Sandhurst Primary School

SANDHURST PRIMARY SCHOOL

Dates of inspection: 13 th – 15 th June 2005

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SANDHURST PRIMARY SCHOOL

Inspection carried out under section 10 of the School Inspections Act 1996 Sandhurst 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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SANDHURST 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 Sandhurst Primary School - 3 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. Sandhurst Primary School - 4

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INFORMATION ABOUT THE SCHOOL

Type of school: Primary School category: Community Age range of pupils: 5 – 11 Gender of pupils: Mixed Number on roll: 174

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INFORMATION ABOUT THE SCHOOL

School address: Rye Road Sandhurst Cranbrook Kent Postcode: TN18 5JE

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INFORMATION ABOUT THE SCHOOL

Telephone number: 01580 850288 Fax number: 01580 850788

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: Governing Body Name of chair of governors: Mrs L Baker

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CHARACTERISTICS OF THE SCHOOL

Sandhurst Primary School is a smaller than average school providing education for 174 children aged between five and 11, 87 girls and 87 boys. A large number of children live within the local area, although several children live in surrounding villages. The number of pupils identified as being eligible for free school meals is in line with the national average. There are no pupils in the school for whom English is an additional language. The percentage of pupils on the school’s special educational needs register is above the national average although the number of pupils with a Statement of Special Educational Need is below average. There is a higher than average level of pupil mobility, with several pupils joining or leaving the school other than at the normal times. This has an adverse effect on the school’s results. Children’s attainment on entry to the reception class is well below expectations for

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CHARACTERISTICS OF THE SCHOOL

their age. There has been a great deal of change in the teaching staff in the past two years but the staff is now settled. The school received the ‘Activemark’ and a ‘School Achievement Award’ in 2002, the ‘Investors in People’ award in 2003 and the ‘Artsmark’ in 2005. . Sandhurst Primary School - 5

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INFORMATION ABOUT THE INSPECTION TEAM

Members of the inspection team Subject responsibilities

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INFORMATION ABOUT THE INSPECTION TEAM

20737 Paul Evans Lead inspector Mathematics Information and communication technology Music Physical education 9420 David Martin Lay inspector 32106 John Zealander Team inspector English Art and design Design and technology Modern foreign language 20003 Susan Metcalfe Team inspector Foundation stage curriculum Science Geography History Religious education Personal, social and health education Special educational needs

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INFORMATION ABOUT THE INSPECTION TEAM

102 Bath Road Cheltenham Gloucestershire GL53 7JX

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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). Sandhurst Primary School - 6

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STANDARDS ACHIEVED BY PUPILS 9

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 12

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

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OVERALL EVALUATION

Sandhurst Primary School is a satisfactory school, which has gone through a period of significant change with regard to its teaching staff since its last inspection, and is now well set to improve. The quality of teaching and learning in lessons is now good. The leadership of the headteacher is satisfactory. The headteacher and the governing body have managed the recent changes in the school well and, together with the new deputy headteacher, the headteacher has a good educational vision for the school. Pupils’ attitudes and behaviour are good. The school provides satisfactory value for money.

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The school’s main strengths and weaknesses are:

• The achievement of pupils is good overall throughout the school and pupils with special educational needs and those who have particular talents achieve well. • The educational vision of the headteacher is good. • The quality of teaching and learning in lessons is good. • There are inconsistencies in the matching of work to the differing abilities of pupils, in the use of assessment information in the tracking of pupils’ progress and in the marking of pupils’ work. • Provision for pupils’ moral and social development is very good. • Pupils have good attitudes and behaviour which are a direct result of the good management of almost all teachers. • The curriculum is good and it is enriched well through extra-curricular activities, visits and visitors to the school. • The information given to parents about their children’s learning needs improvement and there are minor omissions in some of the school’s documentation.

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The school’s main strengths and weaknesses are:

• The monitoring of the quality of teaching and learning in lessons is not well developed. • The school’s plan for improvement does not show which issues are the most important and should be dealt with first.

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The school’s main strengths and weaknesses are:

Since the last inspection, the school has made satisfactory improvement. While several of the key issues raised in the last inspection have been addressed well, strategies in place to rectify others have been set back by changes in the teaching staff. Pupils’ learning has been affected by these changes but the teaching staff is now settled and there are very few further changes set to take place. The leadership and management of the school are satisfactory. The headteacher has managed the changes in the school well, including major building work, and he has a good educational vision for the school, which is fully shared by the new deputy headteacher and the governing body. The quality of teaching is now good or better in most lessons and the school is determined that the quality of teaching and learning Sandhurst Primary School - 8 will be raised to the highest quality seen within the school. Attendance is good. The

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The school’s main strengths and weaknesses are:

achievement of pupils throughout the school is now good. Sandhurst Primary School - 9

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STANDARDS ACHIEVED

All schools Similar schools Results in National Curriculum tests at the end of Year 6, compared with: 2002 2003 2004 2004

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STANDARDS ACHIEVED

English B D D D Mathematics B E C B Science C D C B 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

The achievement of pupils is good in lessons in all key stages. Pupils with special educational needs achieve well because of the very good support that they are given. Children in the Foundation Stage reach standards which are in line with expectations in all areas of learning by the time they start in Year 1. This represents good achievement because when they join the school many children have standards in communication, language and literacy and in personal, social and emotional development which are well below what is expected for children of this age. In the national tests in 2004, standards in reading and writing were well below average at the end of Year 2 and standards in mathematics were average, when compared to all schools nationally. From the time that they joined the school, this Year 2 group has been identified as having a particularly high number of lower-attaining pupils. Standards at the end of Year 6 were below average in English and average in

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STANDARDS ACHIEVED

mathematics and science. The achievement of both these groups of pupils has been affected by the high level of teacher changes in the past two years. The present Year 6 group is on track to exceed expectations in mathematics and to meet expectations in English and science in the 2005 tests. Inspection evidence shows that standards in English, mathematics and science are in line with expectations at the end of Year 2. Pupils achieve well in information and communication technology (ICT) and standards are above expectations throughout the school. ICT is used well in the teaching and learning of other subjects. Pupils achieve satisfactorily in religious education and standards are in line with the locally agreed syllabus. Pupils achieve very well in art and design throughout the school and standards are above expectations. Achievement in music is satisfactory for all pupils, and this represents good improvement since the last inspection. Because of agreed inspection trails and

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STANDARDS ACHIEVED

timetabling, standards were not judged in other subjects.

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STANDARDS ACHIEVED

Pupils’ attitudes and behaviour are good throughout the school. The provision for pupils’ spiritual, moral, social and cultural development is good overall. Pupils’ moral and social development are very good, and their spiritual and cultural development are both good. Levels of attendance are good.

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QUALITY OF EDUCATION

The quality of education provided by the school is satisfactory and improving, after a period of disruption . The quality of teaching and learning is good throughout the school and almost four out of ten lessons are very good or better. The quality of the curriculum offered to pupils is good and the curriculum for Foundation Stage children Sandhurst Primary School - 10 is very good. There is a good range of extra-curricular activities, visits and visitors to the school. Provision for the care, welfare, health and safety of pupils is satisfactory. Procedures and policies for child protection and health and safety have not been updated. All pupils receive satisfactory support and guidance. The school has satisfactory links with parents and good links with the community and with other schools.

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LEADERSHIP AND MANAGEMENT

The leadership and management of the school are satisfactory overall . The leadership and management skills of the headteacher are satisfactory. After a period of disruption in the school, the headteacher is building a close working partnership with the new deputy headteacher, and the capacity for improvement is good. The headteacher, the deputy headteacher and the governing body have a good educational vision for the school. The leadership and management of key staff, in their various areas of responsibility, are satisfactory and improving as the new staff team settles in. The role of subject co-ordinators in monitoring standards and achievement in their subjects is not fully developed because of the changes in the school’s staff. Governance of the school is satisfactory and the governors have a clear understanding of the strengths and weaknesses of the school. They have a good working partnership with the headteacher. However, some statutory documents

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LEADERSHIP AND MANAGEMENT

do not fully comply with requirements, although this does not have any detrimental effect on pupils’ learning or achievement. Statutory requirements are fully met in all other ways. Financial management is good.

