Singleton CofE Primary School

Singleton C of E Primary School

Dates of inspection: 17 th to 19 th January 2005

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Singleton C of E Primary School

Inspection carried out under section 10 of the School Inspections Act 1996 Singleton C of E 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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Singleton C of E Primary School

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Singleton C of E Primary School - 3

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INFORMATION ABOUT THE SCHOOL

Type of school: Primary School category: Voluntary controlled Age range of pupils: 4 to 11 Gender of pupils: Mixed Number on roll: 35

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INFORMATION ABOUT THE SCHOOL

School address: Singleton Chichester West Sussex Postcode: PO18 0HP

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INFORMATION ABOUT THE SCHOOL

Telephone number: 01243 811679 Fax number: 01243 811679

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body Name of chair of governors: Mrs Rebecca Sharp

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 4 th May 1999

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CHARACTERISTICS OF THE SCHOOL

Singleton C of E Primary School is a very small village school with 35 pupils who all attend full time. There are currently twice as many boys as girls in the school. Pupils come from a range of social and economic backgrounds but overall are typical of most families found nationally. A small number of pupils are eligible for free school meals although, because there are no hot meals provided on site, few take these up. All pupils are of white UK heritage. Pupils start school with attainment and skills about the same as other children of the same age. A very small number of pupils have special educational needs for moderate learning difficulties, including Statements of more significant needs. The school has a Schools Extra Award in recognition of its extra-curricular provision and two achievement awards for its success in raising standards and achievement. Singleton C of E Primary School - 4

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Members of the inspection team Subject responsibilities

27899 Georgie Beasley Lead inspector Provision for children in the Foundation Stage, mathematics, information and communication technology, geography, music, physical education, personal, social and health education and citizenship 1305 Brian Rance Lay inspector 18354 Rowena Onions Team inspector English, science, religious education, art and design, design and technology, history, special educational needs

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Members of the inspection team Subject responsibilities

Altecq Inspections Limited 102 Bath Road Cheltenham GL53 7JX

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Members of the inspection team Subject responsibilities

Any concerns or complaints about the inspection or the report should be made initially to the contractor. The procedures are set out in the leaflet ‘Complaining about Ofsted Inspections’ , which is available from Ofsted Publications Centre (telephone 07002 637833) or Ofsted’s website (www.ofsted.gov.uk). Singleton C of E Primary School - 5

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STANDARDS ACHIEVED BY PUPILS 8

Standards achieved in areas of learning, subjects and courses

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STANDARDS ACHIEVED BY PUPILS 8

Pupils’ attitudes, values and other personal qualities

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QUALITY OF EDUCATION PROVIDED BY THE SCHOOL 10

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

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OVERALL EVALUATION

Singleton C of E Primary is a good and effective school where the good leadership, management and teaching account for pupils’ overall good achievement. The school’s positive approach to nurturing each pupil’s personal development is evident in its day-to- day work. The very good care makes this a happy school where pupils behave well and feel safe. Due to the very high running costs, the school provides satisfactory value for money.

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The school’s main strengths and weaknesses are:

• Achievement is good in the Year 3 to 6 class, as a result of the small teaching groups in this class and the very good progress of pupils in Years 5 and 6. • The headteacher provides highly principled and clear leadership. • All pupils work well together and independently in lessons because teachers plan good opportunities for them to do so. • Teachers’ planning is not consistently good in all year groups and subjects. • Pupils’ personal qualities are nurtured well so they have good relationships and attitudes. • Assessment systems are good, although the information is not always shared consistently well with pupils or used effectively to track progress in Years 1 and 2. • The school provides a very good range of clubs and after-school activities.

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The school’s main strengths and weaknesses are:

Improvement since the previous inspection in May 1999 is good . All key issues have been dealt with and achievement and standards have improved. All other aspects have improved or been maintained.

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STANDARDS ACHIEVED

Achievement is good overall . Attainment on entry varies from year to year, but generally children start school with skills that are about the same as other children of the same age nationally. Achievement is satisfactory in the reception year and nearly all reach the expected goals in most areas of learning by the time they start in Year 1. They exceed the goals in their personal, social and emotional development and achievement in this area of learning is good. Achievement is satisfactory in Years 1 and 2 in reading, writing, mathematics and science and by the end of Year 2 standards are average.

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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 A A A A* Mathematics B A* C A Science D A* E C 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

A great deal of caution is needed in interpreting the information in the table because the number of pupils in each year group was extremely small and included some pupils with special educational needs. Consequently, the achievement of one pupil can make a significant difference to the school’s results. All pupils achieve well in Years 3 to 6 in English, mathematics and science. Achievement accelerates in English and mathematics in Singleton C of E Primary School - 7 Years 3 to 6 mainly due to the small teaching groups, the high levels of challenge and an expectation that pupils will do well in Years 5 and 6. Achievement in those year groups is very good. Standards are well above average in mathematics and above average in English, science and information and communication technology (ICT) by the end of Year 6. Achievement in ICT is improving and is now good overall. It is very good in lessons in Years

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STANDARDS ACHIEVED

3 to 6 although, because the laptops are new, very good learning is not reflected yet in higher standards.

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STANDARDS ACHIEVED

Provision for pupils’ spiritual, moral, social and cultural development is good overall . Pupils have good attitudes to school and behave well. Good opportunities are planned for pupils to work independently and collaboratively. Attendance is good. Most pupils arrive to school on time, although a small number of pupils are persistently late.

