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INSPECTION REPORT ON |
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The Downs School, Colwall |
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Full
Name of the School |
The Downs School, Colwall |
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DFES Number |
884/6000 |
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Address |
Brockhill
Road. Colwall, Worcs, WR13 6EY |
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Telephone Number |
01684 540277 |
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Fax Number |
01684 540094 |
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E-mail Address |
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Name of Principal |
Mr A P Ramsey |
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Chair of Governors |
Mr A G
Silcock |
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Age Range |
2˝-13 |
Gender |
Mixed |
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Number of Pupils |
143 |
Number of Boarders |
16 full time
41 part time |
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Inspection Dates |
April 29th –
May 3rd, 2002 |
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This inspection report is based on a framework laid down by the Independent Schools Inspectorate (ISI) and agreed with the DFES and OFSTED for the purposes of ensuring that standards are maintained and that the school complies with relevant legal requirements. Recommendations are included to help the school improve. The report will be lodged with the ISI, the Head of the School, the Proprietors, the DFES and OFSTED. A summary will be provided by the school for all parents free of charge and the full report on request. Other interested parties may have the summary or full report, subject to a charge for copying and postage. The report may not be selectively quoted in the school prospectus or other promotional literature but may be used selectively within the school. The
inspection does not examine the financial viability of the school or
investigate its accounting procedures.
The inspectors check the school’s health and safety procedures and
comment on any significant hazards they encounter: they do not carry out an
exhaustive health and safety examination. |
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1.1 The Downs School provides a sound and rapidly improving quality of education for its pupils. It has undergone many changes in recent years and now has several significant strengths notably the high quality leadership being provided by the recently appointed headteacher and his wife. Pupils receive a good start to their education in the Foundation Stage classes and attain high standards in several subjects by the time they leave the school. Pupils’ behaviour and the relationships they form with each other are very good. Nevertheless the school still has areas that need to be improved, particularly in relation to pupils’ standards in information and communication technology, in history and geography by the end of Year 2, and in some pupils’ handwriting skills. Other improvements are needed in some aspects of curriculum planning, the assessment of pupils’ work and in the monitoring the work of the school.
1.2 The major strengths are:-
· Pupils attain high standards in science, music, art and design, French and games by the time they leave the school.
· The high quality leadership being shown by the recently appointed headteacher and his wife.
· Children receive a good start to their education in the Foundation Stage.
· The high standards of good behaviour, very good relationships and the provision made for pupils’ personal development.
· The very good provision the school makes for pupils who board and the way all pupils are cared for.
· The very good range of extra-curricular activities.
What the School Should Do Better
1.3 The school’s strengths outweigh its weaknesses. The most significant areas that need to be addressed are that:-
· Throughout the school, standards achieved by pupils in information and communication technology are below nationally expected levels.
· By the end of Year 2 standards achieved by pupils in geography, history and religious education are unsatisfactory and below the level that might be expected of seven-year-olds.
· The curriculum for Years 1 to 8 is unbalanced and takes insufficient account of the needs of pupils’ different ages
· The programme of work that pupils study in all subjects from Year1 to Year 8 is not clearly structured and there is no continuous system of assessment in place to monitor each pupil’s progress.
· Systems for planning and monitoring the work of the school over a three or four year period are inadequate and do not outline sufficiently clearly how the school will review its work, who will carry out that review and what the budgetary implications will be.
· Despite some strategies to improve the quality of pupils’ handwriting throughout the school, their handwriting skills could still be better.
Standards of Attainment and Progress in Subjects
1.4 The standards pupils attain by the time they leave the school are above average for their age and abilities in most subjects and are particularly high in science, music, art and design, French and games. By the time they reach the end of their time in the Foundation Stage, most children have attained standards that are appropriate for children of that age, being similar to those outlined in the nationally recommended early learning goal. Children in the Foundation Stage make good progress in all areas of the curriculum largely as a result of the high quality of the teaching they receive. During this time most progress onto the National Curriculum Programmes of Study for Key Stage 1 and the school’s own schemes of work. During Years 1 and 2, pupils make good progress in music to reach attainment levels that are above those expected of seven-year-olds nationally. They make satisfactory progress in all other subjects except information and communication technology, history, geography, the writing element of English and religious studies in which their progress is unsatisfactory. As a result, pupils attain the levels expected of pupils of this age nationally in English, mathematics, science, art and design and physical education, but do not attain appropriate standards in the remaining subjects. An insufficiently well balanced curriculum, inadequate amounts of teaching time and, on occasions, teaching that lacks pace and challenge are the main causes for pupils’ unsatisfactory progress and lower than expected levels of attainment in those subjects.
