INSPECTION REPORT
Loders C of E V.C. Primary School Loders, Bridport
LEA area: Dorset
Unique Reference Number : 113773
Headteacher: Mr Michael Kite
Reporting inspector: Mrs. Janet Sinclair 19824
Dates of inspection: 27th – 29th September 1999
Under OFSTED contract number: 707231
Inspection carried out under Section 10 of the School Inspections Act 1996 © Crown Copyright 1999
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 Education (Schools) Act 1992 and the Education Act 1993, 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. INFORMATION ABOUT THE SCHOOL
Type of school: Primary
Type of control: Voluntary Controlled (Church of England)
Age range of pupils: 4 to 11
Gender of pupils: Mixed
School address: Loders Bridport Dorset DT6 3SA
Telephone number: 01308 423418
Fax number: 01308 423418
Appropriate authority: Governing Body
Name of chair of governors: Mrs. Harriet Finbow
Date of previous inspection: 18th – 20th March 1996 INFORMATION ABOUT THE INSPECTION TEAM
Team members Subject responsibilities Aspect responsibilities Janet Sinclair English Attainment and progress Registered Inspector History Teaching Art Curriculum and assessment Religious education Music Design and technology Children under the age of five Equal opportunities Leigh Barclay Attitudes, behaviour and personal Lay Inspector development, Attendance Spiritual, moral, social and cultural development Partnership with parents and the community Support, guidance and pupils’ welfare Ann Coughlan Mathematics Leadership and management Science Staffing, accommodation and Information and communication learning resources. technology The efficiency of the school Geography Physical education Special educational needs
The inspection contractor was: Q A A Education Consultants Herringston Barn Herringston Dorset DT2 9PU Telephone: 01305 251591
Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints, which are not satisfactorily resolved by the contractor, should be raised with OFSTED by writing to:
The Registrar The Office for Standards in Education Alexandra House 33 Kingsway London WC2B 6SE REPORT CONTENTS Paragraph MAIN FINDINGS
What the school does well Where the school has weaknesses How the school has improved since the last inspection Standards in subjects Quality of teaching Other aspects of the school The parents’ views of the school
KEY ISSUES FOR ACTION
INTRODUCTION
Characteristics of the school 1 - 4 Key indicators
PART A: ASPECTS OF THE SCHOOL
Educational standards achieved by pupils at the school Attainment and progress 5 - 15 Attitudes, behaviour and personal development 16 - 20 Attendance 21 - 23
Quality of education provided Teaching 24 - 31 The curriculum and assessment 32 - 38 Pupils’ spiritual, moral, social and cultural development 39 - 43 Support, guidance and pupils’ welfare 44 - 48 Partnership with parents and the community 49 - 52
The management and efficiency of the school Leadership and management 53 - 59 Staffing, accommodation and learning resources 60 - 63 The efficiency of the school 64 - 68
PART B: CURRICULUM AREAS AND SUBJECTS Areas of learning for children under five 69 - 76 English, mathematics and science 77 - 108 Other subjects or courses 109 - 130
PART C: INSPECTION DATA
Summary of inspection evidence 131 Data and indicators MAIN FINDINGS
What the school does well ·. The school enables pupils to achieve good standards in English, mathematics and science and very good standards in information technology ·. The school promotes very good relationships and pupils make very good progress in their personal development as they move through the school. ·. Attendance is very good. ·. Teaching is good overall and sometimes very good at Key Stage 2 ·. Provision for extra curricular activities is excellent. ·. The head teacher provides clear educational direction for the work of the school and is well supported by his staff and governors ·. The school’s ethos is very good and there are good links with the community.
· Where the school has weaknesses I. Pupils attain below the expected levels for religious education at both key stages. II. There are weaknesses in aspects of school development planning. III. The poor accommodation presents difficulties for staff in effectively teaching the curriculum. IV. There are minor omissions (charging policy, sex education, complaints procedure, rates of absence and sporting aims) in the statutory requirements for the school prospectus and annual governor report.
The substantial strengths of the school far outweigh its weaknesses. The weaknesses will form the basis of the governors’ action plan, which will be sent to all parents or guardians of pupils at the school.
· How the school has improved since the last inspection
The school has made good improvement since the last inspection and is well placed for future improvement. Standards in the core subjects show year on year improvements and pupils’ attainment in information technology is well above average and is a strength of the school. Many of the issues from the last inspection have been tackled well. The inconsistencies in assessment practice have been addressed and assessment procedures are consistently used well to measure progress and inform teachers’ planning. The unhygienic toilets have been completely refurbished. New schemes of work have been developed in many subjects although there are as yet no schemes in place for art and design and technology. Overlong lessons have been restructured and this is rarely an issue now. Some practices have been put in place to monitor and evaluate cost effectiveness and the governing body monitors this in an informal manner. Some of the minor technical omissions of statutory requirements identified in the last inspection report remain. The national literacy and numeracy strategies have been effectively implemented. · · Standards in subjects
This table shows the standards achieved by 11 year olds in 1998 based on the National Curriculum tests:
Performance in Compared with all Compared with · Key schools similar schools well above average A above average B English C E Average C Mathematics A A Below average D Science A C well below average E
The school’s annual cohort of pupils is very small (11 in this reporting year) and this causes wide variations in the school’s statistics year on year. However, standards over time remain above the national averages in all three subjects. During the inspection pupils were found to be attaining standards above the expectations for pupils at 7 years of age in English, mathematics and information technology. They are attaining the expected standards in all other subjects except religious education where standards are below expectations. At age 11 pupils were found to be attaining standards above the expectations in English, mathematics, science, geography and physical education and well above expectations in information technology. Standards in all other subjects are at the expected level except in religious education where standards are below the expected level. There was insufficient evidence to make an overall judgement about standards in music.
· Quality of teaching Teaching in: Under 5 5 – 7 years 7 – 11 years English Satisfactory Good Good
Mathematics Satisfactory Satisfactory Good Science Good Good Information Technology Good Very Good Religious education Insufficient evidence Insufficient evidence Other subjects Satisfactory Satisfactory Good
The quality of teaching overall is good. All of the teaching seen was satisfactory or better and, of that, 55 per cent was good or better. At Key Stage 2 eighteen per cent of the teaching was very good. The quality of teaching is better overall at Key Stage 2. Teachers and support staff very effectively provide good quality teaching, which has a positive impact on standards. The quality of teaching for pupils with special educational needs is satisfactory.
Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that strengths outweigh any weaknesses.
· Other aspects of the school Aspect Comment Behaviour Behaviour is good both in lessons, moving around the school and at play. Pupils are courteous and respectful to all adults and each other. Attendance Attendance is very good. Pupils attend school regularly and arrive promptly .Ethos* The school’s ethos is very good. Relationships are very good throughout the school. There is evident commitment to high standards and pupils have good attitudes to work. Leadership and The leadership is good overall. There is good implementation of the school’s aims, management values and policies but there is a weakness in aspects of school development planning. Curriculum The curriculum provision, including provision for pupils under five is good overall. It is broad and relevant to pupils’ needs. There are good assessment procedures in place and these are used well to plan for pupils’ needs. The school’s extra- curricular provision is outstanding. Special educational needs The school makes good provision for pupils with special educational needs. Spiritual, moral, social and Provision for pupils’ social development is excellent There is very good provision for cultural development moral development and satisfactory provision for cultural and spiritual development Staffing, resources and Satisfactory overall. Teachers and support staff provide a wide range of skills and accommodation expertise and are committed and hardworking. Resources are satisfactory but the accommodation is poor. Value for money The school provides good value for money.
*Ethos is the climate for learning: attitudes to work, relationships and the commitment to high standards.
· The parents’ views of the school
What most parents like about the school What some parents are not happy about V. They think the school engenders a family XI. The way the school handles complaints atmosphere and promotes good values XII. The level of homework given VI. Pupils make good progress XIII. A few parents felt that the more able pupils VII. Information technology is a strength of the school VIII. Homework in the core subjects is good IX. Pupils behave well X. The school is approachable and involves them in the work of the school
The great majority of parents were positive about all aspects of the school. The inspectors followed through each of the parents’ concerns. They found that the level of homework given to pupils, particularly at Key Stage 2, was good. All pupils, including the more able, are provided with a good level of challenge in their work. The school does not however clearly set out its policy for discipline and there is a lack of identified procedures for handling complaints related to this. Parents play a good role in the life of the school.
· KEY ISSUES FOR ACTION
In order to raise standards, particularly in religious education, and enable pupils to make more progress the governing body, headteacher and staff, as a whole team need to:
XIV. improve the quality of provision in religious education so that standards of attainment are raised and pupils make better progress by providing appropriate in-service training, implementing the locally agreed syllabus, introducing assessment procedures and improving resources; (Paras: 10, 13, 25, 34, 56, 106)
XV.broaden the scope of the School Development Plan to include all aspects of the school’s future direction, set realistic targets within appropriate timescales and develop more formal structures for evaluation; (Para: 58)
XVI. draw the attention of the local education authority to the deficiencies in the accommodation, which place constraints on the effective delivery of some aspects of the curriculum. (Paras: 29, 61, 63, 67, 105, 127)
In addition to the key issues above the following points should be included in the action plan:
XVII. address the omissions of statutory requirements from the Annual Parent Governor Report and the School Prospectus; (paras: 51, 56, 59)
XVIII. provide schemes of work for art and design and technology to ensure continuity in all aspects of pupils’ learning in these subjects; (paras: 14, 34, 112, 15)
XIX. ensure that sufficient attention is given to developing the multicultural aspect of modern British society; (para: 42)
XX.improve the learning environment by removing unnecessary clutter and making better use of display; (para: 67)
XXI. ensure parents are fully informed on the school’s procedures for dealing with issues of bullying. (para: 45) · INTRODUCTION
Loders Primary School is a good school. Among its many strengths are the high quality provision and standards achieved in information technology, the overall good quality teaching and the very good provision for pupils’ social development. The school provides an effective and purposeful learning environment. · · Characteristics of the school
1. The school is situated in the village of Loders and is part of the Loders ward. Pupils come from Loders, Bradpole, Askerswell and Bridport. There are now 61 full-time pupils on roll and 8 part- time pupils in Reception. The number on roll has remained fairly stable over the last four years .The school is much smaller than the national average primary school. Pupils come from a broad cross-section of society, which includes some from a more privileged background. There are no pupils from homes where English is spoken as an additional language and this is well below the national average. Most pupils’ transfer to Sir John Colfox Modern Languages College in Bridport. There is close liaison between the two schools. The number of pupils receiving free school meals (1.9 per cent) is currently well below the national average. However, it is possible that some parents do not apply for their entitlement. There are fewer pupils on the register of special educational needs (12 per cent) than the national average and currently there is one pupil with a statement of special educational needs (1.5 per cent) and this is broadly in line with the national figure. Pupils start school with a wide range of ability. The baseline assessment tests show that most pupils’ attainment levels on entry are in line with what can be expected for this age group in English, mathematics and personal and social development.
