Aldermoor Farm Primary School

Inspection carried out under section 10 of the School Inspections Act 1996

Aldermoor Farm Primary School - 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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Inspection carried out under section 10 of the School Inspections Act 1996

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. Aldermoor Farm Primary School - 3

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CHARACTERISTICS OF THE SCHOOL

Aldermoor Farm Primary School is situated in the city of Coventry in the West Midlands. It is about the same size as most primary schools with 237 pupils on roll. Additionally, there are 26 children who attend the nursery part-time. The roll is slightly less than at the time of the last inspection. The movement of pupils in and out of the school is about 73 per cent of the total roll. This is very much higher than the national average. The school serves a well-established community with pupils coming from a range of backgrounds. The vast majority of pupils are from a white British cultural heritage background. About 24 per cent of pupils come from minority ethnic groups. The main heritage background of those is Black British and Black African. For 24 per cent of pupils, English is not their first language and seven per cent of those pupils are at an early stage of acquiring English. Thirty-three per cent of pupils have special educational needs, which is above the national

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CHARACTERISTICS OF THE SCHOOL

average. The needs of these pupils vary from moderate or severe learning difficulties, behaviour and emotional difficulties, autism to speech and communication difficulties. The percentage of pupils with statements of special educational needs is broadly in line with the national average. Overall, children’s attainments on entry to the nursery and reception classes are well below average . Communication skills are particularly low for many children when they start school. Sixty- two per cent of pupils are entitled to free school meals. This is well above average. The school received a School Achievement Awards in 2001 and 2003 and a Healthy Schools award in 2004. Aldermoor Farm Primary School - 4

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CW8 4DU

Any concerns or complaints about the inspection or the report should be made initially to the 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.oftsed.gov.uk). Aldermoor Farm Primary School - 5

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STANDARDS ACHIEVED BY PUPILS 9

Standards achieved in areas of learning, subjects and courses

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STANDARDS ACHIEVED BY PUPILS 9

Pupils’ attitudes, values and other personal qualities

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QUALITY OF EDUCATION PROVIDED BY THE SCHOOL 12

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

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OVERALL EVALUATION

This is a good and effective school which gives good value for money.

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OVERALL EVALUATION

The school’s main strengths and weaknesses are:

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OVERALL EVALUATION

 Standards are low but all groups of pupils achieve well. The good achievement of the pupils includes that of pupils with no English when they join the school, other pupils with English as an additional language, pupils who are on the roll of the school for a very short time and pupils with varying levels of special educational needs.  The school is led by a very good head teacher who has been recently appointed. He is very well supported by the deputy head teacher. Subject co-ordinators lead and manage their subjects satisfactorily and are ready to take on the drive to raise standards and the status of the non-core subjects.  The school provides very well for pupils’ spiritual, moral, social, cultural and personal development. As a result of the very good personal, social, health and citizenship programme, pupils have very good attitudes to school and have great respect for other peoples’ values and

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OVERALL EVALUATION

beliefs.  The school provides very good support and guidance for its pupils. The school council represents all pupils very effectively. Relationships are very good.  Attendance is satisfactory but a significant minority of pupils are consistently late for the start of the school day. Many parents could be more involved in their children’s education.  The dilapidated state of the outside of the buildings works against the school’s ethos of promoting pride in the environment and respecting and valuing the grounds and resources.

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OVERALL EVALUATION

The school has satisfactorily addressed the issues raised at the last inspection and has continued to improve its provision. Standards are still low but there is a discernable upward trend. The school has improved its provision for information and communication technology, which now meets all National Curriculum requirements. Teaching and learning is now consistently good throughout the school. Pupils’ attitudes to school are very good and behaviour in and around school is good. Day- to-day financial management is satisfactory and governors meet all their responsibilities.

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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 English E E E* E mathematics E* E E D science E E E E 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

Achievement is good for all groups of pupils throughout the school although standards remain consistently low. The majority of children start school with well below average levels of attainment for their age. They achieve very well in the Foundation Stage and many are likely to reach the goals set in all areas of learning by the end of reception. Pupils continue to achieve well in Years 1 and 2. Even so, because of the very low-level starting point for the majority of pupils, particularly in communication skills, standards in reading and writing are well below average by the end of Year 2. In mathematics they are below average. Pupils in Years 3 – 6, achieve well. However, by the end of Year 6, standards in mathematics are below average and well below average in English and science. The table above shows that in the national tests in 2003, results were well below average in mathematics and science and very low, in the bottom five per cent of schools in English. When

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STANDARDS ACHIEVED

Aldermoor Farm Primary School - 7 compared with similar schools, results were below average in mathematics and well below average in English and science. The results of the 2004 national tests, which have not yet been validated, show a further dip but indications are that these results have reached the lowest level. There is now an upward trend in all three subjects. For example, in mathematics the school has focussed on teaching the vocabulary needed to understand mathematical concepts. This has been instrumental in raising standards. The same approach is being used in English and science but the complexity of the language needed for these subjects means it is taking pupils longer to acquire the necessary language to raise standards. It is not valid to compare results year on year because over the past few years the school has begun to experience a great deal of pupil mobility. This is now as high as 73 per cent for the number of pupils currently on roll. Thirty-six per cent of the

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STANDARDS ACHIEVED

pupils in Years 3 to 6 have moved to this school in the past two years. This is a very high number and makes comparison between year groups unreliable.

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STANDARDS ACHIEVED

Pupils’ personal qualities, including their spiritual, moral, social and cultural development are very good . Pupils behave well in lessons and at play. They have very good attitudes to school and show very great respect for other peoples’ feelings and beliefs. Relationships are very good.

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QUALITY OF EDUCATION

The quality of education provided by the school is good.

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QUALITY OF EDUCATION

The quality of teaching and learning is good. Teachers manage pupils’ behaviour very well. They know their pupils very well and understand their needs. Relationships are very good. All staff work very well together and make a strong team. The teaching assistants and learning mentor contribute very successfully to the quality of pupils’ learning. All staff have high expectations that pupils will achieve well and consequently pupils learn productively. Teachers assess pupils’ work well and use the information gathered effectively to track pupils’ achievements and monitor their progress.

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QUALITY OF EDUCATION

The school provides a satisfactorily broad and balanced curriculum. In recent years there has been a high focus on literacy and numeracy and the school has now identified the need to improve the provision for, and the links between, the non-core subjects. The curriculum is very successfully enhanced by the provision of extra-curricular opportunities. Provision for personal, social and health education and citizenship is very good. The school cares very well for its pupils. It has good links with other schools. Links with the community are very good and there are satisfactory links with parents.

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LEADERSHIP AND MANAGEMENT

The leadership of the head teacher is very good . Management and governance are satisfactory.

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LEADERSHIP AND MANAGEMENT

The head teacher has an excellent vision for the future of the school. Together with the deputy head teacher, he has motivated the staff and governors. They are a good team, all of whom share his vision. He has empowered staff to develop their roles and all staff and governors support the drive to raise standards. Although he has only been in post a short time, the head teacher has made a thorough study of the achievement of various groups of pupils in school. For example, he has carefully analysed the 2004 results of national tests for Year 6 pupils and this has shown clearly that pupils who have attended the school throughout their primary education achieved better than their peers who joined the school at other times. The staff are now aware of these factors and the school is working to address the issue raised.