1.5 Whilst in Years 3 to 6 pupils make very good progress in French, games and history, as well as good progress in all the other subjects they study except religious studies in which they make satisfactory progress and information and communication technology in which their progress is unsatisfactory. Consequently, by the age of 11, pupils attain levels that are well above the nationally expected levels in games and a level (Level 5) that is above the nationally expected level (Level 4) in all other national curriculum subjects except geography, in which they attain the nationally expected level, and information and communication technology in which they do not attain the national levels. High standards are also attained in French and Latin with satisfactory standards being attained in religious studies.
1.6 In Years 7 and 8 pupils make very good progress in music, art and design and French. They make good progress in all other subjects except religious studies in which their progress is satisfactory and information and communication technology in which their progress is unsatisfactory. As a result of the progress being made in Years 7 and 8, pupils leave the school having attained levels that are well above average for their age and capability in science, music, art and design, French and games. Good standards are attained in Latin, with satisfactory standards being reached in religious studies. Above average standards are attained in the other national curriculum subjects except in information and communication technology, where the low standards found throughout the school are largely the result insufficient equipment for the subject and the subsequent lack of opportunity for the skills of the subject to be taught or practised in other subject areas. The school has recognised this and plans are in hand to improve the situation. Pupils with special educational needs make good progress given their prior attainment levels. In the many subjects where progress is good or very good, it is the high proportion of good and very good teaching that is the main contributory factor.
The Quality of Pupils’ Learning, Attitudes and their Behaviour
1.7 The quality of pupils’ attitudes to their work and their very good behaviour are major strengths of the school. In classes and in the school generally, pupils of all ages display a good deal of common sense and responsibility. They are sensible when moving around the school and are most polite to, and considerate of, each other and visitors. Older pupils, in particular, are protective of, and helpful to younger ones, This helps to foster the family atmosphere which is characteristic of the school. In lessons, pupils apply themselves most purposefully to their work. They sustain concentration at levels appropriate to their age and are positively motivated by their work. When asked to do so, in lessons such as science and music, they work well in pairs and in small groups. Pupils’ attitudes to their work and behaviour are very good, although on the very few occasions when pupils are given work that is insufficiently challenging, their concentration lapses.
1.8 One of the main factors that contributes to pupils’ high standards and to the good progress they make in many subjects, is the overall good quality of teaching they receive. In the great majority of lessons the quality of teaching was at least satisfactory. The quality of teaching was good in a third of lessons and very good in a further quarter. On one occasion, the quality of teaching was outstanding. In nearly all lessons, classes were well managed and teachers provided a good combination of control, encouragement and support. As a result, pupils concentrated on their work well and applied themselves most positively to it. In the majority of lessons, the expectations that were set were most appropriate and pupils responded well, but in a few lessons the work set did not match pupils’ capabilities. This was noticeable with some of the younger pupils in a small number of lessons in Years 1 and 2. The quality of relationships between teachers and pupils is good and this makes an important contribution to the standards pupils achieve.
1.9 Tests and formal examinations are set at regular intervals and pupils are assessed for attainment and effort. National Curriculum tests are not taken at the end of Year 6 nor externally moderated at the end of Year 2. As a result, the school is not able to judge its pupils’ performance against the national standards being attained by pupils aged 7 and 11 respectively. At the age of 13, pupils take the common entrance and scholarship examinations. Assessment and recording systems for the children in the Foundation Stage are good and benefit from being closely linked to the nationally recommended early learning goals for pupils of this age. Formal assessment and recording systems are in place in the rest of the school, but vary in quality from good to unsatisfactory. Although pupils’ results are recorded in many subjects, a common system to assess and record pupils’ progress effectively across the whole school is in need of further development in order to build on the existing practice. In some cases planning is less effective than it could be because teachers do not use the short-term assessment of their pupils’ work to plan, even more effectively, the next stages of work for them. Pupils’ work is marked regularly in most cases, although the amount of detail in the marking varies and pupils are not always given the precise help they need to form an accurate view of how well they have completed a piece of work, or what they need to do next to continue to improve.
