous experiences. • The outdoor area is used to the maximum effect to develop children’s physical skills with large and small play equipment being used in an imaginative and stimulating way.

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Commentary

53. Good teaching enables the children to achieve well. Most are set to attain the national goals by the end of the Reception class. In the Reception class, physical education lessons are structured to reflect the requirements of the National Curriculum which the children will follow in Year 1, but the children also have opportunity to practise their physical skills during free play times. By careful monitoring and persuasion, the members of staff encourage the children to participate in all the available experiences. Similarly, members of staff constantly assess and record children’s progress to build on what the children can do.

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54. In both classes, children have opportunities to develop fine motor skills. There are small tools and writing implements available at various tables in the classes and the children are encouraged to handle them properly and also experiment for themselves. Some children find these skills difficult but they are encouraged by good quality support from all the adults. Safety issues are carefully considered at all times.

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Main strengths and weaknesses

• Standards are just below average. • Achievement is good. • Teaching and learning are good. • The leadership of the subject is good.

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Commentary

55. Results over recent years show that there was a big improvement in 2001 which has been more or less sustained since then. The results of national tests in English for 2003, the most recent year for which comparative data is available, indicated that the standards of pupils in Year 6 were above average compared with all schools and well above the standards in schools with pupils from similar backgrounds. Significantly, the proportion of pupils working at higher levels was above average and well above those reached by schools with a similar proportion of pupils known to be eligible for free school meals. The achievement of pupils in Beddington Park Primary School – Page 21 Year 6 is good because national test results for these pupils, when they were in Year 2, showed standards well below average and below those achieved by similar schools. There is no significant difference between the results of boys and girls although boys did well in 2003.

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Commentary

This is the result of the work on improving the quality of boys’ writing carried out in recent years. Early indications of the results likely to be gained by the pupils at present in Year 6 show that standards will be below average when compared to all schools, but are still likely to be above those achieved by similar schools. The above average proportion of pupils with statements of special educational needs will impact on the results.

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56. Tests in 2003 for pupils in Year 2 show below average reading scores but average writing scores with writing levels being well above those reached in similar schools. Observations of the pupils presently in Year 2 indicate that this position has not changed much although writing standards might not be quite so high. Nevertheless, achievement is good and a strong indication of this is that the proportion of pupils working at higher levels in both reading and writing is well above that found in similar schools. This is an improvement since the last inspection. There has been an improvement in writing standards across the school because of a whole school approach. This has involved more detailed assessment and an emphasis on writing across the curriculum, particularly in subjects like history and religious education.

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57. The quality of teaching has also improved, most notably in classes in Years 1 and 2. These improvements have been brought about by good leadership of the subject. The monitoring and evaluation of classroom teaching and learning have brought about improvements. The leadership has also greatly influenced the improved assessment arrangements. Care is taken to evaluate the merit of new initiatives in the teaching of English. A lot of these initiatives have been aimed at helping pupils with special educational needs. These pupils are also helped by the good number of well-informed teaching assistants and by the inclusive nature of teachers’ planning which often includes activities for pupils with different levels of ability and, on occasions, for pupils with different learning styles. Consequently, pupils with special educational needs achieve well.

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58. Pupils have good opportunities to write in a range of styles including biography, structured argument and play scripts. They generally make good progress and by the time they are in Year 6 more able pupils write clearly in paragraphs, linking the paragraphs with short, effective sentences, such as ‘The race was on.’ More able pupils in Year 2 produce extended pieces of writing with speech demarcated with inverted commas and items in a list separated by commas. The quality of handwriting is generally good. A feature is the early stage at which pupils are encouraged to use a cursive script. Pupils have regular practice, including tracing over good examples, which means that by the time they are in Year 6, they have fluent, individual styles. There is a structured approach to spelling, pupils throughout the school having regular lists of words to learn. These may be linked by letter groups: Year 2 pupils, for