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PARENTS’ AND PUPILS’ VIEWS OF THE SCHOOL

Pupils say that they love coming to school and feel secure in its environment. Parents who spoke to inspectors were very positive about the school. However, many could be more involved in their children’s education. Aldermoor Farm Primary School - 8

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IMPROVEMENTS NEEDED

The most important things the school should do to improve are:  raise standards in all subjects and develop the roles of the subject co-ordinators to enable them to manage improvement in their subjects and raise the status of the non-core subjects;  seek more ways to involve parents in their children’s education and continue the drive to improve punctuality;  improve the external accommodation. Aldermoor Farm Primary School - 9

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Standards achieved in areas of learning, subjects and courses

Standards achieved are below average . Achievement in the Foundation Stage is very good and in Years 1 to 6 it is good . All groups of pupils do well.

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Main strengths and weaknesses

 Children in the Foundation Stage achieve very well.  Standards are below average in English, mathematics and science.  All pupils in Years 1 to 6 achieve well, including those for whom English is an additional language and those with special educational needs.  In Year 6, standards in information and communication technology (ICT) are average and in religious education (RE) throughout the school they are in line with expectations of the locally agreed syllabus.

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Commentary

1. Children begin school in the nursery with very low levels of attainment, particularly in their social and communication skills. They achieve very well in their first terms in school. Even so, their skills are well below average when they begin full-time education in the reception classes. Their achievement continues to be very good throughout the reception year and, by the end of the Foundation Stage, about half reach, and a small minority exceed, the expected goals.

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Commentary

2. Pupils begin Year 1 with well below average standards. Although they achieve very well in the Foundation Stage, the long summer holiday before moving into Year 1 has an adverse effect on their learning. Very few pupils retain all of the knowledge which they acquired in the Foundation Stage and many have to ‘start again’ in Year 1. They achieve well in Years 1 and 2 but even so, by the end of Year 2, standards are well below average in English and science and below average in mathematics. Standards have not improved since the last inspection and results in national tests and tasks have remained consistently well below average. The table below shows that the results of the 2003 tests were well below average in reading, writing and mathematics. When these results are compared with those of similar schools they are average in reading and mathematics and above average in writing. The unvalidated results for 2004

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Commentary

show a further dip. However, indications are that this is now a changing picture and standards for the current Years 1 and 2 are rising.

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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 13.5 (13.5) 15.7 (15.8) writing 13.4 ( 12.8) 14.6 (14.4) mathematics 14.4 (14.0) 16.3 (16.5) There were 24 pupils in the year group. Figures in brackets are for the previous year

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Commentary

3. Inspection evidence shows that standards in Year 2 are still well below average in English and science but are rising. Considering the very low starting point for most pupils, this is good achievement and bodes well for future test results. In mathematics, which has been a high focus in school, standards have risen, although they are still below average. The focus that teachers now place on pupils learning subject specific vocabulary in mathematics has helped raise standards. This approach is also used in English and science but, because of the amount and complexity of the language needed in these subjects, standards are rising more slowly. Aldermoor Farm Primary School - 10 4. All groups of pupils continue to achieve well through Years 3 to 6. Standards remain low. The table below shows that the results in the 2003 national tests were very low in English and well below average in mathematics and science. When compared with similar schools these results

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Commentary

were well below average in English and science and below average in mathematics. The 2004 results, which are as yet unvalidated, show a further dip in standards. However, there are a number of reasons which make comparison between year groups unreliable:  in the last two years the number of pupils in school for whom English is an additional language has increased considerably; from zero to 24 per cent;  many of the pupils from minority backgrounds have no English when they join the school;  the number of pupils moving in and out of the school has increased significantly and is now very high; 73 per cent of the current number of pupils on roll did not start at this school in the Foundation Stage;  the average number of pupils joining each year group from Year 3 to Year 6 is 36 per cent;  the number of pupils who have special educational needs, which impact on their learning, is above the national average.

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Commentary

All of these factors affect standards negatively. However, all pupils in these groups achieve well because of the good teaching and support that they receive. Their good achievement is beginning to drive standards up. The school’s focus on language development is most appropriate and allows pupils, particularly those with little English, to learn more efficiently. This has the consequent effect of raising standards.

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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 23.2 (24.8) 26.8 (27.0) mathematics 24.2 (24.4) 26.8 (26.7) science 25.5 (26.6) 28.6 (28.3) There were 42 pupils in the year group. Figures in brackets are for the previous year

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Commentary

5. Standards in ICT have remained below average at Year 2 since the last inspection but have improved in Year 6 and are average. This is due to improved provision and good quality teaching and learning. Standards in RE have been maintained throughout the school. They are in line with the expectations of the locally agreed syllabus at the end of both key stages. RE plays a very important role in the life of the school. It is closely linked to pupils’ personal development and contributes very successfully to pupils’ very good attitudes to school.

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Pupils’ attitudes, values and other personal qualities

Pupils’ attitudes towards learning are very good and their behaviour in and around school is good. The development of pupils’ spiritual, moral, social and cultural development is very good. Attendance is satisfactory . Significant numbers of pupils arrive late for school. This is an unsatisfactory situation.

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Main strengths and weaknesses

 Pupils display very positive attitudes towards their learning and are trusted to work independently. They know that they are expected to work hard at all times.  Pupils’ behaviour is a credit to the efforts put in by teachers which results in very good social and moral development.  Good relationships between staff and pupils form a foundation for solid, effective personal development.  The school is striving hard to sustain acceptable attendance levels but more control of lateness is still necessary. Aldermoor Farm Primary School - 11

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Commentary

6. The majority of teachers make their lessons fun, lively and challenging. This readily captures the interest of pupils who respond very positively towards learning. They are keen to work independently, using their ability in order to achieve their full potential. These positive attitudes enable pupils to quickly grasp learning objectives and staff adopt the “what am I looking for?” and “this is because…” approach in getting important messages across to pupils. When in doubt about anything, pupils are not afraid to ask questions. Pupils generally achieve well in most subjects. Teachers encourage positive attitudes by awarding house points to those who demonstrate understanding. Teachers’ high expectations of pupils are clearly visible. Pupils know that they have to work hard at all times if they are to meet, or surpass, their learning objectives.

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Commentary

7. Behaviour in and around the school is good. Pupils work and play well together. The effort which the staff have put into improving behaviour and establishing codes of conduct over the last few years is now having a beneficial effect on learning outcomes. This is a school that does not resort to excluding pupils but works with them through their difficulties in a positive and constructive manner. The Excellence in Cities initiative is a key feature within the school and is an extremely useful tool. It has enabled the school to employ a learning mentor who works very successfully with pupils who are experiencing difficulties. She operates a “chill out zone” which is widely accepted by pupils. Teachers do not hesitate in making referrals to the learning mentor of any child displaying unacceptable behaviour. There are opportunities for pupils to refer themselves to her if they need to sort out a problem.

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Commentary

8. Pupils know right from wrong and possess very good, well-developed social and moral skills. Their level of maturity is quite noticeable at each stage in the school. They genuinely respect each other’s feelings and beliefs. The school uses assemblies and RE lessons effectively to reinforce spiritual and cultural development. In some lessons there is also a good level of spirituality and pupils show a clear delight when learning new concepts.

