INSPECTION REPORT

ANTINGHAM AND SOUTHREPPS COMMUNITY PRIMARY SCHOOL

Southrepps, Nr. Cromer

LEA area: Norfolk

Unique reference number: 120778

Headteacher: Mrs Sue Day

Lead inspector: Selwyn Ward

Dates of inspection: 24th – 26th February 2004

Inspection number: 260546

Inspection carried out under section 10 of the School Inspections Act 1996 © Crown copyright 2004

This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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

Antingham and Southrepps Community Primary School - 2 INFORMATION ABOUT THE SCHOOL

Type of school: Primary School category: Community Age range of pupils: 4 to 11 Gender of pupils: Mixed Number on roll: 132

School address: Lower Street Southrepps Norfolk Postcode: NR11 8UG

Telephone number: 01263 833282 Fax number: 01263 834681

Appropriate authority: The Governing Body Name of chair of governors: Mr Doug Tuthill

Date of previous inspection: 13th – 16th September 1999

CHARACTERISTICS OF THE SCHOOL

Antingham and Southrepps Community Primary is a small rural village school near the North Norfolk coast. It caters for boys and girls aged 4 to 11. All the pupils are white and of British heritage. There are no pupils learning English as an additional language. The proportion of pupils with special educational needs is average, covering a range of learning difficulties. Just one pupil has a statement of educational need. Pupils are of average ability when they join the school. Pupils socio-economic background is average, as is reflected in the proportion of pupils known to be eligible for free school meals, which is also average. The school benefits from the generous support of a local charity which has contributed substantial funds to support education in music and religious education.

Antingham and Southrepps Community Primary School - 3 INFORMATION ABOUT THE INSPECTION TEAM

Members of the inspection team Subject responsibilities

9271 Selwyn Ward Lead inspector 19743 Ann Taylor Lay inspector 23288 Marianne Harris Team inspector English Information and communication technology Geography History Religious education Provision for pupils with special educational needs 8845 Hazel Sumner Team inspector Mathematics Science Art and design Design and technology Music Physical education Areas of learning for children in the foundation stage

The inspection contractor was:

Power House Inspections

51 High Street Chasetown Burntwood Staffordshire WS7 3XE

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

Antingham and Southrepps Community Primary School - 4 REPORT CONTENTS

Page

PART A: SUMMARY OF THE REPORT 6

PART B: COMMENTARY ON THE MAIN INSPECTION FINDINGS

STANDARDS ACHIEVED BY PUPILS 8

Standards achieved in areas of learning and subjects

Pupils’ attitudes, values and other personal qualities

QUALITY OF EDUCATION PROVIDED BY THE SCHOOL 10

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

LEADERSHIP AND MANAGEMENT 15

PART C: THE QUALITY OF EDUCATION IN AREAS OF LEARNING AND SUBJECTS 18

AREAS OF LEARNING IN THE FOUNDATION STAGE

SUBJECTS IN KEY STAGES 1 AND 2

PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS 24

Antingham and Southrepps Community Primary School - 5 PART A: SUMMARY OF THE REPORT

OVERALL EVALUATION

The school provides a satisfactory standard of education. Teaching and learning are satisfactory, as is the leadership and management. The school provides satisfactory value for money.

The school’s main strengths and weaknesses are: · Although pupils achieve satisfactorily in most subjects, they have not done well enough in mathematics · Pupils behave well, get on well with one another and are keen to learn · Very effective partnerships with outside organisations enrich the learning opportunities available to pupils · Pupils do well in art and design · There is not enough challenge for more able pupils in some lessons · The school provides well for pupils’ welfare · The amount of teaching time in Years 3 to 6 is below the recommended minimum · The school has a strong and effective partnership with parents, who are very supportive of the school and of their children’s education · Marking does not always give pupils enough guidance on what they need to do to do better

There has been satisfactory improvement since the last inspection. Standards, overall, are broadly similar to those reported then and those in Year 2 are better. Teaching has improved. The issues identified in the last report have been tackled satisfactorily, with good recent improvement.

STANDARDS ACHIEVED

Results in National all schools similar schools Curriculum tests at the end of Year 6, compared with: 2001 2002 2003 2003 English D E A A mathematics E D D E science D D D D Key: A - well above average; B – above average; C – average; D – below average; E – well below average Similar schools are those whose pupils attained similarly at the end of Year 2.

Inspectors judge pupils’ achievement by looking at the progress they make over their time in school as well as how well they do in lessons. Pupils’ overall achievement is satisfactory. Children are generally of average ability when they join the school. Almost all attain all of the early learning goals that children are expected to reach by the end of the reception year. Results from the Year 2 tests show an improving trend over recent years. Although there has been underachievement in the past, standards are now average. In the Year 6 tests, results have fluctuated. Although this is not unusual in a small school, where the performance of just one or two children can significantly affect the overall statistics, there was a very sharp improvement in English last year that was not matched in other subjects. From work seen, standards are now average in all of the subjects inspected except for mathematics, where standards remain below average and art and design where they are above average. Pupils with special educational needs achieve satisfactorily. Although able children also achieve satisfactorily, they are capable of tackling more challenging work in lessons. Contrary to the national trend, girls have generally done less well than boys.

Pupils’ personal qualities, including their spiritual, moral, social and cultural development are good. Pupils get on well with one another and the behaviour of all but a very small minority of pupils is good, both in lessons and around the school. Pupils enjoy school and they are keen to learn. Though attendance has been above average in previous years, last year it was satisfactory. Much of the absence is due to children being taken on holiday in term time.

Antingham and Southrepps Community Primary School - 6 QUALITY OF EDUCATION

The quality of education provided is satisfactory. National Curriculum requirements are met, although the amount of teaching time is below the recommended minimum in Years 3 to 6 and there is less written work evident in some subjects than is normally seen. Very effective partnership arrangements with outside organisations enable the school to offer considerable enrichment to the curriculum. A language project run in conjunction with a local high school results in French being taught to children of all ages, and participation in a Creative Partnerships initiative and a digital video project have helped the school to bring innovation to the curriculum and help to make learning fun. Resources and the school accommodation are adequate, although space is tight. The school has been successful in building a good and effective partnership with parents. This helps parents to support their children’s learning at home. Arrangements for the care and welfare of pupils are good.