1.10 The curriculum for pupils in the Foundation Stage is good, being broad, balanced and based on the nationally recommended early learning goals for pupils of that age. In Years 1 and 2 pupils are intended to get a broad and balanced curriculum based on the National Curriculum. However, in practice insufficient time is allocated to geography, history, religious studies and the writing element of English. Consequently, pupils make insufficient progress and do not attain the standards in these subjects of which they are capable. From Year 3 to 8, pupils do receive a broad curriculum with French and personal, social and health education being added for Years 3 to 8. In addition, design and technology is studied in Years 3 and 4 with Latin being added for Years 6 to 8. The curriculum in Years 3 to 8 is not balanced, however, as some subjects, notably information and communication technology are not being taught for the amount of time normally devoted to it in similar types of school. Other subjects, such as physical education, receive considerably more taught time. A review is also needed of the balance of the school week to see if the present timing, which includes Saturday morning school, is appropriate for the age and capabilities of specific year groups of pupils. The timing of prep, the length of the school day, as well as the balance of curriculum time allocation within the day, are also in need of review. In some cases the present timing of the curriculum is having a detrimental effect on pupils’ learning and progress. Two schemes of work are in place for most subjects, one for Years 1 and 2, the other for Years 3 to 8. The lack of one continuous scheme in many subjects means that it is difficult to plan pupils’ work progressively from Year 1 to Year 8. Teachers’ planning is good overall, particularly in the Foundation Stage and in some subjects, such as science and music. The curriculum of the school is greatly enhanced by a very good range of extra-curricular activities.
Teaching and Non-teaching Staff
1.11 The number of teaching and non-teaching staff is good, as, in most cases, are their qualifications and experience, for the curriculum offered. The ratio of teachers to pupils in Years 1 and 2 gives an average of one teacher for every eight pupils, which is better than many other independent schools. For Years 3 to 6 the average group size is 13, being 12.5 in Years 7 and 8, which is better than many other schools of this type. In classes with younger pupils these figures are very good but do not contribute sufficiently to pupils making good progress in some subject areas. Pupils for whom special provision is made, are effectively supported by individual teaching. Good procedures are being put in place to help teachers to keep up to date with their own professional development. These now need to be even more closely linked to school development planning, although good progress in this area is being made.
1.12 In most areas of the curriculum resource provision across the school is at least adequate. In Years 1 and 2, resource provision is satisfactory in most subjects except music in which the provision is very good. In Years 3 to 8, resources to help pupils’ learning are very good in music, science and art and design being satisfactory in most other areas. Across the school, resource provision in history and religious studies is unsatisfactory as it is for information and communication technology. Provision for pupils in the Foundation Stage is satisfactory and, for those pupils with special educational needs, resource provision is good. The main library provision is satisfactory and class libraries for the younger pupils are, on the whole, also satisfactory. The school makes good use of visits out of school for a variety of purposes, usually related to various areas of the curriculum, notably games and art and design. Where resources are well used by teachers they have a positive impact on pupils’ learning and progress.
1.13 The accommodation for pupils in the Foundation Stage and Years 1 and 2 is satisfactory. Whilst Year 1 and 2 classrooms are small an additional room is available for the practical aspects of mathematics and science. Subject accommodation for Years 3 to 8 is good overall, although there is no discrete base for religious studies. Very good accommodation is available for music, art and design and science. In addition, the hall is an attractive building for assemblies, concerts and dramatic productions. Boarding accommodation is good. Outdoor sports/games facilities are excellent. Such good facilities make a positive contribution to pupils’ learning and achievements in the subjects to which they relate. The gymnasium, by contrast, is in need of renovation and, at present, handicaps pupils’ opportunities to develop the gymnastics element of the physical development curriculum.
Links with Parents and the Community
1.14 The school has good systems in place to inform parents of their child’s progress. The reports parents receive about their child’s progress are good, and sufficient care is taken to inform parents, not only of their child’s successes, but also of the next steps that need to be taken in order for their child to continue to improve. A high proportion of parents who responded to a questionnaire were satisfied with the way in which they were encouraged to get involved in the life and work of the school. Also, many felt that the school responded well to any concerns they raised. The school has very good links with the wider community and pupils are always willing, through various charities, to help those less fortunate than themselves.
1.15 Teachers encourage the development of personal responsibility and social awareness and, in many aspects of their work, pupils are encouraged to think about, and reflect upon, appropriate values and responsibilities. Appropriate measures are taken to promote good discipline and behaviour. These are effective and levels of behaviour are very good. The overall provision for pupils’ spiritual, moral, social and cultural development is very good.
