INSPECTION REPORT

Mountfield & Whatlington Primary School

Robertsbridge/East Sussex

LEA area: East Sussex

Unique reference number: 114513

Headteacher: Mr Joe Hellett

Lead inspector: Mr John Francis

Dates of inspection: 9th to 11th November 2004

Inspection number: 267359

Inspection carried out under section 10 of the School Inspections Act 1996

© Crown copyright 2004-05

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

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

Mountfield & Whatlington Primary School - 2 INFORMATION ABOUT THE SCHOOL

Type of school: Primary School category: Voluntary Controlled Age range of pupils: 5 – 11 Gender of pupils: Mixed Number on roll: 70

School address: John's Cross Robertsbridge East Sussex Postcode: TN32 5JN

Telephone number: 01580 880587 Fax number: 01580 881571

Appropriate authority: Governing body Name of chair of Mrs Pam Buckley governors:

Date of previous 15th March 1999 inspection:

CHARACTERISTICS OF THE SCHOOL

This small Church of England (Controlled) primary school has 70 pupils in three classes, including eight children of reception age in a class with Year 1 pupils. There are more girls (40) than boys (30). The school is situated between the two villages it serves and is next to a busy main road. The school has good grounds around it. There are a few pupils from minority ethnic groups, but none with English as an additional language. The proportion of pupils receiving free school meals (7 per cent) is well below average. The proportion of pupils who have special educational needs (12 per cent) - mainly for moderate learning difficulties - is below average. The proportion of pupils having Statements of Special Educational Need (1.5 per cent) is broadly average. Attainment on entry varies widely due to the very small numbers in each year group but is generally in line with that normally expected for children of this age. Few pupils enter or leave the school at times other than those normally found.

Mountfield & Whatlington Primary School - 3 INFORMATION ABOUT THE INSPECTION TEAM

Members of the inspection team Subject responsibilities

17976 John Francis Lead inspector Mathematics Information and communication technology Art and design Design and technology Physical education Foundation Stage Curriculum Personal, social and health education and citizenship 1305 Brian Rance Lay inspector 32226 Teresa Quick Team inspector English Science Geography History Music Religious education Special educational needs

The inspection contractor was:

Altecq Inspections Limited 102 Bath Road Cheltenham GL53 7JX

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

Mountfield & Whatlington Primary School - 4 REPORT CONTENTS

Page

PART A: SUMMARY OF THE REPORT 6

PART B: COMMENTARY ON THE MAIN INSPECTION FINDINGS

STANDARDS ACHIEVED BY PUPILS 8

Standards achieved in areas of learning, subjects and courses

Pupils’ attitudes, values and other personal qualities

QUALITY OF EDUCATION PROVIDED BY THE SCHOOL 10

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

LEADERSHIP AND MANAGEMENT 13

PART C: THE QUALITY OF EDUCATION IN AREAS OF LEARNING AND SUBJECTS 15

AREAS OF LEARNING IN THE FOUNDATION STAGE

SUBJECTS IN KEY STAGES 1 AND 2

PART D SUMMARY OF THE MAIN INSPECTION JUDGEMENTS 23

Mountfield & Whatlington Primary School - 5 PART A: SUMMARY OF THE REPORT

OVERALL EVALUATION

This school provides its pupils with a satisfactory standard of education. The pupils make steady progress and achieve broadly average standards, although there is scope for standards to be better than this. Teaching is satisfactory overall. The headteacher provides good leadership. The school gives satisfactory value for money.

The school’s main strengths and weaknesses are: • the school is well led and the governing body provides good support; • pupils’ spiritual and social development is good, but a very small number of pupils have unsatisfactory attitudes to learning; • new assessment systems are good, but marking does not always provide sufficient guidance to pupils; • pupils who have special educational needs achieve well, but the higher-attaining pupils do not achieve highly enough; • a good curriculum is enriched very well by a range of visits and visitors; • there are very strong links with parents and the local community; • standards of writing, including handwriting and presentation, are not good enough; • pupils are not adequately prepared for life in a multicultural society.

The school has made satisfactory improvement since the last inspection in 1999. There are improvements to planning and assessment and the governing body is much more involved in the work of the school. Parental and community links are better. Other issues have been satisfactorily addressed.

STANDARDS ACHIEVED

Overall achievement is satisfactory. Current standards in English, mathematics and science are broadly average at seven and 11 but further improvements are needed, particularly in writing and standards of presentation. Those few pupils who have special educational needs make good progress and achieve well because they are well supported. However, higher-attaining pupils do not achieve all they are capable of.

Year 6 results Results in National all schools similar schools Curriculum tests at the end of Year 6, compared with: 2002 2003 2004 2004 English C E A A* mathematics D B E* E* science C D E E Key: A* - Very high; A - well above average; B - above average; C - average; D - below average; E - well below average; E* - very low Similar schools are those whose pupils attained similarly at the end of Year 2

The performance of pupils in Year 6 in English and mathematics tests has fluctuated between 2002 and 2004 and the trend for improvement has not kept pace with schools nationally. Results for 2004, although not yet validated, show standards in English to be well above average, but standards in science were well below average. In mathematics,

Mountfield & Whatlington Primary School - 6 standards were very low and in the bottom 5 per cent of schools nationally. At Year 2, results were well above average in reading, above average in mathematics but below average in writing. These were broadly in line with improvement nationally. However, with the very small numbers in each year group (five in Year 6 in 2004) and the changing level of special educational needs, test results have to be viewed with caution as one pupil has a significant effect on the overall scores.