Teaching and learning are satisfactory. Lessons are well planned and many have a brisk pace, with varied activities that help to ensure that pupils’ interest is maintained and that they get a lot done. Often, teachers succeed in making learning fun for the pupils, through games and the effective use of humour. Sometimes, however, teachers’ introductions go on too long and pupils’ interest begins to wane. Relationships are very good between all the adults and pupils in the school. Teachers are generally effective in managing their classes and in dealing with the misbehaviour of a small number of pupils. The attention they have to give to managing behaviour of some boys, however, is sometimes at the expense of time available to help the quieter girls in the class. This contributes to some girls achieving less well than boys. Marking is too variable. Some good quality marking gives good guidance to pupils on how to improve their work, but other marking offers encouragement rather than helpful feedback. A notable strength of teaching, however, is teachers’ assessment in lessons of how well pupils understand. Teachers make good use of pupils’ own indications of how well they are learning in order to plan what they will teach next.

LEADERSHIP AND MANAGEMENT

Leadership and management are satisfactory. The headteacher, new to the school, has a clear vision for raising achievement and has been successful in building a staff team with a shared commitment to school improvement. Subject leaders are keen and enthusiastic but many are new to role and have not yet had an impact on raising standards. Governors do a good job and are very supportive of the school. They ensure that statutory requirements are fully met.

PARENTS’ AND PUPILS’ VIEWS OF THE SCHOOL

The views expressed by parents are strongly favourable. Some expressed concerns about behaviour and bullying, but, from talking to pupils, inspectors found that incidents of bullying are dealt with well by the school. Pupils’ views were positive, although younger pupils were more enthusiastic in their responses than the older pupils.

IMPROVEMENTS NEEDED

The most important things the school should do to improve are: · Raise standards of achievement in mathematics · Extend the time available for teaching in Years 3 to 6 · Provide good challenge for more able pupils in all lessons · Ensure that all marking helps pupils to improve their work

Antingham and Southrepps Community Primary School - 7 PART B: COMMENTARY ON THE INSPECTION FINDINGS

STANDARDS ACHIEVED BY PUPILS

Standards achieved in subjects and areas of learning

Pupils attain average standards in most subjects throughout the school. Achievement is satisfactory for pupils of all abilities.

Main strengths and weaknesses

· Pupils have not done well enough in mathematics by the end of Year 6 · Pupils do well in art and design · Although pupils of all abilities achieve satisfactorily throughout the school, work in some lessons does not offer enough challenge to more able pupils

Commentary

1. Inspectors judge pupils’ achievement by looking at the progress they make over their time in school as well as how well they do in lessons. Children are of average ability when they join the school. They make satisfactory progress during their reception year so that by the start of Year 1, almost all attain all the early learning goals that children are expected to reach by this age.

2. The tables below show the average points scores attained in the Year 2 and Year 6 tests in 2003 (with the 2002 scores in brackets). One point represents roughly one term’s progress, so the tables show, for example, that pupils in Year 6 were around two terms ahead of pupils nationally in English last year but around a term behind in mathematics.

Standards in national tests at the end of Year 2 – average point scores in 2003

Standards in: School results National results reading 15.5 (15.3) 15.7 (15.8) writing 15.2 (14.2) 14.6 (14.4) mathematics 16.5 (18.4) 16.3 (16.5) There were 22 pupils in the year group. Figures in brackets are for the previous year

3. The evidence from past test scores in reading, writing and mathematics at the end of Year 2 show some fluctuation from year to year. This is not unusual in a small school, where the results of just one or two pupils can affect the overall statistics. The trend in results, however, has been an improving one, with improvement at a faster rate than that seen nationally. Work seen in the inspection showed average standards in reading, writing and mathematics, as well as in all of the other subjects inspected. This represents satisfactory achievement. Although past test results suggest that girls have not performed as well as boys, this was not evident from current work.

Standards in national tests at the end of Year 6 – average point scores in 2003

Standards in: School results National results English 28.8 (25.5) 26.8 (27.0) mathematics 25.8 (25.8) 26.8 (26.7) science 28.2 (28.0) 28.6 (28.3) There were 20 pupils in the year group. Figures in brackets are for the previous year

Antingham and Southrepps Community Primary School - 8 4. In the Year 6 tests, standards have fluctuated from year to year, although results have generally been below average and there has not been the improving trend seen nationally. It is not unusual for results to vary quite widely from year to year in a small school like this one, where the performance of just one or two children can have a significant effect on the school’s overall statistics. However, last year saw a very dramatic improvement in results in English that was not matched in other subjects. Results in English went last year from the equivalent of around two and half terms behind the national average to two terms ahead. By contrast, in mathematics the same pupils remained around a term behind pupils nationally. The results in English significantly exceeded the school’s expectations. The school believes that the results can be attributed in part to the focus given by teachers last year to raising standards in literacy.

5. Work seen suggests that standards in the present Year 6 are broadly average in English, as they are in almost all of the other subjects inspected. This represents satisfactory achievement, overall. In art and design, standards are above average. Although priority has been given this year to raising standards in mathematics and pupils now benefit from good teaching in this subject, standards are still currently below average in Year 6.

6. As in the Year 2 tests, girls have generally done less well than boys in the Year 6 tests. In sampling the work of individual pupils and tracking their progress over their time in the school, inspectors found evidence that some girls were not achieving as well as boys. In a few lessons, the time the teacher had to spend dealing with a very small number of demanding boys was at the expense of time available to help the quieter girls in the class. As the school has itself identified, this contributes to some girls achieving less well than boys.

7. Pupils with special educational needs make steady progress and achieve in line with the other pupils in the school. Able pupils also achieve satisfactorily but in some lessons they are set insufficiently challenging work. Standards, overall, are broadly similar to those reported in the last inspection. This represents satisfactory improvement.

Pupils’ attitudes, values and other personal qualities

Pupils’ personal qualities, including their spiritual, moral, social and cultural development, are good. Almost all pupils behave well and they get on well with each other. Pupils enjoy school and are keen to learn. Attendance is satisfactory.