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PARENTS’ AND PUPILS’ VIEWS OF THE SCHOOL

Parents are satisfied with the school. In questionnaires, during the parents’ meeting with the lead inspector and when spoken to during the inspection, most were complimentary about the school. However, a small number expressed concerns about the information that they receive, particularly about their children’s progress. Inspection judgements support parents’ concerns in this area. Pupils are pleased with their school. They have confidence in all adults working in the school. They enjoy their activities and enjoy attending school.

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The most important things the school should do to improve are:

• Raise the quality of teaching and learning in all lessons to the highest levels seen within the school. • Ensure that assessment information is used consistently to match future work to pupils’ level of ability and to track pupils’ progress through the school. • Develop, implement and frequently monitor a scheme for the marking of pupils’ work. • Ensure that senior managers and subject co-ordinators regularly and rigorously monitor the quality of teaching and learning, pupils’ achievement and the standards that they reach. • Review and revise the school improvement plan to ensure that these issues are dealt with first. Sandhurst Primary School - 11

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And to meet statutory requirements:

• Update the policy for child protection to reflect the latest legislation. • Improve the quality of annual written reports to parents and ensure that the minor omissions from the governors’ annual report and the school prospectus are put right. Sandhurst Primary School - 12

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Standards achieved in areas of learning, subjects and courses

Standards are satisfactory overall. Achievement is good.

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Main strengths and weaknesses

• Standards are beginning to improve because of improved teaching and learning. • Standards in mathematics are above average at the end of Year 6. • Standards in ICT are above expectations throughout the school. • The achievement of children in the Foundation Stage is good.

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Commentary

1 Children’s attainment when they start in the reception class is well below expectations, particularly in their language development and their personal and social skills. As a result of good and very good teaching and learning and high expectations, their attainment is in line with national expectations in all six areas of learning by the time they begin in Year 1. This represents good achievement and good progress since the last inspection. Pupils who have special educational needs achieve well because of the good provision that is made for their learning throughout the school.

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Commentary

Standards in national tests at the end of Year 2 – average point scores in 2004

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Commentary

Standards in: School results National results Reading 14.4 (11.7) 15.8 (15.7) Writing 13.3 (9.7) 14.6 (14.6) Mathematics 16.2 (13.7) 16.2 (16.3) There were 24 pupils in the year group. Figures in brackets are for the previous year

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Commentary

2 In the 2004 national tests at the end of Year 2, pupils achieved standards that were well below average in reading and writing and average in mathematics in comparison with all schools nationally and with similar schools. Teacher assessments in science showed that all pupils reached the expected Level 2. The trend of improvement in the school’s end of Year 2 results for all core subjects together over the past five years was below the national trend. These results were predicted by the school, as this group of pupils contains a higher than usual number who have lower ability. The school was advised of this by the pre-school provider and has worked hard to ensure that pupils reached their potential. However, this group, as with others in the school, has suffered from the high level of changes of teachers during the immediate past.

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Commentary

Standards in national tests at the end of Year 6 – average point scores in 2004 Sandhurst Primary School - 13 Standards in: School results National results English 26.5 (25.6) 26.9 (26.8) Mathematics 27.5 (23.9) 27.0 (26.8) Science 29.3 (27.6) 28.6 (28.6) There were 26 pupils in the year group. Figures in brackets are for the previous year 3 In the 2004 end of Year 6 national tests, pupils attained standards that were below the national average in English and in line with the national average in mathematics and science. This was a significant improvement in mathematics and science over the previous years’ results, and this improvement has continued in the present Year 6. In comparison with schools whose pupils scored similarly in tests at the end of Year 2, the results at the end of Year 6 were below average in English and above average in mathematics and science. The trend of improvement in Year 6 results over the past five years,

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Commentary

when all core subjects are taken together, was below the national trend.

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Commentary

4 Inspection evidence shows that current standards in English and science are in line with expectations at the end of Years 2 and 6. Standards in mathematics are in line with expectations at the end of Year 2 and above expectations at the end of Year 6. The development and use of literacy and numeracy skills in other subjects are good. Standards in religious education are in line with the expectations of the locally agreed syllabus.

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Commentary

5 Standards in ICT are above expectations throughout the school. ICT skills are used well in the teaching and learning of other subjects. Because teachers plan to include the teaching and learning of skills in ICT during lessons in other subjects, pupils learn and achieve well. They also understand how ICT can promote their learning and achievement and are enthusiastic about using ICT as a tool for learning.

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Commentary

6 Whilst there has been a high level of change in the teaching staff, this has now ended and the staff is settled. There is good and very good teaching in many lessons which, when combined with pupils’ good attitudes and behaviour, results in good achievement overall.

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Pupils’ attitudes, values and other personal qualities

Pupils behave well and have good attitudes to school. Provision for spiritual, moral, social and cultural development is good overall. Pupils’ attendance is good and the school’s actions to promote good attendance are satisfactory. Pupils’ punctuality is satisfactory .

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Main strengths and weaknesses

• Good provision for pupils’ personal development leads to good relationships in the school community and to pupils having good attitudes to learning. • Effective procedures for promoting good behaviour ensure that the majority of pupils behave well in lessons and around the school. • Insufficient opportunities are provided for pupils to value and understand different cultures. Sandhurst Primary School - 14 • Most pupils have a good attendance record.

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Commentary

7 Pupils enjoy coming to school. They feel secure and valued and make good friendships. The older pupils say they will be sad to leave at the end of the term. Pupils find lessons interesting and appreciate the rich curriculum, particularly the opportunities that they have to go on visits and take part in school activities. In lessons, pupils are keen to answer questions or offer their opinions. The oldest pupils enjoy the way that their teacher engages them in discussion. Most pupils feel that it is a friendly school, and enjoy taking on responsibilities and looking after younger children. Many pupils take advantage of the very wide range of clubs on offer, some attending three or more a week. Pupils with special educational needs are fully included in the school’s activities and they generally have good attitudes to their work and behave well both in and out of classrooms.

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Commentary

8 The last reported figure for pupils’ overall attendance for the year 2003/2004 is good, and is in line with that of most other schools. The rate of authorised absence was the same as the national rate and the rate of unauthorised absence was well below the national rate. These figures show a decline from the situation at the time of the last inspection. The school has satisfactory procedures to monitor attendance and works with the Education Welfare Officer in contacting parents to establish reasons for absence in order to improve the record of pupils who cause concern.

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Commentary

9 Punctuality is satisfactory, with only a relatively small number of pupils being late each day. The school states that it has made arrangements to carry out checks in the near future in order to improve the punctuality of persistent offenders.

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Commentary

Attendance in the latest complete reporting year (%)

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Commentary

Authorised absence Unauthorised absence School data 5.1 School data 0.0 National data 5.1 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

10 Behaviour around school is good overall. In most lessons behaviour is very good, although a few pupils sometimes find it hard to behave appropriately throughout the whole lesson. Teachers manage pupils who have difficulty with their behaviour consistently well so that there is the least possible impact on the pupils’ own learning and that of others. They are very polite and engage in conversations with adults in a mature and respectful way. The school states very clearly that bullying is not tolerated and has very good procedures for dealing with it should it occur. Therefore, pupils and most parents feel that bullying only happens rarely and when it does it is very effectively dealt with. Sandhurst Primary School - 15 Exclusions are low and have been used only when all other measures have failed.

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Commentary

Ethnic background of pupils Exclusions in the last school year

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Commentary

Categories used in the Annual School Census No of pupils on roll Number of fixed period exclusions Number of permanent exclusions White – British 148 3 0 White – any other White background 2 0 0 No ethnic group recorded 3 0 0 The table gives the number of exclusions, which may be different from the number of pupils excluded.