In information and communication technology (ICT), pupils attain expected levels by seven and 11. In religious education (RE), standards are in line with the expectations of the locally agreed syllabus. Children start in reception with skills broadly in line with those expected for children of this age. They make satisfactory progress and most are in line to achieve the goals they are expected to reach in all the areas of learning by the time they move into Year 1.

Pupils' personal development and behaviour are satisfactory. Pupils’ attitudes are satisfactory overall, but a minority of pupils, mainly the oldest ones, have unsatisfactory attitudes, which are sometimes a barrier to their own and other pupils’ progress. Spiritual, moral, social and cultural development is satisfactory overall, with good spiritual and social development, but pupils are not adequately prepared for life in a multicultural society. Attendance is satisfactory.

QUALITY OF EDUCATION

The quality of education is satisfactory. Teaching and learning are satisfactory but planning for highest-attaining pupils is not always sufficiently well matched to their needs. Assessment is satisfactory overall. Systems recently introduced to record pupils’ progress and track this through the school are good. However, marking is less effective and does not identify sufficiently clearly what pupils need to do to improve. The teaching assistants provide good support, particularly for pupils who have special educational needs.

The curriculum is good overall, well planned to meet the needs of the mixed-age classes and enriched very well by many additional activities.

The provision for pupils’ care, welfare and safety are good. There are very good links with parents and the community, which contribute to pupils’ personal development. Links with other schools are good and there are good procedures for children starting school.

LEADERSHIP AND MANAGEMENT

Leadership of the school is good and management is satisfactory. The headteacher provides good leadership. After a long period of disruption and change there is now stability, a good sense of direction and a firm commitment by all to raising standards. Governance is good. Governors are well organised and informed, committed to, and very supportive of, the school. However, there are some omissions in the information they are required to provide for parents.

PARENTS’ AND PUPILS’ VIEWS OF THE SCHOOL

The school is popular with parents who find it open and approachable. Pupils generally like school and have good relationships with staff. They are confident about turning to adults if they need advice or support.

Mountfield & Whatlington Primary School - 7

IMPROVEMENTS NEEDED

The most important things the school should do to improve are:

• continue the drive to raise standards in English (including writing and presentation), mathematics and science and particularly for higher-attaining pupils; • improve the quality and use of teachers’ marking; • improve the attitudes of some of the pupils; • improve the provision for pupils to understand about life in a multicultural society; and, to meet statutory requirements:

• ensure that the prospectus and governors’ annual report contain all the required information.

Mountfield & Whatlington Primary School - 8 PART B: COMMENTARY ON THE INSPECTION FINDINGS

STANDARDS ACHIEVED BY PUPILS

Standards achieved in areas of learning and subjects

Overall pupils’ achievement is satisfactory and standards are in line with expectations in English, mathematics and science. There is some variation in how well different groups of pupils achieve. Over the last three years, girls have tended to gain better results than boys but this is because of the make-up of these year groups rather than aspects of teaching.

Main strengths and weaknesses

• the good provision for pupils who have special educational needs enables them to achieve well; • the highest attainers do not achieve what they are capable of; • standards of writing, including handwriting and presentation, are often unsatisfactory.

Commentary

1. Children in the reception year start school with broadly average skills and their achievement is satisfactory. Teaching is sound and pupils make satisfactory progress. Almost all children are in line to attain the expected levels in all areas of learning by the time they move into Year 1. This is in spite of some of the physical limitations of the classroom. However, there are good opportunities to develop many aspects of their learning and physical skills through outdoor play.

2. In the national tests in 2004 for pupils in Year 2, results were well above average in reading, with over half of the pupils achieving the higher Level 3. Results were above average in mathematics, but below average in writing. All of these indicate an improvement on the previous year and a trend that is broadly in line with improvement nationally. Teacher assessment for science judged standards to be very high. For pupils in Year 6, results were above average in English, but well below average in science and very low in mathematics (in the bottom 5 per cent of schools nationally). The trend for improvement has not kept pace with schools nationally.

3. The very small numbers in each year group and changes each year to the proportion of pupils who have special educational needs have a significant effect on the overall scores. As a result, comparisons against national averages are difficult to make with any reliability. Girls have generally outperformed boys over time in all three subjects. This is not evident in work currently seen and is more the effect of greater numbers of girls in each year group.

4. The standards in English, mathematics and science currently seen in pupils’ work and in lessons at both Year 2 and Year 6 are satisfactory. While at Year 6 they are not as high as the most recent test results in English, they are significantly better in mathematics and science.

5. Achievement in English is satisfactory overall. While standards are satisfactory and similar to those at the last inspection, further improvements are needed, particularly in writing which is the weaker element and also in handwriting and presentation.

Mountfield & Whatlington Primary School - 9 Speaking and listening and reading are average. The majority of pupils enjoy reading, confidently tackle a range of texts and have the necessary skills for finding information from books.

6. In mathematics, pupils’ achievement is satisfactory. Standards in numeracy are in line with those expected, but pupils’ recall of tables and number bonds is not good enough. As a result their work rate is often slower than it should be. Attainment in science is average - much better than shown by recent test results. The focus on investigative and experimental work in both mathematics and science is helping to raise attainment. With improvements to the curriculum and planning, pupils are achieving more and attainment is rising across the school.

7. Standards in ICT by Year 2 and Year 6 are at the expected level and, with good teaching in Years 4 to 6, standards are improving. Standards in religious education are in line with the expectations of the locally agreed syllabus.

8. Those pupils who have special educational needs make good progress and achieve well because planning is good and they are well supported by the adults in the class. However, observations and analysis of planning and pupils’ work show the provision for the higher-attaining pupils is not always sufficient to take their learning forward at a satisfactory rate.