Main strengths and weaknesses

· The school provides well for pupils’ personal development · Most pupils behave well · Relationships are good, both among pupils themselves and between pupils and adults · Managing the behaviour of a few pupils takes up teachers’ time

Commentary

8. In the reception year, children make satisfactory progress in their personal, social and emotional development. From Year 1 to Year 6, pupils’ spiritual, moral, social and cultural development is supported through opportunities for reflection, discussion and debate in many subjects. The use of drama and role-play enables pupils to empathise with the experience of others in English and history, as, for example, when pupils in Years 4 and 5 took part in an imaginative recreation of life as 8th Century monks on Lindisfarne. Debate in lessons is encouraged through discussion of the moral points drawn from stories. Pupils in Years 2 and 3, for example, identified their own “philosophical question” from a reading of the picture book Angry Arthur and engaged in a thoughtful argument of the issues raised. Although all of the pupils are from a similar, white British background, the school works hard to introduce experience of other cultures, making very effective use of partnership arrangements with outside organisations. Many pupils, for example, take part in African drumming, working with the Britten Sinfonia and a World Music group. The introduction of a school council has given pupils a voice in some school decisions and pupils enjoy and respond well

Antingham and Southrepps Community Primary School - 9 to the opportunities they are given to take responsibility through the council and through acting as helpers. Even younger pupils take turns wearing coloured tabards that signal that they are available to give help to those who need it. These opportunities help pupils to develop in confidence.

9. Behaviour of almost all pupils is good, both in lessons and around the school. There has been just one temporary exclusion over the past year. There is a small number of pupils whose behaviour gives rise to concern. Although they are managed well by teachers so that their behaviour does not directly disrupt the learning of others, sometimes the demands they make on teachers’ time reduces the attention that can be given to supporting other pupils. The school has recognised from its own monitoring of teaching and learning that this has contributed to some quieter girls achieving less well than other pupils.

Ethnic background of pupils Exclusions in the last school year

Number of Number of No of pupils Categories used in the Annual School Census fixed period permanent on roll exclusions exclusions White – British 131 1 0 No ethnic group recorded 1 0 0

10. Relationships are good, and often very good, both between pupils and with the teachers and other adults working in the school. Pupils work together productively in pairs and small groups when called upon to do so. Although some parents expressed concerns about bullying in their questionnaires, pupils express confidence that any incidents of bullying are dealt with well by teachers. They describe this as being among the recent improvements in the school.

Attendance in the latest complete reporting year (%)

Authorised absence Unauthorised absence School data: 6.0 School data : 0.1 National data: 5.4 National data: 0.4 The table gives the percentage of half days (sessions) missed through absence for the latest complete reporting year.

11. Attendance has been above average in recent years but last year it dipped. Although the above table shows attendance below the national average, the figures are distorted by two days last year when the school was, in effect, closed because of severe weather conditions. Arrangements for promoting good attendance are satisfactory. Much of the absence is due to parents taking their children out of school for holidays in term time. Punctuality is satisfactory. The vast majority of pupils get to school on time, although there are a few who drift in five or more minutes after the start of morning registration.

QUALITY OF EDUCATION PROVIDED BY THE SCHOOL

The quality of education provided by the school is satisfactory. Teaching and learning are satisfactory, as is the curriculum, although partnership arrangements with outside organisations result in very good enrichment of the curriculum. There are good arrangements for the care and welfare of the pupils, and the school has developed an effective partnership with parents to support pupils’ education. Marking and assessment are satisfactory.

Teaching and learning

Teaching and learning are satisfactory. Marking and assessment are satisfactory. Although teachers assess how well pupils are learning in lessons and make good use of this information, marking is too variable.

Antingham and Southrepps Community Primary School - 10 Main strengths and weaknesses

· Relationships are very good and teachers help to make learning fun · Pupils are involved in assessing how well they are doing and teachers make good use of this in planning lessons · Although teachers are effective in managing the misbehaviour of a very small number of pupils, this is sometimes at the expense of time available to help other pupils · In some lessons, the work for the most able pupils is not challenging enough · Marking is too variable

Commentary

Summary of teaching observed during the inspection in28 lessons

Excellent Very good Good Satisfactory Unsatisfactor Poor Very Poor y

0 3 12 13 0 0 0

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

12. The leadership and management of the school have been effective in improving the quality of teaching through monitoring of teaching and learning. As a result, the quality of teaching is better than that seen in the last inspection, with no unsatisfactory teaching and a currently higher proportion of good teaching.

13. Lessons are generally well planned, with teachers usually making it clear to pupils what it is that they are expected to learn. Teachers vary the activities within lessons and this helps to keep pupils interested and fully involved. Teachers direct questions to those pupils who are reluctant to volunteer answers. This ensures that all are fully included. Many lessons have a brisk pace so that pupils get quite a lot of work done in the time. Sometimes, however, teachers’ introductions go on too long and pupils’ interest begins to wane. This was a weakness particularly in some of the English lessons seen.

14. Teachers involve pupils in assessing how well they understand and have learnt in the lesson, often asking the pupils to signal this with a simple thumbs up, down or wavering. They make good use of this information in adapting lessons and in planning future lessons. Pupils are used to using these systems for signalling how well they understand, so they give honest responses that help ensure that teaching is well matched to pupils’ learning needs. In most lessons, teachers take care to organise some different work to cater for the different ages of pupils in the mixed-age classes and for pupils of different abilities. Although this work is appropriately matched to the abilities of lower attaining pupils and those with special educational needs, the work set for more able pupils does not always provide sufficient challenge.

15. Teachers know and get on very well with their pupils. Teachers make good use of humour to interest and engage pupils. They are often successful in making lessons fun. For example, in a particularly successful mathematics lesson, pupils learnt well because the teacher successfully incorporated games involving physical exercise rather than setting the class passive activities. The use of drama and role-play throughout the school not only makes learning fun but also makes it very much more memorable for the pupils.