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QUALITY OF EDUCATION

The quality of education is good overall. Teaching and learning are good overall. They are satisfactory in the reception year and in Years 1 and 2, good in Years 3 and 4 and very good in Years 5 and 6. Marking in Years 5 and 6 is very good because it involves pupils very well in assessing their own work and provides very good guidance on what and how they need to improve. Teachers’ planning is variable. The best in mathematics and Years 3 to 6 identifies clearly what pupils are to learn in lessons and how they will know when they succeed. In reception, Years 1 and 2 and some subjects, lesson planning does not identify closely enough what pupils are to learn. Regular assessments are made in all subjects. Consequently teachers know each pupil’s learning needs very well and subsequent one-to-one interaction in lessons always ensures satisfactory learning. The school tracks the achievement of pupils in Years 3 to 6 well and uses the information to

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QUALITY OF EDUCATION

plan learning effectively. This good practice has not yet been extended to reception and Years 1 and 2. The curriculum is enriched by a good range of visits and visitors and very good extra-curricular clubs. Good links with local schools support pupils’ personal development and the curriculum well. Very good attention to pupils’ care nurtures their self- esteem and confidence very well.

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LEADERSHIP AND MANAGEMENT

Leadership and management are good. The headteacher provides a clear lead that has led to good improvements in provision for children in the Foundation Stage and pupils’ achievements in Years 3 to 6. Key staff work together to provide a satisfactory overview of standards and achievement in subjects. Governance is satisfactory and all statutory requirements are met. Governors are very new to the role. They are supportive and involved in the life of the school. They do not yet know enough about the school to ask challenging questions.

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PARENTS’ AND PUPILS’ VIEWS OF THE SCHOOL

Parents have positive views of the school and the great majority feel that their children are happy in school and doing well. They particularly appreciate the opportunity to talk to staff when they need to. Pupils are positive about their school.

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IMPROVEMENTS NEEDED

The most important things the school should do to improve are: Singleton C of E Primary School - 8 • refocus management systems to ensure teachers’ planning is consistently and equally good in all year groups and subjects; • increase all pupils’ involvement in assessing their own work in lessons and through marking; • use information about pupils’ progress in reception and Years 1 and 2 to ensure they achieve equally well. Singleton C of E Primary School - 9

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Standards achieved in areas of learning, subjects and courses

Achievement has improved since the previous inspection and is now good overall . It is satisfactory in the reception year and in Years 1 and 2, and very good in Years 5 and 6. Standards are above average overall.

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Main strengths and weaknesses

• Children in the reception year achieve well in their personal, social and emotional development. • Pupils achieve very well in English and mathematics in Years 5 and 6, and in information and communication technology (ICT) in Years 3 to 6. • Achievement in science and swimming is good.

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Commentary

1. Attainment on entry can vary considerably from year to year because of the very small year groups, but generally children start the reception year with knowledge, skills and understanding similar to children of the same age nationally. Their achievement is satisfactory and most reach the expected goals in nearly all areas of learning. Achievement in personal, social and emotional development is good because the school spends time nurturing the children’s personal qualities as soon as they start school. Most children exceed the goals in this area of learning by the end of the reception year.

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Commentary

2. Achievement in Years 1 and 2 is satisfactory. Pupils are given a sound start to their learning so skills, knowledge and understanding are secure by the end of Year 2. Standards are average overall in reading, writing, mathematics and science and meet expected levels in ICT.

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Commentary

3. Achievement in the rest of the school is good overall. It is very good in Years 5 and 6 in English, mathematics and ICT because pupils are challenged and expected to do more. Higher attaining pupils especially benefit from this greater challenge. Standards at the end of Year 6 are well above average in mathematics and above average in English, science and ICT. Achievement is better in these subjects in Years 3 to 6 because teaching groups are small and work is planned more precisely to the learning needs of individual pupils. Achievement is good in swimming because all pupils swim regularly from Year 1.

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Commentary

4. Pupils with special educational needs achieve well because they are given good support in lessons and learning is matched well to their particular needs. There is no difference in achievement between boys and girls.

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Pupils’ attitudes, values and other personal qualities

Pupils’ personal development is good . Attendance is good and punctuality is satisfactory. Pupils have good attitudes to school and to learning and their behaviour is good . Pupils’ spiritual development and cultural development are satisfactory and their moral and social development is good . Singleton C of E Primary School - 10

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Main strengths and weaknesses

• Pupils treat each other with respect and care. • Pupils are not always given enough time and opportunity to debate the importance of knowing about other people’s beliefs. • Pupils like coming to school, enjoy learning and are well behaved. • There are insufficient planned opportunities for pupils to appreciate the multi-cultural diversity of the wider British community. • Most parents ensure their children attend regularly.

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Commentary

5. Under the good leadership of the headteacher, provision for pupils’ personal development has been maintained since the previous inspection. The school has a clear Christian ethos, which is supported well by the local church. Satisfactory opportunities to support pupils’ spiritual development are provided in assemblies, religious education lessons and during personal, social and health education lessons. However, pupils are not always given enough opportunity and time to think about and consider the feelings of people who have different beliefs. As a result, they are not always confident about challenging and supporting each other when expressing personal opinions and thoughts.

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Commentary

6. Pupils enjoy school and they take full advantage of everything that the school offers. They take a pride in what they accomplish in lessons and join in all the school’s activities with enthusiasm, including a very wide range of after-school clubs. In lessons, pupils listen carefully to their teachers and to one another, work very well in small groups and share resources sensibly. They are expected to organise themselves and get on with their work, which helps them to develop good levels of responsibility and independence.

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Commentary

7. The school works hard and successfully to promote good behaviour so that pupils can get on with their learning. All the adults set a good example to pupils in the respectful way that they treat everyone. There have been no exclusions. Teachers and teaching assistants make their expectations clear and pupils know how they should behave. The response of staff to pupils’ very occasional challenging behaviour and any instances of bullying is managed consistently in accordance with school policies so parents and pupils both recognise that the school manages any difficult behaviour quickly and efficiently. At playtimes, pupils play well together. Lunchtimes in the hall are well organised and pupils chat happily together. Older pupils share a wide range of duties that help the efficient running of the school as well as developing their sense of responsibility as young citizens.

