St Augustine's Catholic Primary School
phone: 01276 709099
headteacher: Mrs Carmel Smith Msc Bed
420 pupils capacity: 101% full
210 boys 50%
215 girls 51%
Last updated: June 20, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- Open date
- Nov. 4, 1996
- OSGB coordinates
- Easting: 489037, Northing: 158736
- GPS coordinates
- Latitude: 51.321, Longitude: -0.72369
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 10, 2011
- Diocese of Arundel and Brighton
- Region › Const. › Ward
- South East › Surrey Heath › Frimley
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles Tomlinscote School and Sixth Form College GU168PY
- 0.1 miles Tomlinscote School and Sixth Form College GU168PY (1653 pupils)
- 0.2 miles Ravenscote Community Junior School GU169RE (610 pupils)
- 0.3 miles The Grove Primary School GU168PG (415 pupils)
- 0.3 miles Lakeside Primary School GU168LL (432 pupils)
- 0.3 miles The Grove Middle School GU168PG
- 0.3 miles The Grove First School GU168PG
- 0.3 miles Lakeside First School GU168LL
- 0.3 miles Lakeside Middle School GU168LL
- 0.4 miles Burrow Hill School GU168NL
- 0.4 miles Clewborough House Preparatory School GU168NL
- 0.4 miles Carwarden House Community School GU151EJ (107 pupils)
- 0.4 miles Carwarden House Community School GU151EJ
- 0.8 miles Sandringham School GU169YF (179 pupils)
- 0.9 miles Prior Heath Infant School GU151DA (178 pupils)
- 1 mile Frimley CofE Junior School GU166ND (291 pupils)
- 1.1 mile Heather Ridge Infant School GU151AY (180 pupils)
- 1.1 mile France Hill School GU152PQ
- 1.1 mile Kings International College GU152PQ (492 pupils)
- 1.3 mile South Camberley Primary & Nursery School GU152QB (616 pupils)
- 1.3 mile Watchetts Junior School GU152QB
- 1.3 mile Cross Farm Infant School GU166LZ (146 pupils)
- 1.3 mile St Catherine's School GU152LL
- 1.4 mile Portesbery School GU153SZ (63 pupils)
St Augustine’s Catholic Primary School
LEA area: Surrey
Unique reference number: 131071
Headteacher: Mrs Carmel Smith
Reporting inspector: Tim Boyce
Dates of inspection: October 15
Inspection number: 196066
Full inspection carried out under section 10 of the School Inspections Act 1996
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.
INFORMATION ABOUT THE SCHOOL
Type of school: Primary
School category: Voluntary Aided
Age range of pupils: 4 - 11
Gender of pupils: Mixed
School address: Tomlinscote Way
Postcode: GU16 8PY
Telephone number: 01276 709099
Fax number: 01276 706098
Appropriate authority: The Governing Body
Name of chair of governors: Mr Dennis Cooper
Date of previous inspection: 30
INFORMATION ABOUT THE INSPECTION TEAM
Team members Subject responsibilities Aspect responsibilities
20932 Tim Boyce Registered
Geography What sort of school it is.
The school’s results and
How well pupils are taught.
How well the school is led
1305 Brian Rance Lay inspector How well the school cares for
How well the school works in
partnership with parents.
30864 Corinne Boyce Team inspector
7465 Richard Brent Team inspector
22254 Hazel Callaghan Team inspector
The Foundation Stage
20654 Paul Knight Team inspector
Design and technology
How good the curricular and
other opportunities offered to
18498 Denise Morris Team inspector
Special Educational Needs.