Pastoral Care, Support and Guidance
1.16 The school makes good arrangements for the pastoral care and support of its pupils. Pupils know that they can easily approach any member of staff if they are worried or concerned about anything. The marking, assessment and recording procedures in most subject areas is not consistent across the whole school and this means that the academic support and guidance offered to pupils is not as well founded on appropriate information as it might be. Other support and guidance makes a most positive and effective contribution to the personal growth of pupils.
Pupils’ Welfare, including Health and Safety
1.17 The school makes good all-round provision for the welfare and safety of its pupils. Guidelines for health and safety are in place and these are good. Levels of supervision of pupils are good both in the building and outside. The school has a sufficient number of suitably qualified first-aiders. All necessary measures have been taken to reduce the risk of fire and other hazards. The school complies with health and safety regulations.
1.18 Very good arrangements are made to look after the health and welfare of pupils who board on a long-term or flexi-boarding basis at the school. Leisure facilities, dormitories and meal arrangements are good and all staff involved display high levels of concern for the pupils. The level of care provided is of a high quality.
1.19 The recently appointed headteacher and his wife have a very good understanding of the needs of the school and its pupils. They provide the leadership necessary to achieve the academic standards, good behaviour and personal development towards which the school aims. The school’s aims are appropriate and reflected in most of its policies, values and practice. The school has an adequate school development plan but it now needs to outline the developments intended in all aspects of the school’s work, including the curriculum, over the next two to three years. The roles and responsibilities of the governors, headteacher, senior management team and heads of department are, at present, in need of clarification in relation to their link with the school development planning process. The work and teaching of pupils in Years 1 and 2 in particular, needs to be more closely integrated with the work of the whole school.
1.20 The ethos of the school is very good, reflecting a commitment to establishing a warm, friendly environment, high academic standards and good relationships with pupils. Systems to monitor the work of the school are satisfactory but developments are needed in this area. General administrative procedures are well known by all staff. The school runs smoothly.
Achievement and Quality in Activities
1.21 The quality and range of extra-curricular activities are very good and make a significant contribution to enhancing pupils’ overall experiences, as well as the quality of teaching they receive in the subjects to which they relate. Such activities are greatly appreciated by both parents and pupils alike.
1.22 The representatives of the governing body and the headteacher welcomed and endorsed the team’s findings in the inspection and discussed existing plans for dealing with the shortcomings, many of which are either in hand or are planned for in the near future.
2.1 The main recommendations are listed below. The school should now:-
R1 Raise pupils’ attainment as well as the amount of progress they make in information and communication technology by:-
· expanding the provision, as resources become available, of up-to-date computer systems within the school;
· developing an adequate programme of work for pupils from Year 1 to Year 8 to study;
· providing further in-service training for all teachers in how to extend and develop pupils’ information and communication technology skills;
· providing more opportunities to develop pupils’ information and communication technology skills in all areas of the curriculum.
R2 Raise pupils’ standards and the amount of progress they make in history, geography and religious education in Key Stage 1 by:-
· ensuring that sufficient time is devoted to the teaching of these subjects in Years 1 and 2;
· ensuring that all work outlined in the schemes of work for these subjects is fully covered;
· increasing the amount of work that pupils are required to do in some lessons;
· raising teachers’ expectations of what pupils can learn in these subjects during their time in Key Stage 1
R3 Continue to raise pupils’ standards of handwriting across the school by:-
· adopting a more structured and consistent approach to the teaching of handwriting;
· closely monitoring pupils’ standards of handwriting in all subjects;
· developing a whole school handwriting policy and ensuring that it is fully implemented.
R4 Refine the roles and responsibilities of the school’s governors, senior managers and heads of departments in order to:-
· establish a more effective system to monitor the work of the school over a three or four year period so that all areas of the curriculum, as well as other aspects of school life, are formally evaluated and action plans developed;
· carry out a full review of the balance of the curriculum and the timing of the school week, so that all subjects have sufficient time for high quality work to be covered at a depth appropriate to the capabilities of the pupils;
· enable a continuous curriculum to be established in every subject which clearly outlines what a pupil will be taught from the beginning of Year 1 to the end of Year 8;
· review the existing practices for the assessment and recording of pupils’ work, so that an effective system is established in all subjects right across the whole school.