2. The school aims as published in the brochure are as follows:
·. to nurture the development of each child by engendering a friendly, caring and orderly school community; by fostering self confidence through success in acquiring basic skills; and by stimulating interest in wider fields of knowledge, the arts and sciences, the community and the environment. ·. to equip each child with the skills for satisfactory progress through primary school and successful entry into secondary education. ·. to encourage positive and purposeful attitudes, perseverance and resourcefulness and the qualities of compassion, fairness, tolerance, humour, goodwill, cooperation and understanding. ·. to develop, in cooperation with parents, moral values and good habits for physical well being; with an awareness of the responsibilities of members of a caring community.
1. The school’s current curriculum priorities for this year are:
·. to improve the information technology capability of staff and pupils ·. to review mathematics schemes ·. to establish effective Literacy Hour practices ·. to implement common practices for pupil profiling
1. The school’s targets for Key Stage 2 for the Year 2000 is English – 69%, mathematics -77%, and science - 85% at Level 4 and above. 4. Key indicators
Attainment at Key Stage 1
Number of registered pupils in final year of Key Stage 1 Year Boys Girls Total for latest reporting year:1998 1998 1 2 3
4. National Curriculum Test/Task Reading Writing Mathematics Results Number of pupils Boys 1 1 1 at NC Level 2 or Girls 1 1 2 Above Total 2 2 3 Percentage at NC School 67 67 100 Level 2 or above National 80(75) 81(80) 84(83)
4. Teacher Assessments English Mathematics Science Number of pupils Boys 1 1 1 at NC Level 2 or Girls 1 2 1 above Total 2 3 2 Percentage at NC School 67 100 67 Level 2 or above National 81(80) 85(83) 86(85)
Attainment at Key Stage 2
Number of registered pupils in final year of Key Stage 2 Year Boys Girls Total for latest reporting year: 1998 1998 7 4 11
4. National Curriculum Test English Mathematics Science Results Number of pupils Boys 4 7 7 at NC Level 4 or Girls 3 3 3 above Total 7 10 10 Percentage at NC School 64 91 91 Level 4 or above National 65(63) 59(62) 69(69)
4. Teacher Assessments English Mathematics Science Number of pupils Boys 5 7 7 at NC Level 4 or Girls 3 3 3 above Total 8 10 10 Percentage at NC School 73 91 91 Level 4 or above National 65(63) 65(64) 72(69)
4. 4. Percentages in parentheses refer to the year before the latest reporting year Attendance
Percentage of half days (sessions) missed % through absence for the latest complete Authorised School 4.0 reporting year: Absence National comparative data 5.7 Unauthorised School 0.9 Absence National comparative data 0.5 4. 4. Exclusions
Number of exclusions of pupils (of statutory school age) during Number the previous year: Fixed period 0 Permanent 0
4. Quality of teaching
Percentage of teaching observed which is: % Very good or better 18 Satisfactory or better 100 Less than satisfactory 0 PART A: ASPECTS OF THE SCHOOL
4. EDUCATIONAL STANDARDS ACHIEVED BY PUPILS AT THE SCHOOL
4. Attainment and progress
2. There have been steady improvements in standards in English, mathematics, science and information technology at both key stages and in geography and physical education at Key Stage 2 since the last inspection. The school has set realistic targets for attainment.
3. Children’s attainment on entry to the Reception class is generally average. They make satisfactory progress across the areas of learning and by the time they are of statutory school age most are in line to attain the nationally recommended outcomes for five-year-olds. They listen attentively and enjoy sharing books. They talk to each other and the teacher in appropriate phrases and sentences. In mathematics they know and recognise two-dimensional shapes and count confidently to five and understand the concept of bigger/smaller.
4. The school has small cohorts of pupils year-on-year and this causes wide variations on the school’s statistics and makes it inadvisable to place too much emphasis on one year’s results. Only three pupils undertook the Key Stage 1 assessment tests in 1998. Results of the 1998 Key Stage 1 tests were below average in reading and writing at Level 2 and above in mathematics. The proportion of pupils achieving the higher Level 3 was well above average in reading and mathematics and below average in writing. In comparison with similar schools, based on the number of pupils having free school meals, results are well above average in reading and mathematics and well below in writing. Figures for the last three years show an upward trend in reading and mathematics and a slightly downward trend in writing. There are no significant differences in the attainment of boys and girls. Teacher assessments are broadly in line with national test results. The unpublished 1999 national test results (ten pupils) indicate improvements in achievement in reading, writing and mathematics.
5. Eleven pupils took the Key Stage 2 national assessments in 1998. The results of the tests were average in English and well above average in mathematics and science. The proportion of pupils achieving the higher Level 5 was well above average in mathematics above in science and below in English. In comparison with similar schools, based on the percentage of pupils having free school meals, results are above average in mathematics, average in science and well below average in English. Figures for the last three years are variable but in mathematics and science they are always above the national averages. There are no significant differences in the attainment of boys and girls at Key Stage 2. Teacher assessments are broadly in line with national test results. The unpublished 1999 national test results indicate that there has been a significant improvement in English this year and standards have been maintained in mathematics and science.
6. Inspection evidence shows that standards in the core subjects of mathematics and English are above national expectations at the end of both key stages. Standards are in line with expectations in science at Key Stage 1 and above at Key Stage 2. The school has worked hard to identify weaknesses in its English provision and seek improvement. This together with a very effectively implemented literacy hour is impacting positively on standards in English and the inspection evidence reflects this.
7. By the end of Key Stage 1, pupils’ speaking and listening skills are good. They answer questions clearly and audibly and are confident to explain the reasons for their answers when questioned by the class teacher. They read well with appropriate accuracy and fluency. Their writing is generally well formed and sentences punctuated appropriately. By the end of Key Stage 2, they ask and answer questions in a coherent manner. They develop their ideas thoughtfully and confidently and convey their opinions especially in their work in literacy sessions. They use their speaking skills well to support discussions in history and mathematics and to explain their work. They read and enjoy a wide variety of books and know how to use information books efficiently to extract information. Their writing is clear and presented well and many are beginning to make appropriate use of paragraphs. In mathematics pupils at the end of Key Stage 1 have a good knowledge of number and confidence in their number operations. They know the names and properties of two-dimensional and some three-dimensional shapes. By the end of Key Stage 2, the majority of pupils can operate with three-digit numbers and have quick recall of their multiplication tables. They present their work in an organised way using appropriate mathematical vocabulary and symbols on their diagrams. They use their skills in other subjects, for example, the use of line graphs in geography. In science, by the end of Key Stage 1, pupils know how to record their observations using pictures. They know the characteristics of living things and compare similarities and differences. By the end of Key Stage 2, they present their findings clearly in a variety of ways using standard measures. They have a sound knowledge of animals and plant life cycles. Attainment in religious education at the end of both key stages does not meet the expectations in the locally agreed syllabus. Pupils do not have a secure knowledge of key facts in Christianity or other major beliefs and therefore are unable to use the information to learn from other religions. Attainment in information technology is above expectations at Key Stage 1 and well above expectations at Key Stage 2. Provision for information technology is outstanding and is a strength of the school.
8. Standards in most foundation subjects have been maintained or improved since the last inspection. Standards in art, design and technology are sound at both key stages. Standards in physical education and geography are sound at Key Stage 1 and good at Key Stage 2. No judgements on standards in music could be made as only one brief lesson was seen.
9. Progress in the core subjects of English, mathematics and science is good across the school. In English, good use is made of the Literacy Hour to develop pupils’ speaking and listening skills and they make good progress across the school. They become confident and articulate in a wide variety of situations. Regular well-targeted guided reading within the literacy hour and reading supported by the parents at home enables pupils to make good progress. They become fluent, expressive readers who derive a high level of enjoyment from the activity. They steadily acquire skills in spelling, punctuation and grammar. Pupils make good progress in increasing the accuracy of their calculations and diversity of number operations in mathematics. Their agility in mental mathematics sessions develops well through regular and stimulating class sessions. They recognise different types of angles and calculate area and perimeter. In science pupils progress from recording their investigations using scientific vocabulary to planning their own experiments, selecting equipment and identifying patterns.
10. Pupils’ progress in developing information technology skills is very good at both key stages. The youngest pupils develop keyboard and mouse techniques. Older pupils use LogIT outside school with external temperature, light and sound probes. They present their findings in graph form and analyse the results. The school has very successfully built on the good standards of the last inspection. Progress in religious education is unsatisfactory over each key stage. There is a lack of focus on developing pupils’ understanding of Christianity and other faiths and on enabling them to learn from other religions. This is a slight deterioration since the last inspection. Progress is limited by the unsatisfactory subject specific element in the teaching of religious education and in some instances by the low amount of time allocated to it. 13. 11. Pupils in Key Stage1 make sound progress in art, physical education, geography, design and technology and history. Pupils in Key Stage 2 make sound progress in art, history and design and technology and good progress in geography and physical education. In some foundation subjects, noticeably art and design and technology, although there are medium term plans in place there are no schemes of work in place to ensure progression in the development of pupils’ skills or, in art, appropriate and systematic coverage of the different strands. 14. 12. There was no noticeable variation in the attainment or progress of boys or girls. Pupils with special educational needs make satisfactory progress towards the targets set in their individual education plans and some make sufficient progress to move down a stage or come off the register altogether. Higher attaining pupils are challenged sufficiently well in most lessons and their progress is good. 15. Attitudes, behaviour and personal development
13. Parents consider that the school expects good standards of behaviour, promotes positive values and attitudes and engenders a good family atmosphere. The inspection team fully supports these views. They are strengths, which have been maintained since the last inspection, and make a significant contribution to pupils’ attainment and progress.
14. Throughout the school the pupils have positive attitudes to learning. They engage readily with their work and are eager to participate. The older pupils concentrate well, become very absorbed in their learning, particularly their reading, and take pride in their work. The children under five are encouraged to sustain their concentration and work well under the direction of the teacher or the classroom assistant in small group activities. At every stage the pupils work amicably and co- operatively together, regardless of ability or gender. All these features result in a very purposeful learning environment that enhances the quality of education at the school. Pupils with special educational needs respond well to the support they are given and have positive attitudes to their work.
15. Behaviour in and around the school is good. Behaviour is managed very well and is consistent throughout the school. Non-teaching staff are involved fully in the rewards and sanctions system. Parents as well as children are made aware of the school’s expectations for acceptable behaviour as soon as they join the school. There have been no exclusions in the last academic year.
16. The high quality of the relationships and behaviour in the school has a significant effect upon the quality of learning and the standards achieved. The pupils are courteous and trustworthy and show respect for their teachers, helpers and visitors to the school as well as school property. Relationships are very good at all levels.
