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INDEPENDENT SCHOOLS INSPECTORATE
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INSPECTION REPORT ON
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Longacre School
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Full Name of the School
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Longacre School
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DfES Number
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963
6315
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Address
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Hullbrook Lane, Shamley Green, Guildford, Surrey GU5 0NQ
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Telephone Number
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01483
893225
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Fax Number
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01483
893501
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E-mail Address
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office@longacreschool.fsnet.co.uk
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Name of Headmistress
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Mrs.
J. Nicol
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Chair of Governors
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Mr.
Athar Shareef
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Age Range
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2-11
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Gender
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Mixed
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Number of Pupils
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199
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Number
of Boarders
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0
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Inspection Dates
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3rd
– 7th February 2003
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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 Governing Body, 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.
MAIN FINDINGS
Overall Summary
1.1
Longacre School provides a sound education for its pupils. Good standards in English, mathematics and science are
achieved in national tests at Key Stage 2.
The school has a high level of success in placing its pupils at
appropriate schools. Relationships and the ethos of the school are good. The school enjoys the strong support of
parents.
What the School Does Well
1.2
The school has many strengths;
outstanding amongst these are the following:
·
The Foundation Stage prepares
children well for entry into Key Stage 1
·
Pupils attain good standards in
the national tests at the end of Key Stage 2
·
High standards are achieved in
art and in information and communication technology (ICT), and the quality of
teaching is consistently high in music, at Key Stages 1 and 2
·
The school identifies, and
makes very good provision for, pupils with learning and other difficulties, and for
able and talented pupils
·
The school has a good ethos,
and enjoys the very strong support of parents.
What the School Should Do Better
·
The quality of the school development
plan is unsatisfactory
·
Attention to pupils’ personal
development is not consistently included in the planned curriculum
·
Assessment does not
sufficiently inform curriculum planning.
Standards of
Attainment and Progress in Subjects
1.3
In relation to their abilities, at the Foundation Stage
children attain high standards in the six areas of learning; namely personal, social and emotional
development; communication, language and literacy; mathematical development;
knowledge and understanding of the world; physical development, and creative development.
1.4
At Key Stage 1, in relation to their abilities, the pupils attain high
standards in information and communication technology (ICT) and art and
design. Attainment is in line with the pupils’ abilities in
English, mathematics, science, geography, music and physical education (PE).
1.5
At Key Stage 2, in relation to their abilities, the pupils attain high
standards in mathematics, science, ICT and art and design. Attainment is in line with pupils’ abilities
in English, geography, music and PE.
1.6
In 2001 the results in national
tests at Key Stage 1 in reading and writing were broadly in line with the national average for the nearest equivalent
maintained primary schools, and the mathematics results were above the national average for similar schools. At Key Stage 2 the results in English and
science were above the national average, and the results for mathematics were in line. Overall,
the pupils make good progress in the acquisition of
knowledge, understanding and skills.
1.7
Overall, the attainment of boys and
girls is good in relation to their abilities, and both make good progress. Pupils with special educational needs,
including those with learning and other difficulties, and able and talented pupils, make good
progress. Almost without exception
parents commented that they are very pleased with their child’s attainment and progress.
The Quality of
Pupils’ Learning, Attitudes and their Behaviour
1.8
The pupils have good attitudes
to their learning, and standards of behaviour are good. The quality of learning was satisfactory or
better in almost all lessons, in two-thirds of lessons it was good or better,
and in a quarter it was very good. The
pupils are competent learners, who draw well on their previous learning. Pupils work well both individually and in
groups. Throughout the age range the pupils respect the feelings of others, and pay attention
to their contributions. Standards
of behaviour are very good overall and pupils are courteous and
trustworthy. Without exception, parents
commented that the school achieves high standards of behaviour. Pupils have insufficient opportunities for
personal study, and there is scope for improving their independent study skills.
The Quality of
Teaching
1.9
The quality of teaching is good
overall, and contributes effectively to the pupils’ attainment and
progress. Teaching of a particularly
high quality took place in many lessons.
In the substantial majority of lessons the teaching meets the needs of all pupils,
including those with special educational needs.
Almost all teachers have a secure knowledge of the subjects or areas they teach, pupils are
almost always capably managed and high standards of discipline are
achieved. Most of the teaching is
characterised by high expectations that challenge pupils and deepen their knowledge and
understanding. Overall, resources are
used effectively, and good use is made of time when lessons are underway. In the small proportion of lessons where the quality of teaching
was unsatisfactory, no overall pattern of weakness was evident. Parents commented that they were pleased with the quality of teaching.
Other Aspects of the School
Attendance
1.10
The level of pupils’ attendance
is good, which enables them to take full advantage of the opportunities provided by the school. Levels of authorised
absence are relatively low, and there is almost no unauthorised absence. Attendance and admissions registers are kept
in line with legal requirements. Pupils
usually attend lessons on time, though some lessons start late after the various break times
during the day, and teaching time is lost.
Assessment
and Recording
1.11
The
overall quality of assessment and recording is sound. However, while assessment arrangements are
satisfactory in English, mathematics and science, provision in other subjects of the curriculum is generally
unsatisfactory. The assessment and
recording policy has clearly stated aims, which are reflected in some good
practice. For example, reliable
assessments are made in Reception as the children complete this stage and begin the National Curriculum. Standardised tests are used at the beginning and end of Reception, and
this valuable initiative is to be extended into Year 1 during the course of the present school year. National tests, and a variety of other tests, provide information about
pupils’ progress and the quality of teaching. Teachers question pupils informally and this provides another good indication of
attainment. Potentially useful steps are being
taken to monitor and track the progress of pupils as whole-year
groups. Assessment procedures for pupils
with special educational needs are a strength. The last inspection identified a need to
improve the quality of teachers’ marking. Some improvement has taken place, but
variations in practice persist.
Curriculum
1.12
The curriculum offers a broad
and well balanced general education suited to pupils across the full age and ability
range. It is based to a large extent on the National Curriculum,
which contributes to the quality of planning. The
curriculum for children in the Foundation Stage is broad, balanced, very well planned, and
prepares children effectively for the next stage of their education. Appropriate
teaching time is allocated to all subjects, and sound schemes of work are
prepared for almost all subjects.
Overall, the quality of teachers’ curriculum planning is good. Pupils with special educational needs are
very well catered for. The school
extends the curriculum for able and talented pupils, and boys and girls have
equal access to the curriculum. Extra-curricular
provision is good, and good use is made of off-site visits, and visitors to the school. Responses to the parent questionnaire
indicated that a very high proportion of parents are pleased with the curriculum provided by
the school.
Teaching
and Non-teaching Staff
1.13
Overall, the staff are suitably
qualified and experienced for the roles they undertake and they are effectively deployed.
Staffing ratios are sound throughout, and effective use is made of
specialist teachers and general class teachers.
Staff with posts of responsibility are deployed
effectively, and the school has an appropriate range of support staff. Non-teaching staff have a very good rapport
with the pupils and contribute well to the running of the school. The school has adopted performance management
procedures, and appropriate procedures are in place for the induction of new
staff. The headteacher,
together with the deputy head teacher, oversee the effective programme of
in-service training. Criminal background
checks have been conducted on all staff.
The last inspection report commented on the number of unqualified
teachers working with the younger age groups. The
position has improved and there is now a qualified teacher in charge of the early years.
Resources
for Learning
1.14
The books, equipment, materials
and ICT are sufficient overall in quantity, quality and organisation, and they contribute to the quality of teaching and
learning. The school has a good range of
computers, and a satisfactory range of software. Good provision is made at the Foundation Stage,
though there is scope to increase further the provision of outdoor play equipment for Nursery children. The provision of both fiction and non-fiction
books is good overall, and class libraries are well
used. However, insufficient use is made
of the main library, which reduces opportunities for independent
study. The parent teacher association
has contributed significant sums to finance various aspects of the provision. Most subjects are suitably equipped. Good resource provision is made for pupils
with special educational needs.
Libraries
1.15
The library provision overall
is sufficient in quality and quantity to provide appropriate support for the curriculum. A very generous donation of funds from
parents helped to provide a broad range of up-to-date, good quality books on a
wide variety of topics. Many teachers
make good use of the library by borrowing collections of reference books that support
topic studies in the classrooms. However, pupils
have too little access to the library, in order to borrow books, to browse and read for pleasure,
or to conduct personal research. At the time of the inspection the library was seriously
under-used. Library visiting times are
restricted due to lack of adult supervision, and use of the room for lessons on
two days a week. Teachers
who attend the library with their classes, use it to teach library skills effectively. Classroom libraries contain a good selection
of fiction, poetry and group reading books.
They are widely used and provide good support for the curriculum.
Premises and Accommodation
1.16
The buildings, accommodation
and other facilities are appropriate for the numbers, abilities,
ages and gender of the pupils. The modern building
for pupils in the Early Years and Key Stage 1 is particularly suitable for the younger children. The main house accommodates the administrative areas
and classrooms. It is rather cramped, though it is
used efficiently. Resource bases help to
make curriculum resources accessible to staff.
A wide variety of computer software is stored in the centrally-located ICT
suite. Classrooms provide sufficient,
and sometimes generous, teaching space. Effective use is made of specialist
facilities, though the music facilities are cramped.
The outdoor sports and recreational facilities are good. The Early Years play area and adventure
playground is a source of delight to the children and helps them to develop confidence.
Impressive displays of pupils’ work enhance the quality of the learning environment,
and the premises are well maintained.
Links with Parents and the Community
1.17
The school has developed an
effective partnership with parents and worthwhile links with the community. Parents are well informed and this helps them to work in
partnership with the teachers. Good opportunities
are provided to discuss the pupils’ work and progress.
Review meetings for pupils on the Special Educational Needs (SEN) register are arranged between the special educational
needs co-ordinator (SENCO), class teachers and parents each term. The parents receive a comprehensive parent’s
handbook and are well informed about school procedures. Responses to the pre-inspection
questionnaire indicated that almost all parents are satisfied with the information given
about their child’s progress, and opportunities provided to discuss
progress. The parent teacher association
is very active, and is very successful in raising funds. The school is working hard to be involved in the life of Shamley Green.
Pupils’ Personal
Development
1.18
Overall, the school provides a
satisfactory range of opportunities to promote pupils’ personal
development. The provision for spiritual
development is broadly satisfactory, and the pupils’ attainment is
sound. However, direct reference to this
aspect of the curriculum rarely features in curriculum planning, and consequently
some opportunities for pupils’ development are missed. The provision for moral development is
satisfactory and is promoted successfully through the curriculum. The school has consistently high expectations
concerning the pupils' behaviour, and pupils from the Foundation Stage
onwards know the differences between right and wrong. Provision for social development is good, and
the pupils’ attainment is good.
Teachers have high expectations for social development and are good role
models. The provision for cultural
development is satisfactory. Pupils are
developing an understanding of their own and other cultures. In the parent questionnaire
almost every parent observed that the school promotes worthwhile attitudes and values.
Pastoral Care including
Welfare, Health and Safety
1.19
The school cares satisfactorily
for its pupils’ well-being, development and safety, through its arrangements
for pastoral support, welfare and health and safety. Effective support and guidance are based
partly on the efficient monitoring of academic progress. The overall ethos of the school is good. The atmosphere is welcoming and expectations
of behaviour are high. The school’s
policy on bullying, and the sanctions and rewards system, contribute to the good sense of
order. Form teachers primarily, and
effectively, meet the pupils’ pastoral needs.
Information about the needs of individual children is disseminated among staff at
meetings that take place throughout the year. Appropriate and
comprehensive child protection procedures are in place. The detailed health and safety policy, and the provision of awareness
training for staff, contribute to the safe environment for pupils.
The school benefits form the presence of a fully qualified nurse, and a comprehensive register
is kept of children who have special medical needs.
Governance and Management
1.20
The governance and management
of the school ensure that its aims are met, and that a suitable quality of
education is provided. Efficient
planning ensures that adequate resources are secured for teaching and
learning. The relatively new senior
management team competently manages the day-to-day running of the school, and the very high level of parental support is testimony to the team’s success. The chair of governors maintains regular and
positive links with the school. The governors share
a range of valuable expertise in such areas buildings and finance. A wide range of detailed policies addresses
procedural, organisational and curricular issues. The governors and managers create a good
ethos and sense of purpose in the school. Value is placed on a
wide range of pupil achievement, including that which is academic, creative and
sporting, and the school has a relaxed atmosphere.