Pupils’ attitudes, values and other personal qualities

Pupils' personal development is satisfactory. Pupils' spiritual, moral, social and cultural development is satisfactory overall. Pupils have generally satisfactory attitudes to school and behaviour is satisfactory. Attendance and punctuality are satisfactory.

Main strengths and weaknesses

• while most pupils have satisfactory attitudes, a significant minority do not behave appropriately and disrupt the learning of others; • pupils’ spiritual and social development is good, but they do not have a sufficient awareness of living in a multicultural society.

Commentary

9. Parents judge behaviour to be an improving aspect of the school. Pupils come happily to school and most say they enjoy school. They show a good interest in school life and the range of activities provided. Pupils in the reception class achieve the early learning goals in personal, social and emotional development. While the attitudes of most pupils is satisfactory and sometimes good, a minority of pupils in each class, but mostly the oldest ones, are not sufficiently respectful of others, which disrupts learning. There was one fixed-term exclusion last year.

10. The majority of pupils work well both independently and co-operatively. Pupils who have special educational needs make every effort to succeed. This is an inclusive school where most pupils feel valued. Pupils feel confident that any form of bullying or harassment would be dealt with effectively and they would be supported.

Mountfield & Whatlington Primary School - 10 11. Pupils’ spiritual development is good and is well supported by assemblies. The encouragement of the pupils to see beauty in things around them plays an important part in promoting this. Pupils have confidence to ask questions out of curiosity. Pupils’ social development is also good. From the reception year, pupils have good experience of working with partners or in a larger group. Most pupils accept this and benefit from these firm foundations for their social development. The wide range of extra-curricular activities and visits and the very good links with a school in Uganda and the money they raise for the benefit of these children enhance the pupils’ social development. Moral and cultural development are satisfactory and pupils have an understanding of their own culture and traditions. Visits by theatre groups and musical ensembles aid cultural development. There is some teaching about other faiths but pupils lack the knowledge and experience to develop an awareness of living in a multicultural society.

12. Pupils’ attendance is broadly in line with national averages. The procedures for monitoring attendance and punctuality are thorough and the school is robust about recording absences as unauthorised when necessary, including when pupils are taken on family holidays during term time. In previous years, not all pupils were punctual in arriving at school, but currently very few arrive late for school, so the day gets off to a prompt start.

Attendance in the latest complete reporting year (%)

Authorised absence Unauthorised absence School data: 4.5 School data: 1.7 National data: 5.1 National data: 0.4 The table gives the percentage of half days (sessions) missed through absence for the latest complete reporting year.

Exclusions

Ethnic background of pupils Exclusions in the last school year

Number of Number of No of pupils fixed Categories used in the Annual School Census permanent on roll period exclusions exclusions White – British 67 1 White – any other White background 1 0 Any other ethnic group 2 0 The table gives the number of exclusions, which may be different from the number of pupils excluded.

QUALITY OF EDUCATION PROVIDED BY THE SCHOOL

The quality of education is satisfactory. Teaching and learning are satisfactory and the curriculum is good. There are many additional curricular opportunities such as educational visits. Accommodation is satisfactory.

Teaching and learning

Mountfield & Whatlington Primary School - 11 The quality of teaching and learning is satisfactory overall. Assessment is satisfactory overall.

Main strengths and weaknesses

• recently introduced tracking systems are good, but the quality of teachers’ marking is variable; • teachers’ questioning is good; • planning does not always take account of the needs of the higher attainers; • the expectations for presentation of work are not high enough; • teaching assistants make a valuable contribution to pupils’ learning.

Commentary

13. Teaching, while satisfactory overall, has some good features. An example is teachers’ questioning in the oral and mental starting activities in numeracy. This is also being used to improve pupils’ speaking and listening skills. The emphasis on practical, investigative activities in mathematics and science is beginning to raise standards and help pupils’ understanding.

14. In Years 4 to 6 there is a strong emphasis on pupils working independently and recording for themselves. As a result, their progress is improving because of the expectations of what they can do. The separation of these year groups into two classes for mathematics, allowing for a better match of work to pupils’ prior attainment, is raising pupils’ attainment. Some good teaching in English and science is leading to improved standards. However, there are some weaker aspects. Throughout the school, not enough emphasis is placed on improving the quality of pupils’ presentation in all subjects, particularly in English and mathematics.

15. Regular assessments enable teachers to know how well pupils are doing. The results of these assessments are analysed and mostly used well to track pupils’ progress and set individual targets. This is an improving aspect of the school’s work and caters well for most pupils, especially those who have special educational needs. However, it is not always used sufficiently well when planning for those pupils who are higher attainers by providing work with a suitable level of challenge for them. As a result they do not all achieve as well as they should. Some day-to-day assessment is also less effective and the quality of teachers’ marking is not consistent. It is not always being used effectively to identify the regular errors pupils make and tell them what they need to do to improve.

16. The teaching assistants provide good support in lessons, particularly for pupils who have special educational needs. This enables these pupils to make good progress. Parents are positive about the quality of teaching and the progress their children make.

Summary of teaching observed during the inspection in 17 lessons

Excellent Very good Good Satisfactory Unsatisfactory Poor Very poor 0 0 9 8 0 0 0 The table gives the number of lessons observed in each of the seven categories used to make judgements about lessons.

The curriculum

The curriculum is good and there is very good enrichment. Accommodation and resources are satisfactory overall.

Mountfield & Whatlington Primary School - 12 Main strengths and weaknesses • the curriculum is well planned to meet the needs of pupils in mixed-age classes; • good links are made between subjects and good use is made of ICT to support learning in other subjects; • there is a very good range of extra-curricular activities; • the provision for pupils who have special educational needs is good; • the provision for personal, social and health education (PSHE) does not have sufficient impact on improving pupils’ attitudes and behaviour; • the outdoor provision for reception children is good but the classroom is too small.