17. The school encourages the pupils to take initiatives and increasing responsibility as they progress through the years and they show very good personal development. The older pupils, particularly, are impressive for their ages in their ability to work independently. They organise their own learning resources such as setting up investigations for science lessons and spreadsheets for information technology. They are in charge of their classroom and activities at lunch breaks, and they contribute to the school as a community by willingly undertaking responsibilities such as collecting the youngest children for assembly and hearing younger pupils read.
Attendance
18. Attendance, at over 95 per cent is very good and is similar to that found in the last inspection. It is above the national average for primary schools. The school sets out very clearly its expectations for attendance and keeps parents well informed of the legal requirements. There were very few unauthorised absences in the year prior to the inspection and no truancy.
19. The pupils arrive punctually for school and are ready to begin their work at the beginning of the school day and after breaks, enabling lessons to start on time. This contributes positively to the pupils’ educational progress. Where children are persistently late the school takes appropriate action.
20. There is no difference in the attendance levels between pupils with special educational needs and other pupils.
23. QUALITY OF EDUCATION PROVIDED
23. Teaching
21. Overall the quality of teaching is good. It makes a significant contribution to the ethos of the school, the standards attained and the progress pupils make. Teachers and support staff are hard working and enthusiastic. They are committed to providing a high quality learning experience for the pupils in their care. Throughout the school the teaching was never less than satisfactory. It was good or better in 55 per cent of lessons and very good in 18 percent of lessons. Much of the good and very good teaching seen was in Key Stage 2. There is a slight improvement in the quality of teaching since the last inspection when 10 per cent of the teaching was found to be unsatisfactory.
22. Teachers’ knowledge of the needs of children under five is sound. Within the constraints of the accommodation they provide a good range of activities to promote learning. Teachers’ knowledge and understanding of the subject are almost always secure in English, mathematics and science. The good and very good progress seen in many lessons is, to some extent due to teacher’s own competence. For example geography and information technology lessons in years 5 and 6. Teachers’ knowledge is unsatisfactory overall in religious education. Across the school, teachers make good use of subject specific vocabulary and effective questioning to meet the objectives of the lesson.
23. Lesson plans for core subjects take good account of pupils who learn at different rates. Teachers ensure a good level of challenge in the work they provide for pupils, particularly in the core subjects. This is particularly so in the Year 5 and 6 classes where there are high expectations of the quantity and quality of work and learning is moved on effectively. At Key Stage 2 teachers make good use of challenging questions in reading sessions to elicit a range of interpretations and develop thinking. Lessons are purposeful and there is a hard working atmosphere. Occasionally lessons in some foundation subjects lack challenge and pupils do not make the progress of which they are capable, for example, in art in Years 5 and 6 and in mathematics in Year 1. In many lessons teachers make good links with previous learning and they make increasing demands on pupils. Overall the expectations for the children under five are appropriate and the pace of the lessons is satisfactory
24. Teachers’ planning overall is good. There is a long-term overview in place to ensure curriculum coverage. Medium term plans include lesson objectives and activities. The literacy and numeracy hours are planned according to the framework and identify the structure of the lessons, the skills and concepts to be learned and a good quantity of activities for pupils who learn at different rates. This is particularly so in English and mathematics lessons for Years 2, 3 and 4 classes where the teacher caters very effectively for the different groups. Some lesson plans however, in subjects such as history and art, state the lesson objectives too broadly without clearly stating what different groups are expected to learn. The planning for the children under five is detailed and provides a good variety of activities across the areas of learning.
25. Most teachers are well organised and offer clear explanations of tasks. Lessons have a purposeful atmosphere, activities are well managed and teachers retain a good overview of the whole class. In some lessons, particularly in Years 3 and 4, the teacher makes very good use of a plenary to re-focus on the objectives of the lesson and very effectively consolidates pupils’ learning. There is generally a good balance between practical activity and teacher exposition. In Year 5 and 6 there are some lively mental mathematics sessions, which occasionally end with “Hands, Knees and Bumps a Daisy” for identifying common multiples of three, four and five.
26. Relationships throughout the school are very good and pupils are managed well. Teachers use praise well to motivate and encourage pupils to achieve high standards. All staff working with the children under five have very good relationships with the children and support their learning effectively. In most lessons the pace is brisk, teachers are clear about their expectations and pupils respond appropriately. In some lessons where the pace is slow or there is not enough to keep pupils’ involved, their attention wanes. This was particularly noticeable in an art lesson in Years 5 and 6 and a mathematics lesson in Year 1. Occasionally, teachers over- direct lessons and there are limited opportunities for pupils to develop their own ideas. Support staff make an effective and often good contribution to the teaching. This is especially so for the Year 2, 3 and 4 class where staff work closely in partnership to provide a very effective learning environment. Resources in all subjects are used well, given the constraints of the inadequacies of the accommodation. 27. Teachers use assessment information well to group pupils appropriately for English and mathematics at both key stages. They make sound use of on-going assessments to meet the needs of individuals and groups. At Key Stage 2, staff use questioning very effectively as a tool for assessing pupils’ understanding and through regular interactions with groups during activities monitor their understanding of the tasks. Marking is used well to recognise endeavour and suggest areas for improvement. Teachers make good use of homework to consolidate learning in the class and to set tasks for independent research. Learning of multiplication tables and spellings are also a focus of homework. At Key Stage 1, pupils regularly take their reading books home to share with their parents.
28. Pupils with special educational needs receive effective individual support from the special needs assistant to work towards the targets in their individual education plans. She keeps comprehensive records and provides attractive desktop published resources that motivate the pupils. Both teachers and support staff develop good relationships with these pupils that contribute to their progress in the classroom. 31. The curriculum and assessment
29. The school has made good progress in improving its curriculum and assessment since the last inspection. There are now schemes of work in place for all subjects except design and technology and art. Assessment procedures are thorough and consistent across the school. Work is planned well to meet the needs of pupils who learn at different rates. Marking is generally used well to further pupils’ learning.
30. The curriculum is broad and balanced and includes all aspects of the National Curriculum and more recently the locally agreed syllabus for religious education but this has not yet been in place long enough to ensure standards are at an appropriate level. Pupils currently have insufficient knowledge of their own and other religions and there are few opportunities to reflect on their personal experiences of these. There is a suitable sex education policy and sex, health and drugs education is mainly covered mainly through topics within the science curriculum. The local police officer visits the school to speak to pupils on topics such as road safety and stranger danger. The school also provides French lessons for the older pupils.
31. The school makes good curricular provision for children under five except for outdoor physical education, which is constrained by limitations in the building and staffing. Planning pays appropriate attention to the nationally agreed areas of learning for this age group and provides successfully for the transition to the National Curriculum at Key Stage 1. Since the last inspection the school has adopted and very effectively implemented the National Numeracy and Literary strategies. In all other subjects, the school has in place long and medium term planning and, for most subjects, schemes of work and policies or curriculum statements. There are no schemes of work in place for art and design and technology and there is insufficient guidance on the progressive development of subject specific skills and knowledge through the planning. There is a policy on equal opportunities, which is implemented fully. The school very effectively provides equality of access and opportunity to all pupils.
32. The school fully meets the national recommendations regarding teaching time. The amount of time devoted to literacy and numeracy is appropriate and both subjects are taught very effectively. The school provides an excellent range of extra curricular activities, which enhance the curriculum. These include a good range of educational visits. For example pupils in Year 3 and 4 visit the Roman remains at Caerleon, pupils in Year 5 and 6 visit the Mary Rose at Portsmouth and pupils in Key Stage 1 have visited the Weymouth Sea Life Centre. Extra curricular activities include the school band, recorder group, choir, drama group and a wide range of sporting activities including badminton, orienteering, football, climbing wall and short tennis to name a few!
33. The school makes good provision for pupils with special educational needs. There is a good quality policy that has been reviewed recently and approved by governors. The school’s register is organised well and all arrangements are in place to meet the requirements of the Code of Practice. Individual education plans are drawn up by the class teachers and overseen by the co-ordinator. The special educational needs co-ordinator is aware that although there are appropriate targets in the plans, in some they are too broad and on occasion there is confusion between targets and strategies. She is providing support to ensure teachers use targets that are measurable and suitable for the timescale involved.
34. The procedures for assessment are good. Children in the Reception Class undertake a statutory baseline assessment when they first start school, which is re-visited later in the year to assess their progress across the specified areas of learning. Regular assessments are undertaken in the key elements of their development of reading, phonic and mathematical skills. From Year 2 onwards, the school makes good use of standardised tests in mathematics and English to give a clear picture of individual pupils’ attainment and progress. This also assesses the overall level across the school. The school carries out a regular assessment of writing and areas for improvement are identified. Key Stage 2 national test results in 1998 were analysed for weaknesses and reading was identified as the issue. The school identified strategies for improvement and implemented these. Assessment is used to inform planning for mathematics and English. Pupils are grouped according to their needs and work is set at an appropriate level. There are manageable and useful systems in place to assess pupils in science at the end of each unit of work. There are, as yet, no systems in place to assess pupils’ attainment in religious education or information technology. The school has changed its provision for Year 2 pupils who now work with Years 3 and 4 pupils for English and mathematics and indications are that they are continuing to make good progress. The school is monitoring this.
35. Reports to parents are helpful and informative although they do not set targets for improvement. There is a good variety and useful amount of homework given to pupils to enable them both to consolidate learning and carry out work independently. This has a positive impact on standards.
38. Pupils’ spiritual, moral, social and cultural development
36. Overall the school makes good provision for the spiritual, moral, social and cultural development of the pupils. The school’s aims appropriately emphasize these values. The pupils and the parents understand and respect the attitudes and values, which the school promotes. The staff demonstrate a positive approach to all aspects of the pupils’ development, set good examples, and have established mutually respectful relationships with the pupils.
37. The school places a high priority on the pupils’ social development and the strategies for developing the pupils’ social attitudes are excellent: well planned and very effective. The school’s residential programme provides pupils with valuable social education: in both Years 5 and 6 the pupils spend three days at Leeson House Field Studies Centre where they participate in a wide range of activities. The many sporting activities also provide opportunities for team building. There is a strong direction in the school for the pupils to develop as independent learners. They are encouraged from an early age to take responsibility for their classrooms and equipment and they work cooperatively and courteously. Even the youngest children understand and demonstrate high levels of social skills. The older pupils take pride in assisting the youngest pupils to settle into the school.
38. The provision for the pupils’ moral development is very good. There is a strong emphasis on the principles that distinguish right from wrong. Appropriate behaviour and attitudes are well established, praise is frequently given and all pupils are valued. There is respect for property and care for the environment throughout the school. The pupils display respect, care and consideration for each other and are courteous and respectful, both to the other members of their school community and to visitors.