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Commentary

8. Pupils are taught to appreciate their own culture through visits into the local area in history, geography and religious education and the cultures of other countries through art and music. This is supported well by visits to places of interest and visitors coming into the school. However, the school has still to think of ways to help pupils to appreciate the wider range of cultures that are found in Britain today.

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Commentary

9. Pupils’ attendance is good. In the 2003 to 2004 school year pupils’ attendance at school was above the national average. The procedures for monitoring attendance are thorough and in the autumn term of 2004 the level of attendance was well above the national average. Most pupils arrive in school on time and are ready to start work. Singleton C of E Primary School - 11 However, a small number of families do not yet understand the importance of punctuality or recognise that the late arrival of pupils at school disrupts the start of the day and pupils’ learning, not only for the pupils who are late but also the rest of the class.

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Commentary

Attendance in the latest complete reporting year (%)

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Commentary

Authorised absence Unauthorised absence School data: 5.0 School data: 0.1 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. Singleton C of E Primary School - 12

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QUALITY OF EDUCATION PROVIDED BY THE SCHOOL

The quality of teaching and learning is good overall. The curriculum is good and enriched with a good range of additional activities. Care and welfare are very good . Links with parents, the community and other schools are good .

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Teaching and learning

The quality of teaching and learning is good overall. It is satisfactory in the reception year and in Years 1 and 2, good in Years 3 and 4 and very good in Years 5 and 6. Assessment procedures are good and the use of information is satisfactory.

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Main strengths and weaknesses

• Pupils in Years 5 and 6 are challenged and expected to work hard. • Small group teaching enables pupils in Years 3 to 6 to get individual attention. • Teachers’ planning in reception and Years 1 and 2 does not always identify precisely enough what pupils are to learn in lessons. • Teaching assistants give good support to learning in all classes. • The teaching of basic skills is good throughout the school. • Assessment information is not used consistently in all year groups and subjects to guide learning and track progress.

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Commentary

10. Teaching and learning have improved well since the previous inspection and are now good overall. Teaching groups are small, particularly in Years 3 to 6, so adults interact effectively with individual pupils, giving pupils good guidance and the personal attention they need during lessons. Teachers’ planning has improved, although the quality is inconsistent across year groups and subjects. For example, mathematics planning is often good because all teachers adapt detailed plans so work is matched well to different ages and abilities when pupils work in groups. This ensures learning intentions are clear and activities are practical and cover the range of abilities. The best planning notes what pupils will learn, shares it with pupils throughout the lesson so that everyone is clear about what is expected and explains what pupils need to do to succeed. In some lessons in other subjects, usually in reception and Years 1 and 2,

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Commentary

planning outlines only what pupils will do rather than what they will learn, so learning sometimes lacks direction and purpose. Learning and teaching in reception and Years 1 and 2 are, however, always at least satisfactory because adults know pupils well. Teachers intervene at the right moment and target questions well to develop pupils’ knowledge, skills and understanding. Teaching assistants effectively support learning in lessons when they work with individuals and groups of pupils and when preparing resources and checking notes from home. The needs of pupils with special educational needs are especially effectively met.

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Commentary

Summary of teaching observed during the inspection in 17 lessons

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Commentary

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very poor

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Commentary

0 3 6 8 0 0 0 The table gives the number of lessons observed in each of the seven categories used to make judgements about lessons. Singleton C of E Primary School - 13 11. Careful observations note what the youngest children can do in all areas of learning, providing adults with good information about children’s attainment and progress. However, this information is not yet being used to identify and plan specific learning in lessons. Adults plan the activities children will do rather than what they will learn. There is a good balance between adult-led activities and those that the children choose themselves and this is an improvement since the previous inspection.

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Commentary

12. Teachers throughout the school make sure that pupils have the basic knowledge and understanding they need to establish a firm basis for learning in reading, writing and numeracy. This ensures that pupils have a sound knowledge and skills base in English and mathematics that they build on as they move through the school. Weaknesses in pupils’ investigative skills in mathematics and science have been sorted out and pupils’ skills in these aspects are now good throughout the school.

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Commentary

13. Teaching and learning in Years 5 and 6 are consistently very good and all pupils achieve very well when they work in small groups in English, mathematics and ICT. Pupils are given very high levels of challenge and expectations that they will do well are established in the purposeful yet comfortable atmosphere in lessons. Parents are right when they say their children ‘ feel challenged but are comfortable with this’. Pupils are reminded throughout lessons what they will learn and how they will know when they have achieved this learning. This ensures pupils in these year groups have a very good knowledge of their own learning.

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Commentary

14. Assessment systems are good overall and contain enough information to track how much progress all pupils make in all subjects. The information is used effectively to track achievement in reading, writing and mathematics of all pupils in Years 3 to 6. The use of individual targets in English during the previous year has led to pupils knowing clearly how to improve their work, particularly in Years 5 and 6 where teachers’ marking recognises achievement and identifies precisely each pupil’s next piece of learning. The decision to set targets in mathematics is beginning to raise pupils’ awareness of their own learning in this subject and what they need to do next to achieve well. While the information is available in reception and in Years 1 and 2 and used well to measure how much progress pupils have made, it is not used so well to monitor whether pupils are making enough progress and overall targets for their

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The curriculum

The school provides a good curriculum that is enriched well. Accommodation and resources are good .

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Main strengths and weaknesses

• Pupils are very advantaged by the small classes that are enabled by high staffing levels. • The curriculum is made more interesting and relevant by linking work in different subjects. • Pupils with special educational needs are provided for well. • A very good range of well attended lunch time and after-school clubs excite and engage pupils. • Visits and visitors are used well to promote learning in most subjects. • There are insufficient planned opportunities to develop pupils’ empathy and understanding of different religions and cultures.