3.1 The Downs School was founded in 1900 as a Quaker School. Since then its association with the Quaker society has ceased. It is situated on 55 acres of land in three main buildings close to the village of Colwall, near Malvern in Worcestershire. The school has extensive playing fields and sports facilities.
3.2 The school aims to build and secure self-confidence in every child in order that all may progress as far as their own vision and capabilities allow.
3.3 At the time of the inspection there were 136 pupils on roll aged 2˝ to 13. Of these, 32 were in the Foundation Stage (aged 2˝-5 years), 21 were in Years 1 and 2 (ages 5-7, National Curriculum Key Stage 1), 58 were in Years 3-6 (ages 7-11 National Curriculum Key Stage 2) and 25 were in Years 7 and 8 (ages 11-13). Included in these there were 16 full time and 41 part time boarders. Twenty-one pupils have been identified as having special educational needs with three having a statement to that effect. Eight pupils come from minority ethnic groups but none have English as an additional language. Pupils come from a variety of social backgrounds with most pupils being of average to above average ability on entry to the school.
3.4 Of the pupils leaving in 2001, seven per cent went on to independent boarding school, 28 per cent to independent day schools with 65 per cent going into the maintained sector.
Key
Indicators
3.5 Pupils take National Curriculum assessments at the age of seven, but the results are not externally moderated. As a result they are not included. National Curriculum tests are not taken at the age of eleven
3.6 Attendance for First Half of Summer Term 2001.
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Authorised |
Unauthorised |
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Percentage
absence |
3.6 |
0 |
3.7 Exclusions over the previous 12 months.
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Temporary
exclusions |
Permanent
exclusions |
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0 |
0 |
4. Educational Standards Achieved by Pupils at the School
4.1 The overall standards that pupils attain by the time they leave the school are above nationally expected levels in most subjects and appropriate to the age and capabilities of the pupils. Pupils’ standards in science, music, art and design, French and games are particularly high. In information and communication technology, however, pupils are not attaining the standards of which they are capable.
4.2 By the time pupils move into Year 1 they have attained the nationally recommended early learning goals for pupils of this age and most have moved on to the programmes of study for pupils in Key Stage 1. The progress they make during this stage of their education is good in most areas, particularly in mathematical development and reading. This results directly from the good and sometimes very good teaching they receive in both the kindergarten and reception classes. Children’s personal and social skills are well developed. They relate well to each other, learning to share, take turns and interact in small groups, as well as in the class as a whole. The children talk confidently about their experiences and listen and respond to instructions. They learn to recognise letters and associate these with sounds, thus developing the beginning of reading. They acquire an early mathematical vocabulary, through counting songs and number rhymes, and learn to recognise numbers and count to appropriate levels. They become familiar with the names of simple shapes in two and three-dimensions and begin to quantify the passage of time. Through using materials, their manipulative skills are being appropriately developed. Physical education activities contribute to them making good progress in their control of their bodies and in their awareness of space. They learn about shape and colour and are given a range of materials to explore and use. Their knowledge and understanding of the world around them is good.
4.3 The school does not administer externally moderated National Curriculum tests in English and mathematics to pupils of this age. Consequently, no comparisons between this school’s results and national results are possible. Inspection findings show that by the time they reach the end of the key stage, the proportion of pupils who exceed national standards (Level 2) in English, mathematics and science is similar to the national proportion for pupils of this age and capability. Fewer pupils attain the higher Level 3 than might be expected. In English, pupils’ levels of speaking and listening are above average and many read fluently and with appropriate expression. Their ability to write extended stories is limited and their standards of handwriting are below average. In mathematics, pupils’ skills in numeracy are good and they attain higher standards in this than in other aspects of the subject. In science, their knowledge and understanding of life processes and living things is also good, but their ability to understand various physical processes and work related to materials and their properties is more limited. During their time in Key Stage 1, pupils make satisfactory progress in all these subjects.
4.4 In music, pupils exceed nationally expected levels (Level 2). They attain the levels expected nationally of pupils of this age and capability in art and design, design and technology and physical education. They do not attain the nationally expected levels in geography, information and communication technology or history. In addition, the standards they attain in religious studies are unsatisfactory for pupils of this age and capability.
4.5 In Years 1 and 2, pupils make good progress in music largely as a result of the good specialist teaching they receive. Their progress is satisfactory in mathematics, English, science, art and design, design and technology and physical education. However, in geography, history, religious studies and information and communication technology they make unsatisfactory progress. A lack of pace to some lessons as well as insufficiently high teacher expectations of what pupils can achieve, as evidenced in the work they are expected to produce, are two of the factors causing a lack of sufficient progress. In addition, insufficient time is allocated to the teaching of subjects such as history, geography and religious studies, which again contributes to insufficient progress being made for pupils of this age and capability.