Art and Design
Pupils’ attitudes, values and
The inspection contractor was:
Evenlode Associates Ltd
6 Abbey Close
Any concerns or complaints about the inspection or the report should be raised with the inspection
contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with
OFSTED by writing to:
The Complaints Manager
Inspection Quality Division
The Office for Standards in Education
London WC2B 6SE
PART A: SUMMARY OF THE REPORT 6 - 10
Information about the school
How good the school is
What the school does well
What could be improved
How the school has improved since its last inspection
Pupils’ attitudes and values
Teaching and learning
Other aspects of the school
How well the school is led and managed
Parents’ and carers’ views of the school
PART B: COMMENTARY
HOW HIGH ARE STANDARDS? 11 - 14
The school’s results and pupils’ achievements
Pupils’ attitudes, values and personal development
HOW WELL ARE PUPILS TAUGHT? 14 - 15
HOW GOOD ARE THE CURRICULAR AND OTHER
OPPORTUNITIES OFFERED TO PUPILS? 15 - 18
HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS? 18 - 19
HOW WELL DOES THE SCHOOL WORK IN
PARTNERSHIP WITH PARENTS? 20
HOW WELL IS THE SCHOOL LED AND MANAGED? 20 - 22
WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 23
PART C: SCHOOL DATA AND INDICATORS 24 - 27
PART D: THE STANDARDS AND QUALITY OF TEACHING IN
AREAS OF THE CURRICULUM, SUBJECTS AND COURSES 28 - 40
PART A: SUMMARY OF THE REPORT
INFORMATION ABOUT THE SCHOOL
St Augustine’s Roman Catholic Voluntary Aided Primary School is a much larger than average school,
providing full time education for 415 pupils aged from 4 to 11 years. The school in Frimley, Surrey,
serves a very large area covering six parishes in three different counties. Two per cent of pupils come from
ethnic minority backgrounds, which is much fewer than average. Two of these have English as an
additional language. Seven pupils in the school are eligible for free school meals, which is much lower than
average. One fifth of the pupils are included on the school’s register of special educational need, which is
broadly average. The great majority of these have minor learning difficulties. Four pupils have statements
of special educational need. The social and economic circumstances of the majority of parents are above
average. Assessments administered shortly after entry, and inspection evidence, show that whilst there is
variation from year to year, attainment on entry to the reception class is generally above the national
HOW GOOD THE SCHOOL IS
This is a good school, with many very good features, where the majority of pupils attain well above
average standards in most subjects, and develop very positive attitudes to learning. They behave very well
and get on very well together, achieving very good levels of personal development. Teaching and learning
are good overall and sometimes very good. Leadership and management are good overall and the head
teacher provides the school with excellent pastoral management. When all these factors are taken together
and set against higher than average costs, the school provides good value for money.
What the school does well
- Pupils attain well above average standards in most subjects.
- Pupils are effectively enabled to achieve very positive attitudes to learning, to behave very well and
to form very positive relationships with staff and their peers. Attendance is well above average.
- The quality of teaching and learning is good overall with particular strengths in the provision for the
youngest children and for pupils in the upper junior years.
- The head teacher and key staff give the school clear educational direction. The management of
pastoral issues is a particular strength and all staff and pupils are well looked after.
- The provision for pupils with special educational needs is good.
- Parents make a very significant contribution to the work of the school and the standards their
- The accommodation is very good. Resources are generally good, particularly in the information and
communication technology (ICT) suite.
What could be improved
- Formal assessment arrangements, which are good for English and mathematics, are not sufficiently
developed in other subjects so that work is not always well matched to the needs of all pupils,
particularly higher attaining pupils.
- The monitoring of the quality of teaching and learning so that greater consistency is achieved from
class to class.
- The achievement of higher attaining pupils, including the gifted and talented, which has been
identified as an area for improvement by the school and where work has already begun.
- The members of the governing body, many of who are new to their roles, are not yet sufficiently
involved in the strategic development of the school.
The areas for improvement will form the basis of the governors’ action plan.
HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION
The school has made satisfactory improvement since the last inspection, in June 1997. The school’s
mission statement is now applied with much greater consistency by teachers in classes and no evidence of
weaknesses in behaviour management were found. The school has now established good links with the
local community, has worked very hard establishing its integrity as one school and has been very effective
in developing the quality of its partnership with the parents. Most levels of communication are now good.
The library and classrooms are now well stocked with many good quality books and better opportunities
are now provided for independent learning and study skills. Procedures for monitoring standards of
teaching and learning are better than those reported in the previous inspection. However, the school is
aware that further improvements will need to be made in the sharing of best practice in teaching.
There have been several other significant improvements that have resulted in the raising of academic and
personal standards, particularly at Key Stage 2, where levels of attainment have risen in English, science,
art and design, geography and history. However, standards in design and technology, whilst satisfactory
overall, are not as good as those reported in the previous inspection. Almost all of the teaching seen was at
least satisfactory and a much higher proportion of very good teaching was seen. Other improvements
include the development of a superbly equipped ICT suite, and developments in the provision for spiritual,
moral, social and cultural development, which are now good. The school is now making much better use of
assessment data to track the performance of groups of pupils. However, with the exception of English and
mathematics, where formal assessment procedures are good, the tracking of individual performance is
insufficiently developed and does not always enable teachers to plan work that is sufficiently well matched
to the needs of all the pupils, particularly higher attaining ones.
The table shows the standards achieved by pupils at the end of Year 6 based on average point scores in
National Curriculum tests.
Performance in: all schools similar schools
1999 2000 2001 2001
the highest 5%
English A B A* A
well above average
Mathematics A B B C
Science A A A B
well below average
the lowest 5%
The National Curriculum assessments for 11-year-olds, administered in 2001 indicated that, when
compared with the national average, standards were amongst the highest five per cent found nationally in
English, well above average in science, and above average in mathematics. When compared with similar
schools (those with up to eight per cent of pupils’ eligible for free school meals), results were well above
average in English, above average in science and average in mathematics. Trends over time for English
and science show that improvement is generally keeping pace with that achieved nationally, but indicate
that performance in mathematics has not kept pace with national improvement. The school sets and
achieves appropriately high targets for its attainment in English, mathematics and science. Inspection
evidence indicates that standards are well above average in English, with pupils achieving above average
standards in writing and often excellent standards in reading, listening and speaking. Standards in
mathematics and science are well above average. The majority of pupils attain broadly average standards
in design and technology (DT) and physical education (PE). Standards in art and design, ICT and music
are above average, whilst standards in geography and history are well above average.