Subject leaders produce subject development plans annually, though at
present the whole school development plan is in draft form, and covers only the current school
year. The school has an
Investors in People award, and arrangements for performance management
are in place. Applications for
in-service training are encouraged.
Routine administration and organisation are efficient and effective, and
communication within the school, and with the wider community is
good. Key Stage 1 and 2 co-ordinators
perform a valuable function. Subject
leaders perform a valuable middle management role in checking teachers’
medium-term curriculum planning and in oversight of standards and the quality of
teaching. Statutory requirements are
met.
Progress Made by the School since its Last
Inspection
1.21
Good progress has been made in
addressing six of the eight recommendations in the last inspection report of May 1997.
R1 Loose slabs outside the music room have been
fixed.
R3 The qualifications of
staff in the early years have improved.
R4 An experienced and
well-qualified teacher guides the work in the early years.
R5 The school has
reduced the number of taught languages from three to two.
R6 Subject co-ordinators
have clearly defined roles, with job descriptions.
R8 Improvements have
been made to teaching and learning.
1.22
A lack of progress has been
made in two of the eight recommendations.
R2 Despite improvements,
some unsatisfactory worksheets are still used
R7 Teachers still do not
adhere consistently with the school’s marking policy.
2.
MAIN RECOMMENDATIONS
2.1
The main recommendations are
listed below.
R1
The quality of the school development plan
should be improved by;
·
linking the annual subject
development plans more closely with the school development plan;
·
linking the plan more closely with
the performance management arrangements;
·
extending the period of the plan to three years.
R2
Curriculum planning should
refer, where appropriate, to the contribution of the various subjects to pupils’ spiritual, moral, social and cultural
development.
R3
An assessment and recording
policy should be applied to all subjects, and assessment should contribute more
fully to curriculum planning.
3.
INTRODUCTION
Characteristics of the School
3.1
Longacre School is a co-educational preparatory school with an age range of three
to eleven years. The school has a total
of 199 pupils, with 67 children in the Foundation Stage (Nursery, Kindergarten and Reception), 66 pupils
in Key Stage 1 (Years 1 and 2), and 66 pupils in Key Stage 2 (Years 3 to
6). Just over half the pupils are boys. The school is non-selective and places are
offered in order of date of registration.
Consequently the pupils have a wide range of ability on entry. One pupil has a statement of educational
needs, and 44 other pupils are identified by the school as needing special educational provision. Fewer than 5% of pupils are from minority
ethnic groups, and seven pupils are from families where the first language is not
English. The main aims of the school are to develop
each child to his or her full potential, to provide a supportive learning
environment, to maintain good relationships with parents, and to develop and
support a professional and cohesive staff.
3.2
National Curriculum
nomenclature is used throughout this report to refer to year groups in the school. The year group nomenclature used by the school and its
National Curriculum (NC) equivalence is shown in the following table:
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School
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NC
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School
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NC
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Nursery
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Foundation Stage
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II F
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Year 2
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Kindergarten
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Foundation Stage
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III D
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Year 3
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Reception P
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Foundation Stage
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III N
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Year 3
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Reception S
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Foundation Stage
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IV P
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Year 4
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I F
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Year 1
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V E
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Year 5
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I N
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Year 1
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VI B
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Year 6
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II W
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Year 2
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Key Indicators
3.3
National Curriculum Assessments
at Age 7 (Key Stage 1): (percentages)
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Level 2 or higher
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Level 3 or higher
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Subject
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Externally marked
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Teacher assessed
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Externally marked
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Teacher assessed
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Reading
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Boys
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86
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85
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50
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41
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Girls
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100
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100
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50
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50
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Writing
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Boys
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100
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95
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5
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14
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Girls
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100
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100
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13
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13
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Mathematics
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Boys
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95
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96
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50
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36
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Girls
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100
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95
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50
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50
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Science
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Boys
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*
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100
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*
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59
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Girls
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*
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100
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*
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50
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3.4
National Curriculum Assessments
at Age 7 (Key Stage 1): (percentages)
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Level 2 or higher
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Level 3 or higher
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Subject
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Externally marked
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Teacher assessed
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Externally marked
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Teacher assessed
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Reading
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90
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90
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50
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43
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Writing
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100
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97
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6
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13
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Mathematics
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97
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97
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50
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41
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Science
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*
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97
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*
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56
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3.5
National Curriculum Assessments
at Age 11 (Key Stage 2): (percentages)
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Level 4 or higher
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Level 5 or higher
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Subject
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Externally marked
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Teacher assessed
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Externally marked
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Teacher assessed
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English
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Boys
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91
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91
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55
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n/e
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Girls
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94
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94
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60
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n/e
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Mathematics
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Boys
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100
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100
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64
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45
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Girls
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94
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88
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40
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27
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Science
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Boys
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100
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91
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72
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27
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Girls
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94
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94
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47
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40
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3.6
National Curriculum Assessments
at Age 11 (Key Stage 2): (percentages)
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Level 4 or higher
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Level 5 or higher
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Subject
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Externally marked
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Teacher assessed
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Externally marked
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Teacher assessed
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English
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93
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93
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58
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n/e
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Mathematics
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96
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94
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52
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35
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Science
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96
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93
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60
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35
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3.7
Attendance for Autumn Term 2002
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Authorised
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Unauthorised
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Percentage absence
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4.1
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0.2
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3.8
Exclusions Over the Previous 12 Months
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Temporary
exclusions
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Permanent
exclusions
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0
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0
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4.
Educational Standards Achieved
by Pupils at the School
Attainment and
Progress
4.1
In relation to their abilities, at the Foundation Stage,
children attain high standards in the six areas of learning; namely personal, social and emotional
development; communication, language and literacy; mathematical development;
knowledge and understanding of the world; physical development, and creative development.
4.2
At Key Stage 1, in relation to their abilities, the pupils attain high
standards in information and communication technology (ICT) and art and
design. Attainment is in line with the pupils’ abilities in
English, mathematics, science, geography, music and physical education (PE).
4.3
At Key Stage 2, in relation to their abilities, the pupils attain high
standards in mathematics, science, ICT and art and design. Attainment is in line with pupils’ abilities
in English, geography, music and PE.
4.4
In 2001 the results in national
tests at Key Stage 1 in reading and writing were broadly in line with the national average for the nearest equivalent
maintained primary schools, and the results for mathematics were above the national average for similar schools. At Key Stage 2 the results in English and
science were above the national average, and the results for mathematics were in line. Overall,
the pupils make good progress in the acquisition of
knowledge, understanding and skills.
4.5
Overall, the attainment of boys and
girls is good in relation to their abilities, and both make good progress. Pupils with special educational needs,
including those with learning and other difficulties, and able and talented pupils, make good
progress. Almost without exception
parents commented that they are very pleased with their child’s attainment and progress.
Quality of Pupils’
Learning, Attitudes and Behaviour
4.6
The pupils have good attitudes
to their learning, and standards of behaviour are good, which contributes
to the quality of learning. The
learning was satisfactory or better in almost all lessons, in two-thirds of
lessons it was good or better, and in a quarter it was very good. The pupils competently draw upon their previous
learning. Almost without exception, they respond positively in
lessons, are motivated and interested in their work.
4.7
The pupils work well, both
individually and in groups, in subjects as diverse as mathematics, art, music and
PE. Relationships amongst pupils, and
amongst pupils and their teachers, are good.
Throughout the age range the pupils respect the feelings of others, and pay attention to their discussions in lessons.
This contributes effectively to their attainment and progress.
Many pupils throughout the school use ICT as a means of communication.
4.8
Standards of behaviour are very
good overall, though on a small number of occasions the pupils became restive when
the pace of lessons slowed. The
pupils behave responsibly in lessons and when moving about the school. They are courteous and trustworthy. Without exception, parents commented that the school achieves high
standards of behaviour.
4.9
The pupils have limited
competence in undertaking research, as insufficient opportunities are provided
for personal study; for example by pursuing and investigating topics in the library, on the Internet or at home,
and using initiative to produce work based on their own efforts. At present the school’s resources are
under-used for this kind of work, and there is scope for improving pupils’ independent study skills.
Attendance
4.10
The level of pupils’ attendance
is good, which enables them to take full advantage of the opportunities provided by the school. Levels of authorised
absence are relatively low, and there is almost no unauthorised absence. Registers are kept in line with legal
requirements.
4.11
Unusually, the admissions register
was introduced only two years ago, following a prolonged period without a
register. However, the present register provides a record of all pupils in school, and
meets statutory requirements.
4.12
Pupils usually attend lessons
on time. However, many lessons start
late after the various break times during the day, and teaching time is lost.
5.
Quality of Education Provided
Teaching
5.1
The quality of teaching is good
overall, and contributes effectively to the pupils’ attainment and
progress. It was satisfactory or better in
almost all lessons, over a half was good or better and a quarter was very
good. In the substantial majority
of lessons the teaching meets the needs of all pupils, including those with special educational
needs. For example, in a Year 6 mathematics lesson, skilful
questioning by the teacher enabled less able pupils to answer challenging questions
successfully. Teaching of a particularly
high quality took place in many lessons, including an art masterclass
for pupils in Key Stage 2, science lessons in Key Stage 2 and a number of games
coaching sessions over the full age range. The teaching
is facilitated by use of individual education plans (IEPs), prepared by the special educational
needs co-ordinator (SENCO). The plans
apply to all pupils on the special needs register, including pupils with learning and other difficulties, as well
as able and talented pupils. Parents
commented that they were pleased with the quality of teaching.
5.2
Almost all teachers have a
secure knowledge of the subjects or areas they teach. Pupils are almost
always capably managed and high standards of discipline are achieved. This contributes to the quality of pupils’
learning. Most of the teaching is
characterised by high expectations that challenge pupils and deepen their knowledge and
understanding. Many teachers assist the pupils’ understanding
by the use of carefully chosen vocabulary.
The planning and organisation of teaching is appropriate to the teachers’ curricular
objectives, with, for example, a good balance between teacher input and
practical activity on the pupils’ part. This was evident in the good blend of coaching
and practical work during a number of games lessons.
5.3
Teachers know the pupils well, and with
rare exceptions they match tasks satisfactorily to the pupils’
attainment. During a Year 6 sex
education lesson on the growth of the human embryo, a range of sensitive issues was skilfully handled by the teacher. Overall, resources are used effectively by the teachers, for example
in the investigation of floating and sinking undertaken in Year 1. Good use is made of time when lessons are
underway but, on occasions, lessons start late and teaching time is lost. In the small proportion of lessons where the quality of teaching
was unsatisfactory, no overall pattern of weakness was evident. Shortcomings in individual lessons included the setting of
insufficiently challenging work, lack of subject knowledge on the part of the teacher, inadequate
classroom organisation and restiveness and/or inattention on the part of pupils.
Assessment and
Recording
5.4
The
overall quality of assessment and recording is sound. The school has established satisfactory
assessment arrangements for English, mathematics and science, which contribute to
curriculum planning and the pupils’ attainment and progress. However, although the school has an assessment and
recording policy, the practice in other subjects of the curriculum ranges from sound to generally unsatisfactory. In Reception, reliable assessments are made
as the children complete the Foundation Stage and begin the National Curriculum, and
standardised tests are used at the beginning and end of the Reception year. This potentially valuable initiative will be
extended into Year 1 during the course of the present school year and will be
developed further as pupils move through the school.
The arrangements should help the school to track pupils’ progress over time, and
measure their performance against national
trends.
5.5
National
tests in English and mathematics, taken at the end of Years 2 and 6, inform the school about progress made by the pupils and the quality of teaching. Optional national tests taken in Years 3, 4
and 5 also provide helpful information.
From Year 2, the pupils have spelling and reading tests twice a year, and these help in measuring progress. Whole-school annual agreement trials are
undertaken in English, mathematics and science. Last year in science, for
example, the topic involved the study of woodlice. Routine formal
assessment of standards takes place through tests at the end of topics, and end
of year examinations. Additionally, the teachers’ routine
questioning provides a good indication of attainment, and marks for homework
are recorded. Pupils in Key Stage 2
evaluate their own work in science, which constitutes good practice.