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Commentary

11 As well as promoting pupils’ personal development in personal, social, health and citizenship lessons and other subjects, the school’s ethos underpins this whole aspect. Teachers’ high expectations, good role models and an insistence that all members of the school community should respect each other result in good relationships. Consequently, pupils work and play well together. Pupils relish the responsibilities they have as buddies and value the contribution they make as school councillors.

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Commentary

12 Effective use of the school’s behaviour code and very good consideration of moral issues in lessons promote pupils’ very good understanding of differences. For example, pupils understand that there are cultural differences that are expressed in the arts and music in particular, and showed that they understand these cultural differences in an excellent religious education lesson seen in Year 6. Spiritual development is very strong. There are many good opportunities for reflection throughout the curriculum, with pupils developing an understanding of how people in different situations might feel. This was developed well in a literacy lesson based on the arranged marriage of Egeus and in a religious education lesson that focused on the use of music to convey moods and feelings.

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Commentary

13 Pupils have a wide range of opportunities to develop their appreciation of Western culture in art and music. However, although pupils learn about different religions in religious education, in other subjects pupils do not have enough opportunities to learn about different cultures to prepare them for being citizens in a multicultural society.

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QUALITY OF EDUCATION PROVIDED BY THE SCHOOL

The quality of education provided by the school is satisfactory . The quality of teaching and learning is good . The quality of the curriculum is good . The school offers satisfactory care, welfare, health and safety, and satisfactory support, advice and guidance to all its pupils. The school’s partnership with parents is satisfactory and links with the local community and with other schools are good .

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Teaching and learning

Sandhurst Primary School - 16 The quality of teaching and learning is good overall. Assessment is satisfactory but the use of assessment to guide future planning and to track pupils’ progress as they move through the school is unsatisfactory.

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Main strengths and weaknesses

• Children in the foundation stage are excited by their learning. • There is some high quality teaching and learning in Years 1 to 6. • There are high expectations for pupils’ attitudes and behaviour. • The information gathered about how well pupils are progressing is not consistently well used. • The school’s policy for marking does not give teachers enough guidance.

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Commentary

14 The quality of teaching and learning for children in the Foundation Stage is good overall and is very good in some lessons. Because teachers understand the needs of young children and bring an excitement to their experiences, children learn well. There is very good partnership between teachers and teaching assistants. The teaching assistants are fully included in lesson planning. Working very well as a team, the teacher and the teaching assistants support and guide children very well, assessing each child’s progress as they learn. The information gathered about children’s progress is used well to match future tasks to their level of development.

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Commentary

15 In Years 1 to 6 the quality of teaching and learning is good overall. In some lessons it was very good and in one lesson in Year 6 it was excellent. Teachers show good subject knowledge, their lesson planning is good and in most lessons the tasks that pupils are set and the good pace of learning engage pupils and they become eager to learn. Teachers and teaching assistants work very well together and the teaching assistants are very well used to promote pupils’ learning. Relationships between all adults and pupils are very good and, because of the high expectations of staff and the respect which is developed in pupils, pupils’ attitudes to work and their behaviour are almost always good. This contributes strongly to pupils’ learning.

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Commentary

Summary of teaching observed during the inspection in 18 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

16 Where the quality of teaching and learning is satisfactory, the tasks set do not challenge pupils sufficiently to generate a real eagerness to learn. Pupils are not expected to respond to interesting questions or investigations but rather to listen to teachers presenting them with facts. On the few occasions when this occurs, pupils become uninterested and sometimes their teachers find it difficult Sandhurst Primary School - 17 to maintain pupils’ good behaviour and good attitudes to work. In striving to raise standards, the senior management team is determined to improve the quality of all teaching to the highest standards found within the school.

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Commentary

17 During lessons, teachers and teaching assistants make notes of the progress that pupils make or any difficulties that they experience in their learning. This information is well used to modify lesson planning. In this way, teachers are ensuring that in most lessons pupils make good progress. However, this good information is not well used in the tracking of pupils’ progress through the school. The school has a system for tracking pupils’ progress and for setting targets, but day to day information about progress is not used to update this system to show whether pupils will reach, exceed or undershoot the targets set. This is not supporting pupils’ learning as well as it should.

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Commentary

18 The school’s policy for the marking of pupils’ work is not up to date and does not give teachers sufficient guidance in the use of marking as a tool for assessing pupils’ progress or for target setting. The school has introduced a system of making pupils aware of what they are intended to learn in each lesson (WALT - ‘We Are Learning To’). Linked to this is the teachers’ aim for marking, (WILF - ‘What I am Looking For’). When looking at pupils’ recent work, these intentions for marking are inconsistently applied and some work is not marked at all. This is an area for development that the school recognises. Senior managers intend to improve this as a part of the planned development of subject co-ordinators’ roles and a much more rigorous monitoring of the quality of teaching and learning in lessons.

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The curriculum

The overall quality of the curriculum is good , with a good range of extra-curricular activities. The accommodation and resources are good .

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The curriculum

• The Foundation Stage curriculum is very good. • Good opportunities are available for curriculum enrichment. • The provision for pupils with special educational needs is good. • There is a good match of teaching staff to the curriculum and a very good level of support staff.

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The curriculum

19 The good improvement in the curriculum since the time of the last inspection is raising standards achieved by pupils. The national strategies for the Foundation Stage, English and mathematics are well established. The curriculum for the reception children is particularly good and is based on ensuring that all children have a wide range of activities that enable them to achieve well. Across the school there is a good range of high quality activities that caters well for the needs of all pupils. These experiences are enhanced by a good, wide range of clubs and other activities linked to art, music, ecology and sport. The curriculum Sandhurst Primary School - 18 is also enhanced by the opportunity that pupils now have to learn to speak French.

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The curriculum

20 The curriculum meets all statutory requirements, including the requirements of the locally agreed syllabus for religious education and collective worship. The staff has identified the need to move to a richer, more creative curriculum, developing pupils’ subject specific skills through a themed approach. The trials for this in Year 6, for instance, have been very successful, with pupils linking their work in science, history, geography, ICT, English and art and design to a study and planned performance of A Midsummer Night’s Dream outside in the school grounds. Other classes have combined science, history and geography within a ‘Journey Round the World’, using their research skills to find information about the life of people and creatures and climates and habitats of the major continents. The school still has to refine teachers’ marking strategies to enable the curriculum to be fine-tuned to effectively meet all pupils’ needs.

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The curriculum

21 The provision for pupils with special educational needs is good. Pupils’ needs are identified from an early age, and individual education plans are put into place to help teachers plan activities that support their learning. There are a very good number of experienced teaching support assistants who help these pupils learn in class and, where necessary, withdraw them for highly focused, targeted support. The co-ordinator for special educational needs is especially skilled at working with pupils with specific learning needs, such as dyslexia, and gives good guidance to teachers, parents and supporting staff to enable all pupils to take full advantage of the good quality curriculum and make good strides in their learning. The school has a good number of skilled classroom teachers to deliver the curriculum well. Most subjects are led by staff who have a specific qualification and training in their subject.

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The curriculum

22 The accommodation is good, with that of the foundation stage being particularly good, especially the outside classroom. Although the area is not covered, fences shelter it as well as trees so that children can continue to work and play outside except in really wet weather. Resources are satisfactory. In most lessons pupils have the necessary resources, which are up to date and in good condition. Although the school does not have an ICT suite, each room is well equipped with an interactive white board. The school does have a number of laptops for pupils’ use. Sandhurst Primary School - 19

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Care, guidance and support

The school provides satisfactory care for pupils’ wellbeing, in a safe and healthy environment. It provides them with satisfactory advice, support and guidance and makes good arrangements to seek their views and involve them in the work and development of the school.

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Main strengths and weaknesses

• Pupils have very good and trusting relationships with adults. • There are good arrangements for pupils’ entry into the reception class. • The arrangements for seeking and acting upon the views of pupils are good. • Procedures for child protection require updating. • Some minor health and safety items require attention.