The National Curriculum assessments for seven-year-olds, administered in 2001, indicated that standards
were among the highest five per cent found nationally for reading, well above average for mathematics and
above the national average for writing. Teacher assessments for science also indicated well above average
standards. When compared to similar schools standards were well above average for reading, above
average for writing and average for mathematics. Inspection evidence shows that standards are good
overall in English, with writing being above average and reading, listening and speaking being well above
average. Standards are good overall in mathematics, with particular strengths in numeracy. Standards are
well above average overall in science. Standards are above national expectations in art and design,
geography, history, ICT and music, and in line with national expectations for DT and PE.
Children learn very effectively in the Foundation Stage and they all achieve the expected standard in all
areas of learning by the time they finish their reception year. Many pupils exceed these expectations,
particularly in the areas of learning dealing with personal, social and emotional development,
communication, language and literacy, knowledge and understanding of the world and mathematical
Levels of achievement are good overall, and most pupils are working to their potential. However, higher
attaining pupils, including those identified as gifted and talented, are not always being sufficiently
challenged in some lessons. Pupils with special educational needs make good progress and the majority
achieve the national expectation.
PUPILS’ ATTITUDES AND VALUES
Attitudes to the school Very positive. Pupils are very enthusiastic about school and are very
willing to learn. Attitudes gradually improve as pupils move through the
school and are very good, and often excellent by the end of Year 6.
Behaviour, in and out of
Very good. Behaviour in class is generally very good and has a very
positive impact on the quality of learning.
Personal development and
Very good. Pupils form very positive relationships with staff and their
peers. They have great respect for the feelings, values and beliefs of others
and fully appreciate the impact of their actions.
Attendance Very good. Attendance and punctuality are well above average and this has
a very positive impact on pupils’ learning.
TEACHING AND LEARNING
Teaching of pupils in: Reception Years 1 – 2 Years 3 – 6
Quality of teaching good satisfactory good
Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory;
unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths
The quality of teaching and learning is generally good and is a strength of the school. Almost all of the 91
lessons seen during the inspection were at least satisfactory and much good and very good teaching was
seen, particularly in the reception classes and in the upper years of Key Stage 2. English and mathematics
are taught very well and very good attention is given to the teaching of the basic skills of literacy and
Teaching meets the needs of most pupils effectively, but higher attaining pupils, including those identified
as being gifted and talented, are not always sufficiently challenged by the work set in some lessons and are
not always achieving their full potential. The school is aware of this issue and is already concentrating on
raising the performance of these pupils to still higher levels. Pupils with special educational needs are well
supported so that they make good progress. Pupils with English as an additional language make good
progress and achieve similar standards to their peers.
The overall quality of teaching is good, and often very good, but there is some variation in the quality of
learning from lesson to lesson. The main strengths of the very good teaching seen were very high
expectations, the very positive relationships that teachers form with pupils and good subject knowledge
which enable staff to confidently and accurately answer the many challenging and often complex questions
posed by some of the brighter, more articulate pupils. Other positive features of the better teaching seen
include a brisk pace, with clear deadlines being set for the completion of work, the use of a wide variety of
teaching strategies to keep pupils on task and the setting of interesting tasks that sustain pupils’
concentration well. As a result, pupils come to school willingly and enthusiastically, concentrate very hard
in their lessons and make good, and sometimes very good, progress. Negative features of lessons where
teaching and learning were judged to be satisfactory overall were a lack of pace, planning that did not pay
sufficient regard to the needs of particular pupils, and the setting of tasks that failed to fire their
OTHER ASPECTS OF THE SCHOOL
The quality and range of the
Good. The curriculum is broad and balanced and meets statutory
requirements well. The curriculum for the youngest children is of good
quality and meets their needs well. There is a limited range of extra-
curricular activities available for pupils.
Provision for pupils with
special educational needs
The provision is good and pupils make good progress. Almost all of
them achieve the national expectation in most subjects.
Provision for pupils with
English as an additional
Good. The small numbers of pupils concerned are well supported and
make similar progress to their peers.
Provision for pupils’
personal, including spiritual,
moral, social and cultural
Good overall. The provision for spiritual, moral and social development
is good and helps to promote the very high personal standards found by
the time pupil’s reach the top of the school. The provision for cultural
development is satisfactory overall.