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Commentary

9. The positive ethos permeating throughout the school leads to trust and good positive relationships between staff and pupils. Pupils are approachable, easy to talk to and courteous. The school uses many initiatives to benefit pupils’ personal development. For example, pupils willingly take on responsibilities to help others by expressing their colleagues’ views at school council meetings and raising funds for people within the community. The school council is highly thought of by staff and pupils and is a powerful force for collecting and acting on pupils’ views and suggestions. Pupils speak warmly of the council and its work.

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Attendance

Attendance in the latest complete reporting year (%)

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Attendance

Authorised absence Unauthorised absence School data: 6.9 School data : 0.0 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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Attendance

10. The school is striving hard to sustain acceptable attendance levels by promoting the need for good attendance. Over the last four years there has been a steady upward trend in attendance levels, which last year were 93.1 per cent. The school takes every opportunity to reinforce important messages relating to attendance. For example, parents are requested not to take holidays during term time, unless it is absolutely essential. No extended holidays have been taken over the last few years. Across the whole school, during 2003/2004, an extremely high incidence of lateness was recorded. A significant number of pupils arrive late each day. This is a serious concern. The school has identified that more effective control and measuring Aldermoor Farm Primary School - 12 systems relating to late arrivals are necessary. There have been no exclusions in the past two years.

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QUALITY OF EDUCATION PROVIDED BY THE SCHOOL

The quality of education provided by the school is good.

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QUALITY OF EDUCATION PROVIDED BY THE SCHOOL

The quality of teaching and of learning is good and results in pupils achieving well . The organisation of the curriculum is satisfactory, although there is a need for more effective links between subjects. Pupils are very well cared for and they feel valued and secure. Links with parents are satisfactory and links with the community are very good .

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Teaching and learning

The qualities of teaching and learning are good. As a result, pupils’ achievement is good. Assessment procedures are good .

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Main strengths and weaknesses

 Teaching and learning is consistently good throughout the school but pupils could be given more opportunities to develop independence in planning their own learning.  Pupils with special educational needs, and those with English as an additional language, achieve well.  Support staff are deployed very well and they make a significant impact on the quality of teaching and learning.  Staff have very high expectations of behaviour and work hard to implement consistent strategies of behaviour management.  Assessment procedures in English and mathematics are thorough and are used effectively to track progress made by pupils through the school.

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Commentary

Summary of teaching observed during the inspection in [number] lessons

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Commentary

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Commentary

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

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Commentary

11. Teachers have good subject knowledge and they use this effectively to plan lessons that are interesting, brisk and challenging. They are constantly aware of the differing needs of all pupils in the class and make sure that they are all supported well in their learning. All teachers ensure that there is good pace to lessons. They ask a variety of challenging questions to stimulate interest. They give pupils time to give answers or express their views. Many teachers use humour well to encourage them and offer plenty of praise when it is due. This helps pupils to know that their work is valued and prompts them to try harder. Good teaching is typified by careful planning, ensuring that pupils of different capabilities are well catered for and that all are working to their full potential. Although pupils in Year 6 are planning their own presentations in ICT, the opportunities for pupils across the school to work independently, prepare and plan their

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Commentary

own work and extend their learning were not evident in other subjects. Relationships between pupils and staff are very strong and pupils are enthusiastic about their learning. All say that they enjoy school very much.

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Commentary

12. There are very large numbers of pupils in the school with special educational needs or for whom English is an additional language. These groups are very well supported in their learning Aldermoor Farm Primary School - 13 by all teaching assistants and the learning mentor. This support is highly effective. All activities are carefully planned to meet pupils’ individual needs and, consequently, all pupils learn successfully and achieve well. Work for pupils with special educational needs is linked closely to individual education plans (IEPs) and tasks are clearly matched to pupils’ concentration levels and abilities. Relationships within school are very good. All staff work very well together and form a strong team. They work tirelessly, both in and out of the classroom, to support and extend pupils learning and consequently pupils feel valued and learn quickly.

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Commentary

13. The school’s approach to managing and supporting behaviour is very effective and is carried through consistently by all teachers. They manage pupils’ behaviour very well and any misdemeanour is dealt with quietly and unobtrusively. This means that pupils are able to concentrate on their work and achieve well. Teachers use a wide variety of rewards and encouraging stickers to motivate pupils and, consequently, they are keen to try harder.

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Commentary

14. Assessment procedures in English and mathematics are good and are well embedded in the school. Thorough assessments are made of pupils’ progress, from the Foundation Stage through the school, and, from these, targets are set for year groups, classes and focus groups. All planning is focussed on the targets. As a result, all staff are very aware of how their pupils are progressing and what needs to be done to challenge them further. Currently, there are limited assessment procedures carried out in other areas of the curriculum.

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The curriculum

The curriculum meets pupils’ needs satisfactorily. It is broad and balanced and enables all groups of pupils to achieve well . A very good range of extra-curricular activities enriches the curriculum very effectively . Accommodation and resources are satisfactory.

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Main strengths and weaknesses

 The curriculum meets the requirements of the National Curriculum but the school has recognised the need to raise the status of the non-core subjects. 1  The school provides well for pupils with special educational needs and those at an early stage of acquiring English.  The curriculum is very successfully enhanced by a very good number of extra-curricular activities.  There is a good number of well-qualified teaching and support staff.  The accommodation is adequate but, externally, in a poor state of repair.

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Commentary

15. All of the requirements of the National Curriculum are met satisfactorily. The provision for religious education meets the requirements of the locally agreed syllabus. The Foundation Stage curriculum is covered well. There is a very good personal, social, health and citizenship education programme in place which very successfully boosts pupils’ personal development. The curriculum is satisfactorily broad and balanced, enabling pupils to achieve well. The National Literacy and Numeracy Strategies have been fully and successfully implemented. These have been the main foci of teaching over the past four years. The school has recognised that it now needs to raise the status of the non-core subjects and make better links between them. 16. The school provides well for pupils with special educational needs. Provision fully complies with the current Code of Practice. Pupils achieve well because they are taught well and receive very

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Commentary

good support from teaching assistants. Particularly pleasing is the way in which pupils develop their self-esteem and personal skills. Teachers know their pupils very well and understand their

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Commentary

1 Core subjects are English, mathematics and science. Non-core subjects are art and design, design and technology, geography, history, information and communication technology, music, physical education and religious education. Aldermoor Farm Primary School - 14 needs. This means that they are able to provide work which suitably challenges individual pupils and enables them to achieve well.

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Commentary

17. The number of pupils starting at the school for whom English is an additional language, is increasingly rapidly. Many of these pupils are at a very early stage of acquiring English. The school provides well for them. External help is sought wherever possible and this ensures that pupils achieve at a rate commensurate with their peers of similar ability. The fully inclusive philosophy of the school means that all pupils, whatever their background, experiences or ability, are valued and welcomed.

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Commentary

18. A very good range of extra-curricular activities enhances the curriculum and makes a significant contribution to the development of pupils’ physical, social and intellectual skills. These are very well supported by all pupils and cover a wide range, from games activities, to gardening, music and art. A satisfactory range of visits and visitors also helps to link learning experiences to the wider world. However, the school has identified that more could be made of educational visits in such subjects as history and geography.

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Commentary

19. There is a good number of teaching and support staff. All are very committed to helping pupils achieve well. They are a strong, well-qualified team. All work very hard to provide a safe, secure and stimulating environment for the pupils. The vast majority are involved in providing extra opportunities for pupils, such as the before- and after-school clubs.