39. The school provides a rich and varied programme of cultural events within the pupils’ own cultural traditions. The children visit a wide range of museums and sites of interest to support their curriculum studies. For example, pupils in Key Stage 1 visit Scaplen’s Court Museum at Poole, pupils in Years 3 and 4 visit Exeter as part of their work in geography and pupils in Years 5 and 6 visit Portsmouth’s Historic Ships. A good range of instrumental tuition is provided. Musicians from the Bournemouth Sinfonietta have performed for the pupils. There is a school band, which practises after school, and a drama club. Both music and drama contribute very effectively to the school’s Christmas and Easter productions. French is offered in Key Stage 2 in conjunction with Sir John Colfox Modern Languages College. Pupils gain some understanding and experience of the wider world particularly through their study of India in history and geography. Pupils in Key Stage 1 learn about other cultures through their celebration of Chinese New Year. There is considerable scope, however, to further develop the pupils’ awareness of cultural differences and to help the pupils appreciate the richness and diversity of the multi-cultural society of the United Kingdom.
40. The spiritual development of the pupils is fostered through the school’s Christian ethos. The major Church of England religious festivals are celebrated and the moral principles of Christianity are emphasized throughout the life of the school. An act of collective worship takes place daily and meets statutory requirements. The pupils are taught to respect the religious, spiritual and moral beliefs of others, and encouraged to consider their own attitudes, values and beliefs, particularly in literature. There are limited opportunities for the pupils to reflect and to develop spiritual awareness and greater self-knowledge.
43. Support, guidance and pupils’ welfare
41. The school continues to provide caring and effective personal support for the pupils as reported in the last inspection. This allows pupils to take advantage of all the opportunities they are given. The care given is appreciated by parents with eight out of ten who replied to the inspection questionnaire saying that the values and attitudes promoted by the school had a positive effect on their children. The school provides an environment, which is conducive to learning, and this makes a significant contribution to the standards achieved. Relationships between the teachers and the pupils are exemplary and promote the pupils’ well being and self-confidence. The teachers know the pupils well.
42. Procedures for monitoring discipline and behaviour are good. Discipline is very well managed and the school is an orderly community in which the pupils are very courteous and thoughtful of others. No bullying or aggressive behaviour was observed in classes or the playground during the inspection. The school has a published policy on bullying but parents would welcome greater clarity in the procedures for dealing with antisocial incidents. The school has good procedures in place for monitoring and promoting good attendance.
43. Considerable emphasis is placed by the school on the pupils’ personal and social development and there is good monitoring of it. Pupils are encouraged to exercise initiative and to take responsibility for organising their learning. The wide range of extra-curricular activities has a very positive impact on the pupils’ social progress and welfare. A programme of health and sex education is offered within the science curriculum. The school’s procedures for monitoring the pupils’ academic progress are good and the annual reports to parents are clear and informative although they do not identify targets for improvement for each child.
44. The school has a comprehensive Health and Safety policy, which is monitored by the governors’ risk management group who ensures that the building and environment are safe. The unhygienic toilet facilities identified in the previous inspection report have been replaced. The recommendations of a recent fire officer’s report have been fully implemented. Regular electrical checks are made and fire drills held. Safety is appropriately emphasized in lessons. There are currently two fully trained first aiders on the full-time staff. The pupils’ medicines are kept safely. Accidents and incidents are logged. The procedures for child protection fulfil the legal requirements; staff training in identification and action in this area needs to be renewed.
45. The school has appropriate procedures to raise concerns and identify pupils with special educational needs and to monitor their progress well by regular, thorough reviews. The special educational needs co-ordinator works with other staff to plan and monitor provision and to ensure that the Code of Practice is followed. The school is supported well by the educational psychologist who visits every term and other agencies are consulted as required. Appropriate arrangements are in place to fulfil the statutory requirements for the pupil with a Statement of Special Educational Need. Registers are completed at the beginning of the morning and afternoon sessions and procedures comply with the legal requirements.
48. Partnership with parents and the community
46. Parental involvement in the school is good and enhances the pupils’ progress and educational experience. The parents are made to feel very welcome and encouraged to contribute to the school community. Several parents and villagers currently help in the classroom and with after-school clubs; many accompany the residential trips and contribute to the life of the school in other ways: as members of the Parent Teacher and Friends Association, and as support for their children’s homework. Homework is used very purposefully to extend the pupils’ education and parental involvement in this is very good. Friends of the school are currently becoming involved in two imaginative projects: one to produce a millennium tapestry with the pupils and the other writing a play for the pupils to perform. There is a good induction programme for children starting in the Reception class. They make several visits to school prior to starting and there is a meeting for parents and a useful booklet for them to complete on their child’s skills and knowledge. There are effective links with the secondary school. The Parent Teacher Association’s fund-raising events have raised significant sums of money to supplement the school’s budget, most recently the purchase of sports and computing equipment and the transport costs of educational visits.
47. When a pupil is placed on the special educational needs register, the parents are always invited to discuss the reasons and the support that will be offered. Individual education plans are sent to parents following each half termly review and parents are invited to come in to discuss these if they wish. The governor with responsibility for special educational needs supports parents well, helping them, if required, to draft letters and statements.
48. Parents receive a satisfactory level of information about the academic progress of their children. They are given a formal, annual report of their child’s progress in all curriculum areas. Open evenings are held on curriculum issues such as the literacy hour. The school brochure, the regular newsletters and the governors’ annual report to parents are very informative although the brochure and governors’ reports are deficient in some statutory requirements. The literature for parents of intending under fives is delightful. The school is notable for its wide-ranging and valuable links with the local community, which significantly enhance the pupils’ educational experience. Pupils attend the Bridport Leisure Centre weekly making very good use of the sports hall, gymnasium and swimming pool. Years 5 and 6 use the Weymouth Outdoor Education Centre for caving and climbing. There is an extensive programme of educational visits to places of interest and the school participates in the Bridport Cluster of Small Schools in sporting events and instrumental tuition in music. The school has links with the parish church and vicar who leads assembly once a fortnight. Christmas, Harvest Thanksgiving and a May Fair are shared with the local community. The police liaison officer visits to talk to the pupils on road safety and stranger-danger. The pupils actively support a variety of charities.
49. A thorough induction programme has been developed jointly with Sir John Colfox Modern Languages College to ensure a smooth transition for pupils at the end of Key Stage 2.
52. THE MANAGEMENT AND EFFICIENCY OF THE SCHOOL
52. Leadership and management
50. The leadership and management of the school is good overall but there is a weakness in aspects of school development planning. The enthusiastic and caring leadership of the headteacher encourages a strong sense of purpose, with very good relationships throughout the school community. The headteacher provides a good role model in aiming for high achievement by pupils. The school has a very good ethos for learning and ensures equal opportunities. The implementation of the school’s aims, values and policies is good overall. Parents, many of whom express praise for the school, appreciate this. 51. Teaching staff support the headteacher well and carry out their considerable responsibilities conscientiously and effectively. This is seen currently in the development of effective literacy and numeracy strategies. The co-ordinator for special educational needs also provides effective leadership and support.
52. There are good working relationships with the governors. The governing body meets regularly to fulfil its statutory duties. The headteacher keeps it informed of the work of the school and, in addition, co- ordinators give reports to the governing body on the progress of new initiatives. Governors are taking on responsibility for different curriculum areas and beginning to visit the school in this connection. The governor with responsibility for special educational needs takes a particular and well-informed interest and liaises with the school’s co-ordinator, as for example, on a recent revision of the school’s policy in this area. Newly appointed governors are keen to take an active part in the life of the school and help to move it forward.
53. The school has made good progress since the last inspection through successfully addressing most of the key issues identified. The quality of schemes of work have improved, assessment practices are more consistent, the roles of non teaching staff have been re-appraised, the School Development Plan clearly identifies curriculum priorities and the unsatisfactory toilets have been improved. There are still however some omissions in statutory requirements and there is a deterioration in standards in religious education. However the positive response the school has made to most issues, the way it has tackled new requirements and continued to raise attainment in English, mathematics, science and information technology indicate that it has a good capacity for further improvement.
54. The support and monitoring of teaching and curriculum development is good within the constraints imposed by the small number of staff and the very limited non-contact time available within the small school environment. Monitoring within the classroom is focused well on priorities and planned over the school year. Subject co-ordinators also monitor plans and records and the headteacher includes classroom monitoring in preparation for teacher appraisal. Good levels of communication help teachers and support staff share ideas on curriculum and teaching in informal discussions.
55. School development planning has some weaknesses, as there is no whole school planning in place to cover the broad base of the school’s future direction. There is a good quality curriculum plan for the current year with appropriate targets. The plan includes costings, responsibilities and success criteria. It is backed up by detailed action plans to manage the work over each term. Governors are aware that there is more work needed to fully cover the key issue from the last inspection relating to their measure of cost effectiveness. Currently, they use a variety of informal indicators to monitor the work of the school but feel that the new schemes of work now in place will provide an opportunity to develop more formal structures for evaluation.
56. The school satisfactorily meets most statutory requirements. Some omissions from the school prospectus and the annual governors’ report have been discussed with the school. The omissions from the prospectus are the charging policy, sex education, complaints procedure and rates of absence. The omissions from the annual parent governor report are arrangements for the admission of disabled pupils, effectiveness of the policy for special educational needs, sporting aims, rates of absence and the progress of the school’s action plan as a result of the last inspection.
59. Staffing, accommodation and learning resources
57. The qualifications and experience of the school’s teaching staff meet the needs of the curriculum, including the under-fives with all teachers trained for the ages of pupils in the school. There is a generous level of teaching staff compared with national averages. The two full time and three part time teachers provide the school with sound and sometimes very good expertise in most areas of the curriculum apart from religious education. All teachers have at least one area of additional responsibility and the two full time teachers carry a heavy load of curriculum responsibilities. There is a lack of early years’ specialism. The level of support staff is broadly in line with national averages. The special needs assistant is well qualified and experienced and with other support staff contributes significantly to pupils’ learning and the organisation of class work. All staff are loyal, hard working and committed and make an important contribution to the very good school ethos. The school relates training appropriately to the priorities identified in the school’s curriculum development plan and initiatives arising from the local cluster of schools.
58. New toilets have been put in place in relation to a key issue from the last inspection. However, the school building still has many shortcomings and is poor in quality. It presents many difficulties for teaching and learning particularly for those subjects with a high level of practical work. The same problems remain that were reported at the last inspection. For instance, the lack of a hall constrains the school’s approach to assemblies, drama and physical education. The lack of space for a central library is now even more restricting since the introduction of the literacy strategy. The several different uses of the office means there is still no convenient room for confidential meetings or the tuition of pupils with individual needs. The staff are still facing the difficulties noted previously in regard to storage and the display of artefacts and pupils’ work. A new difficulty has arisen with the expansion of information technology. There are insufficient work surfaces on which to place hardware. In particular, with the lack of space in the classroom for Year 5 and 6 pupils it is only their enthusiasm for the subject that allows them to overcome the difficulties of access.