5.6
Steps are being taken to monitor
and track the progress of pupils as whole-year groups. This is a good initiative. Assessment procedures for pupils with special
educational needs and for very able pupils are a strength. Early identification is supported by the provision of good IEPs, which are
used consistently to inform the teachers’ planning. These arrangements provide a very good model
of how assessment and recording might be developed across the curriculum. Other assessments include touch typing, and general
achievement that leads to the award of badges for individual effort. While good assessment procedures were
recently started in music, and assessment in English, mathematics and science are in place, in
some of the other subjects the quality of assessment is weak. For example, no records are kept in PE at Key
Stage 1, and only numerical records of pupils’ performance are kept at Key
Stage 2.
5.7
The
last inspection identified a need to improve the marking of pupils’ work. Improvement has taken place, but variations
in practice persist. In English, for
instance, while some comments are supportive in tone, identify strengths in the work, and often indicate ways in
which it might be improved, others are unhelpfully brief. Marking is consistently good in music because
it is linked to clearly stated targets and identifies ways to move
forward. Homework contributes to the learning of older pupils and marks
are recorded.
Curriculum
5.8
The curriculum provided by the school offers a broad
and well balanced general education suited to pupils across the full age and ability
range. It contributes effectively to the pupils’ intellectual,
physical and personal development. The
length of the teaching week in Key Stages 1 and 2 is 26 hours and 15 minutes, and
is above the figure recommended nationally.
This allows the teaching to have a positive impact on the pupils’ attainment and
progress. The school curriculum is based
to a large extent on the National Curriculum, which contributes to the quality of
planning. However, some modifications
are made to meet the pupils’ specific needs as well as to utilise the strengths of the staff. This is evident, for example, in Years 5 and
6 where the increased use of specialist teaching has a positive effect on the quality of the provision. The curricular arrangements are enhanced by the school’s policy of
employing a suitable balance of full-time and part-time teachers.
5.9
The curriculum for children in the Foundation Stage is
broad, balanced and very well planned.
It covers the six areas of learning, and the associated early learning goals recommended by the Qualifications and
Curriculum Authority (QCA) for pupils of this age. The Foundation Stage curriculum enables
children to attain the early learning goals, and prepares them effectively for
moving on to the National Curriculum programmes of study at Key Stage 1.
5.10
In Years 1 to 6 all subjects of
the National Curriculum are taught, together with RE, personal,
social and health education (PSHE) and French.
Latin is taught in Years 5and 6 only.
The school allocates appropriate teaching time to all subjects,
including PE and games. Schemes of work
are prepared for almost all subjects, though at present there is no whole-school
scheme for PE. The best examples include
a detailed description of course content for each term, whilst others are much more
general in their nature. The school does
not have its own scheme of work for mathematics, but uses a published scheme that provides the necessary curricular
continuity and progression in this subject.
5.11
Appropriate schemes of work
guide curriculum content in almost all subjects. However, some are insubstantial, including
art, and others are yet to be prepared, for example the scheme for PE in Key
Stage 2. Overall, the quality of teachers’
termly and half-termly curriculum planning is good. The plans cover all subject areas, age and
ability groups. However, within the overall good provision
there is some variation in quality.
The best examples of weekly planning include a detailed description of
what the teacher intends pupils to learn, and reference to the provision of
appropriate work for pupils of different ability. It identifies what activities are planned,
notes resources and indicates how the pupils’ learning will be assessed.
Almost all lesson plans prepared for the inspection were
suitably detailed and of a good quality.
5.12
Pupils with special educational
needs, including those with learning difficulties and very able pupils, are very well catered for throughout the school, in individual
tutorial sessions as well as in the normal lessons. The school
enterprisingly extends the curriculum for able and talented pupils by providing additional
tuition in extra-curricular ‘master classes’, in areas including mathematics, Spanish and
art. Teachers are aware of the needs of pupils on the special needs
register, through participating with the SENCO in preparing IEPs, and similar plans that identify the learning needs of the abler pupils. At the time of the inspection the school made suitable and efficient curricular provision for a
statemented pupil. Boys and girls have
equal access to the curriculum; for example, during the inspection two girls
joined the under-nines six-a-side soccer team that played a fixture.
5.13
An appropriate range of
extra-curricular provision is made. It
enriches the curriculum and includes music, art, ICT, sporting and other activities. This provision broadens the curricular provision
and participating pupils benefit from the opportunities it provides.
Good use is made of off-site visits to support the curriculum, and a
range of visitors to the school enriches the pupils’ experience.
Responses to the parent questionnaire indicated that a very high proportion of
parents are pleased with the curriculum provided by the school.
Teaching and Non-teaching Staff
5.14
The staff are suitably
qualified and experienced for the roles they undertake and are effectively deployed. The number and the quality of the staff at the school contribute to the progress of the pupils and to the standards they attain. The staffing ratio for children in the Foundation Stage is in
line with requirements. Staffing ratios
are good throughout the rest of the school, and this has a positive impact on the quality of the pupils’ learning. In Key Stages 1 and 2 the ten full-time and five
part-time teaching staff, give a full-time equivalent of 11.8 teachers. The classroom assistants have appropriate
qualifications and experience. At the time of the inspection the school had no
newly-qualified teachers.
5.15
In Reception the pupil to teacher ratio
is 15: 1, and the adult to child ratio is 1: 7.5.
The pupil to teacher ratio is 17: 1 in the rest of the school is broadly
similar to that found in many other independent day schools. Years 5 and 6 are taught wholly by subject
specialists, and the younger classes are taught mainly by their class teachers. Music is taught by a specialist from
Kindergarten onwards, and French is specialist-taught from Reception
onwards. Art and design are taught by
one teacher from Year 3 onwards. A
smooth transition is made from general class teaching to specialist teaching,
and this contributes to the quality of the pupils’ learning and to the standards attained.
5.16
Teachers have job descriptions,
including the headteacher and deputy head. Other staff with posts of responsibility are
deployed effectively, including the two key stage co-ordinators, the subject leaders, and the co-ordinators for
pupils with learning difficulties and for the very able pupils. The teachers have up to eight periods each
week free of timetabled teaching commitments.
An informal arrangement is in place, wherever possible no more than two
of these will normally be required to provide cover for absent
colleagues. In addition to the teachers and classroom
assistants, the school is has an appropriate range of support staff. A nurse is on site during school hours, together with two secretarial
staff and a bursar. The school also has
catering staff, cleaners, a maintenance man/bus driver and a gardener. The deployment of non-teaching staff is very
effective. They are very loyal, and have
a very good rapport with the pupils. They make a
significant contribution to the effective running of the school and to its ethos.
5.17
The school has adopted
performance management procedures, and this is good practice. The arrangements involve the annual appraisal of
teachers, and the identification of personal development targets that contribute to
professional development. There is
scope, however, to establish closer links between the performance management
arrangements and whole-school development planning. For example, in identifying whole-school
issues and priorities. Appropriate
procedures are in place for the induction of new staff. At the time of the inspection there were no newly
qualified teachers in the school. The headteacher, together with the deputy headteacher, oversee the in-service training
programme. At the beginning of each term
whole-staff in-service training is arranged, and recent provision included
courses on behaviour management, health and safety, mathematics and
science. Opportunities exist for staff
to undertake training that focuses on their personal development. A
number of these were attended over the past year, including, for example, a Higher National Diploma course
in early childhood studies attended by an unqualified teacher in
Kindergarten. A satisfactory in-service
training budget in excess of Ł5000 is provided.
5.18
All members of staff have
contracts and, in line with requirements, appropriate criminal background
checks have been conducted. The last
inspection report commented on the number of unqualified teachers working with the younger age
groups. The position has improved and there is now a qualified
teacher in charge of the early years. However, the number of unqualified
teachers on the staff remains relatively high at five. It was reported that the governing body will be
taking this into account when future appointments are made.
Resources for
Learning
5.19
The books, equipment, materials
and ICT are sufficient overall in quantity, quality and organisation, and they contribute to the quality of teaching
and learning. In the lessons inspected,
including science, French, music and PE, they supported the teaching and learning
and were used effectively. The school
has a good range of computers, and a satisfactory range of software to support the curriculum. Good provision is made at the Foundation Stage,
though there is scope to increase further the provision of outdoor play equipment for Nursery children.
5.20
The provision of both fiction
and non-fiction books is good overall.
Class libraries, in particular, are well used. However, insufficient use is made of the main library by pupils
in Key Stages 1 and 2, which reduces opportunities for independent study. The parent teacher association has
contributed significant sums to finance various aspects of the provision, for example
a minibus has been purchased, and funds have been made available for the purchase of library
books, PE equipment and science equipment.
5.21
Most subjects are suitably
equipped, but the quality of teaching and learning in music is, to some extent,
limited by a shortage of equipment. This
is a fast-developing subject and merits special attention. Very good use is made of resources for
learning outside school, and a range of visits is undertaken in the locality and further afield. Good use is made, for example, of a
university technology bus. Photocopied
worksheets are used constructively to support the work in mathematics. However, some misuse of worksheets occurs,
for instance in RE and geography. In these subjects a common
task is often set for all, making it difficult for pupils of both high and low
ability to give of their best.
5.22
In general, the various subjects are
suitably resourced. Hitherto, the practice has been to
allocate a budget to subject leaders, based on previous expenditure. However, with effect from the next school year,
timely plans are made to base allocations on subject development plans and
annual bids made by subject leaders.
Good resource provision is made for pupils with special educational
needs, and this contributes very well to their attainment and
progress.
Libraries
5.23
The library provision overall
is sufficient in quality and quantity to provide appropriate support for the curriculum. The non-fiction library is situated in the main school
building. Partly due to a very generous
donation of funds from the parent teacher association, the library now includes a
broad range of up-to-date, good quality books on a wide variety of topics. Care was taken in the choice of books to
ensure coverage of all areas of the curriculum.
5.24
A computerised catalogue
enables Year 6 pupils independently to check books into and out of the library. However, this good practice does not extend
to the other year groups in Key Stage 2.
Many teachers make good use of the library by borrowing collections of reference books to support
topic studies in the classrooms. However, pupils
have too little access to the library, in order to borrow books, to read for pleasure, or to
conduct personal research. Visiting
times are restricted due to lack of adult supervision in the library, and the use of the room for speech and
drama lessons on two days a week. The
member of staff in charge of the library combines her post with other duties that include
mathematics co-ordinator and form teacher, and she carries out her duties
as well as pressures on time permit.
Pupil librarians drawn from Years 5 and 6 provide valuable
assistance. Teachers
who attend the library with their classes, teach library skills effectively.
5.25
At present specific budgetary
provision is not made for the library, and newspapers and periodicals are not provided for
pupils’ or teachers’ use. At the time of the inspection about 400
recently acquired non-fiction texts lay waiting to be added to the shelves. Class libraries throughout the school contain a good
selection of fiction, poetry and group reading books, and - in contrast to the main library - are
widely used. They provide good source of
support for the curriculum and contribute well to the overall quality of
reading. It was reported that the member of staff
currently in charge of the library plans to raise its profile, and to encourage classes to
timetable formally its use each week.
Premises and
Accommodation
5.26
The buildings, accommodation
and other facilities are appropriate for the numbers, abilities,
ages and gender of the pupils. They are used well
and enable the curriculum to be taught effectively. The school consists of four separate
buildings, on a single site. The modern
Early Years and Key Stage 1 building is particularly suitable for the younger children. Its size and adaptability facilitate the flexibility needed to
meet the requirements of the six areas of learning. The
Key Stage 1 area allows parallel classes to interact, and the sharing of resources
and equipment. Access to the outdoor secure play
area is good, and this contributes to the children’s personal, social and physical development. It also facilitates informal links between the parents and teachers.
5.27
The main house accommodates the administrative areas
and classrooms. Although it is rather cramped and every
space is used, it is used efficiently and enables the curriculum to be
taught effectively. Resource bases help
to make curriculum resources accessible to staff, and subject co-ordinators can
check the use of resources. They do
this, for example by monitoring the use of the humanities topic boxes, and the wide variety of
computer software stored in the centrally located ICT suite.