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Main strengths and weaknesses

Commentary Singleton C of E Primary School - 14 15. The governors’ decision to maintain high levels of staffing means that pupils in Years 3 to 6 are taught by teachers and teaching assistants in small groups for English, mathematics and ICT. This enables the promotion of learning because adults are able to respond to the individual needs of pupils in the group. This advantageous staffing, together with careful planning and targeting of special work and support, ensures the good progress of all pupils including those with special educational needs and higher attaining pupils.

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Main strengths and weaknesses

16. The curriculum has improved well since the previous inspection and covers all the required subjects and the locally agreed syllabus for religious education. Teachers link work in different subjects, which gives pupils opportunity to consolidate skills and makes the whole curriculum more interesting and relevant. ICT is used particularly well to develop learning in other subjects. The good planning of ways in which subjects can be best taught has resulted in some very successful weeks devoted to learning in one subject, for example art and design or design and technology.

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Main strengths and weaknesses

17. The school provides a very good range of extra-curricular clubs and activities. Very good use is made of visits to other schools and visiting specialists to broaden the range that can be normally offered in a small school, such as judo, lace making and French and Spanish lessons. Sporting and arts activities are well represented. This very wide range provides well for pupils’ specific interests and skills, including any pupils the school identifies as gifted and talented. Pupils talk enthusiastically about visits they have undertaken as part of their work, for example in history and geography. These visits have clearly inspired their interest and enhanced their understanding and memory of what they have learned in class. They have been similarly motivated by the visits by local residents and by artists and musicians. Planned visits to places of worship help pupils develop a good factual knowledge of different religions.

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Main strengths and weaknesses

However, the visits are not used so effectively to establish the reasons why knowing and understanding other religious practices are important to their own lives.

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Main strengths and weaknesses

18. Resources are well managed and organised throughout the school and enhance the curriculum well. The school library is small and the provision of non-fiction books for independent use by pupils is restricted. Books for the particular topics being studied in class are sufficient because the school makes good use of local libraries. Resources in ICT are particularly good and support pupils’ good achievement in the subject. The school’s accommodation is good overall. In physical education, good outdoor facilities and use of a local swimming pool compensate for the restricted space for gymnastics in the school hall.

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Care, guidance and support

The school’s care of pupils’ welfare is very good , guidance and support for pupils are good and the way that the school listens to and involves them is satisfactory .

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Main strengths and weaknesses

• Procedures for ensuring the welfare, health and safety of pupils, including child protection, are very good so pupils have a very safe environment to live and work in. • All the adults in school know pupils very well and provide good guidance for personal development. • The membership of the school council is restricted to pupils in Years 5 and 6 so younger pupils are not involved formally in decision making. • Induction arrangements are good.

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Commentary

19. The high regard for pupils’ care and welfare has been maintained since the previous inspection. Child protection procedures are fully in place with the headteacher having the role of designated person. All members of staff know their responsibilities in this Singleton C of E Primary School - 15 regard. Routines for dealing with first aid, medicines and accidents are well established, with one classroom assistant fully trained in emergency first aid and all staff having had basic training. There are detailed health and safety procedures in place and a thorough risk assessment is carried out by the governors and updated every year. Safety checks on potentially dangerous equipment take place annually, alarms are tested regularly and practice evacuations of the premises take place each term.

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Commentary

20. Teachers, teaching assistants and administrative staff all know the relatively small number of pupils, and their families, very well. All staff speak to pupils in a calm and caring manner. By monitoring each pupil’s academic progress and creating good opportunities for pupils to sit in a circle together and talk about issues and private discussions, staff share effectively in the pupils’ personal development. This is clearly shown in the comments that teachers make in the personal sections of the annual reports to parents. Pupils with special educational needs are given good individual guidance in their learning in lessons and receive just the right amount of support linked to their particular learning need.

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Commentary

21. The school council has only been established for a short time and provides satisfactory opportunities for pupils to be consulted and their views acted upon. Through this the pupils have already been able to raise funds and decide on the choice of some additional playground equipment. The school plans to extend membership to other year groups in the near future.

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Commentary

22. There are good arrangements for welcoming the children into school when they start in the reception year. Adults make regular visits to the playgroup on site and children from playgroup often join the reception children at play and for assemblies. Parents are pleased with the opportunities they are given to visit and meet the teacher before their child starts school.

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Partnership with parents, other schools and the community

The school’s partnership with parents, the wider community and with other schools is good .

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Main strengths and weaknesses

• Parents have a high regard for the school and value the detailed information they receive about it. • Reports to parents give detailed information about what their children have done, but do not give precise information on how they can do better. • School activities involve the church and local community well. • Liaison with other schools in the Goodwood area is good.

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Commentary

23. The good links with parents and the local community have been maintained since the previous inspection. Parents are generally happy with the school and few concerns were expressed. Parents appreciate the Christian ethos of the school, the care that the school takes, the good behaviour and the academic standards that their children achieve. Parents feel able to approach the school at any time if they have any concerns. The school provides parents with relevant information through regular newsletters, the prospectus and governors’ annual report. The annual reports on individual pupils describe what has done in all curriculum areas and particularly what Singleton C of E Primary School - 16 has been done well. They do not explain so well the level of attainment that each pupil has reached or the things that have been done less well and which need to be developed and improved.

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Commentary

24. Parents help their children at home in their reading and homework assignments well and this has a positive impact on pupils’ learning. Parents attend school functions and make themselves available to accompany school trips. Together with the local community they also support the fundraising activities of the Friends Association that regularly raises substantial funds, which have been used to improve the school’s facilities and provide additional resources. All this parental involvement in the life of the school supports pupils’ learning and achievements well.

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Commentary

25. The school is an integral part of the village community and shares a number of activities which enrich the educational experience for the pupils and help them to consider people who are less fortunate than themselves.

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Commentary

26. The school is one of seven primary schools in a formal cluster in the Goodwood area which provides good opportunities for staff to meet, to share training opportunities and for the pupils to share in various activities. Liaison with the local secondary schools is good with a well managed programme for the transfer of pupils. Contact with children before they join reception is particularly close since the play group uses a spare room within the school and its children regularly come into school to share assemblies. In July all pupils have a trial day in their next class which all goes to ease the pupils’ transfer into the next academic year.