59. The outside play facilities are adequate for pupils in the key stages. However, there is lack of an appropriate play space for the under fives and no direct access to the outside from their classroom. Pupils still benefit from being able to use the excellent facilities of the Bridport Leisure Centre and this ensures the school meets the requirements of the National Curriculum for physical education.
60. The accommodation also remains a significant limiting factor on the storage and accessibility of resources. The teachers and pupils nevertheless make good use of the resources available. The sufficiency and quality of resources is satisfactory overall and good in physical education, history and geography. There is a good level of book provision and resources for information technology are excellent. The provision of large play equipment for the under fives is unsatisfactory.
63. The efficiency of the school
61. The efficiency of the school is good. The school’s budget, including specific grants for special educational needs and staff training, is managed carefully by the governors, headteacher and administrative assistant. In addition to the school’s allocated budget, parents provide generous financial support that enhances provision. Financial planning is good. It is related closely to the needs and targets of the year ahead and account is taken of the forecast numbers on roll. The headteacher prepares a draft budget but governors are involved suitably through their finance committee. Their good understanding enables them to ask pertinent questions before approving the budget. The governors’ main priority is to maintain a good level of staffing that includes a wide range of expertise and skills to benefit the pupils. The school considers different strategies of staffing. For example, on how best to deal with the organisational difficulties caused by very low numbers in one year group. The headteacher and governors are aware that contingency funds are now reducing to below a safe level.
62. Financial control is good. Although the administrative assistant’s hours are low in comparison with national averages she manages the office and computerised systems skilfully and competently. She provides regular financial information for the headteacher and governors to monitor spending against the budget headings. There is good monitoring of spending on energy and utilities. The school tries hard to ensure the best value for money when purchasing resources and has been particularly creative in seeking help for funding items for information technology. The last audit report found that the school’s financial systems and controls were sound. The school has attended to the few minor points for improvement.
63. The use of teaching and support staff is good. The teaching staff are deployed well in the main. However, on occasion in Key Stage 1, where only a small number of pupils is with a teacher, the cost is high and inefficient. The level of teaching hours undertaken by the headteacher leaves insufficient time for him to carry out his considerable management responsibilities. The school has successfully addressed the key issue from the last inspection to re-appraise the roles of the classroom assistants. The support staff are deployed well and make a significant contribution to the standards achieved. The administrative officer carries out day-to-day administration in a friendly and efficient manner.
64. The school makes good use of learning resources and accommodation in spite of the fact that the nature of the accommodation imposes limitations on aspects of the curriculum and the efficient use of time and resources. The goodwill of staff, including the cleaners, helps to minimise the effect of the difficulties on pupils’ learning but some areas are untidy. Teachers make good use of the village and the local area to enhance the curriculum and there is efficient use of the Bridport Leisure Centre for physical education. Teachers use learning resources effectively to promote learning. Resources for information technology are used very effectively. The devolvement of money to classes rather than subjects, however, makes it difficult for co-ordinators to assess the level and efficiency of resourcing in their subject.
65. The school has high unit costs compared with national averages but this is partly due to its small size. Pupils have an average level of attainment on entry but the good quality education they receive ensures they make good progress. By the time they leave the school, many achieve higher than the expected standards for their age in important areas of the curriculum. The school gives good value for money. 68. PART B: CURRICULUM AREAS AND SUBJECTS
68. AREAS OF LEARNING FOR CHILDREN UNDER FIVE
Areas of learning for children under five
66. Children start school at the beginning of the year in which they are five and attend on a part time basis until the beginning of the spring term when they attend full time. There are currently eight reception age pupils attending the school on a part time basis and they are integrated into the Key Stage 1 class. However, for some of the time they work as a small group supported by a welfare assistant who works under the direction of the class teacher. There is a wide range of attainment on entry to the school, but overall, attainment is broadly average. The indications are that these children are on line to achieve the nationally recommended learning outcomes in all areas of learning by the time they are five.
Personal and social development
67. In the whole class environment the children still find it difficult to settle well but in their small group activities they concentrate well. They co-operate with each other and share materials well when playing with the construction toys or when sharing the equipment in the dolls house. There is a good level of involvement in these activities and a good level of sustained concentration. They are beginning to understand the rules and routines of their environment and generally respond well. They tidy up quite well at the end of sessions and attempt to remove their aprons by themselves. They make sound progress and by the age of five are on line to attain the nationally recommended outcomes. Teaching is satisfactory and ensures appropriate attention is given to developing the children’s’ personal and social skills.
Language and literacy:
68. By the age of five children’s attainment in language and literacy is in line with the nationally recommended outcomes. Most speak confidently to each other although some are still quite shy with adults. They have a sound vocabulary and most speak in phrases or short sentences. They listen with interest to stories such as “The Hungry Caterpillar” and are keen to join in with some parts of the story. They enjoy sharing books and talking about them and understand that print carries meaning. They are learning the words of the Circle Song and enjoy singing it. They match pictures from their shopping list to play shopping bingo. Progress overall is sound Pupils’ progress is sound overall. They have as yet made limited attempts at writing as they are currently undertaking their baseline assessments, which will clearly identify their stage of development in writing. Evidence from previous year’s reception pupils shows good coverage of phonic work, word work associated both with graded readers and key words. Opportunities are provided to copy under the teacher’s writing. Most children form their letters correctly and manage to write independently by the time they are five. The teaching is focused well on developing children’s reading, writing and phonic skills.
Mathematics:
69. By the time they are five children’s attainment in mathematics is in line with the nationally recommended outcomes. They sing the Circle Song to support their work on two-dimensional shapes. They name and recognise circles, squares and triangles and many know the difference between straight and curved edges. They count the number of sides on triangles and squares. They count to five when counting the number of circles to make their caterpillar and recognise the numeral 5. They use comparative language such as bigger and smaller when describing their shapes. Progress is sound. Evidence from the previous year shows that by the end of the Reception year many count to 20 and carry out simple addition and subtraction sums. Teachers plan well and make good use of resources and activities to encourage counting and shape recognition. Knowledge and understanding of the world:
70. Children’s knowledge and understanding of the world is sound and meets recommendations. The visit from the Health Visitor stimulated a great deal of interest and learning about babies and how they need to be looked after. Many children attempted to care for their babies in an appropriate manner. Currently the role-play area is converted into a clinic in order that they can undertake similar roles. They carefully stick cut out paper shapes onto paper and demonstrate a good level of control when gluing and sticking their shapes together to make a caterpillar. They enjoy using construction materials and some children successfully made a space ship and rocket. Evidence from last year shows that reception children plan journeys for animals such as Red Fox. They make simple then and now picture of seaside activities to develop a sense of chronology. Teachers make good use of visitors to improve children’s knowledge and understanding of the roles played by different members of society.
Creative development
71. Children’s creative development is sound and meets recommendations. They enjoy a range of activities such as printing, which they carry out purposefully and carefully in order to decorate their caterpillar. They play imaginatively in the dolls house and collaborate well with each other for extended periods of time.. They are provided with opportunities to listen to music. Evidence from last year’s work indicates an appropriate range of creative activities and sound progress in creative development. Teachers provide a good range of activities to extend their creative skills.
Physical development:
72. There are currently some, but limited, opportunities for children to exercise outdoors in order to provide for their physical development. The accommodation is very limited and there is no easy or regular access to outdoor facilities or equipment. Within these constraints they are likely to achieve the expected outcomes in most areas of physical development and their progress is satisfactory. Their activity work on circles shows that they have sound control of simple tools and everyday equipment. They very carefully build using a selection of construction toys and construct roadways using a selection of wooden shapes. They are able to jump with a good level of control.
73. There are good arrangements in place for the induction of children. The class teacher visits their playgroup to meet them prior to their first visit to the school. They have two visits to the school in the summer term to familiarise them with the school environment. There is a meeting for parents to inform them of the domestic arrangements and discussions take place on the reading process. There is a very good pre-school booklet for parents to complete which gives the school a clearer understanding of the children’s personal and social skills on entry to the school. There is a good level of planning in place for the Reception pupils. An assessment of children is undertaken when they first start school and they are reassessed using the same tests in the summer term to measure their progress. Relevant on-going assessments are undertaken to chart their progress n reading, phonics and number work. There is a satisfactory range of resources, although there is limited provision for physical activity outdoors.
76. THE CORE SUBJECTS
76. English
74. Overall attainment in English is slightly better than that recorded in the last inspection.
75. In the national tests for seven-year-olds in 1998 the proportion of pupils reaching the average Level 2 in reading was below the national average. The proportion of pupils achieving the higher Level 3 was well above the national average. When compared to similar schools, the school is attaining high standards. Results in writing were well below the national average both at the expected Level 2 and the higher Level 3. When compared to similar schools attainment is well below average. Only three pupils took the national tests in 1998. Over the three-year period 1996 to 1998, there is an upward trend in reading standards and a slightly downward trend in writing standards. The unconfirmed results of the national tests for 1999 however indicate an overall improvement in reading and writing
76. In the national tests for eleven-year-olds in 1998 the proportion of pupils reaching the average Level 4 was in line with the national average. The proportion of pupils attaining the higher Level 5 was below the national average. In comparison with similar schools attainment is well below average at both levels. Eleven pupils took the tests in 1998. Over the three-year period 1996 to 1998 there are wide fluctuations in the results.
77. The unconfirmed results of the national tests for 1999 indicate a significant level of improvement in English at Key Stage 2. There is no significant difference in the achievement of boys and girls. The data on the national tests does not take into account the small cohort sizes of the school and the effect this has on the variability of the school’s statistics from one year to another. The inspection findings show pupils’ attainment in reading and writing to be above expectations at Key Stage 1 and above expectations in English at Key Stage 2. There is an upward trend in attainment at both key stages and progress is good.
78. Standards in speaking and listening are good at both key stages. Pupils enter the school with satisfactory speaking and listening skills and they make good progress in developing these across the school. Throughout the school, pupils listen well to the teachers and each other during whole class and small group sessions. Pupils in Year 1 respond well to their work on Hairy MacLary and explain clearly and audibly that the word Scarface tells you he is horrid. They enjoy the rhythm of the story and repeat it with enthusiasm. By Years 2 and 3 pupils are confident speakers in a variety of situations. Most are able to recall details of characters and narratives using a wide and appropriate vocabulary. They explain appropriately their reasons for spellings of words. Most pupils can adapt their talk to the required purpose and listen with good levels of concentration. In years 5 and 6 they explain difficult words such as reverberate and unobtrusive. They develop their ideas thoughtfully and convey their opinions clearly in class discussions and guided reading. In their text work they explain their views on particular characters such as George’s grandma was arrogant and rude.