The classrooms provide sufficient, and sometimes generous, teaching
space, though one Year 3 classroom is barely adequate for the fifteen pupils it
accommodates. The accommodation for
music is barely adequate, and facilities for storing instruments are poor. The main building has only one staff toilet,
for use by both male and female staff.
5.28
Effective use is made of the specialist facilities
for science, art, ICT and music. All
pupils benefit from using the well-equipped hall, which has a wide range of apparatus that meets the needs of all age
groups. The school is situated in a 9.5
acre site, and the outdoor sports and recreational facilities are good. The Early Years play area and adventure
playground is a source of delight to the children and helps them to develop confidence. The
outdoor areas contribute to the quality of teaching and learning, in PE and in other aspects of the curriculum.
5.29
Impressive displays of pupils’
work enhance the learning environment in the classrooms and in the communal areas of the school. For example, a
colourful and informative display on Buddhism, a Jack Frost display to support the Nursery topic on the weather, and a very good,
carefully mounted display on rivers to support Year 5 studies in
geography. The displays help foster the pupils’ self-esteem,
and act as a stimulus for learning. A
wealth of photographs displayed around the school reminds pupils and parents of the varied educational
activities that take place. The school
buildings are well maintained, clean and decorated. The school grounds are cared for and are aesthetically pleasing. The pupils value their surroundings and
treat them with respect.
Links with Parents
and the Community
5.30
The school has developed an
effective partnership with parents and worthwhile links with the community. Parents receive comprehensive reports on the pupils twice yearly
and targets are set for each pupil. This
keeps parents informed and assists their partnership with the teacher. A new-pupil’s
report is sent to parents after a pupil’s fifth week of attendance, providing
helpful information on how the pupil has settled in. Two
formal parent evenings provide good opportunities for discussing pupils’ work
and progress. Staff
are readily accessible after school to discuss any matters relating to the pupils.
5.31
Review meetings for pupils on the Special Educational
Needs register are arranged termly between the SENCO, class teachers
and parents. This is good practice. Progress is discussed with valuable input
from all concerned. IEPs are agreed at these meetings, with
agreed targets for the next period. Similar
meetings take place for those pupils on the register of very able
and talented pupils. Parents’ responses
to the pre-inspection questionnaire indicated that almost all parents are
satisfied with the information given about their child’s progress, and opportunities provided to discuss it.
5.32
In addition to the prospectus, parents
receive a comprehensive parent’s handbook when pupils enter the school, and every year
thereafter. They are well
informed about school procedures. School
policies are listed in the parent’s handbook and are available for parents to read. The Longacre Times is published weekly and
contains a range of up-to-date information.
Parents attend class assemblies, and often take coffee with the headteacher
afterwards. This provides an opportunity
to air any concerns in a relaxed and comfortable atmosphere. The parent teacher association is very
active. It runs social events for
parents and pupils and is very successful in raising funds. The association recently purchased a minibus
for the school and provided funds to purchase a large number of library
books. Parents are also actively
involved in supporting the curriculum. They accompany
school trips, help with class activities, and sometimes talk about their work, thus providing
valuable support to aspects of the curriculum. In responding to
the parent questionnaire many parents said that the school encourages them to be involved in its
life and work.
5.33
The school works hard to be
involved in the life of the village of Shamley Green. For example, it takes part in services in the local church, pupils
participate in and attend local music and drama festivals, and pupils sing
carols in the local nursing home at Christmas time. A Jubilee fashion show was held last year and
local residents were invited. Responses
to the pre-inspection questionnaire indicate strongly the parents’ view that the school promotes
worthwhile values and attitudes. A
governor chairs a ‘Longacre traffic management committee’ which is attended by
various members of the local community. Open
morning tours of the school are conducted by Year 6 pupils, thus enhancing their sense of personal
responsibility and pride in membership of the school. The school successfully gained Investors in
People status in February 2002.
6.
Pupils’ Personal Development
and Pastoral Care
Pupils’ Personal
Development
6.1
Overall, the school provides a
satisfactory range of opportunities through which its pupils can develop a
system of spiritual beliefs and moral code, as well as developing personally,
socially and culturally. Reference to
personal development rarely features in curriculum or lesson planning, and
consequently some opportunities for pupils’ development are missed. The provision for spiritual development is
satisfactory overall, and pupils’ response is broadly sound. However, the suitable provision
made in the art and music curriculum, and in some RE lessons, could provide an
example for other subjects to follow. In
assemblies pupils explore values and beliefs and this helps to inform their outlook and patterns
of behaviour. Some, though not all,
assemblies contributed to spiritual development by playing music when pupils
entered and left, and by providing opportunities for pupils to sing. A number of lessons contributed to spiritual
development, though this was not identified as a lesson objective. For example, pupils in a Year 2 drama session
contributed to the development of self-esteem and high regard for others. In ICT, Year 3 pupils expressed delight when they discovered e-mails
waiting to be read.
6.2
The provision for moral
development is sound and the pupils’ response is good.
The school has high expectations concerning the pupils' behaviour, and
positive attitudes are consistently rewarded.
Pupils from the Foundation Stage onwards know the differences between
right and wrong and are given a high level of trust. Older pupils have targets on their desks, some of which
focus on the improvement of behaviour.
Teachers, classroom assistants and other adults, including
parents, provide good models of fairness, integrity and respect for others, and adults take
time to talk through the consequences of pupils' actions.
As a result, pupils expressed confidence that they would be listened to
and treated fairly, and this is reflected in the good ethos of the school. For example, in a Year 6 RE lesson the pupils were reminded
only to use the Internet with the support of an adult as, sometimes, they could be
exploited. At harvest festival time the pupils support
children and families in need.
6.3
The provision for social
development is good, and the pupils’ response is good. The
school fosters a sense of community, where everyone is valued. Daily assemblies provide a good, corporate
experience, in which pupils often take an active part. Teachers encourage pupils to relate well to
one another, for example, when doing experiments in science and sharing
computers in the ICT suite. Year 6 pupils
responsibly undertake duties as prefects, and pupils in Years 5 and 6 apply in
writing to become library prefects.
Teachers have high expectations, are good role models, and have good relationships
with pupils. From the outset the pupils are taught to
respect property, living things, and other people so that by Year 6 the pupils have a good understanding about being a good citizen. Some, though not all, curriculum planning
refers directly to pupils' social development.
In the parent questionnaire almost every parent observed that the school promotes
worthwhile attitudes and values.
6.4
The provision for cultural
development is satisfactory, and pupils’ response is sound. During the inspection, teachers
referred to aspects of cultural development in assemblies, in RE and in other areas of the curriculum including
geography and music, where pupils were helped to understand their own and others’ communities. In an assembly for Years 3 to 6, the pupils learned that in
Islam a boy goes to pray at the mosque five times a day, leaving his shoes at the door. In RE Year 6
pupils extended their knowledge of cultural imagery and language when watching a video
about Hinduism. Masterclasses
in art contribute towards the cultural development of those who participate. Pupils are involved in plays and concerts,
some of which include songs from other traditions and cultures, and promote open-mindedness about the values of other cultures. Pupils in Year 2 sang a range of songs from
different countries visited by Barnaby Bear, and played an African ‘doumbek’ drum. Good
quality displays and photographs included an excellent display about Buddhism
and a record of visits paid to France.
Pastoral Care
including Welfare, Health and Safety
6.5
The school cares satisfactorily
for its pupils’ well-being, development and safety, through its arrangements
for pastoral support, welfare and health and safety. The effective support and guidance are based
partly on the efficient monitoring of academic progress in the key subjects of
English, mathematics and science, where assessment is based on the use of routine testing
in lessons and standardised tests.
Assessment is less well developed in other subjects of the curriculum. The
monitoring of pupils’ personal development is broadly satisfactory. The overall ethos of the school is good. The atmosphere is welcoming and high
expectations of behaviour are evident in the way pupils behave in
and around the school. Pupils relate well
to each other, and older pupils regularly assist the younger children; for
example, by supervising movement about the school. The system of form
prefects promotes a sense of responsibility among the older pupils. The school’s policy on countering bullying,
and the effective sanctions and rewards system, contribute to the good sense of
order. Pupils commented that they felt able to go to
any member of staff with a problem.
6.6
Form teachers are primarily
responsible for meeting the pupils’ pastoral needs.
Information about the needs of individual children is disseminated informally among
staff, and at meetings arranged for this purpose. Pastoral records are kept in pupils’ files,
though no register of pastoral needs is kept.
Form teachers are assisted in their pastoral role by the child protection co-ordinator, who advises on specific problems and
is available to talk to parents. The
formation of a school council, in which pupils may participate in discussing
issues that affect them, is under consideration.
Years 3 to 6 have a timetabled form period when personal, social and health
education (PSHE) issues are considered.
PSHE is also addressed in various aspects of the curriculum. Year 2 pupils listened to a story about an
African family living in drought conditions, and then enacted the role of villagers
fetching water; the theme being the need for rules in the community.
6.7
Appropriate and comprehensive
child protection procedures and associated documentation are in place. This material, and the training provided for
teaching staff by the designated child protection officer, effectively raises the awareness of staff
regarding the safety of pupils. It is
timely that training for non-teaching staff is being considered. Background checks are made on all teaching
and non-teaching staff. Measures to
promote the pupils’ health and well-being are mainly successful. The recent health and safety review
highlighted some areas for attention, and the reduction of fire risk
and attention to other hazards has been given priority by the health and safety
committee. Action has been successfully
taken in areas such as the regular checking of fire and electrical appliances. However, at the time of the inspection, the school had yet to
complete the installation of adequate
fire appliances in the kitchen.
6.8
The detailed health and safety
policy, and the provision of health and safety awareness training for staff, helps
to ensure a safe environment for the pupils. New fencing around the grounds and
combination locks on gates promote security.
Appropriate arrangements for lunchtime and break-time supervision, and
risk assessments of play areas, help to safeguard the children’s safety in the school grounds. The school benefits form the presence of a fully
qualified nurse. First aid kits are
strategically situated around school, each with a comprehensive register of
children who have special medical needs.
An efficient system is in place for recording accidents, and for
reporting them to parents and staff. This
contributes to the safety of the children, and to relationships between staff and pupils. Children move around the school in an orderly
manner. Fire practices are conducted
regularly, fire notices are evident around the school and fire doors
are kept closed. A parking system
facilitates the dropping-off and collecting of pupils, and staff care for children
who are not promptly collected. Safety
of the parking area is to be increased with the laying of a pathway
around its perimeter that should ensure safer passage to the school buildings.
7.
The Management and Efficiency
of the School
Governance and
Management
7.1
The governance and management
of the school ensure that the aims of the school are met, and that a suitable quality of education is
provided. Efficient planning ensures
that adequate resources are secured for teaching and learning. The headteacher is
supported by the relatively new senior management team that comprises the recently appointed
deputy head and the co-ordinators for Key Stages 1 and 2. The team competently manages the day-to-day running of the school, and the very high level of
parental support is testimony to the team’s success. The recently
appointed chair of governors maintains regular and positive links with the school, and in
particular with the headteacher and bursar. The relatively small governing body meets
monthly at present. Its members share a
range of valuable expertise in such areas buildings and finance, and its
membership is being further expanded and strengthened. Key duties are
apportioned among governors, and a strong sense of purpose is evident,
particularly in relation to strategic planning.
This contributes to effective management.
7.2
The governance, management and
leadership at all levels provide clear educational direction for the school. A wide range of detailed policies addresses
procedural, organisational and curricular issues. For example, policy and practice for
addressing pupils’ special educational needs are both good, and include a
carefully compiled register of pupils, and reference to the preparation of IEPs
and arrangements for teaching and assessing the pupils’ progress.
7.3
The governors and managers
create a good ethos and sense of purpose in the school, which are
conducive to effective teaching and learning.
Value is placed on a wide range of pupil achievement, including that
which is academic, creative and sporting.
The aims and values of the school are reflected through its work. It has a relaxed atmosphere, while due
attention is paid to realising the potential of pupils over the full ability range. Although
subject leaders produce subject development plans annually, at the time of the inspection the whole school
development plan was in draft form, and covered only the current school
year. In order to improve the quality of strategic
planning, and in line with much current practice, the development plan
should have a longer-term perspective, and cover at least the next three years. At present the whole-school strategic
planning does not draw sufficiently on the potentially valuable subject development plans to identify
whole-school priorities. Budgetary
planning is not sufficiently well linked to the subject and
whole-school development plans, though improvements in practice are scheduled
for the next school year. At the time of the inspection, and in a
timely initiative, the governing body had already scheduled a meeting at which strategic
planning and the fundamental direction of the school were to be discussed.