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LEADERSHIP AND MANAGEMENT

Overall, leadership and management are good . The headteacher’s leadership is good. Governance is currently satisfactory.

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Main strengths and weaknesses

• The headteacher leads well, providing a very good example for staff. • Staff are keen to improve the quality of education provided and are strongly supportive of each other, although some co-ordinators are reluctant to identify areas for improvement for their colleagues. • Systems for monitoring the work of the school has not been focused enough on the reception and Years 1 and 2. • Governors are not yet sufficiently experienced in their role to feel confident in supporting the headteacher through positive challenge. • Finances are well managed and support school development well. • All in the school are committed to the full inclusion of all individuals.

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Commentary

27. The headteacher is a hardworking, dedicated professional who has formed an effective staff team who work together well, supporting each other in their work. Since the previous inspection she has set up sensible systems to monitor and develop the quality of the education provided in the school. Priorities for improvement are identified accurately and included in a detailed development plan which guides school improvement well. As a result, all of the weaknesses identified in the previous inspection have been tackled in a focused and purposeful way Subject co-ordinators check the work in their subjects satisfactorily, looking at planning, pupils’ work and Singleton C of E Primary School - 17 observing lessons. Staff support each other well with ideas and resources. They talk to each other about their work openly and honestly and share a common commitment to continue to improve the quality of education for all pupils in the school. They are not

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Commentary

yet so good at pointing out to colleagues things that also need to be improved. However, this is good improvement in their roles since the previous inspection.

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Commentary

28. The school collects a good range of information from formal and informal assessments to help check pupils’ progress. Teachers’ effective use of the information has led to the good achievement in Years 3 to 6. Information is not used so well in Years 1 and 2 because the management systems for monitoring the quality of education has tended to focus on Years 3 to 6 until recently. The school has recognised this weakness through its monitoring arrangements and has developed detailed plans on how to extend the good practice to the reception and Years 1 and 2.

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Commentary

29. The school has a large number of new governors who are only just settling into their role. They have successfully ensured that all statutory duties are met and are rapidly becoming familiar with the school, its strengths and areas for improvement. Governors are fully supportive of the headteacher and staff, but are not yet confident enough to ask challenging but helpful questions of the school.

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Commentary

30. All pupils are valued and supported well. Governors, headteacher and staff are all committed to ensuring that each pupil receives the education and support they need. The part time co-ordinator for pupils with special educational needs manages the provision well. Teaching assistants are well trained and so provide good support to individual pupils.

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Commentary

31. The school is well managed. Day-to-day systems are effective and ensure that teachers can concentrate on their teaching. Friendly, efficient office staff promote a good image for the school. Finances are well managed and budgets set to support the school’s ongoing needs and developments. A critical eye is kept on the value for money provided by different aspects of the school. For example, the school has reduced additional teacher support for pupils with special educational needs in line with the reduction of numbers of these pupils. The school is very well funded because it has very high costs relative to schools nationally and high costs in relation to other small schools locally. Currently, the school has a larger than expected balance of money carried forward from year to year. With the number of pupils predicted to fall next year, the school is planning to maintain the very good curricular enrichment and

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Commentary

the current staffing levels to ensure small teaching groups for all year groups. Funds have already been allocated to install new technology in every classroom to enliven teaching and learning. Good achievement and the provision of good quality of education set against very high costs means that the school gives satisfactory value for money.

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Financial information

Financial information for the year April 2003 to March 2004

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Financial information

Income and expenditure (£) Balances (£) Total income 211,399 Balance from previous year 24,529 Total expenditure 206,909 Balance carried forward to the next 29,019 Expenditure per pupil 4,926 Singleton C of E Primary School - 18

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AREAS OF LEARNING IN THE FOUNDATION STAGE

Provision for children in the Foundation Stage is satisfactory.

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Main strengths and weaknesses

• Provision for personal, social and emotional development is good and the children achieve well in this area of learning. • Systems for recording the children’s achievements are good; although satisfactory, the information is not used consistently well in lesson planning. • The organisation of learning is not always efficient because sessions do not plan precisely enough what the children are to learn. • Links with the local playgroup are good.

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Commentary

32. The children achieve well in their personal, social and emotional development and by the time they join Year 1 many have exceeded the goals they are expected to reach in this area of learning. The school starts to nurture the children’s personal development as soon as they start school and this helps them to grow in self-esteem and self-assurance very quickly. As a result, they approach new learning with confidence and enthusiasm and are keen to get on with their tasks. The children talk about ‘choosing time’ as their favourite activity and during these times demonstrate their imaginative and creative thinking. This is an improvement since the previous inspection when this aspect of their learning was criticised. The children work well independently on tasks and together on group tasks with adults. Opportunities for the children to talk together are well planned and all children get the opportunity to

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Commentary

consider issues, express their views and talk about their achievements. Teaching and learning are good.

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Commentary

33. Achievement in communication, language and literacy is satisfactory because teaching and learning are satisfactory. By the end of the reception year, nearly all children reach the expected goals in this area of learning. Basic skills in reading and writing are taught well so children have a sound base on which to build learning in Years 1 and 2. Most have made a start at reading and a good number are beginning to ‘write’ simple sentences, some with recognisable letters and words. There are good opportunities for the children to develop their imaginative language through well planned role-play areas, another improvement since the previous inspection. Suitable opportunities are provided for them to talk about their feelings and to explain what they have been doing during the day.