16. Teachers manage classes effectively, generally dealing well with the isolated incidents of misbehaviour of a small number of pupils. Although they are successful in ensuring that one child’s silly behaviour does not distract other pupils from their learning, the attention that teachers have to give to managing the behaviour of a very small number of boys is sometimes at the expense of time available to help the quieter girls in the class. The school has itself surmised that this may be a

Antingham and Southrepps Community Primary School - 11 contributing factor to some girls achieving less well than boys, and inspectors saw some evidence of this in the older classes.

Antingham and Southrepps Community Primary School - 12 17. Marking is too variable. Some is of high quality, giving clear guidance to pupils on what they need to do to improve their work. Other marking is weak: merely acknowledging that work has been completed or offering a ”well done” comment that gives pupils vague encouragement but no practical feedback on what they have done well or how they could make their work better.

The curriculum

Curriculum provision is satisfactory. National Curriculum requirements are met, although the amount of teaching time in Years 3 to 6 is below the recommended minimum. There is considerable enrichment of the curriculum, with opportunities offered that go beyond those found in most schools. Resources and accommodation are adequate.

Main strengths and weaknesses

· Very effective partnership arrangements with outside organisations considerably enrich the curriculum · The amount of teaching time in Years 3 to 6 is below the recommended minimum · There is less written work in some subjects than is commonly seen · Children in the reception year do not have their own outside play area

Commentary

18. Although National Curriculum requirements are met, there is less written work evident in some subjects than is commonly seen. There was little evidence of work in science during the first term of the year in Year 6 and in other subjects, for example, humanities, pupils’ books showed long gaps between recorded work. The recording of all humanities work in the same exercise book does little to encourage the development of pupils’ individual subject skills and understanding. The amount of teaching time in Years 3 to 6 is around an hour below the recommended minimum. This, inevitably, reduces the amount of time available to learn in subjects other than English and mathematics – each of which has a regularly daily timetabled session.

19. Despite these weaknesses, the curriculum is considerably enhanced through the innovative partnership arrangements that have been developed with outside organisations. Although it was not possible during inspectors’ time in school to see any music lessons and therefore judge provision in music, the school’s involvement in a Creative Partnerships initiative has enabled pupils to take part in a wide range of musical activities in conjunction with the Britten Sinfonia and a world music group, and there are plans to extend the initiative to pupils’ work in design and technology. Involvement in a British Educational Communications and Technology project has given pupils of all ages the opportunity to make and edit their own short digital video films. In many cases, these significantly enhance learning and achievement. For example, pupils who have written, directed, edited or acted in films about World War II and about Victorian schools have learnt well because they found the experience rather more memorable than had they merely studied the topics in a more conventional manner. As part of a scheme run in conjunction with a local high school, all pupils from reception to Year 6 learn French. There is a good range of clubs and other extracurricular activities on offer and pupils from Year 4 upwards have the opportunity to go on residential trips.

20. In addition to digital video, other use is made of information and communication technology (ICT) to support learning in other subjects, with good use made of the small computer suite. Although there is less written work than might be expected in some subjects, satisfactory use is made of literacy skills in other subjects and these subjects make a satisfactory contribution to the development of pupils’ literacy. Speaking and listening skills, in particular, are developed well through the many opportunities for discussion, debate, drama and role-play. Opportunities are missed, however, for using numeracy skills in other subjects. There is some use of graphs, for example, in science, but there is less use of measurement and calculation in other subjects than is usually seen.

21. Resources are satisfactory. The school buildings are old and quite cramped. They are adequate for the needs of the curriculum but they do not offer pupils a stimulating learning

Antingham and Southrepps Community Primary School - 13 environment. Accommodation for children in the reception year is unsatisfactory as they do not have the benefit of their own outside play area and this limits the opportunity to provide fully for their physical development. The school has an adequate number of teaching and support staff, and good use is made of teachers’ individual experience through “swapping” classes to provide teaching by subject specialists in, for example, French and art and design.

Care, guidance and support

There are good arrangements to ensure pupils’ care and welfare. The provision of academic and personal support and guidance is satisfactory. The school values and acts on pupils’ views.

Main strengths and weaknesses

· Pupils are looked after well · Although staff have attended short first aid courses, there is no adult in the school with an up-to- date more comprehensive certificate in first aid · Measures recently introduced to combat bullying and over-boisterous behaviour have been effective · Pupils’ views are taken seriously. Pupils, and their parents, have been effectively involved in discussing how to improve the school environment

Commentary

22. The school provides a friendly environment where pupils are made to feel confident and secure. Recent measures have improved the support for pupils’ care and welfare. For example, road safety awareness is being introduced into the curriculum, parents are helping with a ‘safe routes to school’ plan and older pupils will complete their cycling proficiency tests this summer. A number of staff have attended a short course on first aid, but, because there has been a significant change in staff, there is currently no adult in the school with more comprehensive up-to-date first aid certification. The new headteacher has recently attended training courses on health and safety and child protection. Good new procedures for these are now in place and are known and understood by staff. There are regular health and safety checks, and this represents good improvement since the last inspection.

23. In their questionnaire responses, parents and pupils expressed concerns over the numbers of bullying incidents which had taken place, especially in the playground. Measures such as new play equipment, encouraging pupils to play with those who are on their own (the school now has a Buddy Bench where pupils can go to sit if they are on their own and want someone to play with) and the Headteacher talking to pupils in assembly about what is, and what is not acceptable, are all starting to take effect. Older pupils say that things have improved and playtimes are much happier now.

24. Arrangements for monitoring and supporting pupils’ achievements and personal development are satisfactory. Because it is a small school, pupils are well known and have trusting relationships with staff. Relationships are very good. Teachers keep appropriately detailed records on pupils’ progress in the core subjects of English, mathematics and science, so they can identify and provide additional support for any pupils who seem to be underachieving. Satisfactory use is made of targets for learning, so that pupils know what they need to focus on in order to improve their work in English and mathematics. Pupils with special educational needs are given good guidance. Their individual education plans are carefully drawn up with achievable targets that result in them making steady progress.

Antingham and Southrepps Community Primary School - 14 25. Pupils have been fully involved in expressing their views about how the school environment could improve. Ideas range from a duck pond to more play equipment and seats. The new school council is becoming established and councillors have put forward some good ideas about painting the rooms in bright colours and improving the toilets.