Commentary

17. With the reduction in the number of classes in the school the curriculum has been completely revised for the start of this academic year. The school has successfully put in place a curriculum that meets the needs of all the pupils in mixed-aged classes and good links are made between subjects. This curriculum, referred to as ‘Learning Journeys’, is shared successfully with the pupils and parents. This aims to ensure that every pupil is valued equally and included in all aspects of the curriculum. While the school is organised into three classes, arrangements are in place to enable some further divisions into smaller groups in mathematics to make teaching and learning more effective.

18. Provision for pupils who have special educational needs is well planned and individual educational plans are very clear about the support and strategies to be used to help them. The lack of regular teaching and learning in personal, social and health education has a negative impact on the attitudes and behaviour of some pupils.

19. There are very good opportunities for enrichment open to all pupils through the wide range of extra-curricular activities including day and residential visits. There are a good variety of school clubs organised by teaching staff and parents as well as outside organisations. Many visitors including theatre groups visit the school. Pupils’ attention is focused on particular areas of the curriculum through ‘themed’ weeks, for example the recent work on healthy living. Further opportunities are provided through links with local schools for specialist workshops and sporting events. A number of pupils are taught to play the recorder in school and others are taught to play a musical instrument by visiting teachers.

20. The accommodation and the resources are satisfactory overall, although the provision for ICT is good. Teachers use the school environment well to support learning, including a very good ‘wild area’ recently added with the support of parents. While there is good outdoor provision for reception children, the classroom is too small to be organised effectively on Foundation Stage principles.

Care, guidance and support

The way that the school takes care of pupils’ welfare is good. Guidance and support for pupils and the way it listens to and involves them in the school are satisfactory.

Main strengths and weaknesses

Mountfield & Whatlington Primary School - 13 • good procedures are in place for ensuring the welfare, health and safety of pupils, including child protection; • there are good systems for tracking and recording pupils’ academic progress but these are less effective for recording their personal development; • there are good systems for children starting school.

Commentary

21. Child protection procedures, an issue in the previous inspection, are now fully in place and all staff know their responsibilities in this regard. Routines for dealing with first aid, medicines and accidents are well established. A recent review of the school’s health and safety policy by specialists from the local education authority has made recommendations for further improvements. Thorough risk assessment of the premises is carried out and updated every term. Safety checks on potentially dangerous equipment take place annually, alarms are tested regularly and practice evacuations of the premises take place each term, with their timings and any difficulties recorded.

22. Teachers and all other staff in school know the pupils and their families well. By the careful monitoring of each pupil’s progress, staff are able track their academic achievement against their targets effectively. While teachers, from their personal knowledge and understanding of each pupil, are able to make perceptive comments about pupils’ personal development in the relevant sections of the annual reports to parents, this aspect is not adequately tracked and recorded.

23. The arrangements for children starting school in the reception class are good. Parents appreciate the induction arrangements and say they ensure a smooth start to their children’s education.

Partnership with parents, other schools and the community

Very good links with parents and the community contribute to pupils’ social development. Links with other schools are good.

Main strengths and weaknesses

• parents have a high regard for the school and are actively involved in many school activities; • parents receive good information about the school and their children’s progress but statutory documents do not have all of the required information; • there are well established links with the church and local community; • liaison with the secondary schools and pre-school groups in the area is good.

Commentary

24. Parents are generally happy with the school. In meeting parents at school, and from the questionnaire returns, few concerns were expressed. They appreciate the Christian ethos of the school, the academic standards that their children achieve, improvements to the standards of behaviour and the care that the school takes. Parents help their children at home in their reading and homework assignments and a number come into

Mountfield & Whatlington Primary School - 14 school to assist in class, particularly with the younger pupils. There is very good attendance at school functions and parents make themselves available to accompany schools trips. Parents worked hard over a period of time to create the wildlife area in the school grounds.

25. The school provides good and timely information for parents through regular newsletters and additional information on the topics to be covered during each term (the learning journeys). Parents feel able to approach the school at any time if they have any concerns about their children. The end-of-year reports are of good quality and include a commentary on effort and work habits as well as social and personal development.

26. The formal documents for parents, namely the prospectus and governors’ annual report, are well presented but do not fulfil statutory guidance. The rates of pupils’ absences and national comparisons for the results of National Curriculum tests are not in the prescribed format and there is no information about the plan for increasing access to the school for those with disabilities.

27. Together with the local community, parents support the fundraising activities of the ‘Friends Association’, which regularly raises very large sums of money which have been used to improve the school’s facilities and provide additional resources. All this parental involvement in the life of the school supports pupils’ learning and achievements.

28. The school has close links with parish and parochial councils of both villages. There is strong community support for events such as school fetes. While opportunities to visit the churches and attend services are limited because of the distances involved, ministers from local churches regularly lead school assemblies. Pupils enjoy a range of sports competitions with others schools in the district and visits to places of interest. There are a number of visitors who come into school such as the police, a mobile planetarium, theatre groups and artists. Each term the pupils raise money in a variety of ways for a number of local and national charities. All these activities enrich the educational experience for the pupils and allow them to gain an appreciation of the community beyond the school.

29. The school is part of a cluster of local schools that meet to share training. Liaison with the secondary schools to which all the pupils transfer is close, with a well-managed programme for pupils to transfer on to Year 7. Contact with children before they come into reception is achieved through visits to the local playgroups. In July all pupils have a trial day in their next class which all goes to ease the pupils’ transfer into the next academic year.