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example, learn words containing ‘augh’ and then use them in a piece of writing. Spellings may be grouped in other ways, months of the year, for example. The quality of writing has been improved by regular assessment projects which are carefully marked to gauge the levels of attainment. This means that teachers are able to track accurately the progress of pupils as they move through the school. They also use the assessment to provide pupils with targets to improve their writing. The quality of marking in pupils’ books is more variable. There are examples of good marking, involving encouraging remarks and suggestions as to how pupils might improve but not all marking is this thorough and there are limited examples of teachers referring to pupils’ writing targets. Some comments offer ungrammatical suggestions such as, “You could of used it instead of he or she”. Pupils’ writing targets, although at appropriate

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levels, are standardised rather than being individual and tend to be kept in their writing folders so that they are not always accessible to the pupils as they write elsewhere.

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59. Progress in reading is good. By the time they are in Year 6, many pupils are able to read fluently and expressively and are able to infer meaning from texts as well as answering literal questions. However, even more able pupils seem reluctant to use the index of a book to locate information. More able pupils in Year 2 read fluently with considerable expression. Lower attaining readers have a reasonable level of phonic ability, but occasionally use clues provided by the illustrations rather than sounding out words. One pupil, for example, read ‘shelves’ for Beddington Park Primary School – Page 22 the word ‘cabinet’. Many pupils receive help at home with their reading as is shown in their useful reading diaries. Arrangements are made for pupils not regularly heard at home to have extra help in the homework clubs where they may have the opportunity to read to older pupils. The supply of reading and information books has improved since the last inspection and these

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are stored centrally in the library and reading area. Facilities are scheduled to be improved further in September.

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60. Standards in speaking and listening are satisfactory. Although there is no formal programme of work, opportunities for speaking and listening are frequent and are indicated in teachers’ planning. Discussion forms a part of many lessons and there are more structured approaches such as ‘hot seating’ where pupils take on the role of a particular character and answer questions from other pupils. In a very good lesson a Year 5 pupil, taking on the role of cook to Queen Elizabeth I, started hesitantly but, encouraged by thoughtful questioning by the class teacher, was soon asserting that the Queen’s favourite food is stuffed peacock. A subsequent speaker noted that the smell of unwashed armpits spreads across the court. Pupils are encouraged to listen carefully so, after a reading from ‘Kensukes Kingdom’, Year 6 pupils were challenged to use evidence from what they had heard to infer information about the

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61. Teachers show good class management techniques and this means that they are able to adopt a lively, sometimes adventurous, approach to literacy lessons. So, for example, in an excellent lesson for pupils in Years 4 and 5 the teacher was able to introduce work on persuasive writing by having the pupils involved in role playing situations, pretending to be zoo owners and animal rights activists. Teachers plan their work well and help the learning of all pupils. Using the National Literacy Strategy as their basis, they plan activities for pupils with different levels of ability. This is particularly helpful for pupils with special educational needs who are further helped by the teachers planning the involvement of teaching assistants. Planning also involves listing the success criteria for the lesson. These are shared with the pupils and they help them to focus on, and assist, their own learning.

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Commentary

62. The quality of teachers’ work on whiteboards is not always helpful. The quality of handwriting does not always set a good example and the presentation of excerpts of writing, the aim of which is to provide a model for the pupils’ own writing, is sometimes confused to the extent that it considerably reduces its effectiveness. Teachers are beginning to use literacy hour sessions to develop pupils’ literacy skills and at the same time help their learning in other areas. For example, pupils in Year 5 consolidate their learning on life in the Tudor Court while developing their skill in using sentence openings and writing in paragraphs.

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Language and literacy across the curriculum

63. Good opportunities are provided for pupils to apply and develop their skills in speaking, listening, reading and writing in other subjects apart from English. Discussion is a feature of many lessons and pupils generally respond well. Religious education, geography and history are used effectively to develop and consolidate writing skills in a range of different forms. Year 6 pupils, for example, develop quite sophisticated arguments for and against the use of the atomic bomb on Hiroshima and Nagasaki as part of their work on World War II.