Partnership with parents, other schools and the community

There are very good links with parents and with the community. Links with other schools are good.

Main strengths and weaknesses

· Parents are very supportive of the school and of their children’s education · Effective partnerships with local organisations benefit the pupils and enrich the curriculum · Pupils benefit from good quality French teaching because the school has good links with a local secondary school which specialises in language teaching · Communication and consultation with parents is taken seriously and parents’ views are actively sought and acted upon

Commentary

26. Parents are increasingly playing an active role in the work of the school and this represents good improvement since the last inspection. Parents’ support is strong and many parents are involved in helping the school in different ways. For example, through the active and successful Friends’ Association, parents have taken charge of projects such as making Story Sacks to promote reading, and investigating ‘safe routes to school’. Some have become volunteer librarians. The school is in the enviable and somewhat unusual position of having a waiting list of parents wishing to become governors!

27. Parents are becoming much more knowledgeable about how to help their children. This is because the school has provided some very good opportunities for them to learn about the curriculum and how to be supportive at home. Parents were invited to work with their children during Poetry Week. They have all received a new and very readable leaflet about how to help with mathematics and several work with the children in class to suggest ideas for improving the school. The way governors consult with parents is also good. Parents were fully involved in the decision to change the school uniform and governors positively encourage two-way communication through their open approach.

28. There is some very good information for parents. They are kept very well informed by regular newsletters from the headteacher. These are enhanced by very good communications from governors, including topical newsletters and a useful and imaginatively presented Annual Report. Pupils’ annual reports are good, giving parents a clear picture of how well their children are doing. Parents are involved well in supporting pupils with special educational needs. Regular meetings are held and outside agencies are used where appropriate. Parents are involved at every step and are helped to support their child’s learning at home.

29. The school plays an important role in village life and community links are very strong. The work beginning to take shape through the Creative Partnerships initiative is proving especially valuable, for the vitality and creativity it is bringing to the curriculum and the way it is enthusing staff, pupils and parents. The school is at an exciting stage in its development, with architects, artists and musicians all involved in inspiring new projects. For example, work with the Britten Sinfonia, and another project to revitalise the school buildings and outdoor environment. The school has strong links with a local high school which has specialist status as a language college. As a result, pupils are benefiting from the opportunity to learn French from the moment they start at the school.

Antingham and Southrepps Community Primary School - 15 LEADERSHIP AND MANAGEMENT

Leadership and management, overall, are satisfactory. The leadership of the headteacher is good. Governors are effective and key staff lead their subjects satisfactorily.

Main strengths and weaknesses

· The headteacher has a clear vision for the school · The governors do a good job · Subject leaders are keen and enthusiastic, but most are new to post and have not had time to impact on standards · Good use is made of extra money that comes into the school

Commentary

30. The headteacher has been in the school for only a short time, but has, nevertheless, built an effective team with a clear commitment to improving the school. The priorities for development are very clear, and strategies are being implemented throughout the school to bring about improvement. Senior staff who have been at the school for a time have been instrumental in ensuring that staff new to the school settle in quickly and are supported well when they are new to a role. Teachers who are newly-qualified are supported very well and any additional support that is needed is quickly provided. Teaching and learning are monitored well and a written record is kept of observations. These are very detailed, but do not have points for development that can be followed up at a later stage to ensure that teaching continues to improve overall. Nevertheless, teaching has improved since the last inspection and work over the past term to improve the teaching of mathematics has been effective.

31. The governors do a good job. They are very supportive of the school and work hard to secure extra funds. Generous donations from a local charitable trust set up to promote the teaching of music and religious education in the area served principally by Antingham & Southrepps Community Primary School have been used well. This extra funding has, for example, enabled religious education lessons to be taught, in the main, by one teacher who is released to do this. This means that all pupils have equal access to religious education lessons and the school has a good record of what has been taught and how much progress each pupil has made. The governors are well aware of the strengths and weaknesses of the school, and ask challenging questions of the headteacher and her team.

32. Subject co-ordinators are keen and enthusiastic. Several are new to the school as well as being new to the role of subject leader. They are committed to providing the best education for all of the pupils, but because many are so new, they have as yet had little impact on standards. Special educational needs is well led and managed. Good use is made of outside agencies where necessary and the support the pupils receive is well co-ordinated.

33. The management of the school is satisfactory, as it was at the time of the last inspection. The school has carried out a good self-review and knows the areas that most need improvement. Finances are well managed and the best use is made of staff and resources in this small school.

Financial information for the year April 2002 to March 2003

Income and expenditure (£) Balances (£) Total income 337 436 Balance from previous year (461) Total expenditure 344 565 Balance carried forward to the next (7 128) Expenditure per pupil 2 461 NB: Figures in parentheses are negative values

Antingham and Southrepps Community Primary School - 16 PART C: THE QUALITY OF EDUCATION IN AREAS OF LEARNING AND SUBJECTS

AREAS OF LEARNING IN THE FOUNDATION STAGE

Provision for children in the reception year is satisfactory.

Main strengths and weaknesses

· Good links between the school and pre-school means that children settle into school quickly and contribute to children’s good personal, social and emotional development · There are too few opportunities for children to choose activities for themselves and this limits their creative development · Children speak confidently and listen attentively in class · The accommodation for children in the reception year is unsatisfactory

Commentary

34. Children join the school, usually from the local pre-school, with average ability. They are quickly helped to settle in and soon learn the school’s orderly routines. Children make steady progress throughout their time in the reception year and, by the time they enter Year 1, most are likely to reach all of the expected goals for children’s learning. Children’s achievement, overall, is satisfactory.

35. Teaching for children in the reception year is satisfactory overall. Children’s personal, social and emotional development is satisfactory. Staff form good relationships with the children and have high expectations of good behaviour. As a result the children get on well together and learn to share and take turns. However, there are too few opportunities for the children to freely choose activities and this hinders their progress in becoming independent. Staff carry out careful assessments on the progress that the children make and work is planned effectively to meet the needs of all pupils. This is especially effective in communication, language and literacy, as pupils with special educational needs have work that is well matched to their ability. Listening skills develop well and progress in reading and writing is made in short, intensive sessions in which children learn to link sounds to letters and begin to recognise rhyme. Teachers use games well to encourage children’s mathematical development. As a result, children learn to count confidently and learn a variety of mathematical language.