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Commentary

23 The school has satisfactory arrangements for identifying and monitoring situations which may give rise to child protection concerns. Its policy, procedures and staff training require updating in line with recent legislation. There are satisfactory procedures and practices to meet the medical needs of pupils.

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Commentary

24 Pupils work in a generally safe and healthy environment. Regular property checks and statutory testing of fittings and equipment are carried out. However, the school has been made aware of some minor items which were noted during the inspection. Risk assessments are carried out prior to any external visits but these do not fully indicate how possible events should be dealt with if they occur.

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Commentary

25 Pupils receive satisfactory support and guidance in regard to their personal and academic development. As a result of the very good relationships within the school, pupils would feel confident to approach an adult regarding any matters which were troubling them. Their personal development is aided through features such as the recent and effective introduction of a ‘Breakfast Club’, the playground ‘Buddy Stop’ and the use of ‘Circle Time’. Pupils’ academic progress is satisfactorily supported through targeted provision, the use of assessment and the use of specific targets for individual pupils, although these are not always clearly known and understood by the pupils.

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Commentary

26 Pupils with special educational needs receive good support and guidance in lessons because work is matched to the needs identified in their individual education plans and because of the very good support offered by the teachers and teaching assistants.

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Commentary

27 The school has good induction arrangements for new pupils, which help to make starting school a positive experience for children which assists with their early learning. For instance, children make preliminary visits to the school for story-telling sessions. Parents are provided with good information which enables them to help their child at home. Pupils who join the school after the Sandhurst Primary School - 20 reception year are also well supported and report that they feel welcomed by both the school and other pupils.

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Commentary

28 The school makes good provision for seeking and acting upon the views of pupils. The school has conducted surveys to discover their views on various topics. There is an active ‘School Council’ which consults pupils prior to its meetings and has been influential in bringing about improvements in the school grounds and the ‘No coat, no play’ policy. It also took an active role during the interviews for the appointment of a deputy headteacher. Pupils report that they feel their views are sought and valued.

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Partnership with parents, other schools and the community

Parents' links with the school are satisfactory . Links with other schools and with the community are good .

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Main strengths and weaknesses

• There are strong links with other schools through the cluster and other arrangements. • The school makes good efforts to seek and act upon the views of parents. • The quality and usefulness of some pupils’ annual reports are not as good as they should be.

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Commentary

29 Several parents who responded to the questionnaire prior to the inspection felt that they are not well informed about the school’s activities and their child’s progress, that the school does not seek or value their views and that they are not comfortable to approach the school. Evidence gathered during the inspection did not always support these views. The school provides a written report in the summer term which details what pupils have been doing. However, the samples seen often did not give targets for English, mathematics, science or for pupils’ personal development. They were also not very helpful to parents as to how they could assist their child’s learning at home or their personal development. There are also minor deficiencies in, or omissions from, other statutory documents such as the school prospectus and the annual report by governors, but these do not adversely affect pupils’ achievement or the

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Commentary

30 Parents receive frequent newsletters which keep them informed of forthcoming events. They also receive information regarding curriculum and topic work for the term and shorter periods but this does not often include guidance as to how parents could help their child at home. Parents of reception children receive information that includes the school’s homework policy and advice on helping their child with reading. Children have ‘Contact Books’ that are available as a means of communication between home and school. Parents of pupils with special educational needs are kept well informed of their children’s progress and are offered every opportunity to attend meetings, including annual reviews. Sandhurst Primary School - 21 31 Parent consultation evenings are held each term. These meetings are well attended and provide parents with good opportunities to discuss their child’s progress and their future targets. The school follows up with parents who do not

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Commentary

attend the meetings. A number of parents come into the school on a regular basis to help in classrooms and others help on trips or at particular events such as ‘Book Week’. Parents have also, over the last few years, attended ICT courses at the school. Together, these factors enable parents to make a satisfactory contribution to their children’s learning at school and at home.

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Commentary

32 The school makes a good effort to discover and respond to the views of parents. Recent questionnaires have been issued by the governors, and by the school in regard to the proposed ‘Breakfast Club’ and ‘Walking Bus’. Furthermore, teachers are available in the playground at the start and end of the school day and the governors hold a playground ‘Surgery’ termly when they discuss matters with parents. The outcomes of surveys are reported to parents and the school responds to any issues identified. The school also makes a good effort to deal with any concerns or complaints raised by parents.

p.21

Commentary

33 The school has good links with the local community, which are used to improve the teaching and learning of pupils. There are links with organisations such as the local church, the police and with local senior citizens. Pupils make visits to local farm shows and a pinetum, and local villagers come to school to join in events such as ‘Arts Week’.

p.21

Commentary

34 The school has good links with other schools through its membership of a cluster of local primary and secondary schools and its association with Angley Sports College. These links enable the school to run joint staff training activities, provide sports coaching and drama activities for pupils and organise initiatives such as supporting boys’ writing. The school also has effective links with overseas schools and the local nursery school. Collectively, these links make a significant contribution to the teaching and learning of pupils.

p.21

Commentary

35 There are good arrangements for the transfer of pupils into secondary education. Parents are provided with relevant information and they and their children visit prospective schools and in turn are visited by staff from the secondary schools. Pupils complete a ‘ Kent Passport’ and receiving schools are given information about any child who may find the transition particularly difficult. These arrangements enable pupils to make the transfer with confidence.

p.21

LEADERSHIP AND MANAGEMENT

The leadership and management of the school are satisfactory . The headteacher’s leadership is satisfactory . The leadership of other key staff is satisfactory . The management of the school is satisfactory . Governance is satisfactory .

p.21

LEADERSHIP AND MANAGEMENT

Main strengths and weaknesses Sandhurst Primary School - 22 • The headteacher’s clarity of vision, with good support by senior staff, has created an effective team to raise standards. • Governors have a good understanding of the school and play an effective part in its development. • Subject leaders make an effective contribution to the school’s work in raising achievement. • Unavoidable staff turnover over the last two years coupled with high pupil mobility has been a barrier to more rapid improvement.

p.21

Commentary

36 Improvement since the last inspection has been satisfactory and the provision of new classrooms for the youngest pupils is very good. Most of the concerns raised then have been dealt with effectively. The headteacher has a clear vision for the school’s continued improvement, especially in the curriculum, and, together with senior staff, has identified priorities for its development. Recent appointments to the staff suggest that the school now has an effective staff team that will be able to take the school further forward. Induction procedures for all staff are good and the school is fully involved in the development of student teachers.

p.22

Commentary

37 The leadership of curriculum developments by subject leaders is good. Most have a clear view of the developments needed in their subject whilst exploring ways in which they can make coherent links across the whole curriculum. Staff are committed to ensuring that all pupils, whatever their background or needs, benefit from all the school has to offer, so pupils with special educational needs, be they gifted and talented or pupils with learning or behavioural difficulties, are catered for very well. The co-ordinator for special educational needs provides good leadership and management of this area, involving teachers and teaching assistants in the planning and application of good provision.

p.22

Commentary

38 Management of the school is satisfactory. The school’s development plan includes many aspects but does not have a rigorous timescale and structure that ensure that the main priorities are clearly outlined and costed. The school has employed a number of systems to track pupils’ progress as they move through the school but does not yet have one that is sufficiently secure to enable it to evaluate and set targets for future teaching and learning. The school’s performance management procedures are linked to its plans for improvement and are used to establish priorities for staff development and to set targets for raising pupils’ achievement. As a result of recent appointments, senior managers and subject leaders are taking a more active role in identifying ways to raise standards in their subjects. This is a good improvement since the last inspection.