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Main strengths and weaknesses

• The subject is led and managed well. • Teaching and learning are good with some very good features. • Classroom assistants make a good contribution to the learning of pupils with special educational needs. • Pupils’ attitudes to learning are good and contribute well to their achievement. Beddington Park Primary School – Page 23

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64. Pupils achieve well as they pass through the school. The results of the 2003 national tests showed that pupils in Year 2 achieved results that were well below the national average for all schools and below average compared with schools with a similar proportion of pupils known to be eligible for free school meals. The results were affected by the large numbers of pupils in that cohort identified with special educational needs. The results of Year 6 pupils were average compared with all schools, but well above average in relation to schools with a similar proportion of pupils known to be eligible for free school meals. Early indications of the results likely to be gained by the pupils at present in Year 6 show that standards will be below average when compared to all schools, but are still likely to be above average in relation to similar schools.

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65. Good teaching helps pupils to achieve well. The best teaching was found in Year 2 where the range of experiences enhanced the pupils understanding of sorting numbers and sequences, and in Year 4 where the pupils were given practical tasks to investigate time. Overall, teachers have a good knowledge of mathematics. Tasks are set accurately to the learning needs of individuals and groups within the class. Teachers maintain an appropriate pace and use a good range of strategies to motivate the pupils.

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66. Pupils with special educational needs and those who do not speak English at home achieve well in mathematics. They are supported well by teaching assistants, who are briefed well by the teachers for their role in each lesson. They help the pupils to become independent learners. The introduction to the lesson, mental warm up, class discussion and lesson conclusion include all pupils. More able pupils achieve well, especially in relation to similar schools.

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67. Pupils behave appropriately and work together well in groups. For example, groups of pupils in Year 6 discussed imaginative solutions for finding squared numbers and were willing to work collaboratively to come to group decision on how to solve the problem set by the teacher.

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Commentary

68. The coordinator has a good overview of the subject and her work is helping to raise standards. She has monitored the quality of teaching and learning throughout the school and worked with the teachers to set realistic targets for pupils to attain. The coordinator has added mathematics to pupils’ individual education plans in consultation with the teachers and has monitored teaching assistants’ input into mathematics lessons. She has worked closely with the recently appointed numeracy governor to make parents aware of pupils’ targets in mathematics. Learning resources are good.

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Commentary

69. Standards of marking in mathematics are inconsistent across the school. Where marking is good teachers make constructive or informative comments which aid pupils learning. Where marking is unsatisfactory, ticks acknowledge that work has been completed, but pupils do not always receive enough guidance to help them to improve.

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Mathematics across the curriculum

70. Mathematics is used well across the curriculum. For example, pupils use their mathematical skills to complete artwork on the computer and also in music lessons to explore notation.

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Main strengths and weaknesses

• Pupils’ achievement is good and many achieve very well. • A good deal is expected of pupils. Beddington Park Primary School – Page 24 • Teaching and learning are good, although lessons are still targeted largely at pupils of average ability. • Leadership and management are good, with good use made of computers for assessing pupils’ progress.

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71. Most pupils achieve well and many achieve very well in relation to the low levels of attainment on entry to the school. Teacher assessments made in 2003 show that pupils in Year 2 attained broadly average standards compared with all schools and good standards in relation to schools with a similar proportion of pupils known to be eligible for free school meals. The 2003 national test results indicate that standards in Year 6 last year were below average compared with all schools and average in comparison with schools with a similar proportion of pupils known to be eligible for free school meals. It is likely that when national data are available, the results of this year’s assessments and tests will show that standards are much the same in Year 2 and Year 6. Recent results in Year 6 have been adversely affected by staff turnover.