36. Children’s knowledge and understanding of the world is extended through activities that teach about different cultures and the local area. Children learn about the passing of time by looking at teddy bears and investigating how old they are. Children have access to a satisfactory range of construction toys and this helps them design and build their own models. Computers are used well to support children’s learning in ICT. Children use computers confidently and with increasing skill.

Antingham and Southrepps Community Primary School - 17 37. Children’s physical development, whilst satisfactory overall is hindered by the fact that the children do not have access to an outside area and the classroom is cramped. Children develop handwriting skills appropriately and learn to use a wide range of tools, including scissors and glue brushes, safely and with increasing control. However, there are too few opportunities for the children to be physically active and develop the skills of running, jumping and balancing. The hall is used satisfactorily, but this is often not enough to give the children opportunities to be active. In creative development, there is a suitable range of activities for the children to experience, including a role- play area and art activities. The children use the role-play area well, acting out their experiences and making up their own stories confidently. However, the cramped classroom means that there is too little room for a wide range of creative activities necessary to cover all aspects of creative development. The children’s development is further hindered by some activities being too directed by adults and children are not given enough opportunity to use their own imaginations when creating their own pictures and models.

Antingham and Southrepps Community Primary School - 18 SUBJECTS IN KEY STAGES 1 AND 2

ENGLISH AND MODERN FOREIGN LANGUAGES

Organised in conjunction with a local secondary school which specialises in language teaching, French is taught to all pupils from the reception year through to Year 6. Some teaching is done by a visiting teacher from the secondary school and some by a language specialist on the staff. Only one lesson was seen during the inspection and so inspectors are unable to judge teaching and learning or provision in the subject. In the lesson seen, the pupils made good progress because the teacher drew on their obvious enthusiasm for learning the language. Varied activities, including the use of vivid pictures and puppets, helped to make the learning interesting and relevant to primary age pupils.

English

Provision in English is satisfactory.

Main strengths and weaknesses

· Literacy skills are promoted well across the curriculum · Marking for the oldest pupils is very good, although it is not as strong throughout the school · The introductions to some lessons are too long and pupils become restless

Commentary

38. The results of the 2003 national tests in English were average for pupils at the end of Year 2 and well above average for pupils at the end of Year 6. The school believes the very good results in Year 6 last year arose out of the strong focus given to literacy, although the test scores last year exceeded the school’s expectations. Work seen during the inspection shows that, overall, pupils at the end of Years 2 and 6 reach average standards. They make steady progress during their time in school and achieve satisfactorily. Most pupils speak clearly and listen attentively in lessons. They join in with class and small groups discussions enthusiastically and work together well. Most read fluently and the older pupils are beginning to read poems with expression. Pupils, across the school, write for a variety of purposes and produce neat work in their books.

39. Teaching and learning are satisfactory. Teachers plan interesting lessons so that pupils are enthusiastic about learning. In a lesson on nonsense poems the pupils were very involved in discussions to work out what some of the words of The Jabberwocky meant. However there are some English lessons where the introductions are too long; pupils become restless, and there is too little time for pupils to complete written tasks. At the end of some lessons teachers ask pupils what they have learnt, and ask them to assess what they have understood. This has a positive impact on pupils’ personal development and results in their making mature decisions about their learning. All pupils respond with a thumbs up or thumbs down signal to let the teacher know if they have learnt what they were supposed to. Marking in books is too variable. The oldest pupils have work that is very well marked, with points for improvement. Pupils are also encouraged to assess the work of other pupils, and this further impacts positively on their personal development as they demonstrate a mature attitude and a sensitivity towards the feelings of others. However, this is not the case across the school. Pupils with special educational needs are given appropriate support and make similar progress to other pupils.

40. The subject is satisfactorily led. The co-ordinators are new to post and have yet to have an impact on raising standards but they are keen and enthusiastic and have clear plans for improvement. The school keeps track of the progress of individual pupils. This good tracking is matched with clear individual targets given to each child that helps them to make steady progress. There has been satisfactory improvement since the last inspection. Teaching for the younger pupils

Antingham and Southrepps Community Primary School - 19 has improved, as have the standards in reading and writing by the end of Year 2. Pupils continue to make the steady, satisfactory progress that was reported at the time of the last inspection.

Antingham and Southrepps Community Primary School - 20 Language and literacy across the curriculum

41. Pupils’ language and literacy skills are promoted well in other subjects. Pupils are expected to speak clearly and drama sessions, for example in history, are used effectively to promote speaking and listening. In history and religious education work pupils write neatly and show the same enthusiasm for writing as they do in English lessons. Literacy skills are promoted well in ICT sessions. Play scripts and historical account are turned into films, written, directed and edited by the pupils themselves. This ensures that the skills that they learn in English lessons are relevant to the pupils, and they talk enthusiastically about their work.

MATHEMATICS

Provision in mathematics is satisfactory.

Main strengths and weaknesses

· Pupils have not done as well as they should in mathematics · The school has recognised the need to improve standards in mathematics and has taken a number of steps to tackle weaknesses in provision · Teaching is now good · Insufficient use is made of numeracy to support learning in other subjects

Commentary

42. The school has rightly identified mathematics as a high priority for improvement. Results at the end of Year 2 last year indicated average standards but marked a drop from the above average standards in previous years. Variation in results from year to year need to be viewed with caution, however, as the performance of just one or two children can have a significant impact on the overall statistics. Test results at the end of Year 6 were below the national average and well below those of similar schools. The same pupils did considerably less well in mathematics than they did in English. Results have been below average in most of the years since the last inspection and these results show that there has been underachievement in this subject over a number of years, with girls, in particular, doing less well than they should be. Improvement since the last inspection has been unsatisfactory.