7.4
The school has an Investors in People award. This indicates a high level of commitment to
supporting staff in carrying out their duties, and in supporting their professional
development. Arrangements for
performance management are in place and these contribute to
teachers’ personal development. The
review process helps to identify teachers’ professional development needs. Applications for in-service training are
encouraged, and are sanctioned by the headteacher. Routine administration and organisation are
efficient and effective, and contribute to the smooth-running of the school. Communication within the school,
and with the wider community is good. In
addition to the monitoring of teaching that is undertaken for performance
management, subject leaders perform a valuable middle management role in
checking teachers’ medium-term curriculum planning over Key Stages 1 and 2, and
in oversight of standards and the quality of teaching in their subjects. Subject leaders
do not formally complete lesson observation forms, with appropriate evaluation,
that could contribute to teachers’ professional development. Key Stage 1 and 2 co-ordinators perform a
valuable function, for example by contributing to curricular continuity and
progression between the two key stages. The school
does not have a co-ordinator specifically for the Foundation Stage. The school has published a parents’
complaints procedure, and takes reasonable steps not to discriminate against
disabled pupils. Statutory requirements
are met.
8.
Achievement and Quality in
Subjects and Activities
Achievement and Quality in Subjects
The
Foundation Stage
Introduction
8.1
The school provides a
welcoming, happy and busy environment for all pupils in the Foundation Stage. Children aged two-and-a-half attend the Nursery up to five
mornings a week, and from the age of three they can attend full-day sessions.
Children in Kindergarten, aged three and four, attend morning sessions
and can also attend full-day sessions depending on their maturity. They enter Reception in the September prior to their fifth birthday, and thereafter most of the pupils attend
full-time. Children in Nursery,
Kindergarten and Reception achieve high standards overall in relation to their age and abilities.
8.2
The children make rapid
progress in the acquisition of knowledge and skills, and in all lessons inspected the early learning
outcomes were achieved by the majority of pupils. For
example, the younger children in Kindergarten progressed from being able to
choose colours to create a sunset picture, to being able to select materials to
make fairy tale castles and houses.
Scrutiny of pupils work showed that Reception children, who initially
copied under simple sentences in their writing books, were able at the time of the inspection to write
independently using phonic clues to spell words unaided, and with good letter
formation.
8.3
The quality of the children's learning is
good. Children are well-motivated and
co-operative. In all the lessons the children were
well-behaved and courteous to each other. They form successful
relationships with both teaching and non-teaching staff, who
are caring and sensitive to the pupils’ individual needs. A
pupil with identified behavioural difficulties was dealt with very competently
without unduly disturbing the routine of the day or the other pupils. The children learn
successfully through well-planned, directed and undirected activities.
8.4
The quality of teaching is good
overall, and often it is very good. The
Foundation Stage teachers and assistants work as an effective team to provide
an excellent programme of activities for all the children. The activities are well-chosen and promote
learning. Lessons are carefully planned
in relation to the early learning goals and resources are used imaginatively to
support the learning. The Nursery topic
on weather inspired the children to develop their imaginative skills while playing with teddy bears in a tray full
of flour. They re-enacted the story of ‘Lost in the Snow’, using a simple
resource but one that stimulated a wealth of conversation.
8.5
Communication with parents is
good. The parents receive a
comprehensive report on attainment and progress twice a year and targets are
set for each pupil. Parents are
encouraged to make appointments with staff at the end of the school day if concerns
or queries arise. Assessment records are
kept systematically and comprehensively through the Surrey Child Profile
and observation notes. They are used to
support the planning and help to ensure that work is carefully matched to the needs of the pupils. The new Foundation Stage profile is to be
introduced in the summer term to assess Reception pupils.
8.6
The Foundation Stage curriculum
is broad and balanced. It supports and
promotes the children’s learning across all six areas of the early learning goals. Excellent cross-curricular planning ensures
that all areas are covered well. The
Reception topic on materials and fairy tales provided almost endless
opportunities for language development, including reading and writing stories,
developing a knowledge and understanding of the world by building
houses and identifying materials, and promoting the children’s creative
development through imaginative play in the two home corners, the Three Little Pigs’
house and the Giant’s Castle. During
Reception many children progress onto Key Stage 1, and this is evident in the children’s work and the teachers’
planning. Scrutiny of children’s mathematics workbooks show
that pupils can count, order and subtract numbers when solving problems
involving up to ten objects, and they can write the numbers involved.
8.7
The accommodation and the resources for learning
in the Foundation Stage are very good, and contribute well to the children’s attainment
and progress. Each class area is
conducive to learning, with a listening station, writing corner, construction
base, and art easels. Different creative
materials, phonics materials, suitable displays and number lines all provide
support. Play spaces are generous. The Nursery and Kindergarten have their own secure
playground with a safety surface, and grassed and hard play areas. A good supply of outdoor play equipment
enhances the children’s physical and social development. Each classroom has a library corner which is
suitably resourced with story books, reference books, reading books and big
books that greatly encourage early reading skills. Each class area has a computer and a good
range of software. Children enjoy using these and demonstrate an
excellent level of confidence and competence.
Classroom displays are excellent. They effectively contribute to the children’s learning,
and promote the children’s self-esteem.
8.8
The Foundation Stage is very
well managed. Staff
work as an enthusiastic and dedicated team to meet the needs of all the pupils. They plan effectively together, work collaboratively
and enable pupils to reach the Early Learning Goals and move on to Key Stage 1. A warm, nurturing environment is provided and
staff are sympathetic to the children’s needs. Pupils who have special needs are identified
early and are well supported from the outset. Learning support is
undertaken by trained and experienced special needs staff. The Early Years co-ordinator oversees the curriculum planning
and monitors its teaching, co-ordinates assessment and recording arrangements,
and manages resources. She is also the Key Stage 1
co-ordinator, which is a wide responsibility.
The leadership of the early years is onerous for one person, and the school might benefit
from appointing a Key Stage 1 co-ordinator to give the Early Years
co-ordinator more time to manage the Foundation Stage.
Standards
8.9
Personal and social
development is an area of strength in the Foundation Stage and
children’s attainment is high in relation to their abilities. Some excellent examples of personal and social
development are evident in Nursery, Kindergarten and Reception. The pupils enjoy very good relationships with
each other and with adults. The staff are good role models.
Their sympathetic approach helps children to understand the importance of friendships
and assists the development of positive attitudes to learning. Great emphasis is placed on developing
independence and targets are set for each age group that help the children to achieve
this. When Reception children change their own shoes they are highly praised,
and when they can do up their coat their names go up on a chart and house points are awarded. Nursery children play well alongside each other, sharing jigsaws,
modelling materials and the home corner, with only limited adult intervention. The teaching helps pupils to become
independent and self-confident, and results in good social development. Nursery children help adults to tidy away at the end of a session. Reception children are able to tidy things
away things away for themselves, and
individuals ably take responsibility for handing out drink and snacks and
wiping the tables afterwards.
8.10
Communication, Language and
Literacy is a strength
of the provision, and the children’s attainment is high in relation to their abilities. Particular emphasis is placed on this area of
the curriculum and the literacy strategy is followed.
Pupils are able from an early stage to listen carefully. This was evident, for example, in the Nursery and
Kindergarten classes at story time and circle time. Reception children listened and followed with
sustained concentration the story of The Three Little
Pigs. Further development of their language skills then took place as they re-read the story as a
‘play’. The more able readers capably
took the parts of the narrator and the main characters, and those with less developed reading skills
becoming the chorus. Early letter
formation and sounds skills are started in the Kindergarten and
developed further in Reception. The Reception
classroom contained good displays the children’s written stories relating to their fairy tale
topic. They wrote sentences for their Three Little Pigs zigzag books.
Work was carefully matched to the children’s abilities, and allowed the independent writers to
work freely, and to achieve accurate spelling and the use of capital letters
and full stops. Other children used their good knowledge of
initial and final phonemes to attempt their own sentences, unaided.
The children’s pencil control is good for their ages and abilities
and the presentation of written work is good. Children understand that print carries
meaning and they read for pleasure from Nursery onwards. In a group-reading session of Goldilocks the children followed the words with their finger, and used their excellent knowledge
of sight vocabulary, predictive and phonic skills to understand the meaning. Many visual clues around the classroom help the children develop their communication,
language and literacy skills, and include word banks and letter sounds, story
corners, listening tapes and writing tables.
8.11
Mathematical development is a strength and levels of attainment are
high. Emphasis is placed on practical mathematics. This takes place alongside more formal work
completed on appropriate teacher-prepared worksheets that are carefully matched
to children’s abilities, and work in workbooks of the published mathematics scheme. Pupils’ number recognition is good and is
reinforced by displays and number lines displayed around the classrooms, wooden
numbers in the Nursery and Kindergarten to touch and to trace around, and ‘number
pigs’ from nought to twenty suspended from ‘washing lines’ in Reception. Reinforcement of number takes place
throughout the day; for example, counting children in the class, questioning how
many more boys there are than girls, and how many children are absent. An excellent lesson in Reception involved
playing ‘ten green bottles’ as an introduction to counting backwards. A good understanding of positional language
was developed by using a number line on the white board, and
references to ‘number before’, ‘number after’, and ‘number in-between’. The children then formed a line, and
competently responded to instructions that involved the use of positional
language and changing places. A range of
equipment is readily available to support learning, and cross-curricular links
enhance the children’s mathematical development. Nursery
children began to understand shape by making triangular kites, and Kindergarten
children made a sun and cloud number line to reinforce their recognition of
numbers one to ten. Comprehensive
half-termly plans indicate that all areas of mathematical development are
addressed adequately.
8.12
Knowledge and understanding
of the world is a strength and the children’s attainment
is high. The well-chosen and carefully
planned topics offer a breadth of opportunities for pupils to widen their knowledge, and they ensure that the Early Learning Goals
are achieved during Reception. Care is
taken to include history, geography and science in these topics. Nursery pupils had worked on a wonderful wall
display of Noah’s ark that involved aspects of mathematics and RE, for
example by counting the animals two by two. Some
excellent investigative science took place.
Kindergarten children explored a large tray of ice cubes, and registered
surprise as they experienced how cold it was.
They learned excitedly that ice melts at different rates as they placed their cubes in different
locations, including a radiator, the garden, and a shelf. Reception
children competently made gingerbread houses, following a session of baking the previous week. They recalled the ingredients, and used their senses to describe the texture of the cake and the icing. They particularly enjoyed tasting the ingredients. Skilful questioning encouraged the pupils to describe why
things happened. Photographic evidence
showed children playing in the snow, building a snowman, and working together, making
footprints. Other photographic evidence
showed Reception children using Shamley Green as a
resource to support their topic on materials, by looking at houses and building
materials. During the inspection week, the school caretaker
helped the children to build a small wall with bricks and mortar. Multi-cultural resources, saris and African
costumes for dressing-up help children to gain an awareness of other cultures and
beliefs. Computers in each room have
suitable software to support the learning, and the children use them competently. A Kindergarten
child demonstrated how to load a CD ROM, use a ‘paint-and-draw’ program and
print out her work.
8.13
Creative development is a strength and the children’s attainment
is high. Standards of work displayed are
excellent. Teachers use their artistic talents to
display the children’s work to best effect, ensuring every child’s efforts are
valued and included. Both Reception
cloakrooms contained a three-dimensional tree collage with branches stretching
across the ceiling. One displayed the children’s work as an
autumn scene, and the other as a spring scene. The
children made intricate collage owls from different coloured felt and
accurately modelled mice from clay.
Children learn to control competently a wide variety of materials. The painting easels in Nursery and
Kindergarten area enabled the children to use develop their skills with paint, chalk and felt-tipped pens. Pupils ably used cutting and sticking skills
to make penguins to support their weather project. Large raindrops
had been formed by allowing paint to soak into porous paper, and then sprinkled with
glitter to obtain a pleasing glistening effect.