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Commentary

20. The school is accommodated in three separate buildings. This makes management difficult and it is very hard for staff and pupils to meet as a whole school. All staff work very hard to instil a feeling of community throughout the school. Overall, the accommodation is satisfactory. However, it is in a poor state of external decorative repair. This does not restrict the delivery of the curriculum but it does impact negatively on the school’s efforts to raise morale and build up staff and pupils’ self-esteem. Internally, much work has been done by staff, particularly the site services officer, to make the environment pleasant to work in. However, the dilapidated state of the outside of the buildings works against the school’s ethos of promoting pride in the environment and respect for the grounds and resources.

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Care, guidance and support

The school’s approach to pupils’ care, welfare, health and safety is very good . All teaching staff give very good support, advice and guidance to all pupils. The processes for seeking pupils’ views and involving them in the work and development of the school are very good .

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Main strengths and weaknesses

 This is a very caring school. All members of staff give top priority to pupils’ care, welfare, health and safety.  Teachers know their pupils capabilities very well and there is a very good rapport.  Pupils are encouraged to involve themselves in school life.

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Commentary

21. Pupils learn in a very safe and secure environment. They know there is always someone to whom they can turn in time of need. This gives them the confidence and self-assurance to fully commit themselves to learning. The school regularly carries out thorough risk assessments of school trips and areas around school. The site services officer is very security-conscious and ensures that all contractors working on site do so in a safe and proper manner, with very low risk to pupils. This is a fully inclusive school where all pupils are valued. To ensure it includes all pupils, the school has drawn up a detailed action plan to address accessibility for disabled pupils and visitors. Aldermoor Farm Primary School - 15 22. All staff are aware of child protection procedures. They understand the need to report any concerns relating to the welfare and well-being of pupils. The head teacher is the designated

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Commentary

person for all matters relating to child protection. Another member of staff supports him in this demanding yet important area. A relatively high number of pupils are currently on the “at risk” register. This clearly demonstrates the emphasis that the school places on caring for and supporting pupils.

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Commentary

23. Pupils have good, trusting relationships with all members of staff. This allows staff to keep a close watch on pupils’ personal development and be sensitive to any barriers to learning. Teachers know their pupils very well. The school uses very effective tracking systems and teacher assessments to offer pupils support and guidance. The teachers’ keen interest in every child starts at the Nursery. Effective induction programmes quickly settle children into their new surroundings.

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Commentary

24. Staff have high expectations of pupils. The staff use the school council as a forum for seeking and acting on pupils’ views. Pupils respond positively to these opportunities as they realise that they can influence school life. The council is well structured and functions very effectively. The school involves pupils in various fund raising activities so that they learn to give something back to their community. For example, generous donations have been made to the Air Ambulance service. Year 6 pupils willingly help in the school office during lunchtime and sometimes take incoming telephone calls.

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Partnership with parents, other schools and the community

There are satisfactory links with parents. The use of the community to enrich pupils’ learning is very good . The school has good , effective links with other schools and colleges.

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Main strengths and weaknesses

 The school strives hard to involve parents.  There is general reluctance on the part of a significant number of parents to involve themselves in their child’s learning both at school and at home.  The school is very proactive in using community links.  Good links with other schools facilitates pupils’ transfer to secondary school.

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Commentary

25. The head teacher and members of staff make a determined effort to communicate effectively with parents. Using questionnaires they seek the views of parents. The school has commented on two areas causing concern, homework and behaviour, and has given assurances to parents that it will address these issues. In general, parents spoken to during the inspection week, view the school positively. In particular, they are pleased with the new school uniform and comment on how smart the children look and the importance of having a good corporate image.

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Commentary

26. Well written newsletters, the school prospectus and governors’ annual report contain useful information. All statutory requirements are met. The head teacher has extended an open invitation to parents to include any items of local interest in the next issue of the newsletter. Reports on pupils’ progress are well structured and give parents an overview of how well their child is progressing in all areas of the curriculum. However, the reports do not give any indications of teacher assessment results from optional tests in Years 3 - 5 classes. Therefore, parents are unable to review their child’s progress each year in English, mathematics and science, before they take the national Year 6 tests. 27. The school takes every opportunity to reinforce the importance of parents helping their child’s learning both at school and home. Unfortunately, most parents do not respond favourably. Many pupils are disadvantaged by not having this assistance. A majority of parents appear to

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Commentary

Aldermoor Farm Primary School - 16 be reluctant to become active partners with the school. The school prides itself on being a “listening school” and is happy to deal with parents’ concerns on any educational aspect. Very few parents help around the school. There is no parent-teacher association. When asked directly, or when special functions are organised, parents do support activities.

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Commentary

28. The school has strong links within the community and good relationships with businesses and outside agencies. For example, there are strong links with a local bakery which donates products for the school’s Breakfast Club. A large automotive manufacturer provides a number of people to listen to pupils read, has donated a school mini-bus and is a source of school governors. Recently it has also provided help with a French club for Year 5 pupils. The school has opportunities to use the community centre and library, situated adjacent to the school. These, and many other community links, enhance pupils’ understanding of the outside world and enable the school to keep a high profile within the community.

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Commentary

29. Effective systems enable pupils to transfer easily to secondary schools. Most pupils transfer to Ernesford Grange Community School. Year 7 teachers visit the school and meet Year 6 teachers for discussions. Pupils have the opportunity to visit the secondary school.

p.16

LEADERSHIP AND MANAGEMENT

The school is led very well. Governance is satisfactory. Management is satisfactory.

p.16

Main strengths and weaknesses

 The head teacher, assisted by his very experienced deputy head teacher, provides the school with very good leadership.  The school has identified that the leadership of the non-core subjects needs to be developed.  The quality of governance is satisfactory and is improving. Governors are beginning to become much more involved in guiding the direction of the school.  Provision for pupils with special educational needs (SEN) is good.  The school has effective systems of management.

p.16

Commentary

30. The head teacher, who has been in post for a term and a half, provides the school with very good leadership. He is very energetic, committed and provides a very good role model for his staff. Assisted by his very experienced deputy head teacher, he has demonstrated his outstandingly clear vision of the direction which the school should take. He has drawn up an excellent plan to raise performance and standards. He is working hard to raise the morale and self-esteem of the whole school community. Other staff with leadership responsibilities provide good leadership. Leadership of non-core subjects, however, needs to be improved.

p.16

Commentary

31. Governors make a satisfactory contribution by offering good support. There are a number of experienced and active governors who are committed to the continuing success of the school. There is a structure of committees. These meet regularly and training is available. The new chair of governors shares the senior managers’ ambitions for the future development of the school. Governors are involved in strategic planning and in formulating policies. There are plans to further develop this involvement through a programme of consultation and visits. Governors are kept fully informed and this enables them to begin to challenge and support senior managers. They fulfil all of their statutory responsibilities. They act satisfactorily as a critical friend of the school.

p.16

Commentary

32. The management of special education needs (SEN) provision is good. The two SEN co- ordinators work hard to ensure that the very large number of pupils with SEN receive the quality of support recommended by the Code of Practice. Individual education plans (IEPs) are of Aldermoor Farm Primary School - 17 good quality and reviews are carried out regularly. The provision for pupils with little of no English is well managed enabling them to achieve well.

p.16

Commentary

33. Management systems are effective. The head teacher ensures that staff are involved in helping the school fulfil its vision and strategic objectives. They analyse available performance data to give an overview of pupils’ progress. Recently the head teacher has analysed the effects of mobility on achievement very successfully and shared his findings with staff to help them plan for individual groups. Managers seek to evaluate the school’s performance and find areas for development.