43. Provision in this subject, which has been unsatisfactory, has just begun to improve. The subject leader has been on an extended course and effective use has been made of support from a local education authority advisor. As a result, teaching this term is much improved and the teaching seen during the inspection was good, with some that was very good. The standard of work in Year 2 is average. In Year 6, it remains below average because, although pupils are now achieving well in lessons, they are starting from a low base. Work is generally well matched to pupils’ abilities, with good quality ‘booster’ provision for older pupils who find mathematics difficult. On-going assessment in lessons is supported well by targets set in each pupil’s mathematics book.

44. Leadership of the subject is now satisfactory. Recent initiatives to improve teaching and learning have been successful, even though they have not yet had time to raise standards significantly. Other positive initiatives include the production of a booklet for parents designed to enable them to support their children’s homework.

Mathematics across the curriculum

45. Some use is made of numeracy skills in other subjects, such as in science, where pupils use graphs to represent the results of their investigations. However, less use is made of mathematics in other subjects than is usually seen. Pupils’ numeracy contributes little to learning in other subjects and, in turn, other subjects provide insufficient opportunity for pupils to develop and hone their mathematical skills.

Antingham and Southrepps Community Primary School - 21 SCIENCE

Provision in science is satisfactory.

Main strengths and weaknesses

· Almost all pupils attained the nationally expected level last year · Some teachers lack confidence in teaching science · More able pupils are capable of doing better

Commentary

46. There is no national test in Year 2 in science, but teachers’ assessments of pupils’ work identified some gaps in pupils’ knowledge. In the Year 6 tests, standards were below average last year, despite the fact that almost all the pupils attained the nationally expected level. The school’s aggregate test scores were depressed by the low number of pupils attaining the higher levels in the Year 6 tests. Although achievement overall is satisfactory, the results represent underachievement for more able pupils, although less able pupils achieved well. Pupils’ current work is average in both Year 2 and Year 6, but more able pupils are still capable of tackling more challenging work in lessons.

47. Teaching and learning are satisfactory but there is considerable variation in the extent of teachers’ confidence with and depth of knowledge. For example, topics with potential for the development of scientific knowledge and understanding, such as the study of plants, tend to turn into art and design lessons as pupils refine their drawings rather than advance strongly their understanding of the ways in which plants survive and multiply. In other lessons, such as one in which pupils investigated the features needed in the soles of climbing shoes, good experimental work on friction took place, with the pupils making predictions as they tried out different materials on a sloping surface. The learning needs of pupils at differing stages of understanding were taken into account as more able pupils were required to give reasons for their predictions and were expected to refine their experimental process.

48. Staffing changes over the year have reduced the amount and quality of work undertaken by the oldest pupils, and there is very little recorded work in their books for the first term of this year. Following a lesson on filtering, however, the new class teacher initiated a critical discussion with all the pupils. Together they reviewed the end of Year 6 national test requirements and identified the gaps in their scientific knowledge and vocabulary. The whole class showed its commitment to learning by agreeing to an intensive programme of work, closing gaps in the various areas of learning through a focus on experimental techniques.

49. Leadership of the subject is satisfactory. Although the subject leader is new to the role, the school has already taken expert advice on improving provision. Improvement since the last inspection has been unsatisfactory because standards in Year 6 are lower now than those reported in the last inspection.

INFORMATION AND COMMUNICATION TECHNOLOGY

There was just one ICT lesson seen during the inspection and so it is not possible to make an overall judgement on teaching and learning or on provision. Judgements have been made by looking at work, talking to pupils and staff and observing individual pupils during lessons other than ICT. Standards across the school are in line with those expected nationally. Younger pupils confidently load programs and talk about what they are doing. They change the colour and size of their chosen font to make their writing attractive and exciting. As part of a digital video research project, older pupils make their own films to illustrate what they have learnt in history, and to record their own stories on film. The films are edited by the pupils, using good quality resources. Pupils are very enthusiastic about their work and speak excitedly about their finished products. Pupils use their ICT

Antingham and Southrepps Community Primary School - 22 skills well in other subjects. As well as using the digital video camera in history, pupils write their own play scripts and record these. In science, the results of some investigations are plotted as graphs using a computer, and the digital camera is used effectively to record aspects of the local environment. Pupils use computers well to word-process their poems and other written work, often working in pairs to complete the task efficiently.

HUMANITIES

There was only one history lesson seen during the inspection, and, therefore, it is not possible to make a judgement on provision. In the one lesson seen, very good use was made of drama, allowing pupils to demonstrate a good knowledge of the life of the monks living in Lindisfarne in the 8th Century. A notable feature of history is the way in which pupils are encouraged to use their literacy and ICT skills. Older pupils have written screenplays of historical eras and then made their own films using a digital video. This has had a positive impact on standards, not only in history, but also in ICT. However, most of the work in history, geography and religious education is recorded in one book and this results in these very different subjects being muddled up. There is, also, much less recorded work than is normally seen in books in all three subjects, although pupils report that they are very interested in their lessons in history, geography and religious education.

Geography

Provision in geography is satisfactory.

Main strengths and weaknesses

· The curriculum is enriched by good opportunities to learn outside of the classroom · Pupils enjoy geography lessons · Not much work is recorded in pupils’ books

Commentary

50. By the end of Years 2 and 6, pupils reach standards that are in line with those expected nationally. Pupils in Year 2 know about the local area and understand how to draw a simple map. By Year 6, pupils have produced their own map of the school and looked at the use of water and the need to conserve it. There is little recorded work in the books, but pupils talk enthusiastically about their work and are eagerly anticipating the forthcoming whole-school project on the North Norfolk coast.

51. Teaching and learning are satisfactory. There were two lessons seen during the inspection and teachers demonstrated secure subject knowledge and shared the learning objective for each lesson with the class. Pupils made steady progress and achieved satisfactorily.

52. Geography is satisfactorily led and managed. The subject leader is new to the school and has already arranged for a whole-school project to take place in order to raise the standard of geography in the school. However, there is very little recorded work in books and what is recorded is muddled up with history and religious education. This does little to help pupils to build and develop their geographical skills. There has been satisfactory improvement since the last inspection.

Antingham and Southrepps Community Primary School - 23 Religious education

Provision in religious education is satisfactory.