Children in Reception helped to create two wonderful home corners, using
straw, sticks and brick printing to make the Three Little Pigs’
house, and clay to make crockery for the Giant’s Castle in Jack and the Beanstalk. The home corners
were well used and children played co-operatively and imaginatively to re-enact
the fairy stories. Children’s
creative development through music is excellent, and children in Nursery and
Kindergarten played drums, chime bars and shaker instruments. They could follow a conductor, who used clear
body movements to conduct, with arms spread wide for loud, and hands together for soft. Pupils could identify the sounds of different
instruments and all had a good repertoire of songs.
8.14
Physical development is good in relation to the children’s abilities.
Children’s fine motor skills are developed well from an early age. The children in Nursery, playing with a tray of
pasta and rice, competently manipulated small and large containers to pick up
and pour the ingredients. Good cutting
and sticking skills were used to make a Jack Frost collage in
Kindergarten. Emphasis is placed on
correct pencil grip and control, and some pupils used additional pencil grips
to improve their handwriting. Clear
guidance is given to left-handed pupils in the use of pencil, paper
and scissors. A varied programme enables
the children to develop fine and gross motor skills during PE lessons
in the hall, and a range of appropriate apparatus was used capably by
Reception children. The children
controlled their body movements well, climbed safely, used accurate landing
techniques with a follow-through, and demonstrated a forward roll. They displayed growing confidence and
awareness of their bodies. Reception children
swim once a week, and this contributes very well to their physical
development. Good use is made of the extensive and
beautiful grounds, that include wide open fields where
the children can run, skip and climb trees. The enclosed and secure Nursery and
Kindergarten play area is equipped with a swing, climbing frame slide, a
charming play house made out of a tree trunk, and a number of wheeled
toys. However, the Nursery could benefit
from some smaller wheeled toys as those inspected were rather large for two and
three-year-olds. Provision is enhanced
by an excellent, wooden adventure playground, which can be used by Reception
children.
Key
Stages 1 and 2
English
8.15
The attainment of pupils at the end of Key Stage 1 and
Key Stage 2 is in line with their abilities. Pupils with
special educational needs attain good standards in relation to their abilities. In 2001 the results in national
tests of reading and writing at Key Stage 1 (2001) were above the national average for the nearest equivalent
maintained primary schools. Results in
national tests of English at Key Stage 2 were well above the national average for the nearest equivalent
maintained primary schools. In Key Stage
2, in 2002, the pupils’ attainment was well above the national average. In Key Stages 1 and 2, the work inspected in
lessons, and completed written work, indicate that
pupils of average ability achieve in line with their abilities, and that the attainment of more
able pupils is high.
8.16
Attainment in speaking and
listening is good overall. From the outset pupils speak
confidently and listen attentively. For
example, Year 6 pupils are able to explain clearly, to their class, their choice of vocabulary
to be included in their poems. Year 5 pupils
explained why they thought particular actions would be appropriate when acting out a
poem. Year 1 pupils in a mixed ability
class suggested and discussed words to describe the character of ‘Red
Fox’, and they used them successfully in completing a warning poster. Attainment in reading is good overall, and a
significant proportion of pupils in each year group read particularly demanding
texts fluently and with understanding.
Pupils read a wide range of fiction.
They could recall the names of characters, and they discussed with pleasure the content of stories. For
example, a pupil in Year 2 re-told the story from her current reading book and answered questions about the characters. One boy in the same year group showed
with pride the teacher’s positive comments in his reading record book, and went on
to talk at length about how much he now enjoyed reading. Pupils’ attainment in writing is sound. They write in a variety of styles including
narrative, descriptive and expressive styles and some capably write poems. For example, ‘An Early Morning Rider’,
written by a Year 4 pupil about a cyclist.
8.17
At Key Stage 1 the pupils make good
progress overall, and at Key Stage 2 the pupils’ progress is mainly good.
In individual lessons the pupils of above average ability make good progress overall and
those of average ability make appropriate progress. Pupils with special educational needs make
mainly good progress because of the carefully prepared IEPs, and the support received from the SENCO, class teachers
and learning support assistants. The
special needs programme plays a significant role in enabling pupils with
special educational needs to achieve within their peer group. Progress over time, within and between the key stages, is evident
from pupils’ completed work. In Key
Stage 2 the pupils successfully build on and develop skills learned in Key
Stage 1. For example, Year 3 pupils made
effective use of connectives when constructing complex sentences, and earlier
learning made the positive contribution to the creative writing in Year 6.
Progress was also evident in a whole school assembly where Year 5 spoke
confidently and performed competently a range of poems.
8.18
The quality of learning and
behaviour is sound, and pupils of all ages are keen to learn. The pupils are well behaved and focus
carefully on their tasks. Their strengths are
in working both co-operatively and independently. In all lessons the pupils in both key
stages were motivated and enthusiastic, and in the best lessons the pupils took
responsibility for their own learning.
8.19
The quality of teaching is good
overall. In all lessons it was at least
satisfactory and in almost half the lessons it was good. The
strengths of the teaching are that lesson objectives and teachers’ expectations are
made clear to the pupils, staff have good relationships with
their pupils, and in most cases a good pace is maintained. Careful planning results in a good balance
between listening and speaking, and reading and writing activities. Pupils in Key Stage 2 are encouraged to
broaden their choice of reading material and to use their writing skills. For example, one pupil had written about an
otter to David Cheff, who is the author of a recently
published book, ‘Stormforce’. Her letter had been published in the literary flier to be
sent to all schools. Teaching takes
account of the range of abilities in the class and provision is made for less able pupils to receive extra
support. For example a Year 2 pupil was
supported by a learning support assistant when the class read a text together and suggested
describing words. Homework is set
regularly and covers a wide range of tasks.
It reinforces the work covered in lessons, and includes learning of spellings and
various written tasks. Written work is
in the main carefully corrected, and teachers’ comments are mostly
positive and constructive. The teaching effectively challenges the more able pupils and
has a positive effect on learning.
However, considerable reliance is placed on the use of worksheets in
Year 4, which often leads to insufficient challenge for the abler pupils. Annual reading assessments and carefully
maintained reading records are mainly good, and contribute to the provision. Few other examples of assessment in this subject were evident, with the exception of the careful assessment and
recording undertaken by the SENCO.
8.20
Accommodation and resources are
adequate in Key Stages 1 and 2, and the class libraries of fiction, poetry and group reading books enhance the teaching. The leadership and management of English are
satisfactory. Teachers’ medium-term
planning is monitored, and sound links between early
years and Key Stages 1 and 2 ensure curricular continuity. English is supported by an appropriate policy
and schemes of work; which are reviewed annually.
Mathematics
8.21
The pupils’ attainment overall
in mathematics is in line with their abilities at Key Stage 1, and it is high in relation to their abilities at Key
Stage 2. The pupils at Key Stage 1 have
a sound understanding of mathematical concepts and processes.
They have a sound grasp of number bonds, and use a good range of mathematical
vocabulary. They are able to calculate
money sums, and they can estimate and predict.
For example, in a Year 2 lesson the pupils competently estimated whether objects weighed more,
or less than, a kilogramme. At Key Stage
2 the pupils have a good understanding of mathematics. Year 6 pupils have good powers of reasoning,
for example in calculating the ages of authors using a time line, and they can use graphs to
present data. Pupils with special
educational needs attain in line with their various abilities and the IEPs that the SENCO has produced for them. In 2001 the results in national
tests at Key Stage 1 were above the national average for the nearest equivalent maintained primary schools. At Key Stage 2 the pupils’ attainment was
in line with the nearest equivalent maintained primary schools. In 2002 it was well above the national average.
8.22
Overall, in relation to their abilities, the pupils make sound
progress at Key Stage 1. They make rapid
progress at Key Stage 2, in the acquisition of knowledge, understanding and skills. In most of the lessons the pupils know more at the end of the lesson than at the beginning. In a Year 1 lesson the pupils learned quickly
how to order various coins in order to add them most efficiently, and
during a Year 6 lesson the pupils learned how to set-out a time chart on graph paper. However, the progress of abler
pupils, in particular, was sometimes inhibited by a degree of unnecessarily
repetitive exercises. Pupils with
special needs make progress in line with their abilities.
8.23
The overall quality of pupils’
learning at Key Stage 1 is sound and at Key Stage 2 it is very good. The pupils are competent learners,
communicate well and capably apply their knowledge to new situations.
Pupils are well motivated, co-operative and listen attentively to the teachers and to each other. The pupils work well both individually and in
groups. Their behaviour is good and they respect their peers and
adults. This contributes well to the quality of the learning.
8.24
The overall quality of teaching
is good. Class teachers in Years 1 to 4
are suitably knowledgeable, and the classes in Years 5 and 6 are taught by specialists who have good
subject knowledge. Lessons are usually
well planned and organised, with a sound balance between teacher exposition and
practical work. Attention is usually
paid to the needs of pupils across the ability range, including those with special educational needs. Classes are orderly and relationships are
good. An air of mutual respect prevails
between pupils and staff, and between pupils and other pupils. Time is used effectively, though occasionally
worksheet exercises are used for excessive periods of time, and mathematical operations
continue to be practised long after the pupils have learned them.
8.25
The quality of assessment is
sound. Teachers routinely question the pupils and this
provides a useful indication of their attainment. The overall
quality of marking is good. The formal
assessment of standards largely takes place through the periodic assessments
and test papers that are integral to the mathematics scheme. The
contribution of mathematics to the twice-yearly reports to parents is helpfully informative about both
attainment and progress. The
appropriately balanced mathematics curriculum is broad and balanced, and is in line with the National
Curriculum. The scheme of work helps to
ensure curricular continuity and progression in the curriculum and
sufficient time is allocated to the subject throughout the age range.
8.26
The overall management of mathematics is
satisfactory. The subject leader
helpfully advises other teachers and routinely monitors the quality of teaching. Teachers’ termly curriculum planning
throughout the school, and work completed by pupils in their exercise books, are
routinely checked. This contributes to the subject leader’s
knowledge of standards, and helps in exercising responsibility and accountability
for standards in this key subject.
Resources for mathematics are stored in the subject leader’s room. They
are satisfactory in both quality and quantity, and are used well to support the pupils’ learning. The departmental allowance is sufficient to
meet the needs of the curriculum.
Science
8.27
The pupils’ attainment in
science is in line with their abilities at Key Stage 1, and it is good in relation to their abilities at Key
Stage 2. Year 2 pupils competently use
simple equipment, make suitable observations in relation to their tasks, and use
appropriate vocabulary. For example,
Year 2 pupils can build an electrical circuit with a bulb that lights up. Year 6 pupils have a good understanding of the scientific
process. They make predictions, handle
equipment safely and capably, undertake investigative work, record their observations using
tables and other means, and communicate results using appropriate scientific
language. For example, Year 6 pupils
understand that a newly born baby cries to help his lungs to start
working. Pupils on the special educational
needs register, including very able pupils, attain in line with their various
abilities. In 2001 the pupils’ attainment in
science, in the national tests at Key Stage 2 was well above the national average for the nearest equivalent
maintained primary schools. In 2002, at
Key Stage 2, the school’s results were well above the national average.
8.28
In relation to their abilities, the pupils make sound
progress overall at Key Stage 1, and good progress at Key Stage 2, in the acquisition of
knowledge, understanding and skills. In
all lessons observed the pupils made satisfactory or better gains in learning For example,
pupils in a Year 5 lesson on the speed of falling objects, learned the importance of
measuring accurately a height of two metres to ensure the experiment was a fair
test. Pupils’ learning progressed when they were asked ‘why’ and ‘how’, and when encouraged to answer
questions in a full sentence, using appropriate scientific vocabulary. In most lessons all of the pupils, including
those with special educational needs and very able pupils, make good
progress. Homework is consistently set and contributes to the pupils’ progress.
8.29
The quality of pupils’ learning
is never less than satisfactory, and is good overall. Pupils maintain concentration, and the older pupils remain
focussed particularly well for long periods; for example, when pupils in Year 6
learned about the growth of human embryos.
Pupils are interested and ask questions.
They respect their peers and adults, and are careful with the science
equipment. This contributes well to the quality of
learning. Standards of behaviour are
good.