LEADERSHIP AND MANAGEMENT

The leadership of the school is good. Management is satisfactory overall. Governors are knowledgeable about the school and very supportive but some statutory requirements are not fully met; overall governance is good. Main strengths and weaknesses

Mountfield & Whatlington Primary School - 15 • the headteacher provides good leadership and is clearly focused on continuing improvement; • the governing body is effective in holding the school to account; • the provision for special educational needs is well managed; • monitoring of teaching and learning by subject coordinators is not sufficiently well developed.

Commentary

30. After several years of uncertainty and change, the appointment of a permanent headteacher has brought a settled and purposeful feel to the school. The headteacher provides a good sense of direction and has been instrumental in bringing about many necessary changes that are improving the quality of education in the school. There is a strong sense of teamwork amongst the staff, who share the headteacher’s vision for the school.

31. Performance management systems for staff are in place and meet statutory requirements. Monitoring through classroom observations, work scrutiny and analysis of data, with support from the local education authority, is regular and suitably rigorous, but not yet carried out regularly by other subject co-ordinators. Data from tests and assessment is being used well to identify areas for further development and to identify any weaknesses in the provision. It is used to help teachers plan their lessons and to set targets for different groups of pupils. However, this is not used well enough to plan for the needs of the higher-attaining pupils.

32. The management of special educational needs is good. Targets set for pupils in their individual education plans are helpful and make monitoring progress easy. Parents are involved in reviews of how well their children have done against their targets.

33. The governing body has improved its involvement significantly since the last inspection and is much more focused on school improvement. Parents are also very positive about the commitment shown by the governors. The different committees of the governing body are effective in their roles. There are good systems for monitoring which give governors a secure basis for evaluating the work of the school. Regular visits enable governors to see for themselves what is happening and the results of these are reported formally to the full governing body at their regular meetings. However, the provision of some statutory information for parents is not fully met.

Financial information for the year April 2003 to March 2004

Income and expenditure (£) Balances (£) Total income 264,474 Balance from previous Year 27,710 Total expenditure 224,327 Balance carried forward to the next 40,147 Expenditure per pupil 3,299

34. While costs are high, the school’s finances are managed satisfactorily and the school seeks best value for the services it receives. The large surplus from the previous year is partly as the result of reducing the number of classes. This has been sensibly

Mountfield & Whatlington Primary School - 16 earmarked to help the school through the workforce reforms and provide further opportunities for subject co-ordinators to be more actively involved in monitoring.

Mountfield & Whatlington Primary School - 17 PART C: THE QUALITY OF EDUCATION IN AREAS OF LEARNING, SUBJECTS AND COURSES

AREAS OF LEARNING IN THE FOUNDATION STAGE

Provision for children in the Foundation Stage is satisfactory.

Main strengths and weaknesses

• the classroom assistant provides good support to the teacher and children; • good outdoor facilities enable children to develop physical and creative skills.

Commentary

35. Children are admitted to school full-time at the start of the term in which they become five. Currently there are eight children in reception, six of whom attend part-time in the mornings only. There have been changes since the last inspection and the children now come into a class with pupils from Year 1. Induction procedures are good. Children’s attainment when they start school spans the full range, but is broadly in line with that expected for children of this age. Children achieve satisfactorily in the reception class and by the end of the year are in line to attain the early learning goals1 in all areas of learning. This is not as high as reported at the last inspection but is more to do with the make-up of individual year groups rather than the quality of teaching and learning. There is one child identified as having special educational needs.

36. The quality of teaching and learning is satisfactory overall. The children join the whole class for a number of lessons and are withdrawn at other times by either the teacher or the classroom assistant for selected activities. While accommodation is satisfactory overall, it is limited by the small classroom which makes it more difficult to provide Foundation Stage opportunities for the whole day. However, best use is made of the available space. The outdoor provision is good and is used effectively to developing children’s social and physical development. The recently erected canopy makes it easier to provide a wider range of activities for children that extend their learning.

37. The management of the Foundation Stage is satisfactory. The class teacher has a clear overview of the provision and is well supported by a full-time classroom assistant. They work effectively together to meet children’s needs. Children’s progress is carefully and accurately recorded, enabling the teacher to match work to children’s needs.

38. In the area of personal, social and emotional development, the children achieve satisfactorily and teaching and learning are both satisfactory. The children form good relationships with adults and other children, often working well together as a group. Although they are sometimes given to calling out, they benefit from working alongside the older pupils, most of whom set a good example through their own behaviour. The

1 These are the standards that children are expected to achieve by the end of reception year in the areas of learning that include: personal, social and emotional development; communication, language and literacy; mathematical development; knowledge and understanding of the world; creative development and physical development.

Mountfield & Whatlington Primary School - 18 provision for children to make choices about what they can do and the opportunity to initiate their own ideas are satisfactory and help to develop their independent learning. Overall, the children are happy and enjoy participating in the experiences that are provided.

39. Teaching, learning and achievement in communication, language and literacy are satisfactory. There is a suitable range of activities that are led and directed by an adult, such as the literacy sessions shared with the Year 1 pupils and additional opportunity to participate in role-play activities. Speaking and listening skills are good and adults take all opportunities for extending the children’s vocabulary. The children enjoy books and understand that writing conveys meaning. They have their own reading books which they take home regularly. The promotion of early writing skills is in general suitably developed and children have the opportunity to carry out ‘pretend’ writing within a range of play activities. Only higher-attaining children write independently and are beginning to develop the skill to write a simple sentence.

40. In mathematical development, the quality of teaching and learning is satisfactory. By the end of the reception year, most children have gained a sufficient knowledge and understanding of number to count and recognise numbers up to ten accurately. They use and understand everyday mathematical terms such as ‘more than’ and ‘less than’ when talking about numbers. There is a suitable range of opportunities which help them to learn through first-hand experience.