Main strengths and weaknesses

· Teaching is mainly undertaken by one teacher and this ensures that all classes have equal access to the curriculum · Pupils show a good understanding of religious texts and how these shape people’s lives · There is not much written work

Commentary

53. By the end of Years 2 and 6 pupils reach average standards. The locally agreed syllabus is currently being reviewed and the school has worked hard to put in place relevant materials whilst waiting for the new syllabus. Pupils show a good understanding of religious ideas. In the younger classes, pupils learn about the life of Jesus and about how friends are just as special today as they were in the time when Jesus lived. By the end of Year 6, pupils know about religious writing, such as the Qu’ran and the Torah, and can discuss confidently the importance of these teachings in shaping how people live their lives.

54. There is one teacher who undertakes most of the teaching of religious education and this is positive, as it means that all pupils have equal access to a relevant curriculum. Teaching, overall, is satisfactory, with good use of whole class discussion times to allow the pupils to talk about issues and dilemmas. Pupils respond well to these sessions and are confident when speaking out loud.

55. The subject is satisfactorily led and managed. Good use is made of the grant from a local charity to enable the religious education teacher to be released and teach across the school. However, there is less recorded work than is normally seen, and all of the work is muddled up with history and geography. There has been satisfactory improvement since the last inspection.

CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

No lessons were observed in design and technology as the subject is taught at other times in the school year. Antingham and Southrepps Community Primary has a reputation for the high profile of its provision in music but no judgements were possible during the inspection as there were no music lessons on the days that inspectors were in the school. The Creative Partnerships initiative has resulted in two exciting learning opportunities, designed to enhance pupils’ musical experiences. One is a long-term project, in association with the Britten Sinfonia, through which pupils in Years 5 and 6 will be offered instrumental lessons and opportunities to develop composition skills. The other is involvement in a one year, world music project that currently involves pupils working with Cuban musicians and dancers. The purpose of these projects is to increase pupils’ creativity and love of learning through involvement with inspirational experts. The school has also benefited from a local charitable trust that contributes to the support of music in the school. A good range of learning opportunities is provided out of school hours. It includes a music club, senior and junior choirs and regular instrumental lessons leading to graded examinations. Just one physical education was seen, so no comprehensive judgements are possible. The lesson was for pupils in Years 1 and 2. It consisted of creating a dance based on a West African story with which pupils had recently become familiar. Pupils responded well to the African animal-inspired, springing movements required. Their overall attainment matched national expectations for their age. Learning was no more than satisfactory, in part because space in the hall was too limited to accommodate the whole class at once. The school makes effective use of its outdoor facilities. Good use is made of swimming facilities at the local sports centre.

Antingham and Southrepps Community Primary School - 24 Art and design

Provision for art and design is good.

Main strengths and weaknesses

· Standards in art and design are above national expectations by the end of Year 6 · Teaching and learning are good · Provision has been enhanced as a result of the school’s participation in the Creative Partnerships initiative

Commentary

56. By the end of Year 2, the standard of work is average. Pupils produce attractive collages of birds and have contributed to a whole class display of large, lively paintings of African dancing in patterned costumes. Basic skills in painting and the handling of a variety of materials, including textiles, as well as awareness of colour-mixing possibilities are developed well. By the end of Year 6, standards are above average. Pupils achieve well. By the end of Year 6, they are familiar with key elements of art and design such as line, perspective, colour and form, and how they may be manipulated to produce chosen effects. They develop their understanding as they apply this knowledge, with quite sophisticated insight, to the analysis of the work of famous artists, going on to use their enhanced appreciation of the potential of different artistic techniques in their own work. Examples include very attractive ‘Time of Day’ paintings, involving subtle colour-mixing which generates emotional responses in the viewer.

57. Teaching and learning are good. Teachers have good knowledge of the subject. In a Year 6 lesson, for example, the teacher’s expertise helped pupils achieve well. Examples of paintings by Pablo Picasso were compared with those of Ben Nicholson. Challenging questioning led to detailed appreciation of the artistic effects achieved, the techniques used and their capacity to trigger emotional responses in the viewer. Pupils showed good understanding as they applied their new knowledge to their own paintings. Pupils’ good achievement in art and design is supported by good quality, on-going use of ‘visual record’ books.

58. Leadership of the subject is good. The school’s involvement in the Creative Partnerships initiative is beginning to enrich learning through its emphasis on pupils’ cultural awareness. The subject already contributes well to pupils’ cultural development. Standards were judged to be slightly higher in the last inspection but it is clear that the school is maintaining its reputation for good provision and achievement in art and design.

PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP

Personal, social and health education is taught mainly through religious education lessons and dedicated sex education sessions. There was one lesson seen during the inspection. Younger pupils explore their feelings and show a mature attitude when discussing what if feels like to fall out with a friend. Older pupils learn about relationships and discuss issues such as growing up. Dedicated circle times are spent discussing issues from the school council and pupils are enthusiastic about being given the responsibility to take part in the running of the school acted as a model for other schools. Pupils in Year 6 run clubs for younger pupils on a regular basis.

Antingham and Southrepps Community Primary School - 25 PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

Inspection judgement Grade

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

Overall standards achieved 4 Pupils’ achievement 4

Pupils’ attitudes, values and other personal qualities 3 Attendance 4 Attitudes 3 Behaviour, including the extent of exclusions 3 Pupils’ spiritual, moral, social and cultural development 3

The quality of education provided by the school 4 The quality of teaching 4 How well pupils learn 4 The quality of assessment 4 How well the curriculum meets pupils’ needs 4 Enrichment of the curriculum, including out-of-school activities 2 Accommodation and resources 4 Pupils’ care, welfare, health and safety 3 Support, advice and guidance for pupils 4 How well the school seeks and acts on pupils’ views 3 The effectiveness of the school’s links with parents 2 The quality of the school’s links with the community 2 The school’s links with other schools and Colleges 3

The leadership and management of the school 4 The governance of the school 3 The leadership of the headteacher 3 The leadership of other key staff 4 The effectiveness of management 4

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

Antingham and Southrepps Community Primary School - 26