p.17

Commentary

34. Performance management systems for teachers and other staff are in place. Managers set targets for improvement and this is seen as being very important in generating whole-school improvement. Training is linked to this process. New members of staff are provided with supportive induction arrangements. Senior managers are very conscious of the need to support and retain successful staff and are increasingly conscious of their workload. Much effort is made to ensure that staff are deployed effectively and this has resulted in changes in deployment for this term. The school regards teaching assistants as being particularly vital in supporting the work of teachers and their deployment is managed appropriately.

p.17

Commentary

35. Systems of financial and resource management are satisfactory. Regular monitoring of the school’s expenditure is carefully carried out by the school's staff. The principles of best value are central to the school’s management and use of resources. The school has carried forward amounts in excess of those recommended by the Audit Commission. These have been allocated for specific purposes and the projected carry-forward for next year is within recommended limits. The school has sound systems of day-to-day management which enable it to run smoothly. The office staff provide good secretarial support to the head teacher and teaching staff. The very high mobility of pupils is an obvious barrier against the school improving its performance further.

p.17

Commentary

Financial information for the year April 2003 to March 2004

p.17

Commentary

Income and expenditure (£) Balances (£) Total income 1,116,352 Balance from previous year 108,436 Total expenditure 1,060,458 Balance carried forward to the next 164,330 Expenditure per pupil 3884 Aldermoor Farm Primary School - 18

p.17

AREAS OF LEARNING IN THE FOUNDATION STAGE

36. The provision for the children in the Foundation Stage is good. This is very good improvement since the last inspection. Children enter the nursery at the beginning of the year in which they become four and enter the reception class in the year in which they become five. There are currently 26 children in the nursery and 34 children in two reception classes. All children start full time in reception straight away. Children enter the nursery with very low attainment levels and achieve very well through the year. But they still move into reception with well below average attainment. By the end of the Foundation Stage well over half of the children achieve the goals set in all areas of learning and a few are working at above average levels. This indicates that all children achieve very well throughout their time in the reception class. There are 10 children in the nursery and 9 in reception who have English as an additional language.

p.18

AREAS OF LEARNING IN THE FOUNDATION STAGE

There are 4 children in the nursery and 7 children in reception identified as having special educational needs. The early identification of these pupils ensures that an appropriate curriculum is provided and, consequently, they also achieve very well throughout the year.

p.18

AREAS OF LEARNING IN THE FOUNDATION STAGE

37. Leadership in the Foundation Stage is good. The Foundation Stage leader, who supports all staff and children, manages the nursery and works alongside a nursery nurse. There is one teacher and a teaching assistant in each of the reception classes. All staff work together as a strong team to support children’s learning. Each area of learning is managed very well. Staff track carefully what children know and can do. They use this information very successfully to plan activities that challenge all groups of children and ensure that they achieve very well.

p.18

AREAS OF LEARNING IN THE FOUNDATION STAGE

38. The quality of teaching and learning is good in all areas of learning. All staff plan and work together as a strong committed team and this means that children achieve very well. Planning is detailed and activities are carefully matched to children’s individual needs. Teachers have high expectations for children’s success and set challenging tasks to enable them to build on their knowledge and understanding in all areas of learning. Children’s progress is carefully assessed to ensure that high quality learning is taking place. Good links with parents are established at a very early stage through an effective induction programme.

p.18

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Provision in personal, social and emotional development is good.

p.18

Main strengths and weaknesses

 The children achieve very well because they are encouraged to become independent at an early age.  Staff support all children well, so that they are secure and happy while they learn.

p.18

Commentary

39. The very good caring relationship established between staff and children in the nursery and reception classes ensures that children relate very well to adults and feel secure in the routines established for them. Staff encourage children to take part in all activities. They are learning to make choices, share resources with others and be responsible for tidying away. These skills are taught to the children very early on and they quickly become familiar with day-to-day routines. Children in the nursery already identify their name and place it on the name tree when they arrive in school. They know that when the music plays it is time to tidy up. Children in the reception classes are quickly learning to work together and share out the drinks and fruit at playtime. With the help of Adam the Muslim bear, they understand that there are people in the world with different beliefs and needs from their own. Staff are constantly aware of children’s

p.18

Commentary

Aldermoor Farm Primary School - 19 learning needs. They work alongside groups of children encouraging and supporting their learning and making sure that all pupils are involved both in taught and free choice activities.

p.19

Commentary

40. Children talk about their feelings in new situations and know that their actions can affect other people’s feelings. All children learn how to use equipment and are rapidly learning appropriate language and how to interact with others. Considering that children have only just started school they are already beginning to show increasing confidence in all that they do.

p.19

COMMUNICATION, LANGUAGE AND LITERACY

Provision in communication, language and literacy is good.

p.19

Main strengths and weaknesses

 All staff take every opportunity to develop children’s language skills.

p.19

Commentary

41. Children achieve well in communication skills and their reading is good. They achieve well in their writing skills. They achieve very well as a result of good teaching. All staff in the nursery and reception classes take every opportunity during activities to develop the children’s vocabulary, particularly through role-play and when talking about stories together. In the nursery children identify the days of the week and the weather and use suitable language to describe them. In reception children listen to the story of ‘Who’s making that mess’ and talk about how to keep the house tidy. All children are encouraged to talk in sentences and give opinions. In Circle Time 2 children introduce themselves and talk about what they like. There is a clear emphasis on ensuring that all children understand what is being said and those who find this hard are helped with the use of picture cards.

p.19

Commentary

42. Children enjoy books and listen attentively when a story is read to them. A wide variety of books is available for the children to enjoy. Children in the nursery listen with concentration to ‘Don’t put your finger in the jelly Nelly’ and talk about the story with their teacher. They begin to use pictures as clues in order to tell a short story. All children in reception are beginning to acquire knowledge of a number of phonic sounds and a few key words. Children’s written skills are less well developed although it is still very early in the school year. In the nursery children start to make marks on paper and attempt to follow a pattern with a pencil. Children in the reception classes make a good attempt at writing their name. Through the topic on ‘Myself’, children make a simple diary of their first week at school and sequence a story in pictures. Most children can use a pencil to follow a pattern with some control and begin to write legible

p.19

MATHEMATICAL DEVELOPMENT

Provision in mathematical development is good.

p.19

Main strengths and weaknesses

 Teachers plan a wide variety of activities to support learning that ensures children achieve well.

p.19

Main strengths and weaknesses

2 Circle Time: in these sessions, pupils sit in a circle and, through agreed rules, have the opportunity to speak and listen to each other talking about issues which touch them all. Aldermoor Farm Primary School - 20

p.19

Commentary

43. Staff make sure that children are surrounded by mathematical vocabulary through high quality displays. In both the nursery and reception classes every opportunity is taken during the day to reinforce both mathematical vocabulary and skills. This is done through activities such as counting how many children are present and how many need a dinner. Number skills are taught in the nursery for example through sorting animals into sets by colour and shape and counting how many are in each set. Children in the reception classes count up to 10 and with the help of ‘Marmaduke’ use positional language such as ‘under’, ’over’, ’front’ and ‘middle’. With the help of the story of the three bears they also understand the concept of size.