p.22

Commentary

39 Financial management is good. The school bursar provides the headteacher and governors with regular monitoring information on expenditure and there are satisfactory systems to ensure the school gets the best value from its spending. Sandhurst Primary School - 23 Financial information for the year April 2004 to March 2005

p.22

Commentary

Income and expenditure (£) Balances (£) Total income 366 741 Balance from previous year 48 447 Total expenditure 361 910 Balance carried forward to the next 53 278

p.23

Commentary

40 The governing body challenges and supports the work of the school effectively. Good systems are in place to involve governors in planning for improvement. The governors know the school’s strengths and weaknesses, and are not afraid to challenge judgements and question the need for changes as and when necessary. The governors monitor the work of the school through reports and visits to classrooms to observe lessons and to evaluate whether the recent work to provide a richer, more relevant curriculum has been successful. Some statutory documents do not fully comply with requirements, although this does not have any detrimental effect on pupils’ learning or achievement. Statutory requirements are fully met in all other ways. Sandhurst Primary School - 24

p.23

AREAS OF LEARNING IN THE FOUNDATION STAGE

Provision for children in the Foundation Stage is good.

p.24

AREAS OF LEARNING IN THE FOUNDATION STAGE

41 Children are admitted to the school in the September of the year in which they are five, with the younger attending part-time for each morning until Christmas. All children attend full-time in the spring and summer terms. Children show a broad range of attainment on entry but a large proportion have very limited speaking and listening, mathematical and personal and social skills. Standards on entry to reception are, therefore, well below the national average. The quality of education is good overall, with particular strengths in the collection and use of assessment information. Leadership and management in the Foundation Stage are good and strong. The staff work as an effective team with a clear view as to how the curriculum is to be improved and extended to meet the needs of all children. There is very systematic monitoring of standards, teaching and learning.

p.24

AREAS OF LEARNING IN THE FOUNDATION STAGE

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

p.24

AREAS OF LEARNING IN THE FOUNDATION STAGE

Provision in personal, social and emotional development is good .

p.24

AREAS OF LEARNING IN THE FOUNDATION STAGE

• Children make good progress in developing their independence and confidence. • A good range of activities stimulates their interest and curiosity. • Teachers hold high expectations that children will organise their own resources and be responsible for their own things. • Good relationships enable children to develop their confidence and self- esteem.

p.24

AREAS OF LEARNING IN THE FOUNDATION STAGE

42 Children achieve well because of the good range of activities available and the secure environment in which they work and play. Children part from their parents and carers with confidence and quickly settle to their tasks. Many children have not learned how to look after their own possessions before they start school, but they are taught well and make good and rapid progress. They respond well to simple responsibilities and other ‘monitor’ roles, especially getting out and tidying away resources. Some children have had limited opportunities for guided play before joining the school, but they make good progress in forming relationships with their peers and supporting adults and play well together. Activities stimulate their interest and curiosity and they choose effectively what they want to do in free choice activities, showing good concentration for their age. They make good progress in developing their social

p.24

AREAS OF LEARNING IN THE FOUNDATION STAGE

skills and work and play alongside other children, sharing resources and toys well. Sandhurst Primary School - 25 43 Teaching and learning are good overall with much very good teaching seen, especially where teachers involve children in their own learning. By the time children enter Year 1 they have average personal, social and emotional skills and most attain the standards expected in the Early Learning Goals. Teachers build children’s self-esteem well through praise and encouragement, so they tackle new activities with interest and confidence. Good relationships develop children’s confidence and they respond well to adults across the school, as well as to other, older pupils. COMMUNICATION, LANGUAGE AND LITERACY

p.24

AREAS OF LEARNING IN THE FOUNDATION STAGE

Provision in communication, language and literacy is very good.

p.25

AREAS OF LEARNING IN THE FOUNDATION STAGE

• Teachers stimulate children’s interest in books and enjoyment of stories very well. • Opportunities for children to talk and share ideas are very good, frequent and stimulating. • Information from assessment is used very well to ensure activities meet children’s learning needs.

p.25

AREAS OF LEARNING IN THE FOUNDATION STAGE

44 Children start school with standards that are well below average. By the time children enter Year 1, standards are in line with the average with only a few children attaining below the standards expected in the Early Learning Goals. Children achieve well because teaching and learning are very good. Children are encouraged very well to listen to adults and to each other and to take turns asking and answering questions. They develop their spoken vocabulary very well, mainly through play with their friends and through discussions with their teachers. Adults make sure that they use good, clear speech and accurate grammar at all times when talking to the children, giving them good clues about speaking in sentences and using a wide vocabulary. Children play well with each other and chat about what they doing. The role-play area, ‘dinosaurs cave’, sand play and water play areas and the climbing frame are good, key

p.25

AREAS OF LEARNING IN THE FOUNDATION STAGE

spots for imaginative and lively chatter.

p.25

AREAS OF LEARNING IN THE FOUNDATION STAGE

45 All adults stimulate very well children’s interest in books and enjoyment of stories and rhymes. Early reading and writing skills are very well taught to the whole class, to a group of children or to the individual child. For instance, children are encouraged well to label their work with their name. Many children are well able to group letters together to make recognisable words to write stories and news and to explain their pictures. Teachers monitor each activity very well. There are very good tracking systems in place, both formally and informally, which are used by both the teachers and the supporting staff every day. Targets for children’s next stage of learning are identified well. The information from such assessments is very well used to make sure that activities are well planned to build on what children already know and can do. Sandhurst Primary School - 26 This helps ensure that children continue to make very good progress in their

p.25

AREAS OF LEARNING IN THE FOUNDATION STAGE

Provision in mathematical development is good .

p.26

Main strengths and weaknesses

• Effective links are made between mathematics and other areas of learning. • Opportunities to count are promoted in many activities. • Information from assessment is used well to ensure activities meet children’s learning needs.

p.26

Main strengths and weaknesses

46 Teaching is good and children achieve well. Standards on entry are wide but the attainment of many children is very low in recognising numbers and counting. Standards are generally satisfactory when identifying shapes in two and three dimensions such as squares, circles, cones and cubes. Children satisfactorily work out how much sand or water would fill a jug, jar or bucket in their work on capacity. By the time children enter Year 1, standards are generally average, with only a very few children attaining below the levels expected in the Early Learning Goals.

p.26

Main strengths and weaknesses

47 Counting is a regular activity through the Foundation Stage and most children start to count in response to adults’ questions of ’How many are there?’ Number recognition and mathematical skills are well taught and are well promoted in many activities. For example, the teachers encourage well the counting of dinosaur steps, the number of eggs in the nest, the match of wheeled toys to their ‘garages’ and also how many can play in different areas. Books around the room such as the story of The Very Hungry Caterpilla r lead children to learn well the days of the week and to measure and compare the size of the caterpillar as he eats his way through the food each day. Information from assessment is used well to ensure activities build on what children already know and can do so that they make good progress. Opportunities are planned well to carefully extend the learning of potentially higher attaining pupils. For

p.26

Main strengths and weaknesses

instance, when adding one more, a small group were given good support and encouragement to learn and use the plus symbol to help them record their sums. There is very good tracking of children’s progress so that targets for their next stages of learning are identified.

p.26

KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Provision for knowledge and understanding of the world is good.

p.26

Main strengths and weaknesses

• A very good range of activities promotes children’s interest and curiosity. • What children are to learn from activities is clearly identified. Sandhurst Primary School - 27

p.26

Commentary

48 Children’s standards by the time they enter Year 1 are average, with children having made good progress across their reception year. As they have the opportunity to learn through first hand experiences, their achievement is good. Teaching and learning are also good. Teachers have very carefully planned a full and rich curriculum that stimulates children’s learning well by encouraging them to think, concentrate, co-operate with others and understand what they are doing and why. Children are very effectively introduced to individual subjects such as science, history and geography, as well as design and technology and ICT, with activities in these different areas well linked and carefully interwoven. Natural connections build very effectively on what children already know and further stimulate their interest and curiosity about the world around them. For instance, children have good knowledge about dinosaurs,

p.27

Commentary

their size, habitats and eating habits through using books, through moving as they thought a specific dinosaur would move and by creating models. For instance, they looked at books then designed and made models of miniature gardens, such as the habitat that the dinosaur would live in. Children also have a good understanding of what plants need to grow, through planting bedding plants into tubs, ensuring all the roots are covered and that the plants have light, heat and water as well as rich compost in which to grow. Good opportunities to develop knowledge and skills are promoted through role-play activities, especially in the outdoor classroom, as well as through teacher-led activities within the classroom.