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72. Pupils achieve well because teachers expect a great deal of them. For example, as early as Year 2 pupils are asked to make predictions about what the outcomes of their experiments will be. They refer to fair testing when they write about tests concerning plant growth. This leads to Year 2 pupils having a good knowledge and understanding of the investigative aspect of science. So, too, do pupils in Year 6. In their investigations, they identify the questions they want to answer when they carry out tests and list the things that might change [variables]. The more able in Year 6 draw conclusions confidently, but average pupils often do not finish their experiments properly by considering the evidence and recording why they think things happened as they did. Pupils in Years 1 to 6 achieve well in most areas of science. For example, the rigour in Year 3’s shadow testing, using opaque, transparent and translucent

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materials, helps them to attain above the expected level. Year 4 pupils work at a good standard in their tests of conductivity when they conclude that non-metal conductors are not as good.

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Commentary

73. The quality of teaching is good and a large proportion of lessons are very good. This leads to pupils learning well. The productive and supportive combination of very good relationships between teachers and pupils and high levels of care and concern for individuals results in very good attitudes to learning. Insistence on good behaviour ensures that pupils concentrate well. Pupils’ very good attitudes to learning about science have a positive impact on the progress they make. The provision of first hand, practical experience and the use of good, engaging methods have a direct, positive impact on learning. Good examples of this are the ‘Golf Ball Testing Company’ set up in Year 6 to investigate variations in that product, and the challenge issued to Year 1 to build a pond. However, marking does not help pupils to understand how to improve consistently enough.

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Commentary

74. The subject coordinators lead and manage well. They have improved the curriculum by adapting planning to ensure that pupils’ learning takes place progressively. The coordinators have worked hard to continually adapt long and medium-term plans as the organisation of classes has had to be changed over the last few years. Teachers’ plans have been placed on the school’s computer network, making them very easy to access and adapt. The coordinators are aware of the need to monitor the implementation of the latest version of this planning. The coordinator for Years 3 to 6 has devised and implemented a new computer, number-based system for recording the pupils’ progress in completing each unit of work. This has good potential for helping teachers to match tasks more closely to the needs of groups and individuals. Beddington Park Primary School – Page 25

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INFORMATION AND COMMUNICATION TECHNOLOGY

Provision in information and communication technology is satisfactory .

p.25

Main strengths and weaknesses

• Staff and pupils are confident about using computers. • Pupils develop very good attitudes to information and communication technology because they are taught well. • The new computer room has significantly enhanced the provision the school makes. • Information and communication technology is used well across the curriculum.

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Commentary

75. Standards are in line with those expected in Years 2 and 6, as they were at the time of the last inspection. Pupils achieve satisfactorily as they pass through the school. The scrutiny of pupils’ work, discussions with pupils and observation of the use of information and communication technology show that both pupils and teachers are confident in their skills, knowledge, understanding and use of computers. There is a positive attitude to the use of new technologies.

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Commentary

76. Teaching and learning are good. Occasionally, they are very good. Teachers relate very well to pupils and demonstrate clearly how to do things. As a result, pupils develop very good attitudes to information and communication technology. Skilful handling of classes and individuals leads pupils to concentrate effectively. In the best lessons, the strengths of teaching are: • the very good pace resulting in pupils learning fast; • the teacher providing written reminders of the process pupils need to follow; • the teacher showing great patience and using praise very well to ensure that classes and individuals engage in activities well. Sometimes the failure of teachers to check that pupils move the keyboard directly in front of them to type slows the development of skills. In some lessons in the computer room the teacher sends the class straight to the computers, rather than sitting them on the carpet to

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Commentary

explain and demonstrate what they are to do. Having a computer immediately in front of them makes it difficult for some pupils to concentrate on the teacher.

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Commentary

77. The considerable improvement in the provision of equipment has helped to maintain standards. Since the last inspection, the national expectations of what pupils should achieve have increased significantly. The new computer room is spacious and enhances teaching and learning well. The school has plans to replace some of the classroom computers which are out of date.

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Commentary

78. Information and communication technology is led and managed well. The coordinator’s monitoring of teachers’ planning and pupils’ experience of using computers in school has been valuable in drawing up the action plan to further develop provision. Further work is needed to ensure that pupils’ progress is recorded consistently as they pass through the school. Attendance at the computer club helps a significant number of pupils to improve their knowledge and skills.