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Commentary

34. Achievement in mathematical development is satisfactory and most children achieve the goals they are expected to reach in this area of learning by the time they start in Year 1. Teaching and learning are satisfactory overall. While the mathematical activities meet the needs of more able children well, they are not always relevant to all children so some children switch off. Group activities are usually well planned so learning at these times is often relevant and matched well to each child’s particular needs, either through different tasks or through effective individual teaching. Learning is good at these times. Singleton C of E Primary School - 19 35. Not enough knowledge and understanding of the world, physical development or creative development were seen to make an overall judgement about provision in these areas of learning. Planning ensures the required curriculum is covered in a balanced and relevant way. This is satisfactory improvement since the previous

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Commentary

inspection when these aspects were identified as areas that required improvement. Children get suitable opportunities to choose when to learn and play outside. As a result, the outdoor environment is used more often and effectively since the previous inspection to support learning.

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Commentary

36. Systems to record the children’s achievements are good. Adults observe the children as they work and play and record the information against the relevant assessment goals. This provides good information about how well children are doing. The information, however, is not used consistently to plan learning that is precisely matched to individual needs because lessons are not always planned in enough detail. Planning is often no more than an outline of what the children will do rather than what they will learn so there is too little guidance on how to improve skills, knowledge and understanding. Some sessions are too short for learning to be meaningful and consist simply of practising skills already mastered so there is too little time to develop or refine these skills. Relationships are good and the individual interactions between adults and children during activities are of good quality thus ensuring satisfactory

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Commentary

achievement overall. Improvement since the previous inspection is satisfactory. The leadership and management of learning for children in the Foundation Stage are satisfactory overall and have led to weaknesses identified in the previous report being tackled effectively.

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Main strengths and weaknesses

• By Year 6, pupils are fluent, independent readers and writers. • Pupils make particularly good progress in reading and writing in Years 5 and 6. • Basic skills in reading, spelling and punctuation are taught well. • Teachers are not always sufficiently specific in telling pupils what they expect them to learn. • Pupils are not sufficiently skilled in using language to discuss and debate. • Teachers are successful in making work interesting for the pupils.

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Commentary

37. In Years 3 to 6, pupils achieve well overall and standards seen during the inspection are above average at the end of Year 6. In the current Year 6, most pupils are attaining above average standards in reading and writing and have achieved well. However, because national statistics sometimes misrepresent the achievement of very small schools, the achievement of these pupils may not be recognised by the results of next year’s national tests. Year 6 pupils read for pleasure and for research, taking notes where necessary. They have clear understanding of the different requirements for writing for different purposes and audiences. There have been ongoing improvements in achievement in reading and writing since the previous inspection. Pupils achieve in a satisfactory way in speaking and listening. By Year 6, pupils are articulate and have a good vocabulary, but are not skilled in engaging in discussion

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Commentary

Singleton C of E Primary School - 20 and debate. Standards in this aspect of English are average. Achievement in Years 1 and 2 in all aspects of English is satisfactory and standards are average. Throughout the school, pupils with special educational needs are well supported and achieve well in relation to the targets set for them.

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Commentary

38. Teaching and learning are good in Years 3 to 6 and satisfactory in Years 1 and 2. In Years 1 and 2, basic skills in reading and writing, such as the use of phonics (the link between sounds and letters), are carefully taught and pupils quickly gain the skills that enable them to read new words and to write sentences independently. Teachers, though, do not plan clearly enough for them to teach pupils how to adapt these skills to different types of reading and writing. Additionally pupils in Years 1 and 2 do not make consistently good progress because in lessons it is not always made clear to them what is to be learned or what is expected of them. Planning and teaching are more systematic in Years 3 to 6. Particularly good progress is promoted in Years 5 and 6 because the teacher makes the step-by-step stages involved in learning a new skill explicit. This enables all pupils in these years to build their skills, assess their own

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Commentary

success and remember what they have learned. Very good marking further consolidates their learning and enables them to know clearly how to improve their own work.

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Commentary

39. Teachers are all successful in planning activities that interest and motivate pupils. Younger pupils were keen to write ‘missing’ posters for a lost toy pig and older pupils gain enthusiasm through the links that are made between English and other subjects. Pupils work well together and individually because they are enthusiastic about what they are doing. This actively promotes better concentration and progress.

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Commentary

40. The subject is led and managed in a satisfactory way. The subject leader works well with the headteacher to check the quality of achievement for older pupils and identify effective action for improvement. This has resulted in the good improvement in reading and writing in Years 3 to 6 since the last inspection. Younger pupils' attainments are not checked so often or rigorously and improvement since the previous inspection has only been satisfactory for pupils in Years 1 and 2. Based on the outcomes of careful monitoring, the school has rightly identified the need to improve speaking and listening skills in its improvement plan.

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Language and literacy across the curriculum

41. Good links are made between English and other subjects. Pupils are given numerous opportunities to look for facts in non-fiction books to support their learning in history. They write in different styles to record work in science, geography and history. This has a positive impact on the development of their research and writing skills and in the recording of learning in other subjects.

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Main strengths and weaknesses

• Pupils achieve very well in Years 5 and 6. • Targets are used effectively in Years 3 to 6 to help pupils understand their own learning. • Teachers’ planning is not of consistently good quality in all year groups. Singleton C of E Primary School - 21

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Commentary

42. Achievement is good overall. Pupils are given a sound start in Years 1 and 2 to develop basic knowledge, skills and understanding and achieve satisfactorily. This is built on well in Years 3 and 4 so that by the time they reach Year 5 pupils are confident with the high levels of challenge that they are often presented with. Achievement is very good in these year groups because pupils are taught in very small groups to enable the teacher to give pupils individual attention. Higher attaining pupils are challenged well while pupils with special educational needs are given the support they need to succeed. The last inspection noted a weakness in pupils’ use and application of their mathematical skills. This has been dealt with well and pupils approach all problem solving activities and organise their own work with confidence. For example, pupils in Years 3 and 4 thought for themselves how to use the corner of a table to

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Commentary

compare whether their triangles’ angles were greater or smaller than a right angle. Standards are average at the end of Year 2 and well above average by the end of Year 6.