4.6 As in Key Stage 1, pupils do not take National Curriculum tests at the age of 11, so that direct comparisons with national standards are not possible. Inspection findings show that the standards attained in Key Stage 1 are built on rapidly so that, by the age of 11, nearly all pupils attain at least national standards (Level 4), for pupils of their age and capability, in English, mathematics and science, with a significant proportion exceeding the national standards and so attaining the higher Level 5. Their literacy and numeracy skills are well developed with many pupils attaining the higher levels of which they are capable.
4.7 In the other subjects that pupils study the levels they attain in physical education/games are well above those expected of 11-year-olds nationally. They attain levels that exceed national levels for pupils of this age and capability in music, art and design and history, with levels in geography being similar to those expected of pupils aged 11 nationally. They do not attain appropriate levels for pupils of this age and capability in information and communication technology. In religious studies, pupils’ standards are satisfactory, being above average in Latin and French.
4.8 In Years 3 to 6 pupils make very good progress in physical education/games, French and history. Good progress is made in geography, science, music, art and design, mathematics, Latin and English with satisfactory progress being made in religious studies. Pupils’ progress in information and communication technology is unsatisfactory. Within the overall picture for English there are variations. Pupils’ levels of handwriting are insufficiently high at the age of 11. However, much progress has been made during this current academic year, largely as a result of the school recognising the problem, identifying it as a major priority and working hard to improve the low standards. In this it has been successful, although some work still remains to be done. Pupils do not study design and technology after Year 4. As a result no judgements on pupils’ attainment and progress are possible.
4.9 By the time pupils leave the school at the age of 13, a high proportion attain at least nationally expected levels (Level 5) in science, music, art and design, French and physical education/games. Furthermore, many pupils exceed the national levels and attain the higher Level 6 in these subjects. In English, mathematics, history and geography the levels pupils attain are also above nationally expected levels. However, pupils do not attain the nationally expected levels in information and communication technology. In addition, pupils’ standards in religious studies are satisfactory and are good in Latin. Pupils are attaining the standards of which they are capable in all subjects except information and communication technology.
4.10 Whilst in Years 7 and 8 pupils make very good progress in music, art and design and French. They make good progress in all other subjects except religious studies, in which their progress is satisfactory, and information and communication technology in which their progress is unsatisfactory. The unsatisfactory progress and low standards in information and communication technology are largely due to the insufficient number of computer systems in the school. As a result, pupils are not given sufficient opportunity to learn and practise their skills or to use this resource to assist their learning in other areas.
4.11 Right across the school, where pupils make good and very good progress, it is largely due to the high proportion of good and very good teaching they receive. This is particularly the case in science, art and design, music, French and physical education/games. Pupils with special educational needs make good progress overall, particularly in their individual tuition sessions.
4.12 A survey of parents showed that a very small minority were concerned about their children’s standards and progress. Inspection findings show that pupils’ progress is good and standards are high in most areas except for information and communication technology across the school and in history, geography and religious studies in Years 1 and 2. Pupils’ handwriting, though improving rapidly is still of an insufficiently high standard.
Quality of Pupils’ Learning, Attitudes and Behaviour
4.13 Overall, pupils’ attitudes to their learning and their behaviour are very good. Both in classes and around the school pupils of all ages display a good deal of common sense and responsibility. They are sensible in moving around the school. They are polite to, and considerate of, each other and visitors. Lunchtime arrangements are good and pupils behave most politely and courteously towards each other. This helps to foster the family atmosphere that is characteristic of the school.
4.14 Older pupils are given additional responsibilities and to these they respond well and help to maintain an appropriate atmosphere in the school. This is noticeable in the way they are helpful to, and protective of, younger pupils, for example in supporting adults at lunchtimes, by running and leading each dining table and in being responsible for the distribution of biscuits at breaktimes. Such examples not only enhance pupils’ sense of responsibility, but also set a good role model for younger pupils to aspire to. In addition, such good practice helps to foster positive attitudes amongst pupils towards helping other people, attitudes which are so evident amongst many of the pupils. This is particularly evident in the efforts pupils have made to raise funds for particular charities, such as in the current year the monies raised to support Age Concern and Unicef.