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Information and communication technology across the curriculum

79. Teachers provide good opportunities for pupils to use computers to enhance learning in a range of subjects. In doing so they ensure that pupils also develop their information and communication technology skills. There is good provision for pupils to find things out using both compact discs and the Internet. For example, in Year 2 a compact disc containing information about the human body enhances pupils’ understanding of science and their personal development. Their research, for instance, about pilgrimages in religious education and Churchill in history, significantly boosts their learning. Learning to program an electronic Beddington Park Primary School – Page 26 toy ‘Roamer’ helps them in mathematics work about turns. In Year 6, creating spreadsheets improves pupils’ knowledge of mathematical formulae.

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HUMANITIES

80. Geography and history were sampled and no judgements are made of the provision made by the school. Only two geography lessons were seen and none in the classes of younger pupils and so it is not possible to make judgements on teaching and learning, but a scrutiny of pupils’ work, discussions with pupils, and evidence from the lessons that were seen suggests that, by the time they are in Year 6, pupils attain average standards. This was the situation at the last inspection. Pupils show a wide range of abilities. More able pupils know, for example, that Ben Nevis is the highest mountain in the British Isles and that rainfall is directly related to the height of the land. They are able to discuss in some detail the impact of human behaviour on environmental factors. A Year 3 pupil knows that the Dominican Republic is in the Caribbean and is able to find it quickly in the atlas. However, some Year 6 pupils still refer to the position

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HUMANITIES

of towns using terms like left instead of west. Nevertheless, pupils generally achieve well. Pupils with special educational needs benefit from close help from teaching assistants and, in some cases, having work specifically prepared for them. As a result, they achieve well.

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HUMANITIES

81. The quality of teaching and learning in the lessons seen was good. Very good class management allows the teacher to adopt a lively and interesting approach to the subject. For example, in a lesson for Year 6 pupils involving the use of computers, pupils produced a branched database to locate individual towns or cities in the British Isles. Good planning for lessons involves identifying tasks for pupils of different abilities and this helps the achievement of all pupils. Work in geography offers good support for literacy. Year 6 pupils write detailed accounts of evidence they can find from photographs and use the internet for research on individual projects.

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HUMANITIES

82. There is a strong emphasis on conversation in the geographical work in the school. Year 3 pupils use terms like ‘sustainability’ quite readily. There are some field trips to support learning, Year 5 go on a river walk, for example, but these are relatively rare as are visits from outside speakers.

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HUMANITIES

83. It was only possible to see one history lesson but a scrutiny of pupils’ work and discussions with pupils indicate that the standards of pupils in Year 6 are average. The school has maintained the standards found at the time of the last inspection. Pupils present their work on ‘Britain Since 1930’ well, in neat booklets. Their work shows good opportunities for writing, including imaginary letters from evacuees and discussions on the impact of war on the life of our nation. Pupils are instructed how to use the Internet and research into aspects like ‘The Battle of Britain’. The marking of this work is good, with the teacher challenging pupils to think more deeply about their work. “Why were these cities targeted?” the teacher wrote on a pupil’s map showing the most heavily bombed cities in the British Isles. Teaching and learning in the one lesson seen were satisfactory. Pupils were challenged to think about the differences

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HUMANITIES

between primary and secondary sources and they conducted lively discussions on the differences between the modern and ancient Olympics, but the teacher’s knowledge was not sufficiently wide to really extend and challenge pupils’ learning or to follow up on areas of uncertainty.

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Religious education

Provision in religious education is good .

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Main strengths and weaknesses

• Standards of pupils in Year 6 are above average. • Teaching and learning are good overall. • The leadership of the subject is good. • Insufficient use is made of visits or visitors. Beddington Park Primary School – Page 27

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Commentary

84. The standards of pupils in Year 2 are average, but those of pupils in Year 6 are above average. Pupils generally achieve well and this includes pupils with special educational needs who receive good help from informed teaching assistants. The school has maintained the good standards found at the time of the last inspection although the limited number of visits to places of worship, noted at that time, has not been improved upon.