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Commentary

43. The quality of teaching and learning is satisfactory in Years 1 and 2, good in Years 3 and 4 and very good in Years 5 and 6. Learning is best when pupils work in small groups on practical tasks. This enables teachers to give them the individual attention they need. For example, pupils in Years 1 and 2 worked with adults to put objects in order of their weight. Adults asked pertinent questions to get the children to think for themselves how they would find the answer. Teachers’ planning is inconsistent. The best planning details precisely what each pupil will learn in all parts of the lesson and organises different activities to ensure they are relevant. For example, some pupils in Years 3 and 4 used a computer program to practise their ten times table while others worked on strategies for using their knowledge of the four times table to work out answers in the eight times table. In some lessons, however, learning is not identified

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Commentary

precisely enough so sometimes higher attaining pupils in Year 2 are not challenged sufficiently well and pupils practise skills they already possess. In all lessons, teachers check closely whether pupils have achieved what they should in lessons through careful review at the end. Pupils are often involved in this process and this helps them to understand what they have learnt and what they need to do to improve further. Recently introduced procedures to agree and share targets with pupils are already improving the achievement of some pupils.

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Commentary

44. Leadership and management of the subject are good. Assessment information is used well in Years 3 to 6 to check closely how much progress pupils are making. Targets set at the end of each year are tracked carefully to see whether pupils have reached them and, if not, why not. This effective use of targets to plan learning is contributing to pupils’ good achievement in Years 3 to 6. This system is just beginning to be used in Years 1 and 2 and, as a result, planning for group work has improved. Improvement since the previous inspection is good. Standards and achievement have improved and weaknesses identified in the subject dealt with well.

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Mathematics across the curriculum

45. The use of mathematics to support learning in other subjects is good. Pupils measure accurately in science and collect weather statistics in geography. This makes learning about data handling relevant. They present the information collected in a range of tables and graphs and this enables them to see the information clearly and aids the efficient sorting and analysis of the data. Singleton C of E Primary School - 22

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Main strengths and weaknesses

• Pupils progressively gain good skills in scientific enquiry. • Teachers ensure that activities interest and motivate pupils. • Some aspects of teachers’ planning require improvement. • Good links are made between science and other subjects. • Good leadership has ensured that significant improvements have been made in teaching science.

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Commentary

46. Standards at the end of Year 2 are average and above average at the end of Year 6. Achievement in Years 1 and 2 is satisfactory. All pupils in Years 3 to 6, including pupils with special educational needs and higher attaining pupils, achieve well. This is because assessment information is used well to set work which challenges more able pupils while those with special educational needs are supported well in lessons to help them succeed.

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Commentary

47. Teaching and learning are good overall. They are satisfactory in Years 1 and 2 and good in Years 3 to 6. When planning lessons for Year 1 and 2 pupils, although overall objectives are identified, teachers do not always plan precisely enough what they expect the outcomes for different groups to be. This means they do not always tell pupils clearly enough what is expected of them and so pupils cannot be fully involved in assessing their successes and the next steps they need to make. While good information is available for how well younger pupils do in lessons, this information is not used so well to ensure work is planned consistently to match the learning needs of all pupils. As a result, some higher attaining pupils are not always fully challenged. Achievement is checked regularly in Years 3 to 6 to note whether all pupils are making enough progress and used well to plan work at the right level for different ability

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Commentary

48. Throughout the school, teachers plan a good range of practical activities, which successfully promote pupils’ learning and skills in scientific enquiry. This is a good improvement since the previous inspection when this aspect was judged unsatisfactory. As a result, pupils in Years 1 and 2 observe what is happening closely and use their knowledge and understanding to predict what might happen. This practical activity is enabling them to understand properties of materials and how and why materials are suited to their use. By Year 6, pupils work well in small groups to organise an investigation and make relevant predictions on what will happen because their scientific knowledge is good. Pupils record and present results in their own way and say what their investigation has shown them because they have thought things through and seen for themselves what has happened.

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Commentary

49. Teachers carefully link learning in science with that in other subjects so that literacy, mathematics and ICT skills are consolidated well. These links and the practical nature of the activities ensure pupils work hard, co-operate well and enjoy science. Singleton C of E Primary School - 23 50. The subject has been well led and managed. Weaknesses in the previous report have been tackled effectively and pupils’ overall achievement in the investigative aspects of science have improved as a result. Improvement in this aspect since the previous inspection is good.

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Main strengths and weaknesses

• Achievement in lessons in Years 3 to 6 is very good. • Very good links with other subjects make learning relevant. • Planning identifies clearly in Years 3 to 6 what pupils will learn and how.

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Commentary

51. Pupils achieve well overall. Older pupils use computers confidently to support and present their learning in lessons other than those specifically for ICT. Achievement is very good in Years 3 to 6 because pupils are taught in small groups. This enables them to have good use of the computers during lessons and get the individual attention they need. As a result, pupils with special educational needs get good support while higher attaining pupils are challenged and their skills extended very well. Standards are in line with expected levels at the end of Year 2 and above expected levels by the end of Year 6. The suite of laptops is constantly in use and this is ensuring pupils are very quickly developing the skills they need to use computers as an effective learning tool. Improvement since the previous inspection is good.

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Commentary

52. The quality of teaching and learning is good overall. No teaching was seen in Years 1 and 2 so no overall judgement about the quality of teaching and learning was made for these year groups. However, pupils use computers independently in the classroom to support their learning in a number of subjects and this is helping them to develop expected skill levels and knowledge and use computers confidently to present and store their work. Teachers throughout the school use computers in lessons to interest and motivate pupils’ learning so all pupils are confident learners. When using a computer program to enter, sort and present information in tables and graphs independently, nearly all Year 5 and 6 pupils know the importance of putting information into a program accurately if the results are to be reliable. Teachers’ very good subject expertise and the very small groups in Years 3 to 6 are ensuring very

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Commentary

good progress in ICT lessons for this age group.