p.20

Commentary

44. Children already recognise some solid shapes and describe them and sort them into appropriate sets. They use and understand words such as circle, bigger, less and more and apply them when working with construction toys. All children achieve very well in their mathematical activities due to the good teaching provided.

p.20

KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Provision in knowledge and understanding of the world is good.

p.20

Main strengths and weaknesses

 A wide range of activities is planned to promote learning in this area.  Staff use questioning very effectively to enhance the children’s knowledge and understanding of the world about them.

p.20

Commentary

45. This area of learning is planned very effectively in order to support the varied needs of all of the children. Children in the nursery thoroughly enjoy using play dough to make a face and add facial features to it. Watching these children observe chocolate melting and stirring it into cornflakes was a joy to see. The children in reception already talk about the weather and record it on the weather chart. They begin to explore touch and feel and talk about how difficult it must be to be blind. They identify their eye colour in a mirror and talk about facial features with their friend. They watch the movements of giant snails and feed them. Through the topic on ‘Ourselves’ children are becoming familiar with their bodies and what they can do with them. The majority of children confidently describe facial features and draw a portrait of themselves using a mirror. They compare their own facial features with others and describe what is the

p.20

Commentary

same and what is different. They all enjoy the story of the ‘Giant Jam Sandwich’ making their own sandwich afterwards and describing the ingredients. They do this well because staff encourage them to talk about their learning at every opportunity.

p.20

Commentary

46. Information and communication skills are taught well. ICT is used at every opportunity to support children’s learning. Children in the nursery begin to experiment with the mouse and use a handset to make a remote control toy move. Children become more confident in reception and use the mouse to play phonic and number games. They make good progress in this area of learning and achieve very well.

p.20

PHYSICAL DEVELOPMENT

Provision in physical development is good. Aldermoor Farm Primary School - 21

p.20

Main strengths and weaknesses

 An outside play area is used very effectively to promote physical development alongside other areas of learning.  There is a high focus on teaching pupils to use tools and equipment safely and effectively.

p.21

Commentary

47. The outdoor learning areas for both nursery and reception classes are used effectively to support children’s physical development. However, there is a need for a wider variety of larger toys for children to use. The acquisition of these has been planned for as soon as the reception outdoor area has been fully completed. In spite of this children are given plenty of opportunities to use equipment to balance and climb with confidence. All staff are readily available to join in, question, encourage and extend children’s learning particularly those children who are shy or who find communicating difficult. In PE lessons children in the nursery become aware of space and how to use it and reception children move their bodies in a variety of ways in a large space. A great deal of emphasis is placed on teaching children how to use small equipment such as scissors safely, as many of them have had limited experience prior to starting school. In all

p.21

Commentary

classes children are encouraged to use these resources on a daily basis in order to build up their confidence and enjoyment.

p.21

CREATIVE DEVELOPMENT

Provision in creative development is good.

p.21

Main strengths and weaknesses

 There is a high focus on providing a wide variety of stimulating practical activities for the children to enjoy.

p.21

Commentary

48. Children enjoy listening to songs on the tape recorder and singing number rhymes with the teacher. They enjoy role-play outside where they act out family life and copy their teachers with some accuracy. In the nursery home corner, children emulate family life by laying the table and cooking the food. In reception children thoroughly enjoy using the ‘Laundry’. Children have access to a variety of resources which gives them the opportunity to create models, paintings and collages to support their learning. They all enjoy singing together and children already know a number of songs which they sing during the day. Staff act as excellent role models and actively encourage the children to have a go. They support these areas of learning well and the children achieve very well.

p.21

Main strengths and weaknesses

 Standards in English by the end of Year 2 and Year 6 are well below the national average.  Achievement is good overall. Achievement for the pupils with special educational needs and those pupils who speak English as an additional language is also good.  Teaching and learning throughout the school are good. Additional strategies enable the pupils to make good gains in their learning.  Pupils have very good attitudes to their learning and listen carefully to their teachers. Aldermoor Farm Primary School - 22

p.21

Commentary

49. Standards are well below the national average in reading, writing, speaking and listening skills at the end of Year 2 and of Year 6. Achievement for all groups of pupils is good. Pupils with special educational needs and those who are at an early stage of English acquisition, also achieve well. This is an improvement since the last inspection. Pupils’ achievement is a strength. A high proportion of pupils enter the school at times other than the start of the reception year. A high percentage of pupils have special educational needs and there is a growing number for whom English is an additional language. These factors could impact negatively on how well pupils achieve. However, all groups achieve well. This is a direct result of the good quality teaching that they receive.

p.22

Commentary

50. By Year 2 pupils develop appropriate reading skills for their age and higher attaining pupils read with fluency, expression and understanding. These young readers, however, would benefit from experiencing a much richer range of reading materials. Pupils throughout the school often find it difficult to predict what might happen next in the text or to give suggestions about the characters in the story. Their understanding of figurative or expressive language is poor. Year 6 pupils speak enthusiastically about their reading. Some belong to the local library and regularly borrow books. They have favourite authors, such as Jacqueline Wilson and Lemony Snickett, and talk knowledgeably about the differences between the Harry Potter books and films. Reading is developing well, although many pupils do not receive support from home. Teachers report that only approximately one third of pupils are supported in their reading, at

p.22

Commentary

home. This puts great pressure on school staff to develop pupils’ reading experiences.

p.22

Commentary

51. Writing is an area for development. Many strategies have been put into place to help the pupils improve their writing, for example,  focused teaching groups with extended sessions to give the pupils time to develop their writing skills,  emphasis on role-play, paired discussions and hot seating, to give the pupils opportunities to articulate their ideas before committing them to paper. These strategies are beginning to have a positive impact on standards.

p.22

Commentary

52. Speaking and listening skills are still well below average. The use of expressive and imaginative language is an area that the school is working hard to develop. Within all age ranges boys achieve as well as girls. The spelling of the higher attaining pupils in Years 1 and 2 is often phonetically correct and their print is clear. In Years 3 to 6, spelling is somewhat erratic. Levels of presentation throughout the school are below average.

p.22

Commentary

53. Teaching and learning are good overall. Planning is very detailed and matched very clearly to the pupils needs. The National Literacy Strategy is very well embedded and teachers now seek to adapt its demands to the learning needs of their own pupils. Lessons are challenging. The pace and level of demand placed on the pupils is good. Learning objectives are shared at the beginning of lessons and are referred to as the lesson progresses, so that the pupils are clear about their learning. Teachers have a good understanding of the needs of the pupils and good strategies have been implemented to support the pupils, particularly those who find their work difficult. Marking is good and provides constructive and developmental comments for pupils. This is supported by a comprehensive and effective system of keeping a check on the pupils’ achievements.

p.22

Commentary

54. Pupils have very good attitudes towards their work. This helps them achieve well in lessons. They listen carefully to the teachers and support staff. They apply themselves to tasks with enthusiasm and work hard. In groups the pupils relate very well to each other and support one another in their work. Interventions from support staff are very good. The pupils say that they enjoy their lessons and that teachers give them lots of help and encouragement. Aldermoor Farm Primary School - 23 55. The co-ordinator has developed an action plan designed to bring about further improvements in the subject. Resources are satisfactory overall, although the range of good quality reading materials for younger readers is limited.

p.22

Language and literacy across the curriculum

56. Pupils use their reading and writing skills well in other subject areas. The use of technical and subject specific language is a clear area in need of improvement. For example, the pupils learn correct specific mathematical and scientific language.

