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A report on Nantmel C.I.W. School Nantmel Llandrindod Wells Powys LD1 6EL Date of inspection: March 2012 by Estyn, Her Majesty’s Inspectorate for Education and Training in Wales During each inspection, inspectors aim to answer three key questions: Key Question 1: How good are the outcomes? Key Question 2: How good is provision? Key Question 3: How good are leadership and management? Inspectors also provide an overall judgement on the school’s current performance and on its prospects for improvement. In these evaluations, inspectors use a four-point scale: Judgement What the judgement means Excellent Many strengths, including significant examples of sector-leading practice Good Many strengths and no important areas requiring significant improvement Adequate Strengths outweigh areas for improvement Unsatisfactory Important areas for improvement outweigh strengths The report was produced in accordance with Section 28 of the Education Act 2005. Every possible care has been taken to ensure that the information in this document is accurate at the time of going to press. Any enquiries or comments regarding this document/publication should be addressed to: Publication Section Estyn Anchor Court Keen Road Cardiff CF24 5JW or by email to [email protected] This and other Estyn publications are available on our website: www.estyn.gov.uk © Crown Copyright 2012: This report may be re-used free of charge in any format or medium provided that it is re-used accurately and not used in a misleading context. The material must be acknowledged as Crown copyright and the title of the report specified. A report on Nantmel C.I.W. School March 2012 Context Nantmel Church in Wales School is a voluntary controlled school. It is in a rural setting between Llandrindod Wells and Rhayader. The school serves families from the local area and from further afield who want their children to attend a school with an Anglican ethos. There are 38 pupils on roll who are taught in two mixed-ability classes. For the last three years, the school has had an acting headteacher. A permanent headteacher was appointed in January 2012. Children come to school full-time in the reception class in the term of their fourth birthday. Less than 8% of children are eligible for free school meals, which is below both the local authority and national average. The school considers just over 31% of pupils to have additional learning needs. One pupil has a statement of special educational needs. Three pupils are ‘looked after’ by the local authority. All pupils are from Welsh or British backgrounds and all speak English as their first language. Just over 10% of pupils are from Gypsy and Traveller backgrounds. No pupil was permanently or temporarily excluded in the last school year. The individual school budget per pupil for Nantmel Church in Wales School in 2011-2012 means that the budget is £3,765 per pupil. The maximum per pupil in the primary schools in Powys is £14,685 and the minimum is £3,005. Nantmel Church in Wales School is 44th out of the 101 primary schools in Powys in terms of its school budget per pupil. 1 A report on Nantmel C.I.W. School March 2012 Summary The school’s current performance Good The school’s prospects for improvement Good Current performance The school’s current performance is good because: the achievement in pupils’ learning and progress in lessons across the school is good; the standard of pupils’ wellbeing is high; the quality of most teaching is good; learners’ involvement in decision-making is well developed; pupils with additional learning needs are making good progress; and the pupils are extremely polite, work together effectively and behave well. Prospects for improvement Prospects for improvement are good because: the headteacher provides good leadership and a clear direction for the school; the governing body is knowledgeable and well informed about the performance of pupils and the life and work of the school; and leaders have highlighted priorities and set targets for improvement that are clearly linked to the outcomes of self-evaluation. 2 A report on Nantmel C.I.W. School March 2012 Recommendations In order to improve school needs to R1 improve the performance of more able pupils by challenging them more appropriately in all learning activities; R2 improve the provision for Welsh language development in key stage 2; R4 ensure that teachers’ marking is consistently good and helps pupils improve their work; and R5 refine targets in the school improvement plan to enable leaders to measure more clearly the progress the school makes. What happens next? The school will draw up an action plan which shows how it is going to address the recommendations. The local authority will monitor the school’s progress. 3 A report on Nantmel C.I.W. School March 2012 Main findings Key Question 1: How good are outcomes? Good Standards: Good Most pupils enter Nantmel Church in Wales School with above average social skills. The level of pupils’ literacy and numeracy skills on entry to school has risen over recent years from below the local authority average to slightly above. At the end of Foundation Phase, many pupils make good progress in English, mathematics and science in relation to their starting points. Statutory teacher assessments in 2011 show that outcomes for pupils at the expected level (level 2) are above those of similar schools for English, mathematics and science. However, pupil attainment at the higher level (level 3) in key stage 1 is below that of similar schools. Many pupils reach the expected level (level 4) in English, mathematics and science at the end of key stage 2. Statutory teacher assessments for mathematics and science show that the school’s performance is above the family of schools average. Performance in English at the expected level is more varied and weaker overall. Pupil outcomes at the higher level (level 5) in key stage 2 in 2011 are good in English and science but weaker in mathematics. Nearly all pupils with additional learning needs make good progress against their individual targets. Those entitled to free school meals make good progress. Most pupils recall previous learning well and make appropriate progress in new learning. However, in a minority of lessons across the both key stages, more able pupils do not make enough progress in developing their thinking and learning skills. Nearly all pupils listen well to members of staff and to other pupils. Most pupils speak clearly and confidently with a suitably wide vocabulary. Many older pupils express themselves maturely to a variety of audiences. Most pupils throughout the school are enthusiastic readers and have reading skills appropriate to their age and ability. In the Foundation Phase, they make good progress in acquiring their early reading skills. By the end of key stage 2, most pupils read competently for their age and stage of development, and use their reading skills effectively in other areas of the curriculum. Most pupils’ written work across the school shows clear progression as they write well for an increasing variety of purposes. The majority of Year 2 pupils write in sentences, using a good range of punctuation correctly. Nearly all pupils develop good phonic awareness and make sensible attempts at spelling familiar words. At the end of key stage 2, many pupils use a wide vocabulary to write extensively in a range of forms. They structure their writing well and show an awareness of the need to capture the interest of the reader. 4 A report on Nantmel C.I.W. School March 2012 Pupils throughout the school make appropriate progress in developing their information and communication technology skills. They demonstrate good use of multimedia presentational skills and research skills. However, progress in the use of databases and spreadsheets is limited. Foundation Phase pupils achieve good standards in Welsh. They count to ten correctly, can name colours, feelings and weather types, and respond appropriately to simple instructions and commands. The most confident Foundation Phase pupils are beginning to use Welsh spontaneously in the classroom. Most key stage 2 pupils make appropriate progress in Welsh. They speak clearly, using accurate pronunciation, and demonstrate understanding of Welsh through their responses. The majority of pupils write simple sentences independently, following a learnt pattern. Wellbeing: Good All pupils feel safe in school and know where to turn with any concerns. They have a good understanding of the importance of a healthy diet and an active lifestyle. They like school and are motivated to learn. Behaviour is very good throughout school and nearly all pupils are interested and attentive in class. Pupils show respect, care and concern for each other. They are courteous and considerate to their peers, adults and visitors. From an early age, pupils are able to contribute ideas that influence what and how they learn. Many pupils talk with confidence about the decisions they have made within the classroom and in the wider school community. Working relationships between staff and pupils within the school are strong. Nearly all children make good progress in developing social and life skills and work well with others both in school and in the wider community. They are proud to help each other in their learning activities. Attendance figures for 2010-2011 were slightly below those of similar schools, but overall figures have improved recently showing an upward trend. Key Question 2: How good is provision? Good Learning experiences: Adequate Learning experiences engage pupils successfully in purposeful activities, which cover the Foundation Phase and National Curriculum requirements. Planned activities in the Foundation Phase are stimulating and help pupils to learn independently. The curriculum in key stage 2 provides most pupils with a wide range of learning experiences.

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