p.27

PHYSICAL DEVELOPMENT

Provision in physical development is good .

p.27

Main strengths and weaknesses

• There are many good opportunities for children to develop their control skills and develop great dexterity on the equipment in the outside area. • Fun activities stimulate children’s balance and control.

p.27

Commentary

49 Standards on entry are average overall and most children attain the expected standards by the time they enter Year 1. When children start in reception their movements about the classroom and control of large apparatus such as wheeled toys are similar to those found nationally. However, their manipulative skills using simple tools, brushes and scissors, and writing equipment such as pencils and crayons, are just below average, although most children have had some experience of using small toys such as cars and construction equipment before starting school when in the nursery. Teaching and learning are good and children achieve well across the whole area of physical development . Good opportunities are provided to strengthen fingers and develop manipulative skills and, by the end of the reception year, nearly all children use scissors with good skill. Letter and number formation are at average levels. Teachers plan good

p.27

Commentary

Sandhurst Primary School - 28 opportunities for pupils to practise writing in lessons and in the role-play area, so by the time they move into Year 1 their letter formation is developing well, with most children writing recognisable letters that are fairly even in size. Children’s pictures show good control and children use a range of equipment well in art to print, paint and sketch. The playground apparatus provides good opportunities for children to climb in safety, to pursue their adventurous games. They are developing good balance, mobility and control in their movements. Fun activities in the reception such as riding bikes and trikes and carrying water to water the plants or wheeling compost up a ramp to fill a tub are also carefully planned to promote children’s balance and control well.

p.28

CREATIVE DEVELOPMENT

Provision in creative development is good .

p.28

Main strengths and weaknesses

• Children have a good number of exciting opportunities to express themselves in imaginative play, in art and design and in music.

p.28

Commentary

50 Most children start school with average creative skills. Teaching and learning are good and so children make good progress through the Foundation Stage. They achieve well and, by the time they enter Year 1, attain the levels expected in the Early Learning Goals, with many children exceeding these.

p.28

Commentary

51 Teachers plan very carefully a good range of opportunities to encourage children well to investigate different materials and colours in art to produce imaginative pictures, textured patterns and detailed drawings as well as free choice paintings. Children develop well their imagination through stories, and play out different scenes in the carefully constructed role-play area and outside in the ‘dinosaur’s cave’. In work linked to science and ecology, children use a range of materials to create dinosaur gardens, to the scale of the plastic toys in the classroom, reflecting desert, the sea and the forest. A display of musical instruments enables children to experiment well with sound, especially creating sounds to match the movements of different dinosaurs. They also enjoy playing the instruments to accompany their songs, matching well the sound to the words. To attract attention, the reception teacher uses a range of different

p.28

Commentary

instruments, making loud and soft and high and low pitched notes and encourages children well in more formal sessions to learn different songs, rhythms and pitches. Children are very good at controlling their impulse to bang instruments inappropriately. For instance, finding that ‘a nest of dinosaur eggs’ was next to the clothes horse of hung pots and pans in the outside classroom, the majority of children were very careful to make only soft sounds with the wooden spoons and forks so as not to wake the ‘babies’. As a result of such carefully prepared opportunities, children’s learning is well supported. They are able to co-operate with others, sharing tools and equipment as well as ideas. Their understanding of ideas such as life at the time of the dinosaurs is enhanced and their consideration of the health and safety of others when Sandhurst Primary School - 29 working together or out in the playground are well supported by the careful

p.28

Commentary

structures put in place by the teachers and supporting staff.

p.29

Main strengths and weaknesses

• Teachers ensure that lessons are interesting and provide good opportunities for pupils to use their skills in other subjects. • All pupils, including those with special educational needs, achieve well. • Procedures for checking and promoting pupils’ progress in writing are not used effectively enough to improve standards. • The subject leader has insufficient opportunities to observe lessons and offer guidance and support to colleagues on their teaching.

p.29

Commentary

52 Standards in English are average and pupils’ achievement is satisfactory. There have been considerable changes to the curriculum and the school population since the last inspection. Assessments last year showed that standards were below average at the age of seven in reading and writing compared with all schools but were in line with standards in similar schools. The number of pupils attaining the higher levels was below that expected nationally. Assessments showed that standards were below average at the end of Key Stage 2. However, scrutiny of the school’s tracking data and evidence from the inspection shows that standards are now rising and most pupils are expected to reach the expected levels this year. This represents satisfactory improvement. Pupils with special educational needs are given good support and achieve well.

p.29

Commentary

53 Teaching is good overall and some is very good. In good lessons, teachers explain the purpose of the lesson and how pupils’ progress will be assessed at the end of it. Learning is good and in the best lessons, teachers challenge pupils very well. In a very good lesson the teacher demonstrated very good subject knowledge and very good skills in teaching. As a result all pupils, including those with special educational needs, made a very good attempt at a challenging task that involved writing a strong argument for or against the arranged marriage in A Midsummer Night’s Dream , a production they were preparing for presentation to parents. Pupils showed confidence in using persuasive language and ‘Old English’ terminology that would sway their argument in front of a Shakespearian judge. Writing skills were further enriched in a Year 2 lesson in which the teacher made good use of a computerised story

p.29

Commentary

to highlight the range of synonyms that pupils could use in their own writing, using the interactive whiteboard. The pupils showed a developing interest in the range of synonyms and their use in differing contexts. However, marking and Sandhurst Primary School - 30 assessment are not used well enough. Teachers’ written comments do not focus on the target for learning to help pupils know where they have succeeded and what they need to do next to improve.

p.29

Commentary

54 ICT is well used in the teaching and learning of English. Teachers’ use of the new interactive whiteboards to introduce lessons captures pupils’ attention well. There is a two week cycle for the use of the school’s laptop computers which ensures that each class uses them for three half days each week. Each class involves computers in pupils’ learning in English three times in each two-week cycle.

p.30

Commentary

55 Teachers ensure that the pupils who have special educational needs are fully included in lessons. Work for these pupils is carefully planned so that it relates to their particular need while meeting the overall aim of the lesson. As a result, they achieve well. In a Year 6 lesson, for example, lower-attaining pupils were provided with very good oral support that enabled the pupils to be fully included in the lesson, even though their reading and writing skills were well below those of the other pupils. Teaching assistants provide extra explanation and encouragement so that pupils complete work successfully. Teachers’ planning takes into consideration the needs of the higher-attaining pupils, usually by providing similar but much more demanding tasks which they are expected to complete on their own.

p.30

Commentary

56 Leadership and management are good. The subject leader has developed a clear plan to raise standards and improvement is already underway. Outcomes of tests and assessments are being analysed to inform teaching. However, she has had few opportunities to go into other classes to monitor the standards of work and to influence standards in teaching and learning.

p.30

Language and literacy across the curriculum

57 Good opportunities are provided for pupils to develop their literacy skills in other subjects. For example, pupils in Year 6 have used their work on A Midsummer Night’s Dream as the basis for a whole range of activities, including the planning of the production. Opportunities for writing are consistently used to good effect. Reports on visits made are well written and the analyses of the relative successes of their designs in design and technology show good use of technical language. The school is developing its curriculum even further to give pupils opportunities to use English more extensively in all other subjects and already there are signs that this is improving standards in speaking and listening.

p.30

Modern Foreign Language

58 The school has begun to introduce pupils to French at registration times and in a few lessons across the school. Evidence gathered from talking to pupils and observations shows that pupils enjoy learning new words and phrases and answering the register in French. In addition it gives the older pupils a good preparation both for secondary school and for their visit to Heuringham in Sandhurst Primary School - 31 France, which forms part of their work in Year 6 and enriches their understanding of languages.

p.30

Main strengths and weaknesses

• Pupils achieve well because of good and very good teaching. • Assessment is not consistently used to match all work to the differing abilities of pupils. • There are some missed opportunities to use marking to move pupils on to the next stage of learning. • Very good support is given to pupils with special educational needs. • The subject manager does not yet regularly monitor the quality of teaching and learning. • There are good opportunities for pupils to use and apply their numeracy skills across the curriculum.