41. In the area of learning that relates to children’s knowledge and understanding of the world, children achieve satisfactory standards. Children experience a suitable range of first-hand experiences. Good use is made of the outdoor areas, including the school grounds, to develop an awareness of their own environment. Religious and cultural traditions are suitably enhanced through stories. Children regularly use computers and are able to use the mouse pointer confidently to select items to make things happen. The children are enthusiastic learners who show good levels of interest in all activities.

42. Teaching and learning for children’s physical development are satisfactory. Children experience aspects of physical development through outdoor play activities and in physical education lessons in the school hall. Teaching of fine motor skills is good, the children show good control of brushes and pencils and most children manipulate small objects well.

43. Children’s creative development is satisfactory. The work on display indicates a suitable range of art and craft activities and satisfactory achievement. Children explore a suitable range of materials, paint patterns, mix colours and use pencils and crayons to draw pictures. They enjoy the opportunity to make sounds using a range of musical instruments, many from Africa. Planned activities for role-play allow children to use their imagination.

SUBJECTS IN KEY STAGES 1 AND 2

ENGLISH

Provision in English is satisfactory.

Mountfield & Whatlington Primary School - 19

Main strengths and weaknesses

• subject leadership is good; • the focus on writing is making a contribution to a rise in the standards, but further improvements are needed; • pupils’ handwriting and presentation skills are not good enough; • the achievement of higher-attaining pupils is unsatisfactory; • marking does not tell pupils how they can improve their work.

Commentary

44. Current standards at Year 2 and Year 6 are broadly in line with national expectations. From its analysis of the latest test results, the school made writing a focus for development. This whole-school focus on writing is beginning to show improvement but this is not consistent across the school. Pupils who have special educational needs are well supported and achieve well. However, higher-attaining pupils are not sufficiently stretched.

45. There are good opportunities in all classes for pupils to develop their speaking and listening skills. By Year 6, most pupils use language correctly and are capable of logical discussion. In Year 2 and Year 6, pupils are confident speakers and most listen well, but there is a minority in each class who do not listen well when others are talking.

46. Reading standards are satisfactory. Pupils in Year 2 read their books well but lack real enthusiasm for their reading. By Year 6, most pupils are interested readers and read with expression. They show an enjoyment of reading and are capable of talking about different authors and their favourite books. The home-school reading links give good support for the pupils’ learning. A good choice of fiction books is easily accessible to the pupils. The pupils in Year 6 are very proud of the wide selection of books built up from the school book club sales. A number of pupils also make good use of the public library in the nearby town. The organisation of the school’s reading resources has improved since the time of the last inspection. There is now a well-organised non- fiction library, with a suitable range of fiction books in the classrooms and the library.

47. Attainment in writing had been very low. Following a detailed analysis of the most recent results, the school has made writing a focus. Evidence from pupils’ work shows improvement and standards by Year 2 and Year 6 are broadly average, but it is inconsistent. Good story writing and quality letter writing is seen on displays but most of the work in the pupils’ books did not reach that standard. Pupils in Years 2 and 3 enjoy writing and confidently read their work to the rest of the class. However, although some well-presented and well-written work is seen, there is no consistent approach to handwriting and presentation. The good foundations for the teaching of spelling in the reception year are consistently developed throughout the school.

48. The quality of the teaching and learning is satisfactory with some good elements. For example, the good curriculum has improved planning and teachers’ questioning encourages the development of speaking and listening skills. Planning for pupils who have special educational needs is also good and effective in raising their attainment.

Mountfield & Whatlington Primary School - 20 However, this is less effective for the higher-attaining pupils who do not always achieve at the level at which they are capable. Marking is positive and often linked to targets but it does not identify sufficiently what pupils need to do next to improve. Information and communication technology is used satisfactorily to support literacy and the subject leader is encouraging its further development. It was used to good effect by pupils in Years 2 and 3 when writing their stories about the alternative Cinderella. One weakness is the lack of opportunity for pupils to draft and edit directly onto the screen to improve both their keyboard skills in ICT and their use of language.

49. The subject leadership in English is good. The subject leader is leading the school focus to improve writing. He has a clear vision of what has to be improved in English and is working effectively towards achieving it. Planning is monitored regularly. ICT is used to support literacy and the subject leader is encouraging its development. The tracking of pupils’ progress is good.

Language and literacy across the curriculum

50. The school plans well for pupils’ use of language and literacy across the curriculum. There are good links to support their writing skills, through writing instructions in science and report writing in history. Speaking and listening are developed well through all subjects. The development of reading and research skills is encouraged across the curriculum, for example in researching information about habitats in science and the social conditions in Victorian England for history.

MATHEMATICS

Provision in mathematics is satisfactory.

Main strengths and weaknesses

• teachers’ questioning is good; • pupils who have special educational needs make good progress, but the higher attainers do not achieve well enough; • marking does not identify pupils’ errors sufficiently clearly; • the presentation of work needs some improvement.

Commentary

51. Currently, standards are similar to those seen at the last inspection. In Year 2, attainment is broadly average and pupils make satisfactory progress. At Year 6, pupils achieve at the expected levels for this age, but with few pupils at any higher level. However, the separation of pupils in Years 4 to 6 into two teaching groups each day has improved their rate of progress since the start of term. This is particularly effective for the pupils who have special educational needs.

52. Pupils are becoming proficient at working with the four operations and use a range of strategies to help them work out number problems. Teachers’ questioning is effective in encouraging pupils to develop their own approaches to working out calculations during the oral and mental parts of their lessons. However, many lack the rapid recall of tables and number bonds that would make working out more efficient and effective.