p.23

Main strengths and weaknesses

 Standards are low but pupils achieve well.  Teaching and learning are consistently good.  Assessment information is used effectively to identify suitable challenge for all pupils.  The subject is well led, with a focus on raising standards.

p.23

Commentary

57. Pupils' performance in the national tests for Year 2 and Year 6 in the last four years has consistently remained well below average, as it was at the time of the last inspection. The unvalidated 2004 results maintain these low standards. However, work seen during the inspection indicates that the low trend has turned and standards show a slight improvement. Pupils achieve well. Many start school with very low mathematical concepts, other pupils have little or no English, many pupils start or leave the school during the school year and a high proportion of pupils have special educational needs. All groups of pupils achieve well and although current standards at Key Stage 1 are still well below average, by the end of Key Stage 2 they have improved slightly and are below average.

p.23

Commentary

58. During the inspection, teaching and learning were good in four lessons and very good in three. This good quality teaching enables pupils to learn well. Hence, they achieve well and standards are rising. The teaching is good because teachers:  use the national strategy to plan lessons with clear objectives and tell the pupils what they are expected to learn during the lesson;  teach the vocabulary required to understand the concept studied;  manage pupils’ behaviour very well enabling all groups to learn;  plan work for all groups of pupils which challenges them at an appropriate level;  question pupils well to make them think.

p.23

Commentary

59. Teachers of younger pupils make good use of structured apparatus such as ‘clever sticks’ to ensure that they fully understand the concepts covered. Teaching assistants are well briefed and make very effective contributions to the pupils' learning, particularly those with special educational needs and those with little or no English. Pupils are given good opportunities to consolidate and reinforce their learning. Often computers are used for pupils to practise what they have learned.

p.23

Commentary

60. Teachers assess efficiently how well pupils have done in lessons. They use the information gathered effectively to plan the next lesson. This data also helps them to provide individual and group targets for pupils. This contributes successfully to pupils’ good achievement.

p.23

Commentary

61. The subject is well led and managed. The co-ordinator has analysed results from tests and tasks in all year groups. She has used this information very well to provide all staff with Aldermoor Farm Primary School - 24 predictions of how well their class is expected to achieve each year. She regularly monitors teachers’ planning and pupils' work and has a good understanding of the strengths and areas for further development. This helps her to make a useful contribution to raising standards. There has been good improvement in provision since the last inspection. The National Numeracy Strategy has had a positive effect in making the school’s long and medium term planning more consistent. There is a clearer focus on what is to be taught and when. Teachers’ subject knowledge has improved and they are confident in their direct teaching. Consequently the quality of teaching and of learning is better.

p.23

Mathematics across the curriculum

62. Mathematics is used satisfactorily across the curriculum. For example, mathematics appears in science to present the results of investigations and in design and technology to measure accurately when making photo frames. The school has identified that better links between all subjects could be made and this includes mathematics.

p.24

Main strengths and weaknesses

 Standards by Year 2 and Year 6 are well below average.  Teaching is good and this ensures that pupils achieve well.  The school provides too few opportunities for investigative science. This results in pupils’ scientific thinking and vocabulary being less well developed than they should be.

p.24

Commentary

63. Pupils attain well below average standards at Year 2 and Year 6. However, considering the low starting points of many of these pupils and the high pupil mobility, this represents good achievement by most pupils. In Years 1 and 2, two thirds of the pupils reach the nationally expected level and only one fifth exceed it. In Years 3 to 6, standards are low with just over one third of pupils attaining the expected level and about one fifth attaining the higher level 5.

p.24

Commentary

64. In the scrutiny of completed work, and in lessons seen, it is evident that pupils have full access to the National Curriculum. Teaching is good overall. Pupils learn best when actively involved, whether in constructing circuits to light a light bulb in Year 2 or in researching and discussing information about how plants and animals are interdependent in Year 6. In these lessons pupils are encouraged to test out their scientific thinking and ideas. Learning is effective and pupils of all abilities achieve well. They respond enthusiastically to challenge, come up with lots of ideas and really enjoy their lessons. Their teachers’ expectations, both of their behaviour and performance, are good and they learn well.

p.24

Commentary

65. However, opportunities for pupils in most classes to design and carry out their own investigations and develop their scientific thinking are limited. This area of the curriculum needs to be improved and made more consistent, so that these skills are learned progressively, if each pupil is to be given the opportunity to achieve the standards of which they are capable. The majority of pupils are interested, keen to explore and investigate, but are offered too few opportunities to do so.

p.24

Commentary

66. The subject leader is aware of the deficiencies in provision in this subject and is working to bring about improvements. For instance, teachers are working hard to improve pupils’ subject specific vocabulary and this is having some success in some areas. However, he is aware that there is a need for a major school focus on the provision for investigative science. This is Aldermoor Farm Primary School - 25 required in order to bring about the consistency of provision and levels of challenge required to encourage pupils of all abilities to achieve their full potential.

p.24

INFORMATION AND COMMUNICATION TECHNOLOGY

Provision in information and communication technology (ICT) is satisfactory.

p.25

Main strengths and weaknesses

 Standards by the end of Year 6 are average but pupils achieve well as they move through the school.  Teaching is good and teachers’ subject knowledge and confidence has developed considerably since the last inspection.  The ICT technician, and other support staff, play key roles in helping pupils get the most out of their lessons.  The school has plans for a new ICT suite and for developing the subject still further.

p.25

Commentary

67. Standards are below average by the end of Year 2 and average by the end of Year 6. Pupils enter school with well below average ability but are introduced to ICT skills very quickly in the Foundation Stage. These skills are built on throughout Years 1 and 2 and although standards by the end of Year 2 are slightly below that expected of their age group, pupils make good progress and achieve well. Pupils continue to achieve well and reach average standards by the end of Year 6. Although computers are spread out across the school, pupils have plenty of opportunities to use them on a regular basis to support their learning in many subjects. Pupils enjoy ICT lessons. They are motivated, interested and, as a result, work hard. Scrutiny of pupils’ work shows that they build well upon what they have covered in previous years. The skills learnt in Years 3 and 4, on how to change and enhance a piece of work, for example, are

p.25

Commentary

being used well in Year 6 to put together an effective Power Point presentation. This is supporting pupils’ achievement very well and shows a good improvement since the last inspection.

p.25

Commentary

68. Teaching and learning are good. Teachers plan lessons carefully and make very good use of teaching assistants and the ICT technician. In all lessons observed, teaching assistants were working alongside pupils with special educational needs and those with limited ICT skills to good effect. This enabled these pupils to succeed to the same extent as other pupils. With gentle encouragement and help these pupils are able to stick to the task and be proud of what they have achieved by the end of the lesson. All pupils enjoy their lessons and learn rapidly. In lessons observed teachers were very clear about what they wanted pupils to do. The time was used well so that the pace of learning was good. Pupils are already becoming confident in using a computer in the Foundation Stage. By the end of Year 2, they are able to control a floor turtle and are beginning to find things out on the internet. Pupils in Year 3 learn how to change

p.25

Commentary

the size, type and colour of words to give their writing more effect. These skills are used effectively by the end of Year 6 when pupils are beginning to make exciting presentations of work using different effects. Other opportunities are provided for pupils to extend their learning in a variety of ways. Pupils can use the community computers to carry out research after school and the school council records all its minutes of meetings and ideas electronically. The learning mentor uses ICT very effectively to get pupils with emotional needs to design a poster campaigning against bullying.