79. Standards in reading are above average at Key Stage 1 and well above average at Key Stage 2. Pupils make a good start to reading in Reception and Year 1. They enjoy the graded readers and have very positive attitudes to reading. Many predict what will happen next. By Year 2 most read confidently at their level using their phonic skills appropriately. They talk about their favourite characters and those they find less appealing. They explain their reasons in simple terms. Many of the pupils enjoy the humour of the stories in the reading scheme. Pupils read with growing independence and increased fluency in Key Stage 2. They read a wide range of books for enjoyment and use the guided reading books within the literacy hour to develop specific skills and understanding. Some more able pupils in Year 5 clearly evaluate the story of “The Ghost of Thomas Kempe” and explain their reasons for why it was a “good read”. Year 6 pupils read confidently and with expression and clearly enjoy reading. Many compare authors and their different styles. They select useful parts from texts and use the information appropriately. Most pupils have a good understanding of how to find and extra information from non- fiction books quickly.
80. Pupils achieve satisfactory and sometimes good standards in writing at Key Stage 1 and good standards overall at Key Stage 2. They make good progress as they move through the school. They are given a good range of technical and creative writing experiences to develop their writing ability. Pupils at Key Stage 1 develop their writing ability through a variety of activities such as poems and stories, imaginative responses to stories they have read or amazing facts about animals. By the end of the key stage higher attaining pupils write imaginative stories using capital letters and full stops and speech marks where appropriate. Lower attaining pupils write simple but accurate sentences and sometimes write using the correct use of capital letters and full stops. Pupils in Years 3 and 4 improve their writing skills through increased use of adverbs and descriptive words. By the time they are eleven pupils write stories of good quality using interesting vocabulary which they use well to create an atmosphere. They know how to use inverted commas effectively for dialogue and understand the effect this has on paragraphing their work. Their handwriting is joined, well formed and their spelling of a wide variety of words is correct. Throughout Key Stage 2 pupils develop their ability to spell through regular spelling homework and through a focus in the literacy hour on how words change when endings are added to them. Pupils use dictionaries competently to support their work. Standards of handwriting and presentation are generally good throughout the school. Pupils with special educational needs make satisfactory progress because work in the class is at an appropriate level. They make good progress when working with the learning support assistant on specific tasks. Standards of literacy are good and literacy skills are used well across the curriculum. For example, in science in Year 1 they write amazing facts about animals and in history in Year 5 and 6 they recount the events of the Great Fire of London. Pupils use information technology effectively as a tool to support spelling, reading and writing skills.
81. Pupils enjoy their work in English and their response is almost always good. They listen well in lessons, are keen to take part in discussions and are well motivated to complete tasks. In some lessons, particularly in Year 5 and 6, there is a high level of commitment to their work and it is of a high standard. These pupils are delighted when the teacher chooses their work as examples of good practice. In Year 2, 3 and 4 they are keen to demonstrate their knowledge of spelling patterns to the class and they do so confidently. Behaviour in lessons is good and there are good relationships with their teacher and each other.
82. The quality of teaching in English is good overall and is never less than satisfactory. Of the lessons seen 85 per cent were good. All teachers have secure subject knowledge and use the National Literacy Strategy very well in order to provide work at appropriate levels for pupils who learn at different rates, particularly within the mixed age classes. This is particularly so in the class which has Year 2, 3 and 4 pupils for the literacy hour. The teacher caters very effectively for their needs through careful planning and well-targeted use of the good quality, learning support assistant. Teachers plan all lessons well; good use is made of the guided reading sessions to focus on developing skills. For example, in a Year 5/6 guided reading session the teacher used very good questioning skills to deepen the pupils’ understanding of the text and challenge their thinking. Lessons are well focused on the development of subject specific skills and competencies. Most lessons have a brisk pace and learning resources are well used to support the lesson content. In all lessons pupils are well managed and this contributes effectively to their learning. Teachers make effective use of questioning as a means of assessing what pupils have learnt. Teachers mark pupils’ work well in order to praise and identify areas of improvement. Parents make a good contribution to pupils’ developing reading and spelling skills through an effective homework partnership.
83. The curriculum for English is based on the National Literacy Strategy, which the school has implemented very successfully through a structured, well considered process. The planning is good and makes effective provision for group work. There are good procedures in place for assessment and the school is now able to chart pupils’ progress over time. There is some evidence that the literacy hour is already impacting positively on standards. Due to some concerns about writing, samples of pupil’s work are now being assessed termly to monitor the progress of skills in writing. The co-ordinator has very successfully assisted staff in implementing the literacy hour and through a well-structured action plan has ensured it is effectively in place. A good literacy evening was held for parents to inform them of the literacy hour and its use in school. There are sufficient resources to enable the requirements of the English curriculum to be met and a good level of texts in all classes for guided reading sessions. However, some graded reading books and paperbacks are of poor quality and some library books are old and contain information, which is out of date. There is no library within the school as there is no available space and this limits pupils’ ability to carry out individual research.
86. Mathematics
84. All pupils attained the expected Level 2 in mathematics in the national tests at the end of Key Stage 1 in 1998. This is very high compared with the national average and in the highest five per cent of schools. The percentage of pupils reaching the higher Level 3 was well above the national average. The results were well above average when compared with similar schools. In the Key Stage 2 tests, the percentage of pupils reaching the expected Level 4 and the higher Level 5 was also well above average in comparison with both national averages and similar schools. These results are confirmed by inspection findings and are impressive since the level of attainment on entry is average. The school is maintaining and, in some instances, improving on the standards found at the last inspection.
85. Standards of numeracy are good in both key stages, pupils carry out number work competently and accurately. They have regular opportunities to practise and develop their skills. The school’s increasing emphasis on mental calculation during the last year, in preparation for the recent introduction of the National Numeracy Strategy, is having a positive impact on pupils’ mental recall. There is a good balance of learning in the several components of the National Curriculum including Attainment Target 1 (Using and Applying Mathematics). Mathematical knowledge and skills are used appropriately in other subjects. For example, younger pupils use it for handling data about themselves. The older pupils use line graphs in geography to make comparisons of climatic data in different parts of the world. They also use a wide range of measures in their scientific work. Information technology is used to support their mathematical understanding through the use of spreadsheets.
86. Test results over the last three years indicate that pupils in Key Stage 2 are performing better than pupils in Key Stage 1. Evidence from the inspection indicates that progress for all levels of attainment is good in both key stages and that there is no significant difference between the performance of boys and girls. The scrutiny of pupils’ work indicates that pupils in Key Stage 1make good progress over time in their increasing knowledge of number and in their confidence in number operations. They move from considerable teacher support with setting out and recording to independent working that is well organised in most instances. In a Year 1lesson pupils built well on their knowledge of the names and properties of two-dimensional shapes to explore and understand three-dimensional shapes.
87. The increasing accuracy of calculations and complexity of number operations indicate good progress over time in Key Stage 2. By the time they leave school at the age of eleven, the majority of pupils can operate with three and four digit numbers, use decimals and recognise negative numbers. Most know and apply their multiplication tables. Many use their understanding of place value to multiply and divide whole numbers. They describe proportions using a range of fractions and begin to add fractions. They use data handling skills, displaying and interpreting information correctly and a wide range of measures and scales. Pupils recognise different types of angles and calculate area and perimeter accurately. Pupils present calculations and information in an organised way using appropriate symbols, diagrams and mathematical vocabulary. Pupils made good progress in a lesson for Year 3 and 4 pupils where they developed their ability to articulate their thinking about patterns in part of a 100 square. Later in the lesson some Year 4 pupils overcame their difficulties in recording the redistribution of numbers to facilitate the addition of larger numbers.
88. Pupils in Key Stage 1 behave well during whole class sessions, they show interest and are keen to take part. Some, however, find it hard to listen to each other and lose concentration as the lesson progresses. As they move through the school and gain confidence pupils develop very positive attitudes to the subject and often show keen enjoyment. Pupils in both key stages use resources appropriately and treat them with care and respect.
89. The quality of teaching is satisfactory in Key Stage 1 and good in Key Stage 2. In both key stages teachers provide purposeful practical activities and ensure the use of appropriate mathematical vocabulary. A strong feature is the well developed mental calculation session at the beginning of lessons when teachers motivate pupils well through the use of strategies that involve all. This represents an improvement since the last inspection. Planning is very good in the lessons for Year 2, 3 and 4 pupils taking good account of the differing age and ability levels and using assessment to match tasks appropriately to pupils’ needs. Teachers in both key stages manage pupils well. While teachers’ expectations and use of time are satisfactory in Key Stage 1 these are good in Key Stage 2 so that lessons proceed at a brisker pace and move learning on effectively. Teachers assess pupils’ progress accurately through questioning, individual support and good quality marking. Pupils with special educational needs make satisfactory progress because they are supported well. Support staff contribute well to the progress of pupils of all attainment levels. For example, the assistant for supporting pupils with special educational needs has produced some attractive individual sheets using desktop publishing to help pupils practise multiplication and increase speed of recall. Teachers use a commercial scheme appropriately throughout the school to give pupils extra practice and consolidate their learning.
90. The co-ordinator has been effective in adapting the school’s previous good practice to the numeracy hour, introduced by the school at the beginning of this term. There is a detailed action plan for the further development of the numeracy strategy over the coming year that includes opportunities for the co-ordinator to monitor its implementation.
93. Science
91. The 1998 end of Key Stage 1 teacher assessments showed that the proportion of pupils attaining the expected Level 2 was well below the national average overall except in Attainment Target 3 where results were very high compared with the national average. No pupil attained the higher Level 3. By the end of Key Stage 2, the percentage of pupils attaining the expected Level 4 in the national tests was well above the national average and the percentage of pupils attaining the higher Level 5 was close to the national average. The results are broadly in line with those for similar schools. Inspection findings reflect the results for Key Stage 2 but indicate that Key Stage 1 pupils are achieving expected levels of attainment.
92. For example, by the age of seven pupils record their observations using pictures and diagrams and relate their observations to features in their environment. They know the characteristics of living things and different habitats and name the parts of the human body. They identify and compare the properties of materials and investigate, for example, the relationship between water and ice. They recognise light sources and push and pull forces.
93. By the time they leave the school at eleven, the majority of pupils make predictions and discuss with each other how to make a test fair. They present their findings clearly in a variety of ways and use standard measures. Some still find it difficult to articulate their findings in a way that draws conclusions. They have acquired a sound knowledge of animals and plants and understand life cycles. Pupils investigate solutions and separate mixtures. They know the difference between solids, liquids and gases. They investigate the force in a stretched spring and find out what causes sounds and how sound travels.