8.30
The overall quality of teaching
is satisfactory in Key Stage 1. It is
good in Key Stage 2, where the pupils are taught by a subject specialist. Lessons are well planned and organised, with
a sound balance between teacher exposition and practical work on the part of the pupils. Most of the teaching is based on
good subject knowledge. The teaching
ensures that pupils are aware of the aims of the lesson, and expectations of learning and behaviour are high. For
example, pupils in Year 6 were expected to use appropriate vocabulary when
discussing the three stages of labour at child birth. In the substantial majority of lessons attention is paid to the needs of the full ability range of the pupils. When the teaching was planned to meet individual pupils’ needs, their prior knowledge was
reinforced, lessons moved at a brisk pace, and pupils made good progress. Good use is made of resources.
8.31
The quality of assessment is
sound. Teachers question the pupils and this
provides a useful indication of their attainment. The overall
quality of marking is satisfactory. It
is up-to-date and positive, though it is seldom used to identify targets or ways of developing the work. The whole school has annual agreement trials
in science, when pupils from Reception to Year 6 focus on the same topic, according to their age and ability. For instance, last year the agreement trial was to study
woodlice. Formal
assessment of pupils’ attainment takes place through tests at the end of topics, and at the end-of-year
examinations. Pupils in Key Stage 2 give
a written evaluation of their own work in planning sheets for each topic, and marks for
homework are recorded. The science
contribution to the twice-yearly reports to parents is helpfully informative about both
attainment and progress.
8.32
The science curriculum is
balanced and is linked appropriately to the National Curriculum. The scheme of work helps to ensure continuity
and progression but it is insufficiently detailed fully to support teachers who
are not subject specialists. Sufficient
time is allocated to science throughout the age range. On occasions science helpfully contributes to
the pupils’ learning in other subjects; for example mathematics was involved in the Year 5 topic on the measurement of time, and
much of the co-operative work and self-evaluation contributes to pupils’
personal development. A ‘masterclass’ is held for very able pupils in Years 3 to 6.
8.33
The resources for science are
centrally stored in the science laboratory and are good in both quality and quantity. This is due partly to a recent substantial
contribution of funds by the parent teacher association.
For example, the study of insulators was supported by a good supply of thermometers, and Key
Stage 2 teaching is supported by in interactive ‘whiteboard’, which is a
computer-linked display board. The
subject leader distributes equipment on request but the department does not
have a list of resources that could facilitate their use. The library has a satisfactory supply of
science books though little evidence was seen that the books are much used to
support the pupils’ independent research.
Good use is made of science in the community, for example, the Look-Out Discovery Centre at Bracknell. The accommodation for science is satisfactory
overall, with a good, suitably equipped laboratory for older pupils. The quality of the display is good,
though there is scope to add more of the pupils’ own work. Due
attention is paid to matters relating to health and safety.
8.34
The subject leader was recently
appointed and the overall management of science is broadly satisfactory. Curriculum planning is monitored but ways of
advising colleagues and monitoring teaching over the full age range had yet
to be established. The subject leader
contributes effectively to the annual departmental development plan, which identifies priorities,
and resource needs.
Art and
Design
8.35
The pupils’ attainment overall
in art and design is high for their abilities at Key Stage 1 and at Key Stage 2. At Key Stage 1, the pupils have good
pencil control and an eye for detail.
They draw from direct observation and use paint skilfully. At Key Stage 2 the pupils are developing
a good understanding of shape, pattern, texture and form, and a good level of
competence in applying a variety of skills.
In a Years 5 and 6 masterclass, the pupils showed a very
high level of competence when drawing, from first-hand observation, a vase of
flowers. Pupils with special educational
needs attain in line with their abilities.
8.36
Overall, in relation to their abilities, the pupils make rapid
progress at Key Stages 1 and 2 in the acquisition of knowledge, understanding and skills. In most of the lessons the pupils know more at the end of the lesson than the beginning. For example, in a Year 1 lesson developed their observational skills
when drawing and painting a picture of the Queen, and in a Year 4 lesson on making gargoyles, the pupils learned about the manipulation of
clay. In a Years 5 and 6 session the pupils deepened their knowledge of tones, when painting leaves. Pupils with special needs make good progress
for their abilities.
8.37
The overall quality of pupils’
learning is very good. The pupils are
competent learners, communicate well and apply their knowledge and skills
to new situations; for example, when a Year 3 class sketched a flower from
first hand observation. The pupils are
well-motivated, co-operative, and listen attentively to the teachers and to each other. Their behaviour is very good. Pupils respect their peers and adults,
and are careful with equipment. This
contributes well to the quality of their learning.
8.38
The overall quality of teaching
is very good. Class teachers in Years 1
and 2 have sound subject knowledge, and classes in Years 3 to 6 are taught by a
specialist who has good subject knowledge.
Lessons are carefully planned and organised, with a sound balance
between teacher exposition and practical work.
Tasks are usually well matched to the pupils’ different
abilities, classroom organisation is good, and sound use is made of both time
and resources.
8.39
The quality of assessment is
sound. In Years 3 to 6 the teacher routinely
questions the pupils and also records an assessment each lesson. This provides a useful indication of the pupils’ attainment and
helps in matching tasks to their needs. The scheme of work
for art is superficial, and in need of more detail in addition to a list of
topics. However, the taught curriculum is
appropriately balanced, and is helpfully related to the National
Curriculum. At the time of the inspection
insufficient attention was paid to the design element of the subject. Enough time is allocated
to art and design throughout the age range. The use of
specialist teaching from Year 3 helps to ensure ensure
that the level of challenge is sustained over the full age range. The provision of a ‘masterclass’
for the abler pupils is a good initiative that contributes well to the attainment and
progress of these pupils.
8.40
The overall management of art
and design is good. The subject leader
helpfully advises other teachers when appropriate, and routinely monitors the quality of teaching
and planning throughout the school. This helps the subject leader to
exercise accountability for standards.
The main resources for art and design are centrally stored. They are readily accessible, and are good in
quality and quantity. The departmental
allowance is sufficient to meet the needs of the curriculum. The
accommodation for art and design is very good, with a suitably equipped studio
complete with kiln. Due attention is
paid to matters relating to health and safety.
A range of completed art work, displayed throughout the school, enhances the quality of the environment.
Geography
8.41
The observation of three
lessons, scrutiny of pupils’ books, and the extensive displays of
completed work, indicated that pupils attain standards in line with their abilities at Key
Stage 1 and Key Stage 2. Using the travel stories of
Barnaby Bear, Year 2 pupils wrote some well-presented booklets describing
different countries that the bear had visited. They used
competently a range of resources, including atlases, postcards and travel
brochures, to select information, and showed a sound awareness of places beyond
their own locality. Barnaby
Bear’s travels were plotted on a world map.
Pupils in Year 6 can locate and name tropical and temperate climatic
areas of the world, and understand some of their features. They understand that the axis and orbit of the earth cause the different seasons and
are able to follow compass directions.
8.42
The pupils’ progress at Key
Stage 1 is sound overall, though the topic studies in Year 1 place insufficient emphasis on the geographical aspects
of topic work. This adversely affects the pupils’ progress. For example, the pupils’ humanities
folders in Year 1 contained only one piece of geography work, where pupils were
required to draw the missing features on a landscape picture. Pupils in Year 2, through their study of weather conditions around the world, made sound
progress, through making impressive individual booklets that covered such
aspects as wind, snow, drought and tornadoes.
They learned to seek information from books and magazines and wrote
simple descriptions with appropriate illustrations. Progress at Key Stage 2 is satisfactory. For example, in a study of settlements, a
Year 4 class learned how settlements are often located near to rivers, and they developed mapping
skills by drawing a plan of imaginary villages.
Pupils on the special needs register were either given extra support
by the class teacher or by an additional support teacher, which
contributed to their sound progress.
8.43
The quality of learning is
satisfactory overall, and pupils responded well in the lessons observed at
Key Stage 2. They applied their knowledge
effectively and their attitudes to geography were good.
The pupils enjoy the subject, contribute readily and knowledgeably and listen
attentively to each other in discussion.
Concentration levels are good.
Pupils respond well to the relaxed but purposeful manner in which the lessons are conducted,
and overall standards of behaviour are good.
The response of pupils in the only lesson observed at Key Stage 1 was barely satisfactory. Pupils were required to use reference books
on Africa and to write questions for others to answer. The pupils’ study and research skills were
insufficiently developed for this task, levels of expectation were
inappropriate, and the quality of learning was unsatisfactory.
8.44
The quality of teaching is good
overall. Little direct evidence was
available at Key Stage 1 due to timetable restrictions. However, scrutiny of the pupils’ work indicated
that the teaching helps pupils to gain a sound understanding of the topics covered. A feature at Key Stage 2 is the way in which
specialist teaching draws on a good knowledge of the subject, builds
steadily on the pupils’ prior learning, encourages work at a brisk pace and makes
pupils aware of the aims of lessons. In an
excellent Year 3 lesson, the teacher helped pupils to draw upon a wealth of knowledge about
ancient and modern Egypt that had been taught in previous lessons. Pupils were skilfully questioned to draw out
and extend their knowledge, and all were included.
Lesson objectives were clear and continual praise and encouragement
were given. The classroom
contained excellent displays on Egypt, that enhanced the
pupils’ learning and reinforced their knowledge.
8.45
The quality of assessment and
marking is sound overall. Teachers often
question the pupils and this provides a useful indication of their attainment. However, arrangements for more formal
assessment of attainment and progress are weak. The quality of marking is satisfactory
overall, and encouraging and informative comments are sometimes made. Some opportunities to raise the standard of literacy
skills were missed. For example, a Year
2 pupil’s diagram with the labels ‘river tames’ and ‘warter’
attracted no comment from the teacher. Extensive use is
made of commercial worksheets at Key Stage 1 and Key Stage 2. These reduce opportunities for independent writing, and the development of investigative and research skills. Pupils’ presentation of work is uneven,
indicating the need for higher expectations on the part of the teacher. The leadership of geography is
satisfactory. Schemes of work are in
place, but the co-ordinator has identified the need to review the Key Stage 1 plans in
order to achieve higher standards. The
co-ordinator helpfully monitors teachers’ curriculum planning and usefully
responds with advice where appropriate.
Shortage of time does not allow the co-ordinator to observe lessons across the two key stages, though
this could contribute to curricular continuity.
Resources are adequate, and a shortage of atlases at Key Stage 1 is
being addressed. Reference books are
limited, particularly at Key Stage 1, and those available in the library are rarely
used for independent research at Key Stage 2.
Displays in the department are informative and enhance the pupils’ learning.
Information
and Communications Technology (ICT)
8.46
Pupils’ attainment in ICT is
good overall in relation to their abilities. At the end of Key Stage 1, pupils’ attainment in Year 2 is high in
relation to their abilities. At the end of Year 6 the pupils’ attainment is
also good. These standards were evident
in lessons seen when ICT was studied as a discrete subject, and also when
pupils applied their knowledge in other subjects of the curriculum. For example,
word processing skills were applied when pupils recorded their writing, and data
handling was used in mathematics. By Year 6 the pupils are able to
organise and analyse information using a spreadsheet, and capably demonstrated their skills in preparing
and using ‘power-point’ presentations.
ICT is used effectively to support the learning of some
pupils with special educational needs, as well as to challenge more able
pupils. These pupils are enabled to
achieve in line with their abilities. A specialist
‘talking program’ helps to raise the attainment of pupils who are underachieving in English. When given the opportunity, the pupils make good use
of CD ROMs to find information.
8.47
The pupils’ make good progress
in acquiring knowledge and skills. In
Key Stage 1 they progress well in mastering the basic techniques
needed to use the mouse and keyboard, and in programming the robotic ‘Roamer’. In Key
Stage 2 the pupils demonstrate a steadily increasing knowledge of how to input
commands, access files, save, retrieve and manipulate data, create databases
and write and send e-mails. Use of a
keyboard-skills program
helps to develop a good level of competence in word processing, building on the skills learned in the early years. Year 6 pupils
up-dated the school’s website during ICT lessons, and they produce a termly
newsletter for parents using a desktop publishing program. Pupils with special educational needs make
progress in line with their abilities.
8.48
The quality of learning is
good. Pupils are interested and
motivated, eager to learn and respond well to questions and tasks set. They have good levels of application and
maintain concentration for extended periods.