4.15 Positive, caring attitudes permeate the whole school notably with older pupils through the system of ‘leaders’. Younger pupils are also taught to become responsible members of the school’s community by being given regular tasks such as monitors in classrooms as well as through the register monitor system.
4.16 These positive attitudes towards each other are similarly well developed in pupils’ attitudes to their work. Nearly all pupils apply themselves well in lessons and produce the work expected of them. They maintain their concentration at levels appropriate to their age and are positively motivated by their work. Pupils, in particular, respond well to the rewards associated with the ‘packs’ system and headteacher certificates, which are well used to reward effort and application. In two-thirds of lessons visited during the inspection, the quality of learning and behaviour was at least good and often very good. In nearly all of the rest it was satisfactory. On some occasions, however, pupils’ concentration lapsed and, whilst pupils were not necessarily disruptive, they were insufficiently motivated by the teaching they received and, as a result, did not make sufficient progress in those particular lessons. This was most notably the case amongst a small group of pupils on some occasions in Years 1 and 2, where the work set by some teachers did not match their prior attainment levels and so failed to motivate them sufficiently.
4.17 In nearly all lessons pupils concentrate well, behave well in class, around the school and in the locality. They are trustworthy and show considerable respect for both people and property. Opportunities are provided in some lessons for pupils to work together and to these opportunities they respond well. This was particularly noticeable in a very good Year 5 art and design lesson where pupils were required to work collaboratively on the production of a piece of sculpture and decide where it should be located in order to display it most effectively. In this work pupils had to organise themselves, share resources, debate and consider each other’s viewpoints and reach joint decisions.
4.18Opportunities do exist for pupils to carry out personal research in some subject areas, for example science and music. In others, such as history, opportunities are more limited and pupils’ research skills are not developing as rapidly as they might. When pupils are given opportunities to work together they show good initiative and are willing to take responsibility. The quality of relationships between pupils and their teachers are nearly always good.
4.19 Pupils’ levels of attendance, including those in the kindergarten and reception classes, are good and above the national average. Pupils are punctual when arriving at school. They move around the school effectively when required to move to a different room for the following lesson. The guidance contained in the school’s published ‘Staff Guidelines’ sets out clearly the regulations for registration and this is carried out quickly and efficiently at the beginning of the morning and afternoon sessions. Good arrangements exist for keeping registers safe and accessible during the day. The school’s admission and attendance registers comply with statutory requirements.
5. Quality of Education Provided
5.1 A significant factor contributing to the high standards pupils attain by the time they leave the school in many subject areas, is the high proportion of good and very good teaching they receive. Such teaching also contributes significantly to the good behaviour shown by pupils in many lessons and the positive attitudes they have to their work. In all but a few lessons seen the quality of teaching was at least satisfactory, being good in a third of lessons and very good in a further quarter. The quality of teaching occasionally was outstanding. In a small number of lessons the quality of teaching was unsatisfactory.
5.2 Within this overall pattern however, there were some variations. Good and sometimes very good teaching was evident in the Foundation Stage and a higher proportion of good and very good teaching occurred in Years 3 to 8 than in Years 1 and 2. Whilst the overall teaching of pupils in Years 1 and 2 was satisfactory, there was noticeably less good and very good teaching in these year groups, compared with elsewhere in the school and the consequence is that progress is not as rapid as it might be in these year groups. Subject specialist teaching also has a most positive impact on pupils’ progress and standards. This was particularly noticeable in science, French, art and design, music and games.
5.3 Very few instances of unsatisfactory teaching were seen. No one area of the curriculum was the focus of unsatisfactory teaching, neither was any individual teacher or class. Where teaching was unsatisfactory, it was largely the result of the pace of the lesson being too slow, with an insufficient amount of work being completed in the time available. On occasions, the work the pupils were set did not match the levels of work of which they were capable. As a result, some pupils became bored and completed little work. Even in some instances where teaching overall was satisfactory and pupils were not necessarily disruptive, certain groups, notably higher-attaining pupils, made insufficient progress in their learning, as the work they were required to do offered them insufficient challenge. This was particularly noticeable in some of the teaching in Years 1 and 2.