94. Pupils make good progress throughout the school, acquire a broad and balanced knowledge and a good range of investigative skills. Pupils with special educational needs make satisfactory progress. Progress in Key Stage 1 is evident as pupils move from simple description and pictorial recording to accounts of their investigations using scientific vocabulary. They become aware of the terms ‘prediction’ and ‘fair test’. Good progress was seen in two lessons during the inspection week when pupils increased their knowledge of the characteristics and variety of animals through sorting activities. Pupils in Key Stage 2 extend their knowledge and skills across the science curriculum. The good level of challenge in their investigative and experimental work provides rigour and practice for pupils to begin to acquire higher order skills such as planning their own experiments, selecting equipment and identifying patterns. This was particularly evident in a very good lesson on sound for pupils in years 5 and 6.
95. Pupils have good attitudes to science overall but there is some variation. While pupils in Key Stage 1 show interest, are keen to answer questions and contribute plenty of ideas they sometimes find it hard to sustain concentration. As pupils move through the school their ability to concentrate improves and they listen well to each other. They have a very positive attitude to practical work, co-operating well. They collect and use resources sensibly, often in very difficult circumstances and maintain good behaviour, showing a good awareness of safety issues.
96. The quality of teaching is good overall and sometimes very good in Key Stage 2. There is good quality, detailed planning in both key stages and in Years 5 and 6 good links to literacy and numeracy are provided. Teachers have a secure knowledge of the subject, value pupils’ ideas and encourage the use of appropriate vocabulary. Their expectations are high for pupils’ behaviour and application to work and this is supported by their good preparation of resources. This includes the use of information technology. As seen in a Year 3 and Year 4 lesson on electricity, teachers achieve a good balance between guiding pupils during investigations and allowing them to explore for themselves thus enabling pupils to improve their practical skills in constructing circuits. Teachers use on-going assessment well to develop pupils’ thinking and to clear up misconceptions.
97. The Key Stage 1 and Key Stage 2 co-ordinators have provided a strong lead in developing the subject and improving provision since the last inspection. There is now a sound policy document supported by a clear scheme of work. This promotes the progressive development of knowledge and skills through the key stages. The co-ordinator has devised a useful and manageable recording system for the assessment of pupils at the end of each unit of work. These systems are having a positive impact on the progress of pupils and also providing a means of reporting accurately to parents. The limited accommodation and storage space creates considerable difficulties for teachers and pupils because it inhibits practical work.
Information technology
98. Information technology is a strength of the school. Quality and standards are high, as the school has continued to improve its provision, building well on the already good standards reported by the previous inspection. Most pupils attain above the expected standards and many in Key Stage 2 well above the expected standards for their age. Pupils make very good progress as a range of systems is readily accessible together with a good scheme of work. This links clearly the skills to be learned with software that supports a wide range of work across the curriculum. It comprises continuous and discrete elements adapted from the Qualifications and Curriculum Authority framework. Pupils rapidly develop confidence and skills, frequently learning from each other and turn naturally to computer systems as a normal tool for learning. They have a very positive attitude to information communications technology, respecting the equipment and using it with care. The older pupils demonstrate this well in the recreational use of systems and equipment at lunchtimes. 99. The youngest pupils develop mouse and keyboard techniques while assembling simple texts. As pupils move through Key Stage 1 they learn to create pictures and symmetrical patterns, represent information graphically and control floor turtles and other machinery. They learn to print, save and undo and during the inspection pupils were seen interrogating a CD-ROM. Pupils build well on these basic skills and by the time they are in the oldest class they are familiar with a wide range of systems and programs across all strands of the curriculum. For example, pupils take it in turns to use LogIT outside school with external temperature, sound and light probes then store and graph results. They present their findings to the rest of the class interpreting and analysing their results and answering questions. They are learning to compile spreadsheets to organise information on climate. They begin to interpret line graphs and bar charts to compare patterns of climate and seasons in London, Bangalore and other parts of the world.
100. The school has its own attractive web-site, largely created by the pupils, that provides information on the school and its activities. In connection with this, older pupils record interviews with adults who visit the school and combine their write up of the interview with photographs they take with a digital camera. Older pupils check e-mail everyday and respond to messages they receive. This work enables pupils in this small village school to broaden their knowledge of the wider world. The school has received national awards for this work and has been featured in the national educational press Recently, some pupils using information communications technology in local studies have been filmed by a television crew for inclusion in a series of five programmes.
101. The enthusiastic and skilled co-ordinator provides a strong lead in the teaching and development of the subject. He is supported well by other staff, including the special needs assistant who is also skilled technically. The quality of teaching is good and frequently very good. The co-ordinator appreciates the good deal of goodwill provided by other staff in implementing the provision. He keeps a close watching brief to ensure that the National Grid for Learning funding is used and used appropriately and is aware of implications of Internet access. Assessment of information technology was identified as a weakness in the last inspection and evidence based use of level descriptions is under consideration by the school. There is good quality reporting to parents on their children’s progress. 102. The poor quality accommodation is causing increasing difficulties as the subject expands and new hardware is acquired. There are few surfaces suitable for the equipment and no room for free standing trolleys, for example. Year 5 and 6 pupils have particular difficulty in finding room to use systems comfortably. 105. Religious Education 105. 106. No teaching of religious education was seen during the inspection. A thorough scrutiny of pupils work, discussions with pupils at both key stages, a scrutiny of planning and discussions with staff was undertaken. This evidence shows that attainment and progress in religious education is below the expectations of the locally agreed syllabus at the end of both key stages. The school has recently completed a policy and scheme of work to meet the requirements of the recently completed locally agreed syllabus for religious education. This is good, but as yet it has not impacted on pupils’ attainment in a positive way. There is some deterioration in religious education since the last inspection. 106. 107. Discussions were held with pupils now in Year 3 to assess attainment at the end of Key Stage 1. Pupils did not remember what Shabbat was except that they thought it might be a special occasion when candles were lit. They visit Loders church and they know that churches are quiet places because they are places for prayer. Some know that the Bible is a special book for Christians. They know that the Chinese celebrate New Year by dressing up as dragons. They have limited knowledge of special places or special occasions in the Christian calendar or of Judaism, the religion they were studying at Key Stage 1. Pupils in Years 3 and 4 have reviewed the Ten Commandments and written about their views on the most important commandment. For example, do not murder because it is a crime. Discussions with pupils in Year 6 revealed that they know Christianity is the main religion in Britain and that Christians believe in Jesus on earth and God in heaven. When questioned about other religions they could name Hinduism but they did not know anything abut it. They know that Holy Week is when Jesus rode through Jerusalem on a donkey and that people laid palm leaves along his route. They know that it is about Jesus dying around this time and rising from the dead again. They remember some of the symbolism from the Christingle and from their recent work on symbolism they recognise that one of the crosses symbolises good and evil. They have limited knowledge of their own religion and very limited knowledge of other religions. As yet they have had too few opportunities to learn from their own or other religions.
103. There is now an appropriate policy and scheme of work in place for religious education supported by a very detailed locally agreed syllabus and a commitment to its implementation by the subject co- ordinator. This needs to be a high priority to ensure that pupils appropriately develop their knowledge and understanding of their own and others religions and begin to learn from religion. This knowledge and understanding would support and integrate into much of the very good work the school does in ensuring the development of the whole child. The co-ordinator has started to build up a bank of resources for religious education and this is good. However, they are as yet insufficient for effective teaching of the subject.
108. OTHER SUBJECTS OR COURSES 108. Art
104. Only one art lesson was seen during the inspection period. However, evidence from this, together with a scrutiny of planning and pupils work indicates that overall pupils, including those with special educational needs, make satisfactory progress across the school. The standards of achievement reported in the last inspection have been maintained.
105. Evidence from previous work shows that pupils record their ideas confidently by Year 2. They make observational drawings of flowers. They make good use of a variety of techniques to experiment with paint, collage, texture and printing. For example, pupils made rubbings of a variety of leaves and covered these with a paint wash to create a good effect. Art is also used as a means of enabling pupils to make a creative response to music but there is limited evidence in Key Stage 1 that their knowledge and understanding of the work of artists is being developed. Pupils in Key Stage 2 make satisfactory progress. Work of increasing maturity is evident in their paintings and drawings. Pupils in Years 3 and 4 are beginning to develop their ideas of perspective and improve their ability to present images. The year 5 and 6 pupils make some use of sketchbooks to record their ideas and observations. For example, they sketch Loders Church with particular emphasis on the gargoyles. They express their feelings on the war in Kosovo through drawings of appropriate facial expressions. Pupils build up effective portraits in the style of Picasso. They use and mix paints and use paintbrushes, pastels and charcoal effectively to create different textures and effects within their work. Some create figures in the style of Lowry in response to their study of his work.
106. There is insufficient evidence to make a judgement about teaching but the planning in place indicates an appropriate coverage of both strands of the art curriculum. However, there is a limited amount of work carried out in textiles and three-dimensional representation. Although pupils study of the work of artists is evident in the planning and in some of the work seen, pupils themselves have a limited understanding of the artists studied or their intentions. Teachers in Key Stage 1 make good use of display to celebrate the pupils’ work.
107. The lack of a policy or scheme of work for art means that a clear view of art is not stated and progression in pupils learning is not assured. The co-ordinator is hampered in her work by a lack of money to purchase appropriate art materials and limited access to in-service training. Some good initiatives such as those with the local Performing and Creative Arts group effectively support the school’s work in art.
112. Design and Technology
108. No design and technology lessons were seen during the inspection period. However, a scrutiny of pupils’ previous work, teachers’ plans and discussions with staff was undertaken and this indicates that overall standards are in line with expectations. Pupils, including those with special educational needs, make satisfactory progress across the school.
109. Pupils at Key Stage 1 make models of moving vehicles using Lego and recyclable materials. They design and make wheeled vehicles. Their designs are clear and the diagrams well labelled. Some simple evaluations are undertaken reflecting in the main the fact that the wheels did not turn or the vehicle did not move. In years 3 and 4 pupils’ design brief was to create a wheeled chassis which would roll at least a metre beyond a given slope. They made and tested the vehicles then loaded them with different weights to measure the effect. Examples of their work are on display and reflect the requirements of the task. There is a good level of work carried out in design and technology in Years 3 and 4 and this term pupils are making a Viking boat, (linked to their work in history) to which they attach sails and carry out tests to measure the effectiveness of the sails. In Years 5 and 6 there are examples of a “Steady Hand Test” game constructed by pupils, showing that they make simple forms in a variety of materials and can make joints using a variety of techniques. Good attention was paid to quality and function in the finished product. There is no evidence available of their designing skills but teachers’ plans indicate that the designing and evaluating aspects of the process are fully taken into consideration.