p.25

Commentary

69. The subject leader supports teachers effectively and has ensured that all weaknesses identified at the previous inspection have been addressed. The majority of computers in the school, however, are out-of-date and scattered around the building. There are plans in place to update computers. The school improvement plan outlines further training for staff and updated hardware and software. This will allow the school to move forward and build still further on the Aldermoor Farm Primary School - 26 good progress already made, thus raising standards in the school. Assessment in ICT is an area that requires further development.

p.25

Information and communication technology across the curriculum

70. The school is developing good links between ICT and other subjects. For example, in numeracy, pupils use ICT to support their knowledge of numbers and shapes and in literacy, they present their writing in a variety of exciting ways. All pupils use ICT to research for information. For example, pupils find out about teeth in their healthy eating project or search for information on the human body. Researching for further information is used extensively in geography through topics on landscapes and mountain environments. Although ICT is currently being used across most subjects the school is well aware of the need to progress this even further.

p.26

Geography and history

71. Neither geography nor history was a focus for the inspection. Therefore, no judgements are made on teaching, learning or pupils’ achievement. The work seen in books shows that the subjects meet the requirements of the National Curriculum. Both subjects are led and managed satisfactorily. The co-ordinators have good plans for raising the status of geography and history and for making better links to other subjects.

p.26

Religious education (RE)

Provision in religious education is good.

p.26

Main strengths and weaknesses

 Very good links are made to pupils’ personal development.  The subject is well led and managed.

p.26

Commentary

72. The RE curriculum is based on the locally agreed syllabus and is planned thoroughly and imaginatively. It includes very good provision for the pupils’ spiritual, moral, social and cultural development. No full lessons were observed during the inspection but, from talking to pupils and looking at the work in their books and on display, it is clear that, since the last inspection, standards have been maintained. Throughout the school, they are in line with the expectations of the locally agreed syllabus and pupils achieve well. Religious Education has a high profile in the school, taking its rightful place in the curriculum. It is delivered creatively. The pupils in Year 3, for instance, have been learning the importance of Wudu for Muslims by practising the ritual in their RE lesson.

p.26

Commentary

73. Every effort is made to link RE to pupils’ personal development. This enhances very effectively pupils’ attitudes to school and their sense of responsibility. Pupils’ understanding of other cultures and religious traditions is also greatly enhanced through visitors, such as a teacher from another local school who led a class assembly on Ramadan. During this assembly, pupils and staff showed great respect for Islamic traditions. They welcomed and valued the contributions made by the Muslim pupils present. The school has a fully inclusive philosophy and respects other peoples’ values and beliefs. This is supported well by RE. The school provides good opportunities for pupils to study artefacts from a wide range of faiths including Christianity, Judaism, Islam and Hinduism. Aldermoor Farm Primary School - 27 74. The subject is well led and managed. The co-ordinator is committed to raising the level of

p.26

Commentary

spirituality in school through the RE syllabus. This work is very well supported by the daily, very good quality acts of collective worship. These greatly enhance the spiritual life of the school. The co-ordinator has a clear vision for the future of the subject, and is in the process of compiling and completing an assessment system, using the local syllabus.

p.27

Art and Design

75. No lessons were observed in art and design during the inspection, so it is not possible to make an overall judgement about provision. However, from the scrutiny of work and displays and talking to pupils, it is clear that they enjoy this subject. By the end of Year 2, pupils attempt to paint in the style of Van Gogh and, by the end of Year 6, pupils use digital images of the surrounding landscape to produce their own work in a variety of media. A small group of pupils has designed some tiles which have been produced for the shower rooms of the local sports centre. Art skills are used effectively in other subjects. For example, pupils make detailed observational sketches in science and character sketches in English. The subject leader is keen to provide more training for teachers in this subject and to put together a portfolio of pupils work to show a clear progression of skills across the school.

p.27

Design and Technology

76. No lessons were observed in design and technology and therefore it is not possible to make an overall judgement on provision and standards. It is, however, evident from reviewing planning documents and scrutinising work and displays that provision meets requirements. The subject leader monitors all planning and provides appropriate support for teachers in delivering the curriculum. It is clear that this subject needs to be given a higher focus over the coming year. The subject leader feels that some staff lack confidence in their teaching but the recent investment in published lesson plans with associated assessment opportunities should help to alleviate this problem. The policy statement is due to be updated in the near future.

p.27

Music

77. Only one music lesson was observed during the course of the inspection, so it is not possible to reach a judgement on standards. However, it is evident from observing assemblies that pupils sing with great gusto and enthusiasm. They are encouraged to do so by very enthusiastic teachers who realise that such activities make a good contribution to pupils’ spiritual, moral, social and cultural development. The subject leader is an expert musician who is very enthusiastic for the future development of his subject and its status in the school curriculum. In a short time, he has written a policy and developed a scheme of work Thus, curriculum requirements are met.

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Physical Education (PE)

78. No physical education lessons were observed during the inspection so it is not possible to judge standards. However, it is evident from teachers’ planning and from the number of after school activities that the school provides, that the subject plays an important part in the life of the school. The new subject leader has devised an action plan to monitor standards and provision in order to bring about improvement. The school provides a good range of out of school activities including many major sports. Swimming lessons are provided for pupils in Years 3 – 6 and older pupils have opportunities to take part in outdoor activities at a residential centre. Aldermoor Farm Primary School - 28

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Personal, social, health and citizenship education (PSHCE)

Provision in personal, social, health and citizenship education is very good.

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Main strengths and weaknesses

 The school places great importance on personal, social, health and citizenship education.  This subject supports pupils’ personal development very well.

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Commentary

79. The good emphasis placed upon personal, social, health and citizenship education enhances pupils’ learning and their attitudes to school considerably. Very good links are made with other subjects, especially religious education. Pupils of all ages have very good opportunities to develop their roles as informed citizens through a wide range of initiatives. Staff encourage pupils to talk about issues personal to them in PSHCE sessions. There are also opportunities for pupils to discuss personal problems with the learning mentor and to use the ‘chill out’ area if they need time to think things through. All pupils are valued. This is because the school is fully inclusive and believes strongly that each member of its community has something special to offer.

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Commentary

80. PSHE gives good support to pupils’ spiritual, moral, social and cultural development. Pupils contribute to the life of the class and school. Older pupils can be seen taking care of younger pupils in and around school. This sense of responsibility is enhanced by the work of the School Council. Pupils are encouraged to respect the culture of others and have respect for adults and for each other. As part of the citizenship programme, pupils fund raise for specific events. Pupils understand the difference between right and wrong. The whole PSHCE programme helps pupils develop their very good attitudes to school and a responsible way in which to behave in and around school. Aldermoor Farm Primary School - 29

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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 4 Value for money provided by the school 3

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

Overall standards achieved 5 Pupils’ achievement 3

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

Pupils’ attitudes, values and other personal qualities (ethos) 3 Attendance 4 Attitudes 2 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 3 How well the curriculum meets pupils needs 4 Enrichment of the curriculum, including out-of-school activities 2 Accommodation and resources 4 Pupils’ care, welfare, health and safety 2 Support, advice and guidance for pupils 2 How well the school seeks and acts on pupils’ views 2 The effectiveness of the school’s links with parents 4 The quality of the school’s links with the community 2 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 4 The leadership of the headteacher 2 The leadership of other key staff 3 The effectiveness of management 4

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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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