How well the school cares for
Procedures for child protection and for ensuring pupils’ welfare are very
good and pupils are very well looked after. Assessment procedures are
good for English and mathematics, but formal procedures for assessing
and recording progress and attainment in other subjects are not
The school has a very effective partnership with parents, who are encouraged to work with the school to the
benefit of their children. The quality of information provided by the school is good overall. However, there
are weaknesses in some of the written reports to parents, which do not provide sufficient information about
the standards achieved and often do not set targets for improvement. Parents have very positive views of
HOW WELL THE SCHOOL IS LED AND MANAGED
Leadership and management
by the headteacher and other
Good overall. The head teacher, with the able support of her two
assistant head teachers and other key staff, provides the school with a
clear educational direction. Her management of pastoral issues is
excellent, and is a major strength.
How well the governors fulfil
Governors generally fulfil their statutory requirements appropriately,
but are not yet sufficiently involved in the strategic management of the
The school’s evaluation of its
The head teacher and senior staff have a realistic understanding of most
of the school’s strengths and weaknesses and have identified appropriate
priorities for further development. The monitoring of teaching and
learning is improving, but is not yet fully effective in sharing best
practice throughout the school.
The strategic use of
The school makes good use of the financial resources at its disposal and
the money available is used effectively to support educational priorities.
Specific grants are used effectively for the
ir designated purposes.
Principles of best value are applied to satisfactory effect.
There is a good number of suitably qualified teaching and support staff. Resources are generally of good
quality and are sufficient to meet the needs of the curriculum. The resources available in the ICT suite are
excellent and make a significant impact on the progress now being made. The accommodation is very
good. All these factors make a positive impact on the quality of pupils’ learning.
PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL
What pleases parents most What parents would like to see improved
- That their children like going to school.
- That their children are making good progress at
- That behaviour in the school is good.
- That the teaching is good.
- That they are well informed about how their children
are getting on.
- That they feel comfortable about coming into school
with questions or a problem.
- That the school expects their children to work hard
and do their best.
- That the school works closely with parents.
- That the school is well led and managed.
- That the school helps their children to become mature
- The range of activities provided outside
The inspection team agrees with almost all the very important aspects identified by parents as strengths of
the school. However, whilst parents are generally well informed about how their children are getting on,
written reports to parents do not always contain sufficient detail about how well pupils have achieved in
many subjects and often do not identify areas for improvement with sufficient clarity.
The inspection team agrees that the range of activities provided outside of lesson time is limited and that
more pupils should be offered wider opportunities. However, many staff members are relatively new to the
school and all staff have been working very hard training to use the new computers, developing the
curriculum and making sure that lessons are planned and organised carefully, to good effect.
PART B: COMMENTARY
HOW HIGH ARE STANDARDS?
The school’s results and pupils’ achievements
1. Baseline assessments and inspection evidence indicate that children enter the reception classes with
a broad range of attainment, and that the majority attain standards that are higher than are usually
found nationally, particularly in their early language and number skills, and in their knowledge and
understanding of the world. This is a similar situation to that found in the previous inspection
2. Children settle quickly into class routines and make good progress in developing their personal and
social skills, so that by the time they move into Year 1 they have positive attitudes to their tasks
and they work and play with the other children well. Good, and often very good, teaching ensures
that the majority of children achieve well, irrespective of their gender, cultural background or
social circumstance. All children, including those with special needs, make good progress and, by
the end of the foundation stage, almost all children attain the Early Learning Goals, with a large
majority attaining the levels expected in the early stages of Key Stage 1.
3. Children make particularly good progress in developing their communication, language and literacy
skills, their mathematical skills, their knowledge and understanding of the world and their physical
skills. As a result, these skills are often well above those found nationally by the end of their time
in reception. Standards in children’s creative development are mostly in line with those expected,
but in some aspects of this area of learning standards exceed expectations.
4. In 2001, the results of the National Curriculum tests for seven-year-olds indicated that, when
compared with all schools, standards in reading were very high, and were listed in the top five per
cent in the country. The trend had been consistently good and has been keeping pace with national
improvement for the last five years. A higher than average number of pupils achieved the average
Level 2, and the higher Level 3. When compared with similar schools, (those with less than eight
per cent of pupils entitled to free school meals), the standards attained were well above average.
Inspection evidence confirms this very positive picture, and shows that the reading of pupils in the
current Year 3 group is very good and well above average. This is a better standard than that
found in the previous inspection when standards in reading were judged to be above average.
5. Results for writing in 2001 indicated that, when compared with all schools, standards were above
average. The trend had shown a significant improvement in 1998, but declined again in 1999. The
scores gained in 2001 were similar to those achieved in 1999 and 2000. Compared with similar
schools, standards are average. Inspection evidence shows that pupils in the current Year 2 group
are attaining above average standards. This is a similar situation to that found in the previous
6. Teacher assessments in speaking and listening, in 2000, indicated that standards at the end of Key
Stage 1 were well above average. Inspection evidence shows that standards in speaking and
listening for the current Year 2 group are well above average. This is a better standard to that
found in the previous inspection, when standards were judged to be above average.