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Commentary

53. Leadership and management are good. Assessment information is used well to identify any gaps in coverage of the curriculum and to identify any gaps in skills. Pupils’ achievements are recorded carefully so the school knows how well each pupil is doing. The information is not yet being used effectively throughout the school to note whether pupils are making as much progress as they should because systems are new.

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Information and communication technology across the curriculum

54. The use of ICT to support learning in other subjects is very good. Learning is always linked to learning in other subjects. In Years 1 and 2, pupils explore colour and shape on a computer screen to produce and print patterns and pictures in art and design. Singleton C of E Primary School - 24 Older pupils regularly use the Internet to research their latest topic in history and geography and use computers to present their findings creatively with pictures and writing. In geography, pupils enter weather statistics into tables and graphs, thus helping to consolidate their knowledge and skills in handling information, and the clear presentation of the information helps them to compare and to spot inaccuracies in the measurements quickly.

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HUMANITIES

Inspectors looked at work and talked to pupils to find out what they knew in history. Geography was not inspected. No teaching was seen in either subject so no overall judgement was made about provision. Work in religious education was sampled because timetabling meant that only one lesson was available to be observed. Teachers’ planning and pupils’ completed work were scrutinised and discussions were held with pupils.

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Religious education

55. The school ensures that pupils cover the locally agreed syllabus in religious education and have good opportunities to learn about the different world faiths identified for their age groups. Overall, pupils’ achievement is satisfactory. By Year 6, they have good factual knowledge about different faiths and are able to draw parallels between them as well as identify differences. Younger pupils know stories and traditions related to Christianity and gain an understanding of these through activities like visiting the local church. These links are further promoted by visits from the local vicar and Methodist minister.

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Religious education

56. The school has not, however, provided pupils with sufficient first hand experience of other faiths to make them feel that their learning about these is relevant to their own lives. Older pupils’ lack of ability to discuss and debate makes them reluctant to develop their thinking and opinions further. In the lesson seen, the teacher tried hard to inspire older pupils to consider the significance of the Islamic five pillars of faith, but pupils were generally content to write down the facts without further thought of the meaning to Muslims. Thus their overall achievement was only satisfactory.

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History

57. The school offers pupils a wide history curriculum, which pupils talk about with enthusiasm. Year 6 pupils show a secure grasp of chronology and have suitable knowledge of the periods in history they have covered recently, comparing life, for example in the Victorian era, to today. They know how to find things out and understand that some sources are more reliable than others. Visits to places of historical interest have motivated pupils’ learning, ensuring enthusiasm and increasing pupils’ understanding of what they have learned in class.

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CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

Inspectors observed one lesson in physical education, one in music and one in art and design. Too little teaching was seen in these subjects to make an overall judgement about provision. Inspectors looked at work and talked to pupils about their experiences, skills, knowledge and understanding in art and design and physical education. No lessons were seen in design and technology so the subject was not inspected. Singleton C of E Primary School - 25

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Art and design

58. Since the last inspection, the school has successfully improved the systematic acquisition of skills in art and design. In the lesson seen, pupils’ prior experience was clear in the way they used charcoal to sketch well-proportioned faces with different expressions. The small group observed had above average attainments. Links between art and other subjects, weeks in which pupils have opportunity to undertake particular projects and visits from local arts and craftspeople greatly enhance the curriculum and pupils’ artistic skills and knowledge.

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Music

59. Music continues to be taught regularly and all pupils have suitable opportunities to perform to a range of audiences throughout the year. The quality of singing during the inspection was satisfactory. Funding is made available to enable all pupils to learn a musical instrument if they choose to. A range of musical activities are planned in lessons to engage pupils’ interests and to enable them to work collaboratively in groups. Younger pupils have a secure understanding of how to change sounds to portray musical characters.

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Physical education

60. The school makes sure that pupils cover the full range of skills in physical education. In the dance lesson seen, learning was carefully planned so that pupils understood what they needed to do to improve their knowledge and skills. Skills were average overall. Although a minority of pupils displayed challenging attitudes in this lesson, the teacher skilfully managed the behaviour so that learning of those pupils keen to take part was not distracted too much. Some sessions of physical education are too short for pupils to learn meaningfully because they just get started and it is time to finish. This leads to unplanned practising of skills which could be better developed alongside other activities. Pupils have weekly lessons in swimming from Year 1 onwards and this has led to well above average standards and achievement in this aspect. Very good opportunities are organised for pupils to take part in team games with other small

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Physical education

schools in the area and this enables them to practise their games skills and work as part of a larger team than the small numbers in school usually allow.

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PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP

61. The school’s ethos of equality and care underpins personal, social and health education in all aspects of school life. Adults deal with pupils and each other in a respectful, calm manner and there is an expectation that pupils will behave similarly. A carefully planned and effective curriculum provides pupils with a weekly lesson in a range of topics. Through science, physical education and other specifically planned lessons, pupils are taught the importance and ways of keeping themselves healthy and safe. For example, pupils in Years 1 and 2 learn the importance of having a balanced diet and pupils in Years 3 to 6 learn about the dangers of drugs, tobacco and alcohol. A revised programme for sex education is shortly to be presented to parents, an improved version of the satisfactory one previously in use. Pupils are given good opportunity to develop as young citizens through the good links with the local

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PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP

community. They contribute regularly to the village magazine and welcome local people into the school for events. In lessons, teachers ensure that pupils learn good social manners so everyone listens and respects each other’s points of view. Healthy eating is encouraged and, as a result, pupils take responsibility for ensuring they eat a Singleton C of E Primary School - 26 balanced diet. Due to the school’s positive social ethos, pupils play together harmoniously, each looking out for the other. As one pupil put it, ‘ I like the school because we are like one big happy family ’. Singleton C of E Primary School - 27

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

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

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

Overall standards achieved 3 Pupils’ achievement 3

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

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

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

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

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