Mountfield & Whatlington Primary School - 21 53. Teaching is generally sound with good teaching seen in Years 5 and 6. Work is generally well planned to meet the needs of most pupils and is effective in helping pupils who have special educational needs. However, it is not always sharply focused on extending the achievement of the highest attainers. Some of the work is not sufficiently well differentiated and often involves, for example, the same level of skills for all pupils in decoding problems. Presentation of work is not given a sufficiently high status and is often spoiled by freehand drawing of lines and inaccurate number formation.

54. The subject is soundly led and managed and has made satisfactory improvement since the last inspection. Regular assessments and the analysis of this data provide good information on attainment and progress and enable improvements to be applied across the school. It is used effectively to identify any weaknesses in the programme of work so this can be adjusted. Targets are set for all pupils, but day-to-day marking is not sharp enough to identify the regular errors pupils make and help them to address these quickly.

Mathematics across the curriculum

55. Pupils successfully use their mathematical skills in a range of other subjects. In geography they use data handling techniques to compare the temperatures in different countries, in design and technology they use measuring skills when planning projects and they apply mathematical understanding when learning ICT skills such as using spreadsheets.

SCIENCE

Provision in science is satisfactory.

Main strengths and weaknesses

• pupils gain knowledge and understanding through effective links with other subjects; • subject leadership is good; • the school grounds are used well as a teaching resource; • the unsatisfactory attitudes of a few pupils limit their progress.

Commentary

56. Standards in Year 2 and Year 6 are at the expected levels and similar to those seen at the time of the last inspection. Improvement since then has been satisfactory. Higher standards were observed during the lessons and were evident through discussions with pupils. However, these are not reflected by the work seen in pupils’ books.

57. The quality of teaching and learning is satisfactory overall and provides an appropriate level of challenge for all pupils. Good teaching provides effective opportunities for pupils to work collaboratively. From Year 1 pupils develop good skills in prediction and investigation and record results in a variety of ways. These skills are used to extend pupils’ knowledge and understanding in all areas of science. In the good lessons, all pupils achieve well. The good support provided for pupils who have special educational needs enables them to take a full part in the lesson. However, where pupils’ attitudes are unsatisfactory and they show insufficient commitment or respect for others, this adversely affects their learning.

Mountfield & Whatlington Primary School - 22

58. There are well-planned links between science and other subjects including literacy, art, music and mathematics. Information and communication technology is used effectively to support the pupils’ learning in science. For example, in a Year 5/6 lesson pupils using an Internet program on pond-life made good progress in identifying the relevant characteristics that enabled them to help match the creature to the correct habitat.

59. Leadership and management are good. The subject leader has made a good start to managing the subject, guided by a clear audit of current provision. The curriculum has been sensibly re-planned to cope with the mixed-age classes and there is clear progression. From Year 2 science is taught in blocks of time to allow sufficient opportunities for investigation and experimentation. Pupils’ work is assessed at the end of each unit of study. Resources are satisfactory overall but the recently constructed wildlife garden, achieved with the co-operation of the parents, provides a good resource for work on living organisms.

INFORMATION AND COMMUNICATION TECHNOLOGY

Provision in information and communication technology (ICT) is satisfactory.

Main strengths and weaknesses

• The ICT curriculum is broad and used well to other support learning in other subjects.

Commentary

60. Standards at Year 2 are in line with expectations for this age and pupils’ achievement is satisfactory. Pupils’ keyboard skills are sound and they locate, open and modify files as they work. At Year 6 standards again meet expectations and achievement is satisfactory. Standards are at a similar level to those seen at the time of the last inspection but now cover a wider range of opportunities.

61. Teaching and learning are satisfactory overall. The teachers are confident and competent in their understanding and use of ICT. Good links are made with other subjects, both to help delivery of the subject and improve pupils’ ICT skills. Teachers make good use of facilities such as data projectors to enhance the provision. They use these regularly to support teaching and learning across a range of subjects. The curriculum is well planned to meet the needs of the mixed-age classes. Pupils have wide experience of a range of programs for different purposes. Teaching assistants, who often work with small groups, are competent and well briefed about their role.

62. A knowledgeable and confident subject co-ordinator provides satisfactory curriculum leadership and management. She is a good practitioner and is effective in improving the progress of the older pupils. There has been little formal training for staff, but the co-ordinator offers informal support where individuals have identified their own training needs. This has been effective in raising the level of their skills. Monitoring approaches are being developed. This is a relatively new aspect and needs further development.

63. Since the last inspection the school has improved the quality and range of hardware to provide good quality opportunity for all pupils. This enables the school to deliver the full curriculum throughout the school.

Information and communication technology across the curriculum

Mountfield & Whatlington Primary School - 23

64. Computers are used satisfactorily across a range of subjects such as English, where programs support early reading skills, and in mathematics and science through tables and graphs and the use of the Internet for research. For example, pupils in Year 4, 5 and 6 use a program on animal habitats as part of their work in science. This also helps their reading skills. Digital photography is used well to record pupils’ work in design and technology. Good work in history combines research into the Victorians into an effective multi-media presentation. Teachers plan the use of computers in many helpful ways and they are in regular use in classrooms to support the teaching of English and mathematics.

HUMANITIES

Religious education

Provision in religious education is satisfactory.

Main strengths and weaknesses

• The way the subject is taught in blocks of time does not give pupils sufficient continuity in their learning.

Commentary

65. Standards are in line with the expectations of the locally agreed syllabus at the end of Year 2 and Year 6 and pupils’ achievement is satisfactory. This is similar to the findings of the last inspection and represents satisfactory improvement. Pupils gain their knowledge and understanding of Christianity and other world religions from teaching based on the East Sussex Agreed Syllabus and regular Christian assemblies. Pupils in Year 6 talk knowledgeably and with interest about what they have learned. Planning is effective and the long-term planning takes account of the two or three year cycle necessary for each class. The scheme of work satisfactorily supports the pupils’ spiritual, moral, social and cultural development.