5.4 Most teachers have a good knowledge and understanding of the subjects they teach and are able to give pupils challenging work and thus raise the standards that they attain. Whilst the specialist teaching of information and communication technology as a subject was at least satisfactory and often good, the development of the subjects’ skills was more limited in other areas of the curriculum, where some teachers lack confidence in the use of information and communication technology. The school is well aware of this and has plans in hand to provide teachers with easy access to good quality information and communication technology equipment, as well as giving them opportunities to increase their own knowledge and skills through in-service training.
5.5 In many lessons the teaching met the needs of pupils across the range of abilities within the class and in some a variation of material or teaching method was used to cater for pupils with different abilities. The size of teaching groups often enabled teachers to give individual attention to any pupils who were experiencing difficulties. Such good practice was less evident in a minority of lessons in Years 1 and 2. On occasions, the needs of higher-attaining pupils were insufficiently catered when, for example, they were given work that was more difficult than that given to others but which was insufficiently well matched to their capabilities. Pupils with special educational needs were well catered for by work in individual tuition sessions, where the teaching was always of a very good quality. The work of learning support assistants, when working with younger pupils in particular, was good and greatly helped them to make good progress.
5.6 Much of the good and very good teaching seen was characterised by several key factors. Teachers planned their lessons well and pupils were aware of what they were required to achieve and learn. Teachers introduced such lessons in a way that caught their pupils’ imagination and gave a clear focus to the lesson. Similarly, teachers asked clear, concise questions which challenged pupils’ understanding and required them to articulate their thoughts appropriately. This was particularly noticeable in a Year 8 music lesson where pupils were learning about the basic concepts of Indian music. The lesson was very well planned and explained to the pupils. The high quality initial introduction by the teacher quickly fired pupils’ imagination and interest. Challenging questions were posed throughout. This lesson was typical of several where the teacher’s appropriate and well-judged intervention consistently focussed the pupils’ attention and enabled them to make very good progress during the course of the lesson.
5.7 The best lessons were well structured and pupils were encouraged to complete their work at a brisk pace. Teachers had high expectations of what their pupils could achieve. This was particularly noticeable in a very good Year 3 science lesson. The lesson began with a brisk introduction in which the teacher clearly explained what the pupils were going to do and what the teacher wanted them to achieve. In pairs, they were then required to set up a piece of apparatus to estimate the mass of each of ten small objects. They were then required to use a Newton meter to find both the mass and weight of each object. Higher-attaining pupils were challenged to be as accurate as possible by being required to use the electronic balance to check the mass of each object. Each pair was then further challenged to look for a pattern in the relationship between mass and weight. Very good use was made of the correct scientific language so that by the end of the lesson all pupils had a clear understanding of the difference between mass and weight. The final short plenary session was well used to reinforce the learning that had taken place. The lesson was well planned, proceeded at a brisk pace and the work set was well matched to pupils’ prior attainment levels. As a result, all pupils made very good progress during the course of the lesson.
5.8 Also in the best lessons the teachers managed their pupils well. In addition they expected good levels of behaviour and used resources very well to enhance their pupils’ learning. Some or all of these factors were present in a substantial number of lessons, particularly in Years 3 to 8, where pupils made very good progress and displayed high standards of attainment.
5.9 Marking is generally satisfactory. However, it is not always consistent or does not follow the school’s marking policy. Too often the comments made do not give pupils a clear indication of what they need to do to continue to improve. Furthermore, some teachers do not always assess their pupils’ work sufficiently well in order to plan the next stages of work for them. Prep is set regularly, often being used as an extension to the work going on in the classroom. A review of this is necessary to ensure that an appropriate amount is set to meet the specific needs of individual pupils. In addition the timing of this activity needs to be reconsidered in order for it to be more beneficial for pupils and, in some cases, at a more appropriate time during the day.
5.10 The parents’ responses to the questionnaire carried out prior to the inspection, showed that a high proportion of parents are well satisfied with the quality of teaching their children receive and inspection findings confirm this view.
5.11 Overall the systems in place to assess and record pupils’ progress across the school are unsatisfactory. However within this overall pattern there are significant variations. The assessment and recording of children’s progress in the Foundation Stage is good. In the kindergarten and reception classes, the assessment of pupils’ progress is based on the nationally recognised ‘stepping stones’, leading to the early learning goals for children of this age. Teachers also keep a daily observation book in which children’s ongoing progress is recorded. All observations and records are transferred onto a record of each individual child’s achievement. This continues, once children have attained the early learning goals, onto recording their achievement on the National Curriculum Key Stage 1 programmes of study. All assessments are completed on a regular basis and are well used to plan future.
5.12 &