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Commentary

85. The above average standards are a result of good teaching and, particularly in the classes of older pupils, some very good teaching. This good teaching is, to a certain extent, attributable to the competent leadership of the subject. The coordinator has been able to monitor and influence the quality of teaching and learning in lessons. By the time they are in Year 6 pupils show a good understanding of Christianity, being able to name most of the disciples of Jesus and speak knowledgeably about The Gospels. They tend to confuse the parables and miracles attributed to Jesus, which is surprising as Year 2 pupils make a thorough study of the parables of Jesus, looking at some of the more obscure ones as well as the better known ones like ‘The Good Samaritan’ and ‘The Prodigal Son’. They do, however, have a reasonable knowledge of the structure of a church and, for example, are able to point out the symbolism

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Commentary

associated with the structure of the lectern. They have a good knowledge of other faiths and, for example, are able to discuss the importance and symbolism of light in various religions.

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Commentary

86. A feature of the teaching is the good subject knowledge of teachers which enables them to maintain the attention of pupils, sometimes holding them almost entranced, and to make comparisons between religions. They support this good knowledge with good use of relevant resources. So, for example, in a very good lesson for pupils in Years 4 and 5, the teacher was able to explain the symbolism of the meal in the Passover celebration and had the ingredients at hand. Teachers also prepare lessons well. In the same lesson, appropriate worksheets were already fixed in the pupils’ books when they came to write, so that time for learning was maximised. Lessons offer imaginative support for literacy development. In a very good lesson for pupils in Years 5 and 6, on facets of Sikhism, pupils were asked to speak about the talents of a person special to them and then produce written versions, which were fixed to a cloak,

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Commentary

simulating that of Guru Nanak’s. Teachers also enthuse their pupils by adopting a lively, practical approach to the subject. For example, in the same lesson, pupils had opportunities to prepare karah and make a diva out of clay. Pupils are encouraged to use the Internet for research, and compact discs and video recordings are used to stimulate interest.

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Commentary

87. Assessment procedures have just been adopted so that pupils’ progress and learning may be tracked, but these have not been in place long enough to have had any impact on learning. Good use is made of the local church as a resource for learning but visits to other places of worship are limited, as are visits from outside speakers.

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CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

88. Subjects in this curriculum area were sampled and no judgements made of provision. Due to the timetable, only two lessons in art and design were seen during the inspection so no overall judgement could be made of the quality of teaching and learning. However in both these lessons, the teaching was good and the pupils were achieving well. In one lesson, the pupils were imitating the style of Picasso to good effect having chosen their own materials. They discussed the background colours of ‘Woman in a Hat’ using appropriate language such as ‘texture’, ‘shade’ and ‘tone’. They were able to evaluate their own finished work with a critical eye. The pupils are encouraged to keep sketchbooks for their own use and there is evidence from these that there is a progressive build up of skills. Pupils in Year 2 and Year 6 attain above the levels expected.

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CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

89. A good feature of the school’s provision for art and design is the clear policy and detailed planning devised by the subject coordinator. This ensures that each class studies the life and style of a named artist including Mondrian, Hockney, Matisse and Klee. There is evidence of multicultural art including African and Aboriginal art. Beddington Park Primary School – Page 28 90. The art curriculum is enhanced by the visits to various galleries and exhibitions. For example, during the inspection one class were visiting Dulwich Art Gallery and another class had recently visited Thames Explorer Trust to experiment with watercolours. Extra curricular activities further enhance the curriculum, these include Art and Craft club for Years 2 and 3 and Years 5 and 6, and a knitting club for Year 4. Resources are used well and the school is a member of a recycling scheme, which allows a good variety of materials to be used at minimal

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CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

91. Not enough first hand evidence was as available for an overall judgement to be made about standards in music . Pupils sing tunefully in assembly and singing sessions are led well. In the lesson observed the teaching was very good, with some very effective input from the teaching assistant. The theme in this Year 2 lesson was to compose a tune using kitchen utensils as instruments. The pupils were taken through the stages of experimenting with the instruments, composing and performing. In this very well organised lesson, the pupils achieved very well and had an opportunity to evaluate each other’s work.