66. Teaching and learning are satisfactory. The teaching seen in a Year 1 lesson was imaginative and pupils were encouraged to appreciate the beauty of the wind chimes and the differing sounds. Activities matched the needs of all the pupils, who were engrossed in their learning. As a result, they were able to discuss their ideas in pairs and feed these back for discussion with the whole class. Links appropriate to the age of the pupils were made to other faiths. Pupils explored their own feelings and the feelings of others in a mature way.

67. Religious education for pupils in Years 2 to 6 is taught in blocks of time. For these pupils it is some months since their last formal unit of study and this does not offer the most effective way of ensuring continuity. There are good cross-curricular links with literacy and art. Stories from the Bible and stories with a moral form the basis of the regular Christian assemblies, giving a continuity of learning. Pupils face a well- displayed religious focal point during the assembly. Visitors, such as a representative of the local British Legion for the Remembrance Day assembly, enhance the learning.

68. The leadership and management of the subject are satisfactory. The subject leader is a good role model for other staff. A good portfolio of evidence is being compiled which

Mountfield & Whatlington Primary School - 24 shows examples of pupils’ work and photographs of pupils working on areas of Christian teaching as well as learning about the festivals of other world religions. Resources are satisfactory. The close contact between the school and a school in Uganda is a good resource for learning and contributes to pupils’ moral development.

Geography

69. No lessons were seen but some pupils’ work on display was scrutinised and pupils discussed their studies. However, there was insufficient evidence to provide an overall judgement on provision. Attractive displays involving maps were seen throughout the school. Planning follows recommended guidance, with assessments at the end of each unit. There are links between geography and other subjects. Resources are satisfactory.

History

70. Only one history lesson was observed and consequently no overall judgement was possible on provision. Past work was evaluated and pupils spoke with enthusiasm about a recent historical visit. Pupils are confident to speak about what they think and have observed, to formulate their ideas and share their opinions. However, there was insufficient evidence upon which to make judgements relating to standards, achievement or the quality of teaching and learning. The subject is effectively organised to develop skills and knowledge and there are good links between history and many other subjects.

CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS

71. No lessons in art and design and design and technology were observed during the inspection and therefore no overall judgements were made on provision. However, scrutiny of teachers’ planning and pupils’ work indicate that the school provides a satisfactory range of learning experiences in these subjects.

72. In art and design, pupils in Years 4,5 and 6 produce work of a sound standard in a range of media. They make accurate observational drawings. Across the school, the work of artists has been used effectively as a stimulus for pupils’ own artwork. For example, sketchbooks are used in Years 4, 5 and 6 to record pupils’ experiments in portraying movement from the work of a number of well-known artists. Displayed around the school are good sketches of wild birds using pencil and pastel. In other years the books are used less regularly, although pupils continue to experiment with colour mixing and simple collage. In Years 2 and 3, good examples were seen of carefully observed drawings in pencil.

73. In design and technology, there were limited samples of finished work, but scrutiny of computerised records and discussions with pupils indicate that standards are broadly in line with expectations by the end of Year 2 and Year 6. Design and technology is sensibly taught in large blocks of time, enabling projects to be completed within a reasonable time-scale.

74. In both art and design and design and technology, the subject co-ordinators have secure subject knowledge but currently do not have sufficient time to monitor the

Mountfield & Whatlington Primary School - 25 work in their subject effectively and so only have limited first-hand knowledge of how well the subjects are taught across the school.

75. Due to inspection priorities and limited time, music could not be fully inspected. No lessons were observed and it was therefore not possible to make a judgement on provision. There is a good variety of instruments, including African instruments and other resources. Opportunity is given for pupils to listen to the music as they enter and leave the hall at assembly time and the atmosphere the music creates is discussed. Most pupils sing well and with enthusiasm in assembly and hymn practice. Pupils have the opportunity for individual music tuition and there is an optional recorder group for the older pupils. Music is an integral part of topic assemblies, class productions and whole school productions. Pupils benefit from the visits of musical ensembles.

76. Although there were physical education and games lessons going on during the inspection, only one dance lesson was seen in physical education so it was not possible to make judgements about provision. A very good range of additional activities extends the learning opportunities for those who take part. Most pupils attain the expected standards in swimming. The school has good facilities. Outdoors there are good hard surface areas and a good-sized field for a range of sports and games. The hall is of good size for a small school, enabling whole class lessons, and a good range of resources supports pupils’ learning in the subject well. Issues around the storage of large apparatus are currently being addressed through the construction of a large store on the side of the hall.

PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP

Personal, social and health education (PSHE)

77. No lessons were seen in PSHE and so no judgement can be made on overall provision. The programme for PSHE is satisfactory and helps pupils to develop a safe and healthy lifestyle and gain confidence. It is well supported by visits from outside agencies. However, there is insufficient time devoted to other aspects of PSHE, such as work on relationships, responsibilities and involving pupils in making decisions. Pupils do not always have sufficient responsibility as they get older, which would better prepare them for the next stage of their education. By the end of Year 6, the pupils are generally confident but some lack consideration for others in lessons and are not good at taking turns and listening to others’ point of view. Citizenship is planned into the programme but does not yet sufficiently recognise the need for pupils to consider living in a diverse world.

Mountfield & Whatlington Primary School - 26 PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

Inspection judgement Grade

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

Overall standards achieved 4 Pupils’ achievement 4

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

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

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

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

Mountfield & Whatlington Primary School - 27