They operate effectively as independent learners, and also collaborate
successfully in pairs. They have a
responsible attitude towards equipment and behave well at all times. This contributes to the quality of
learning. Standards of behaviour are
consistently good.
8.49
The quality of teaching is good
overall. Pupils benefit from the subject expertise of the ICT co-ordinator and
from the enthusiasm of other staff. However, the level of teachers’
expertise and confidence in aspect of the curriculum vary greatly.
This was reflected in the extent to which teachers felt competent to teach ICT, and in the variable use made of
ICT to support different subjects across the curriculum.
8.50
Effective use is made of the computer
facilities. The subject is well
resourced with a dedicated computer room and computers in every classroom. A variety of software is available to meet the needs of pupils’
different ages and abilities, and to support a range of subjects. Pupils were enthusiastic about the visit of the University of Surrey
technology bus, which enables all year groups to experiment with the latest ICT. The leadership and management of ICT is good; the curriculum planning in Key Stages 1 and 2 is detailed, and ensures
continuity and progression in the curriculum. However, the quality of assessment and
record keeping is a weakness, and the introduction of an ICT knowledge and
skills checklist could meet the need for improvement.
Music
8.51
The pupils’ attainment overall
in music is in line with their abilities at Key Stages 1 and 2, and there are indications that
attainment is rising. Pupils in Year 2
recognise and explore how sounds can be organised. They represent sounds with
symbols and recognise how the musical elements can be used to create different moods and
effects. Pupils in Year 6 evaluate music
and use appropriate musical vocabulary. They identify and explore the relationship between
sounds and how music reflects different intentions. They are beginning to gain a knowledge of 20th century composers and their music. Pupils with special educational needs and
very able pupils attain in line with their various abilities. The
overall attainment of pupils in the orchestra and recorder group and those who have extra tuition is in
line with their abilities and for a few pupils it is high.
8.52
The pupils make good progress
overall in relation to their abilities, in the acquisition of knowledge, understanding and skills. Rapid learning
gains take place in many lessons. For
example, pupils in Year 2 quickly learned to play a rhythm on an African drum,
and pupils in Year 5 sang Victorian
street cries and applied
this learning to make up their own modern cries. All
pupils are taught by the same subject specialist and this helps to ensure good curricular
progression. Pupils with special
educational needs and very able pupils make good progress.
8.53
The overall quality of pupils’
learning is good. Pupils of all
abilities respond to music with enthusiasm and enjoyment. They concentrate well, at their own level. They work co-operatively in pairs, patiently
take turns, and listen attentively to the teacher and to each other. The pupils handle musical
instruments carefully, and this contributes well to the quality of their learning.
8.54
The overall quality of teaching
is good, and in many lessons it is very good.
The good quality teaching has had a discernible,
and positive effect on the pupils’ progress since the beginning of this school year.
However, it is not long enough established to raise the level of pupils’
overall attainment to good. The teaching
is based on very good subject knowledge, and a joy and enthusiasm for
music. Lessons are carefully planned and
tasks are matched to the various ages and abilities of the pupils. Classroom
organisation is good, with a sound balance between input from the teacher and performance
on the part of the pupils. The pace of lessons is brisk. Good use is made of question and answer
techniques, and the teaching focuses on the development of correct musical vocabulary. Opportunities are provided for creative and
original work, on the part of individuals and groups.
Good use is made of time, and standards of discipline are high, which
contributes to the quality of learning. Older
pupils are set appropriate tasks for homework.
8.55
The quality of assessment is
good. The teacher’s skilful questions
usefully indicate the pupils’ attainment, and learning gains are noted to help future
planning. More-formal graded assessments
are recorded at the end of topics. The quality
of marking is consistently good. It is
linked to agreed targets and identifies ways to move forward. Homework contributes to the learning of older
pupils, and homework marks are
recorded. The contribution of music to the twice-yearly reports to parents is informative about both attainment and
progress.
8.56
The music relates well to the National
Curriculum. The scheme of work is
written in a way that promotes curricular continuity and progression, and is
currently under review. Recorder groups
and orchestra meet at lunchtimes and make a valuable contribution to the curriculum. Visiting staff teach music to individual
pupils. Music frequently supports other subjects, for example, the Year 5 pupils study of the Victorians included
references to music in the Victorian era. Music makes a
very good contribution towards personal development.
8.57
The quality of the specialist
accommodation for music is unsatisfactory.
The music room is too small for written work that pupils may undertake,
or for movement based on the lessons. Suitable practice
rooms are used by visiting teachers.
Resources are satisfactory in quality and quantity for individual
tuition, but are barely sufficient for use by a whole class. For example, there is a shortage of
hand-held percussion instruments.
Facilities for the storage of instruments are poor.
While the timetabling arrangements are suitable for Reception, Key Stage 1
and Key Stage 2, the Nursery and Kindergarten classes are taught together, which has an adverse
effect on the quality of their learning.
8.58
The leadership of music is very
good. However, at the time of the inspection the subject co-ordinator
had had little time in which to support other teachers, in
activities such as the hymn practices for younger pupils, or through monitoring
arrangements. However, a strong
commitment to further development of the subject is evident. The
development plan is under review with a clear identification of priorities
which include reference to resource needs and ways to strengthen the orchestra.
Physical
Education
8.59
The attainment of pupils at the end of Key Stages 1
and 2 is in line with the pupils’ abilities. In a number of lessons at both key stages the pupils attained high
standards, and in a small number their attainment was unsatisfactory.
In games lessons at Key Stage 1 the pupils learn to throw-in a soccer ball competently and to play it
skilfully on the move. In gymnastics they capably compose and
perform a sequence of movements that include running, jumping and
balancing. Some pupils have a high
level of games and gymnastic skills. At
Key Stage 2 the pupils learn to play competently a number of team games, including
netball, soccer and rugby. They know the rules, have sound
positional sense and are developing good ball skills. This was evident, for example, in a Year 6
lesson on scrummaging, in which both boys and girls
practised passing the ball out of the scrum. In gymnastics the pupils’ performance
shows a sound level of precision, control and fluency. The pupils are less skilled at evaluating their own and others’ performance, and
through this, improving their own. The pupils are
confident in the water from an early age, and standards of swimming are good.
8.60
Overall, the pupils make sound
progress in the acquisition of knowledge and skills, and on many occasions they make good
progress. For example, during a lesson
in Year 1 the pupils developed goalkeeping skills, and in a Years 3 and 4 lesson they learned about tackling and avoidance tactics. Progress in gymnastics lessons ranged from
good to less than satisfactory. In a
Year 1 lesson, the pupils learned how to combine into a sequence a number of
activities on the apparatus, though in another gymnastics lesson under-expectation on the part of the teacher resulted in
limited progress. Pupils with special
needs make progress in line with their abilities.
8.61
The quality of learning is good
overall. Pupils enjoy both gymnastics
and games lessons, and participate eagerly.
They are capable learners, highly motivated, and almost always sustain their concentration. They work well independently and in groups,
and standards of behaviour are very good overall. However, the pupils’ attention
sometimes wanes when activities remain unsupervised, particularly in gymnastics
lessons, and this leads occasionally to a degree of restiveness.
8.62
The quality of teaching is at
least sound overall, and many lessons were particularly well-taught. Teachers have a good knowledge of the subject and lesson
planning is consistently good. Lessons
have a sound blend of instruction and coaching, practical activity and review. Resources are used well to support the work, and contribute
to the quality of learning.
Teachers control the lessons well, and relationships are consistently good. Once lessons have started, good use is
usually made of time. However, the process of changing
for PE and games is sometimes very time-consuming. Teachers pay attention to the needs of all pupils,
and both boys and girls have opportunities to participate in all games. For example, during the inspection two girls
took part in an under-nines six-a-side soccer match. In a minority of lessons the quality of classroom
organisation was unsatisfactory, and this adversely affected the quality of learning.
8.63
The quality of assessment is
unsatisfactory. While much informal
assessment of attainment and progress takes place on a day-to-day basis, and
some records are kept at Key Stage 2, little formal assessment and recording
takes place at Key Stage 1. The records
at Key Stage 2 consist of statistics of pupils’ performance in long and high
jumps, and in 60-metre and 100-metre sprints.
Given the range of the PE curriculum, scope exists to increase further the level of detail in
pupils’ records. The PE curriculum in
Key Stage 1 is based, appropriately, on the Qualifications and
Curriculum Authority guideline. At Key
Stage 2 there is no curriculum guideline, though it was reported that the preparation of one is
a departmental priority. The
introduction of a whole-school guideline, linked to the National Curriculum,
could assist the process of devising a suitable assessment and recording
system. At present, in addition to the teaching of
gymnastics, the PE programme strongly emphasises appropriate winter and summer
games.
8.64
PE is taught mainly by three
qualified teachers and by a teaching assistant.
All have expertise in PE and collectively they have good subject
knowledge, which contributes to the quality of learning. In the present school year the deployment of the PE staff is less than
ideal, as some classes are taught by a number of different teachers during the course of the week. Teachers have attended a range of in-service
courses suited to their professional needs, and these have had a positive influence on the quality of the provision. However, lesson observation is not undertaken
by the head of subjects, though this could help to provide support where
appropriate, on such matters as classroom management.
8.65
The quality of resources is
sound. A suitable range of gymnastics
and games equipment was used to support the pupils’ learning in
all of the lessons inspected. The
accommodation for PE is appropriate, with a reasonably spacious hall for indoor
activities, and quite extensive outdoor facilities that include two fields, one
of which is marked out for soccer, and two netball courts. Good use is made of the swimming pool at the nearby leisure centre.
8.66
Overall, good attention is paid
to health and safety. However, hazards
were evident in a small number of gymnastics lessons when the teacher focussed too
closely on the activities of one group, while other pupils remained
inadequately supervised. Pupils helped
to put out, and replace, equipment at the start and end of lessons in the hall. On occasions these tasks were not
undertaken safely, and a subject policy is needed on how pupils should handle
apparatus. The management of PE is shared between
subject leaders in Key Stages 1 and 2.
The arrangement appears to work satisfactorily, though co-operation has
not yet extended to preparing and implementing whole school curriculum policy, and an assessment and recording policy. At present PE contributes well to the pupils’ social development.
Other Subjects
8.67
A number of lessons was
inspected in subjects other than those reported fully above.
They included two lessons that contributed to the pupils’ personal,
social and health education (PSHE), two French lessons and two RE lessons. In these lessons the pupils’ attainment was always at least in line with their abilities, and in
two lessons the pupils’ attainment was high.
In all six lessons the pupils made sound or better progress.
8.68
The quality of pupils’ learning
was good overall. Pupils were attentive
and on task, for example in the Year 6 study of Hinduism and in a Year 3 French lesson on numbers, the alphabet and
colours. Standards of behaviour were
consistently good. The quality of
teaching was sound or better in all lessons, and some of the language teaching was
of a particularly good standard. In each
case the lessons were well prepared and organised, good use was made of
question and answer, and attention was paid to the needs of the full ability range of the pupils.
8.69
In each of the lessons sound use was
made of resources to support the teaching and learning.
9.
summary of inspection evidence
9.1
The
inspection was carried out from 3rd to 7th
February 2003. All subjects of the curriculum were inspected and all
members of the teaching staff were observed teaching.
However, the size of the team did not permit all subjects to be reported on in full. The following subjects do not have full reports
in Section 8: history, French, Latin and religious education (RE). The inspectors visited 91lessons or parts of lessons, examined samples of work completed by pupils of
different abilities in each year, and held formal and informal discussions with
pupils. They attended six assemblies and
10 registration sessions. They observed
a range of extra-curricular and sporting activities. They held discussions with teaching and
non-teaching staff at various levels in the school. They analysed the responses of 164 parents to a
questionnaire distributed in advance of the inspection. They examined a wide range of documentation
made available by the school.
List of Inspectors
|
Mr. P. Highfield
|
Reporting
Inspector; formerly Staff Inspector: HMI
|
|
Mrs. P. Bennett-Mills
|
Head, IAPS school
|
|
Mr. A. Bray
|
Principal, IAPS school
|
|
Mrs. V. Clarke
|
Year 6 teacher,
IAPS school
|
|
Mrs. J. Lance
|
Formerly head of
lower school, IAPS school
|