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CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

92. Although there are no school performance groups such as a choir or orchestra, all the pupils are given opportunities to perform in the numerous school productions that take place. The time allocation for music is appropriate across the school with older pupils given a chance for extra tuition at lunchtimes if they wish to practise their performing or composing skills. The music curriculum is enhanced by workshops organised by the music coordinator and several music groups that visit school regularly.

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CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

93. Although the school makes proper provision to teach design and technology , it was only possible to observe one lesson. Consequently, no judgement is made of the quality of teaching and learning. There were too few products made by pupils to evaluate the standards that they attain, since most had been taken home. The lesson seen was of good quality. Very good preparation allowed pupils to make good progress in investigating bread products. These were from a range of cultures and discussion of their origins added considerably to the development of pupils’ cultural awareness.

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CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

94. The scrutiny of pupils’ work shows that teachers are knowledgeable and understand the importance of promoting skills of evaluation. Good demands are made by teachers in this aspect of work. For example, in the Year 5/6 class, when designing and making musical instruments, pupils are required to identify three criteria by which their products will be evaluated. Pupils in Year 6 recognise, through their investigations of types of shelters, that different frames used in construction are stronger than others. However, pupils do not always annotate their design drawings to show how the parts of their products will be joined.

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CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

95. No lessons in physical education were observed. No judgements are made of the standards that pupils attain or the quality of teaching and learning. Discussion with the coordinator shows that the subject is led and managed well. The current focus on physical education, in line with school improvement planning, means that the coordinator has been able to monitor standards, teachers’ planning and the quality of teaching and learning in all classes. The very good dialogue between the coordinator and other staff ensures that the strengths and weaknesses of performance are discussed productively, helping to raise standards. Teachers are more confident because of the good work done by the coordinator to improve the programme of work and the planning for its implementation. Reference to the latest findings about the provision made for physical education nationally ensures that the coordinator is well-informed.

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CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

There is good provision for outdoor and adventurous activities during the residential trips for Years 5 and 6. Beddington Park Primary School – Page 29

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PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP

96. Provision in personal, social and health education and citizenship is very good . Evidence from teachers’ planning shows a very good curriculum that is appropriate to the needs of the pupils and supports their personal development very well. The quality of teaching and learning is good. Good links made with other subjects, such as science and information and communication technology, help to make the learning more accessible to pupils. Teachers work well to engage and maintain pupils’ attention, for example, though the use of role-play. This results in pupils showing good attitudes to learning. In a Year 2 lesson a visit from the local fire brigade had a very positive effect on pupils’ understanding of safety and citizenship. Beddington Park Primary School – Page 30

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

The overall effectiveness of the school 3 How inclusive the school is 2 How the school’s effectiveness has changed since its last inspection 3 Value for money provided by the school 2

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

Overall standards achieved 3 Pupils’ achievement 3

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

Pupils’ attitudes, values and other personal qualities 2 Attendance 4 Attitudes 3 Behaviour, including the extent of exclusions 3 Pupils’ spiritual, moral, social and cultural development 2

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

The quality of education provided by the school 3 The quality of teaching 3 How well pupils learn 3 The quality of assessment 4 How well the curriculum meets pupils needs 3 Enrichment of the curriculum, including out -of-school activities 3 Accommodation and resources 3 Pupils’ care, welfare, health and safety 2 Support, advice and guidance for pupils 2 How well the school seeks and acts on pupils’ views 3 The effectiveness of the school’s links with parents 3 The quality of the school’s links with the community 4 The school’s links with other schools and colleges 3

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

The leadership and management of the school 3 The governance of the school 3 The leadership of the headteacher 2 The leadership of other key staff 3 The effectiveness of management 3

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

Inspectors make judgements on a scale: excellent (grade 1); very good (2); good (3); satisfactory (4); unsatisfactory (5); poor (6); very poor (7).

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