7. Results in mathematics were well above average in 2001, as they were in 2000. The trend in
performance, over recent years, shows that significant improvements were made in 2000 and that
this improvement has been maintained. The profile of attainment shows that a higher than average
number of pupils gained the higher levels. Standards observed during the inspection were above
average overall, but there were some minor weaknesses in using and applying mathematics.
Compared with similar schools, standards are well above average.
8. Teachers’ assessments for science in 2000 indicated that, by the age of seven, the number of pupils
attaining the expected Level 2 was generally very high, but that a slightly lower number achieved
the required standard in experimental and investigative activities. The proportion of pupils
attaining the higher Level 3 was well above average. Inspection evidence generally agrees with this
very positive picture, with well above average standards being found in all areas except
experimental and investigative activities, where standards are above average. These results are
better than those reported in the previous inspection, which judged standards to be above average.
9. The levels of achievement observed in lessons during the inspection at Key Stage 1 were
satisfactory overall, with pupils’ steadily building on the good start made in the reception class, but
there were significant variations from class to class due to inconsistencies in the quality of teaching
10. Inspection evidence shows that, by the age of seven, standards in DT and PE are in line with
national expectations, whilst standards in art and design, geography, history, ICT and music are
above average. The standards found are broadly similar to those found in the previous inspection.
11. Results in English for eleven-year-olds in 2001 indicated that standards were very high when
compared to schools nationally and that the school was listed in the top five per cent of schools.
This shows a good improvement on 2000, when results were well above average. The profile of
attainment shows that an above average number of pupils achieve either the average Level 4 or the
higher Level 5. When compared to similar schools, using the criteria of the number of pupils
eligible for free school meals, standards were well above average. Inspection evidence shows that
standards in listening, speaking and reading are well above average, whilst standards in writing are
above average. This is a similar situation to that found in the previous inspection, when standards
were judged to “meet the national expectation, with a significant proportion attaining well above
12. Results in mathematics in 2001 indicated that standards were well above average when compared
to all schools nationally. Results are better than those gained in 2000, when results were above
average overall. Whilst the number of pupils gaining the expected Level 4 has risen by nearly 20
per cent since 2000, the number gaining the higher Level 5 has dropped by four per cent. The
overall trend shows that there was a gradual decline in performance in 1999 and 2000 and that,
whilst standards have been better than average for the past five years, the school is not keeping
pace with national improvements. When compared to similar schools, standards were above
average. Inspection evidence shows that, by the age of eleven, standards are above average overall,
but standards in numeracy are well above average. There are, however, some minor weaknesses in
the use and application of mathematics. These results are similar to those reported in the previous
inspection, which judged standards to “meet the national average with a significant proportion well
13. Results in science for 2001 indicated that standards were above average when compared to all
schools nationally. This shows a decline on 2000 when results were well above average. This
reduction is mainly due to a drop in the number of pupils gaining the higher Level 5, which went
down by nearly 20 per cent. This is probably due to a greater emphasis being placed on
experimental and investigative aspects of the subject in the tests that were set that year. The
overall trend, over time, has been for consistently high attainment over the past four years. When
compared to similar schools, standards are average. Inspection evidence shows that overall
standards are well above average, but that there are some minor weaknesses in the provision for
experimental and investigative aspects of the subject. This is a similar situation to that reported in
the previous inspection, when standards were found to “meet the national average, with a
significant proportion attaining well above average standards”.
14. Inspection evidence shows that standards in DT and PE are in line with national expectations,
whilst standards in art and design and ICT are above expectations. Standards in music are at least
above expectations and often very good, whilst standards in geography and history are well above
average. Standards in art and design are better than those found in the previous inspection, whilst
standards in geography are much better than those previously found. Standards in ICT and PE
have broadly been maintained, but standards in DT are not as good as those reported in the
previous inspection, when they were judged to be well above average.
15. The development of key skills is good overall and there are many good opportunities provided for
pupils to develop their key skills across the curriculum. Literacy skills are very well developed and
pupils throughout the school are given many very good opportunities to discuss, read and write
about a wide variety of themes. In addition to the positive impact this makes on the listening,
speaking reading and writing skills of pupils, this has a very positive influence on their self-esteem
and personal development. Numeracy skills are good and are applied well in a range of different
subjects and situations. Pupils are quickly developing a high level of skill in ICT and standards in
word processing, which has been a focus area this year, are above the national expectation. The
provision, in this respect, is much better than is usually found. Pupils develop good skills of
research and inquiry in science.
16. Although it often varies from class to class, achievement at Key Stage 2 is good overall because of
the good and often very good teaching. All pupils make at least good progress irrespective of their
gender, ethnicity or social circumstance, but in some lessons, the achievement of higher attaining
pupils and gifted and talented pupils is often not as good as it could be. This is because
assessment is not sufficiently well developed and work is not always well matched to the individual
needs of these pupils. The school is aware of these issues and is already concentrating on raising
the performance of higher attaining pupils to still higher levels. The provision for pupils with
special educational needs is good overall and pupils make good progress in lessons and towards
meeting their targets. They generally achieve well in lessons. This good progress is closely linked
to the high quality support that they generally receive from learning support assistants.