p.31

Commentary

59 There has been good improvement since the previous inspection. Consistently good and better teaching has led to an improvement in levels of achievement for all pupils. All pupils achieve well from a low starting point on entry to the school. The present pupils in Year 2 are attaining average standards. This is the same as the most recent national test results, where pupils reached standards which were in line with the national average. The present Year 6 are attaining at an above average level. This is better than the test results in 2004, which showed attainment to be average when compared with schools nationally. The school has introduced learning objectives and the new team of teachers is teaching mathematics well. Pupils with special educational needs achieve well in lessons because they receive very good quality support from teaching assistants. There is no noticeable difference in the achievement of

p.31

Commentary

boys and girls. All pupils have good attitudes to their work in mathematics and all behave well in lessons.

p.31

Commentary

60 Around the school there are many examples of pupils’ work which has been developed using computers, and mathematical skills are used and developed well in ICT. The school’s set of laptop computers are available to each class for three half days each two weeks, which means that at least one mathematics lesson each week involves computers in pupils’ learning. Teachers also provide good role models in this area as almost all use the new interactive whiteboards to introduce mathematics lessons and to demonstrate problems and their solutions for pupils.

p.31

Commentary

61 The good quality of teaching and learning is a key factor in the good rates of achievement. All lessons are now well planned with work often set at different Sandhurst Primary School - 32 levels to meet pupils’ needs. However, an examination of pupils’ past work shows that on a few occasions the same level of work is set for pupils of all abilities, which does not promote the learning of all pupils. Consequently, assessment information is not consistently well used to promote pupils’ learning and achievement. Teachers show a good knowledge and understanding of the subject. They use questions very effectively to assess what pupils understand and use this information well to move pupils on to the next stage of learning. All pupils respond very well to the high expectations of behaviour, showing good attitudes to learning. Most work is marked but there is inconsistency between teachers, with the result that marking is not consistently well used as a tool for

p.31

Commentary

assessment and learning. The policy for marking is old and a new one has not yet been formulated. .

p.32

Commentary

62 Leadership and management in the subject are good. The new deputy headteacher is the subject leader and he has reviewed provision for the subject and is striving to ensure that standards rise. In line with commitment to improvement, there is to be a more regular and rigorous monitoring of the quality of teaching and learning in lessons.

p.32

Mathematics across the curriculum

63 The school has begun to develop a creative and integrated curriculum and mathematics is well used in any topic or study where it naturally occurs. Thus, skills in mathematics are seen being used regularly in science, geography and history and, less frequently but regularly, in other subjects. Pupils’ learning is promoted well by using mathematics in this way.

p.32

SCIENCE

• Curriculum weaknesses in investigational and experimental science from the previous inspection have been well addressed. • Assessment is used effectively to ensure all pupils make good progress.

p.32

SCIENCE

64 Standards are average for all pupils at the end of Year 2 and have been satisfactorily maintained since the previous inspection. Standards for older pupils at the end of Year 6 are satisfactory. This reflects the findings of the previous inspection. The achievement of all pupils, including those of higher attainment as well as those with special educational needs, is now good for each area of the science curriculum. Teachers plan well for all pupils to be actively involved in organising and conducting investigations and experiments, rather than just watching demonstrations. This good achievement was not reflected, however, in the teacher assessments made as part of the 2004 National Curriculum tests, where all Year 2 pupils attained the expected level 2, Sandhurst Primary School - 33 but no pupils were judged to have attained the higher level 3. Good achievement was seen for Year 6 pupils where there was an above average

p.32

SCIENCE

proportion of pupils attaining the higher Level 5 compared to pupils in schools in similar circumstances. For pupils in both classes, standards in the 2005 tests are likely to be at least maintained, with many pupils achieving the higher levels.

p.33

SCIENCE

65 Teaching and learning are good overall, with very good teaching seen, especially for the oldest pupils. This is a good improvement since the previous inspection. Teaching for pupils in Year 6 was very good as the teacher linked science very well into the creative curriculum. Pupils were conducting experiments about reflecting and absorbing materials linked to their proposed outdoor performance of A Midsummer Night’s Dream . Using a data logger and a constant pitch and volume sound on the interactive white board, they planned their experiments very well and devised ways of incorporating the range of materials into the props and set for their performance. Most teachers have a good understanding of the knowledge to be taught and provide clear explanations. They stimulate pupils’ interest and curiosity well, frequently giving pupils time to explore their own ideas. The effective strategies often used in

p.33

SCIENCE

English lessons, such as pupils talking with a partner, are used well in science. When time is given for pupils to share their ideas, their learning is much faster, as seen in better lessons. Pupils are eager to talk, demonstrating their confidence and enthusiasm. Teachers effectively identify the scientific language to be introduced in lessons and share the new vocabulary well with pupils to ensure their understanding.

p.33

SCIENCE

66 Procedures for monitoring pupils’ standards have been well introduced. Teachers use this information successfully to plan activities that build on what pupils already know and can do. This assists overall progress because activities consistently challenge or extend the more able pupils while offering extra support to the less able and those with special educational needs. Where teaching is not as strong as it could be, there is a reliance on pupils recording their knowledge and findings on worksheets, but in the majority of cases pupils are learning to follow a good and well recognised scientific format, enabling them to plan, conduct, record and evaluate their work well.

p.33

SCIENCE

67 Leadership and management of science are good. The co-ordinator is a good role model for staff, having been a scientist before entering teaching. Although new to the role, she has continued to monitor the work in classes well and is identifying strategies to extend the use of ICT in science. Satisfactory strategies are in place and are being used to monitor planning and the range of pupils’ work and she has a good, clear view of standards through the school and the quality and range of teaching and learning. Her good, carefully thought-out development plan is matched to a training plan to raise the quality of teaching and learning and thus standards higher.

p.33

INFORMATION AND COMMUNICATION TECHNOLOGY

Provision in information and communication technology is good. Sandhurst Primary School - 34

p.33

Main strengths and weaknesses

• Pupils’ standards in ICT are above expectations throughout the school. • The skills of ICT are well taught in lessons in other subjects. • Teachers use ICT well in their teaching. • The leadership and management of ICT are good.

p.34

Commentary

68 Because of good teaching and learning, pupils’ standards in ICT are above expectations at the end of Years 2 and 6. Teachers plan to use the school’s laptop computers, while they have them, for all their lessons. Consequently, computers are used in one mathematics lesson, one English lesson, one science lesson and various foundation subjects each week. Teachers show good subject knowledge and understanding and are clearly aware of how best to use computers in their teaching. Almost all of them use the new interactive whiteboards to involve pupils’ interest in lesson introductions and to allow them to explain the results of their learning in end of lesson reviews. This has made pupils fully aware of the power of computers in their learning and ensured that their attainment in ICT is above expectations throughout the school. All pupils show good attitudes to their work in ICT and behave well at all times. Pupils

p.34

Commentary

with special educational needs are fully included in all activities in ICT and they learn at the same rate as their classmates.

p.34

Commentary

69 Many lessons during the inspection were begun by the teacher using technology to introduce the tasks for the lesson or to set great pace, for example, in the mental/oral introduction to mathematics lessons. Sometimes the whiteboards were imaginatively used in the whole class discussion, promoting good learning as pupils explained to their class what they had discovered or the way that they had investigated or solved the task set. In this way pupils were enabled to learn from each other, promoting learning and achievement well. It also means that teachers are providing good role models for pupils in the way that ICT can aid their learning.

p.34

Commentary

70 Other areas of ICT, such as the use of digital photography and the use of computers to control other machines, are also well taught. Once again, teachers plan this imaginatively. They do not give instructional lessons in the use of programs or cameras, but make sure that pupils learn how to use this technology when it is of use in studying a particular topic in geography, history, science or religious education. The leadership and management of ICT are good. The co-ordinator has promoted the use of ICT in the teaching and learning of other subjects well. All teachers are given good support and further professional development for teachers and teachers’ assistants is planned. Resources for the subject are satisfactory. The purchase of further laptop computers and the provision of a new ICT suite are both planned, with the intention of raising provision for the subject even further.