110. There is no policy or scheme of work in place to ensure continuity and progression in the skills of designing and making. The subject co-ordinator is highly motivated and very keen to develop the subject further but constraints on time and priorities in curriculum developments have prevented this. Resources are not well stored to enable easy access by pupils or teachers.
115. Geography
111. From the limited evidence of one lesson in each key stage and scrutiny of pupils’ work it is apparent that they are meeting the expected standards for their age. The youngest pupils draw picture maps and routes of journeys. In Years 1 and 2 they begin to use geographical terms as they learn to distinguish between the physical and human features of their village and its surroundings. During the inspection, they began to look at aerial photographs of the area, recognise features and understand how ‘a birds eye view’ flattens out features. Pupils learn to interpret maps of different scale, carry out simple surveys and compare and contrast different environments such as the seaside and express their own likes and dislikes. Pupils in Years 3 ands 4 build on this knowledge of the subject to study their locality in greater depth and compare it with Exeter. During the inspection, work relating to pupils’ study of a village in India was observed. Pupils know the position of India on maps and the globe in relation to their own country and the equator. They know the appropriate measures for rainfall and seasons and begin to compare climate patterns. Pupils use secondary sources such as books and CD ROMS to research information.
112. Pupils, including those with special educational needs, make sound progress in both key stages and show considerable interest. Pupils in Key Stage 1 are keen to join in but some find it difficult to take turns in expressing their ideas. They responded well when looking at aerial photographs in small groups. Year 5 and 6 pupils are well behaved and attentive and showed keen interest and excitement when they realised from graphs that the climate patterns in Bangalore were very different from London. They were stimulated to discuss their findings and interpret these.
113. The quality of teaching is sound in Key Stage 1 and good in Key Stage 2, and on occasion, very good. There is a well-planned series of lessons in Key Stage 1 with appropriate expectation for the development of subject vocabulary. Although the planned walk in the village had to be postponed because of bad weather, the teacher adapted the lesson appropriately. She briefed support staff and parents well so that small groups of pupils were each supported by an adult. The brisk pace in the Key Stage 2 lesson engaged and maintained pupils’ interest and there was a good explanation of the difference between weather and climate. In both key stages, teachers value and use contributions from pupils. Teachers make good use of information technology in this subject. For example, pupils learn how to combine digital photographs with texts in their reports and use information technology well to handle and interpret data.
114. The school has adopted the guidelines from the Qualifications and Curriculum Authority but is incorporating more literacy, numeracy and information technology for the oldest pupils. It has also retained topics on Europe, rivers and mapping skills that it considers important for these pupils. Assessment opportunities are indicated in the planning. Standards are good are Key Stage 2 which is an improvement since the last inspection where there was found to be some under achievement. 119. History
115. Only one Key Stage 2 lesson was seen during the inspection period, however, evidence from this together with scrutiny of planning and pupil’s previous work, indicates that the majority of pupils, including those with special educational needs, make at least satisfactory progress across the school. At Key Stage 1, the standards of achievement reported in the previous inspection have been maintained. No judgement for Key Stage 2 was made in the last inspection report.
116. By the end of Key Stage 1, pupils have gained a sense of time passing through completing a time line of events within living memory. They gain a good understanding of time within living memory through letters and discussions held with elderly relatives in response to their own prepared questionnaires. Pupils in Year 4, through a successful role play initiative, learn about the Vikings, where they came from and why they invaded Britain. Some were very clear in their ideas that raids were made to secure treasure, slaves and live stock. They develop a clear understanding of the difference between a raid, an invasion and a settlement through this activity. They begin to pose questions about lifestyles and the problems of living conditions. Evidence from previous work indicates that pupils in Year 5 and 6 develop a sound factual knowledge of the Tudor and Stuart periods through a study of the Spanish Armada, The Great Fire of London and a visit to The Mary Rose at Portsmouth. They carry out appropriate research using a variety of source materials. In their study of James I they are very clear in their views on his character – they did not find him endearing as a person or purposeful as a king. In Key Stage 1 pupils develop their sense of chronology through their Victorian role-play day at Scaplen’s Court.
117. There is insufficient evidence to make a judgement about the teaching of history although evidence from the lesson seen and teachers’ planning indicate that the subject is allocated a good amount of time and both the key elements and study units of history are well covered.
118. The school has adopted much of the Qualification and Curriculum Authority’s scheme of work. The planning appropriately takes account of the mixed age groups through a standard two-year rolling programme. Good use is made of visits to support the history curriculum. For example, Years 3 and 4 visit the Roman remains at Caerleon in Wales as part of their work on invaders and settlers. Parents are very supportive of these visits and at the parent’s meeting many felt that they knew a great deal about the Tudors, Romans and Vikings as a result and were better able to help their children.
123. Music
124. Only one short observation of a lesson in music at Key Stage 1 was seen during the inspection and no lessons were observed at Key stage 2. There is therefore insufficient evidence to make an overall judgement on standards and progress in music. However, evidence from teachers’ planning and pupils’ response to music, both in assemblies and around the school, indicates that it is covered in an appropriate manner.
119. Pupils in Key Stage 1 use xylophones and glockenspiels to beat out simple rhythms in the form of questions and answers. They handle the musical instruments sensibly. They clap simple rhythms successfully when supported by the class teacher. In whole school assemblies good use is made of musical themes to discuss the composer Eric Coates and his work on the Three Elizabeth’s. When asked to give opinions on the music most pupils found the music energetic and lively rather than regal. They enjoy the singing of “Sow a Seed” and sing tunefully, if quietly. Pupils learning to play the recorder accompanied the singing in an assembly. Pupils in Years 5 and 6 have benefited from working with The Bournemouth Symphonietta to create and play a musical composition. Some pupils benefit from peripatetic music provision. Some of the Year 6 pupils practise on the keyboards at lunchtime.
120. There is appropriate planning in place for music. There is good provision for music through a wide variety of activities such as the school choir and band and regular musical productions organised by the school in which pupils who play instruments take part. There is a regular Christmas Concert and an annual musical production undertaken by Years 5 and 6, the most recent being “Up the Bean Stalk”.
Physical education
121. As reported by the last inspection, the lack of a school hall remains a handicap in the development of the school’s physical education curriculum. The school continues to make good use of the excellent facilities provided at the Bridport Leisure Centre as well as the adequate outside area and village playing field. Playground markings assist the development of games’ skills and provision includes a large climbing frame on the grass. A new feature is the climbing wall on one side of the school building. The school makes good use of these features.
122. Pupils make sound progress in Key Stage 1 and good progress in Key Stage 2 and are developing appropriate levels of agility and co-ordination and meet or go beyond the expected standards for their age in games, gymnastics and swimming. No dance lessons were timetabled during the inspection. Pupils enjoy physical education and are keen to participate.
123. In the Key Stage 1 lesson seen during the inspection the quality of teaching was sound. It was one of a well-planned series of lessons with clear objectives and well-chosen activities to develop pupils’ ball skills and introduce them to simple team games and rules. An improvement since the last inspection was the more effective support provided by the classroom assistant. This enabled the teacher to focus on developing skills with pupils from one-year group. In the Key Stage 2 session at the leisure centre, teaching was sound in swimming and very good for basketball and gymnastics. The key in these two activities was the detailed planning that ensured very good use of time and the progressive development of skills and competence as the lessons proceeded. Suggestions for improvement to individuals were very helpful in developing dribbling and shooting skills in basketball. In the gymnastics lesson the teacher provided good opportunities for pupils to plan, evaluate and refine their bunny hops and forward rolls in patterns along self-chosen pathways. In swimming, pupils were grouped suitably to enable tasks to be matched well to their competence levels.
124. The school is continuing to enhance pupils’ physical education skills and broaden their interests through extra-curricular activities such as badminton, inter-school team games, athletics and orienteering. 130. PART C: INSPECTION DATA
130. SUMMARY OF INSPECTION EVIDENCE
125. The inspection was carried out by a team of three inspectors, including one lay inspector. Before the inspection a meeting was held for parents to discuss their views on various aspects of school life - 28 parents attended. An analysis was made of 32 questionnaires completed by the parents. During the course of the inspection the team observed 27 lessons, 2 in reception, 10 in Key Stage 1 and 15 in Key Stage 2. The total amount of time spent in lesson observations was 18 hours. In addition inspectors attended whole school assemblies, observed registration periods, heard pupils read in each year group. Pupils’ behaviour in and around the school was observed. Inspectors spoke with pupils about their work. Discussions were held with the governing body, the head teacher and other teaching and non- teaching staff. The team scrutinised school documentation, financial information, minutes of meetings, curriculum policy documents, the previous inspection report, the teachers plans, pupil’s records, reports to parents and attendance records. The work of a representative sample of pupils from each year group was scrutinised. In addition formal and informal discussions with pupils took place both in and out of lessons. 131. DATA AND INDICATORS
131. Pupil data Number of pupils Number of pupils Number of pupils on Number of full-time on roll (full-time with statements of school’s register of pupils eligible for free equivalent) SEN SEN school meals 65 1 7 1
131. Teachers and classes
131. Qualified teachers (YR – Y6) Total number of qualified teachers (full-time equivalent): 3.42 Number of pupils per qualified teacher: 19.0
131. Education support staff (YR – Y6) Total number of education support staff: 3 Total aggregate hours worked each week: 46.5
Average class size: 21.3
131. Financial data
Financial year: 1998/1999
£ Total Income 135,501 Total Expenditure 131,937 Expenditure per pupil 1,832.46 Balance brought forward from previous year 2,257 Balance carried forward to next year 5,821 131. PARENTAL SURVEY
Number of questionnaires sent out: 64 Number of questionnaires returned: 32
Responses (percentage of answers in each category):
Strongly Agree Neither Disagree Strongly agree disagree I feel the school encourages parents to play an active 8 18 4 2 0 part in the life of the school I would find it easy to approach the school with 16 12 2 2 0 questions or problems to do with my child(ren) The school handles complaints from parents well 6 12 6 7 1
The school gives me a clear understanding of what is 7 18 4 2 1 taught The school keeps me well informed about my 9 14 5 4 0 child(ren)’s progress The school enables my child(ren) to achieve a good 17 12 2 1 0 standard of work The school encourages children to get involved in more 16 12 1 3 0 than just their daily lessons I am satisfied with the work that my child(ren) is/are 9 15 1 4 3 expected to do at home The school’s values and attitudes have a positive effect 17 10 4 0 1 on my child(ren) The school achieves high standards of good behaviour 15 12 5 0 0
My child(ren) like(s) school 18 10 2 2 0
131. Other issues raised by parents
Several parents wrote to the Registered Inspector expressing a range of different views. The majority of the opinions expressed are reflected in the number of questionnaire responses summarised above. Some concern was expressed about the issue of complaints and how the school deals with those and there was some concern over the school’s competitiveness.