Pupils’ attitudes, values and personal development
17. Children in the reception classes work and play together happily. They quickly recognise class
routines and follow them well, and happily settle to the tasks provided. There is a strong focus on
developing children’s personal and social skills, which results in children’s good confidence and
self-esteem. They develop very good attitudes to their work and try hard to improve. This was
well illustrated in a physical education lesson where children worked with good levels of effort to
extend and improve their performance. Behaviour in the reception classes is usually very good and
children share their toys and resources well.
18. Pupils’ attitudes and behaviour across the school are very good and gradually improve as pupils
move through the school. Pupils are keen to come to school. They have very positive attitudes to
learning and show good levels of interest in all activities. They behave very well in and around the
school, and are polite and courteous to adults. Behaviour has improved since the last inspection
and is now very good overall. This is mainly because the relationships between staff and pupils
are better than those reported in the previous inspection, and classroom management strategies are
more effective in most classes. Occasionally, however, pupils at both key stages become noisy and
over excited in lessons and the mildly disruptive behaviour of this very small minority is sometimes
allowed to affect the learning of others in the class. This is sometimes because the content of
activities fails to hold pupils’ attention, or because lessons are overly long.
19. There are numerous examples of very good behaviour and very positive attitudes, particularly
where the quality of teaching encourages warm relationships and fosters the confidence of the
pupils. For example, the good rapport observed in a science lesson for Year 6 pupils, which led to
very good co-operation and helpful attitudes by all pupils. Also in Year 6, pupils’ contributions in
mathematics were highly valued; hence pupils were keen to apply themselves. In Year 5, some very
good science teaching enabled pupils to work well together, share resources and grow in
confidence. In an English lesson in Year 4, the teacher positively encouraged discussion and
contributions from each group, promoting eagerness by pupils to talk about their work.
20. Pupils are willing to undertake simple responsibilities, such as taking registers and acting as
monitors, and take these jobs very seriously. Older pupils have duties as class monitors and help
younger pupils around the school. Pupils organise themselves in a mature way, taking
responsibility for tidying up after themselves, looking after their own belongings and collecting
resources for practical subjects. They are generally kind to each other, hold doors open for adults
and peers, and respect the views of others. Opportunities to learn about citizenship are created, for
example, through the school council, and pupils develop a very mature approach as they move
through the school. By the time they reach Year 6, pupils are thoughtful, helpful and very willing
21. Pupils with special educational needs generally have very good attitudes to learning and thrive on
the good support that they receive from teachers and learning support assistants. Occasionally,
pupils with minor behavioural difficulties are restless in class, and their behaviour sometimes
upsets the learning of others. This is rare, however, and overall their behaviour is very good.
Pupils with English as an additional language have very positive attitudes and make similar
progress to their peers.
22. Overall pupils attendance at school is very good as it was at the time of the last inspection. There
are no unauthorised absences since parents always provide the school with an explanation
whenever a pupil is absent. The level of authorised absence is very low, putting the school in the
top 20 per cent of primary schools nationally. The great majority of pupils arrive at school
punctually so that the day gets off to a prompt start and little time for learning is lost.
HOW WELL ARE PUPILS TAUGHT?
23. The quality of teaching in both reception classes is good. Teachers have a good understanding of
how young children learn and promote their good achievement through effective questioning so that
children observe carefully to learn new skills and develop good recall of the knowledge previously
learnt. Children’s learning in language and literacy is often very good due to the very effective
strategies employed, and the stimulating activities provided that make learning fun. Teachers make
writing a purposeful and enjoyable activity, so children were keen to write a letter to Baby Bear for
Goldilocks, and were delighted to receive a reply in return.
24. Children learn very well when working, in small groups, with adults. Teachers provide focused
teaching matched well to the children’s needs and build effectively on their prior learning. In the
afternoons, during the inspection, there were much fewer children in both classes and children
received very good levels of attention that enabled them to make very good gains in their learning.
Both classrooms are stimulating areas in which to learn and the outside area is used well as a
classroom to promote children’s learning in all areas of the curriculum. Learning support
assistants, who provide very good role models for the children and help to promote their very good
personal and social development, work well with the teachers as part of a team. Learning
assistants are well trained and have many areas of expertise. They provide good levels of support
for all children, and particularly those with special educational needs.
25. Teachers in the reception classes know the children well and they adapt their questioning and tasks
so that all children are well supported, and their learning develops effectively at their own level.