p.34

Information and communication technology across the curriculum

Sandhurst Primary School - 35 71 The use of ICT in the teaching and learning of other subjects is good. Because of the way that computers are used in the school, there are no separate lessons in ICT. Skills are learned while computers are being used to learn in other subjects. This means that ICT is fully embedded in all pupils’ learning.

p.35

HUMANITIES

72 Because of the priorities of the inspection, no geography or history lessons were seen. An examination of pupils’ work books, displayed work and teachers’ planning, together with discussions with pupils, show that provision is satisfactory in both subjects. The school is moving from distinct schemes of work for each area based on national guidance towards a more creative curriculum with the skills for each being developed along with specific knowledge and understanding, using a themed approach. Using the theme ‘Journeys round the World’ pupils have used their research skills to investigate different countries, looking not just at location and climate from the geography curriculum, but also elements of their history and ecology linked to the science curriculum. Teachers are aiming to ensure that the curriculum for both subjects is adapted for all pupils more effectively. Leadership and management are

p.35

HUMANITIES

satisfactory because the managers are well organised and they have evaluated provision satisfactorily to inform subject plans. Monitoring roles are becoming well developed. Sandhurst Primary School - 36 Religious education

p.35

HUMANITIES

Provision for religious education is satisfactory.

p.36

HUMANITIES

• Standards have improved for pupils in Years 3-6 since the previous inspection. • The teaching and learning of the oldest pupils are both of a very high standard. • The subject contributes very well to pupils’ personal and social development. . Commentary

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HUMANITIES

73 Standards are in line with those expected in the locally agreed syllabus and pupils’ achievement is satisfactory through the school. This is an improvement on the previous inspection where standards attained by older pupils were unsatisfactory. Pupils gain secure knowledge of the sacred texts, buildings and leaders of the core faiths of Christianity, Hinduism, Judaism and Islam. Festivals, including Christmas and Easter, are celebrated and topics common to all the faiths and to their own lives such as special places are thoroughly discussed. Religious education supports pupils’ appreciation of their own and others’ cultural traditions well and thus supports their respect for the feelings, values and beliefs of others very well. Pupils are encouraged to think of the importance of religion in the everyday lives of people. By considering how people in the past behaved, they learn very well how individual choices affect

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HUMANITIES

them and their families and impact upon situations such as famine and third world poverty.

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HUMANITIES

74 Teaching and learning are satisfactory overall, with excellent teaching seen for the oldest pupils. Teachers have secure curriculum knowledge and use the satisfactory range of resources appropriately to make learning interesting. For example, in the excellent lesson seen during the inspection, the teacher made very good use of high quality video-film clips and music to bring a spiritual element to the lesson that had pupils on the edge of their seats. Teachers use a range of strategies, including role-play, ask meaningful questions and support written work by providing key vocabulary and information sources to help pupils consolidate their learning. Teachers value pupils’ contributions to discussions and encourage all to behave well so that everyone can think and apply what they are learning to their own lives.

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HUMANITIES

75 The leadership and management of the subject are satisfactory. The new coordinator has had opportunities to examine teachers’ lesson evaluations, the curriculum planning and pupils’ written work. The scheme of work has been revisited in line with the locally agreed syllabus and resources are being matched to the cross-curricular topics for each year group. At present the assessment system is concerned with coverage of the curriculum rather than of pupils’ individual achievements.

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CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

Sandhurst Primary School - 37 76 Because of the need to focus on other priorities and because of timetabling, no lessons were seen in art and design . However, evidence gained from talking to pupils and staff and looking at work around the school and in portfolios shows that standards are above average. Pupils have good opportunities to develop a wide range of skills and techniques in lessons and are given a wide range of contexts in which to develop their work. Examples of painted portraits show good attention to style and form as well as a mature approach to trying to capture character in the image. The school has recently been awarded the ‘Artsmark’ for its work and this reflects the high standards achieved.

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CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

77 No lessons in design and technology were seen and there was limited evidence around the school of work done. However, Year 6 pupils were applying their design and technology skills well in making and evaluating models of the sets for their production of A Midsummer Nigh’ts Dream . The school has a range of construction materials that pupils use to develop their understanding and skills. The required curriculum is fully covered.

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CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

78 Because of the focus on other subjects during the inspection no lessons were seen in music. However, other evidence, such as photographs, school policies and assemblies, shows that strong music provision enriches the curriculum and enhances pupils’ learning throughout the school. The school has an orchestra which includes recorders, flutes, cellos, violins and percussion. There are weekly practices and the orchestra performs at leavers’ assemblies, the summer ‘Thank You’ concert and the Kent Primary Schools’ music festival held at Angley Sports College. When pupils sing together in assemblies they show they can follow a tune and hold rhythm well, the result being tuneful and a pleasure to listen to. The school also has a choir which practises regularly and performs at festivals and special occasions. Both the choir and the orchestra contribute significantly to the learning of the pupils involved and also to the

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CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

school’s links with the community and other schools. The whole of the required curriculum is taught throughout the school. The subject co-ordinator provides very good leadership and management and gives very good guidance and support to her colleagues. She promotes the school’s links with the community and other schools through music and is very supportive of enriching music provision through the use of visiting musicians. There has been good improvement since the last inspection.

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CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

79 No lessons were seen in physical education so no judgements are made on overall provision or the quality of teaching and learning. The school’s and teachers’ planning show that the whole of the curriculum is taught to all pupils. Swimming is provided, a term each for Years 3 and 5 and, by the time that pupils leave the school, standards are above national expectations overall. There are very good links with Angley Sports College and through this the school is involved in the Weald of Kent School Sports Association. Through the school’s involvement with this association, pupils take part in a swimming gala, tag rugby, basketball, cross country running, triathalon and other sports. This enhances the school’s provision in physical education very well. A good range of sports clubs enhances the learning of pupils who take part. Several clubs are run by parent coaches and contribute well to the school’s partnership with

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CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

parents. The school’s football and netball teams play regularly against other Sandhurst Primary School - 38 schools, in local leagues, winning frequently. The new co-ordinator provides good leadership and management. He gives good support and guidance to his colleagues and is very supportive of integrating physical education into projects involving other subjects whenever possible. There has been good progress since the last inspection.

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PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP

80 Too few lessons were seen to make a judgement on standards and achievement. Provision in this area of learning is good when a range of citizenship opportunities such as class monitor, school council membership and playground ‘buddy’ schemes are added to the planned curriculum. Even the youngest in the reception class have representatives on the school council and thus have an equal opportunity to raise issues and make suggestions. The school places a high emphasis on pupils’ personal development. The planned curriculum is good and based on national guidance and includes a good range of measures to promote health, including a carefully constructed programme for sex education and drugs awareness. In addition, there are many good opportunities embedded in all the work of the school to enable pupils to develop into confident and motivated individuals who want to learn and succeed. Whole class discussions known as ‘circle times’ are well established and ensure that

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PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP

pupils are encouraged to take the opinions and feelings of others seriously. Pupils are friendly and polite. The provision for pupils’ spiritual, moral, social and cultural development is good and the results of this provision are seen throughout the school, where pupils work and play together in harmony. Sandhurst Primary School - 39

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

The overall effectiveness of the school 4 How inclusive the school is 3 How the school’s effectiveness has changed since its last inspection 4 Value for money provided by the school 4

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

Overall standards achieved 4 Pupils’ achievement 3

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

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

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

The quality of education provided by the school 4 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 4 Support, advice and guidance for pupils 4 How well the school seeks and acts on pupils’ views 3 The effectiveness of the school’s links with parents 4 The quality of the school’s links with the community 3 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 4 The governance of the school 4 The leadership of the headteacher 4 The leadership of other key staff 4 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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