During the inspection this good match of tasks to children’s needs was evident, but in a few areas
the higher attaining children were not sufficiently challenged. This was primarily due to the
inspection being conducted in the early stages of the term when baseline assessments had still to be
26. Throughout the school, the overall quality of teaching and learning is good and is a strength of the
school. During the inspection much very effective teaching and learning were observed, both in the
reception classes and the upper years of Key Stage 2. Almost all of the lessons seen during the
inspection were at least satisfactory. English and mathematics are taught very well and very good
attention is given to the teaching of the basic skills of literacy and numeracy. Teaching meets the
needs of most pupils effectively, but higher attaining pupils, including those identified as being
gifted and talented, are not always sufficiently challenged by the work set in some lessons. The
school is aware of this issue and is already concentrating on raising the performance of these pupils
to still higher levels.
27. The quality of teaching and learning observed at Key Stage 1 was satisfactory overall and
sometimes good in most classes. The better teaching seen was often in lessons for English and
mathematics where teachers are particularly confident when establishing the basic skills of literacy
and numeracy. Teaching in the better lessons in the key stage is characterised by good subject
knowledge, good relationships, secure discipline, the good use of time, support staff and resources
and effective classroom management strategies. The teaching in most other subjects is
satisfactory, although there are also strengths in the teaching of art and design, history and music.
In one very good lesson in art and design, pupils in a Year 1 class received very clear instructions
and were very well supported by the class teacher and a learning support assistant to draw good
quality life sized portraits of themselves. Pupils in the same class also learnt very effectively in a
music lesson where they were given very good opportunities to play their instruments to a high
level of skill. They concentrated very hard and played loudly and softly as instructed by “the
conductor”. The lesson proceeded at a brisk pace and pupils were all appropriately challenged by
the tasks set.
28. The quality of teaching at Key Stage 2 is good overall and often very good, particularly in the
upper years of the key stage. Common strengths of the very good and sometimes excellent
teaching observed in some Key Stage 2 classes were very good subject knowledge, the very
effective teaching of basic skills, and a very good match of teaching methods to the activity being
tackled. Other strengths included the use of very effective pupil management strategies and the
very good use of time, support staff and resources. Homework is set regularly and effectively
supports the work completed in lessons. The generally good teaching observed in the key stage
during the inspection results in good, and often very good progress in lessons as the majority of
pupils are enthused by the exciting range of work that is presented for them.
29. Pupils in both the Year 5 classes learned very effectively when set the task of investigating the
impact of exercise on their heart rate. Both teachers have very good relationships with their pupils
and have secure subject knowledge. This enables them to answer the quite complex questions that
come from certain class members and to challenge the learning of the higher attaining pupils. The
lessons proceeded at a brisk pace and good use was made of praise to motivate all pupils and to
keep them on task. A very experienced teacher with a very wide range of very well developed
professional skills teaches pupils in one of the Year 6 classes very effectively. She has excellent
relationships with the pupils in her class and because she has such good subject knowledge and
prepares her lessons so carefully she is able to ask searching and well-phrased questions that
challenge all pupils at an appropriate level.
30. Negative features of the teaching and learning in some of the lessons judged to be satisfactory
overall were a lack of pace, planning that did not pay sufficient regard to the needs of particular
pupils, particularly higher attaining pupils, and the setting of tasks that failed to fire the
imagination of the pupils. Planning is generally of an appropriate standard, but since assessment
procedures are not sufficiently developed in most subjects, work in some lessons is not sufficiently
modified to meet the needs of individual pupils and to ensure that higher attaining pupils learn at a
sufficiently brisk rate. Some lessons observed during the inspection were too long and pupils were
unable to sustain their concentration for the time planned to complete the activity.
31. The quality of teaching for pupils with special educational needs is good. Learning support
assistants work closely with teachers to ensure that tasks are linked closely to ability, and that each
pupil is able to understand the lesson. Good, specific targets, as part of individual education plans,
guide staff to meet needs effectively. The small number of pupils with English as an additional
language are well provided for and make similar progress to their peers. Boys and girls generally
are taught equally well and attain similar standards.
HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO
32. The curriculum for children in the reception classes is good and is appropriately planned within the
recommended six areas of learning. Many of the children enter school with above average learning
in language and mathematics and the teachers very effectively adapt the curriculum, providing an
increasing focus on the National Curriculum through the year. Children are effectively introduced
to a simplified version of the literacy and numeracy strategies, which enables them to make good
gains in their learning.
33. The quality and range of learning opportunities for pupils at Key Stages 1 and 2 are good. There
have been some improvements in the curricular provision since the last inspection, particularly in
ICT. The new computer suite is already having a positive impact on standards, both in ICT and
across the curriculum. The introduction of an appropriate policy for personal and social
relationships, the founding of the school council and the introduction of “circle time” have all
provided greater breadth and depth than was reported at the previous inspection. The curriculum
for the statutory years is good, containing all the subjects of the National Curriculum, plus French
for pupils in Years 5 and 6. The balance between subjects is good and the school has worked hard
to give appropriate emphasis to all of the subjects of the National Curriculum. There are some
minor weaknesses in the provision for investigative mathematics and problem solving, and in the
practical and investigative aspects of science. Standards in DT are only satisfactory because
insufficient emphasis is given to the evaluation by pupils’ of their own models, or commercially
34. The National Literacy and Numeracy Strategies have been introduced successfully and are having
a beneficial impact on standards in English and mathematics. The introduction of plenary sessions
at the end of lessons has led to an improvement in teaching and learning by giving teachers an
opportunity to draw together the strands in the lesson and focus attention on what has been learned.
The introduction of the Springboard and Booster groups in mathematics for pupils who were
having difficulties with the subject has also had a positive impact on driving up standards. In
mathematics the introduction of setting in the upper years Key Stage 2 is proving effective in
raising standards for the majority of pupils. However, the most able pupils are not always set
activities that are sufficiently challenging. The new computer suite is already having a significant
impact on raising standards both in ICT and across the curriculum.
35. The school has developed a two-year curriculum plan, which effectively links subjects across the
curriculum and identifies the skills, knowledge and understanding to be taught in particular units of
work. Cross-curricular links are used effectively and follow the guidance in the revised
curriculum. This is particularly true of the many good applications found for literacy and ICT
across the curriculum. There is an appropriate new policy for the more able pupils, but the needs
of these pupils are not yet fully met within the planning of some lessons in some classes. Sex
education is taught as part of science and drugs awareness is taught very effectively throughout the
36. Since the last inspection, policies and schemes of work have been appropriately reviewed to meet
the changed requirements of Curriculum 2000. Guidance for schemes of work by the
Qualifications and Curriculum Authority has been suitably incorporated and has been adapted to
meet the particular needs of the school. The school allocates an appropriate amount of time to all
subjects, but time is not always used effectively in some classes. For instance, there were
examples of overlong lessons where the quality of learning suffered as pupils lost concentration.
Homework is used well throughout the school and reading is particularly well supported, to very
37. The quality of learning opportunities for pupils with special educational needs is good. Pupils
benefit from good levels of support so that they have good access to all activities. Some
withdrawal takes place so that particular pupils can have individual, or very small group, support,
particularly for the development of literacy and numeracy skills. An effective rotation system has
been implemented to ensure that pupils do not always miss the same lesson. Provision to enable
access to all areas of the school for pupils with disabilities is good. Monitoring of results by
gender has enabled a clear overview of what boys and girls achieve and appropriate action has
been taken to raise levels of literacy among boys, for example. The range of learning opportunities
available for pupils with English as an additional language is good and effectively supports their
38. All pupils at the school have equal opportunities to the curriculum and to extra-curricular
activities. An appropriate number of educational visits are arranged and a wide range of visiting
specialists offers individual music tuition, for example. The school makes every effort to support
any pupil who wishes to receive this additional tuition. The school has rightly recognised the need
to develop further support for higher attaining and more able pupils. The recent allocation of a
teacher to research this area and put strategies in place, is a strength.
39. There is a limited but satisfactory range of extra-curricular activities, mainly of a sporting nature.
About 70 pupils take part in these activities, which include competitive games with other schools.
There are also some opportunities for pupils to take part in art, information technology clubs and
language lessons at the nearby secondary school. Large numbers of pupils are brought to school
by coach as this has an impact on attendance at some out of school activities. Music has a high
profile in the school, but although standards are above average, there are insufficient opportunities
for pupils to take part in extra-curricular activities. Many parents identified the limited range of
extra-curricular activities as an area that required improvement. The inspection team agrees that
the range of activities provided outside of lesson time is limited and that more pupils should be
offered wider opportunities. However, many staff members are relatively new to the school and all
staff have been working very hard training to use the new computers, developing the curriculum
and making sure that lessons are planned and organised carefully, to good effect.
40. Provision for pupils’ spiritual, moral, social and cultural development is good overall and this has
improved since the last inspection. As a Catholic school, the ethos is influenced by Gospel values
and all pupils are valued and respected in a caring and Christian community. Pupils feel safe,
secure and supported in their personal development. This makes a significant contribution to the
school’s stated aims.
41. Provision for spiritual development is good. As a denominational school, Catholic worship and
liturgy is emphasised very clearly and this contributes to the development of faith for each
individual pupil. Prayer corners in each classroom and displays along the corridors provide a
focus for personal reflection and have a direct impact on the spiritual development of pupils.
Themes in assemblies include forgiveness and new beginnings and this is successful in getting
pupils to reflect on their experiences of life. Parents particularly value the school’s sensitive
handling of the terrorist attacks in America. In lessons throughout the school, pupils make
confident contributions because teachers value what they say. Opportunities for spiritual
development within other subjects, however, are not always planned for and are sometimes missed.
42. Provision for moral development is good. The school’s behaviour policy is implemented
thoughtfully throughout the school, providing a clear framework for moral development. Staff
provide good role models and help pupils to understand the difference between right and wrong.
Teachers discuss and reflect with pupils on their behaviour. Awards and certificates acknowledge
pupils’ efforts to behave well and a positive atmosphere throughout the school helps pupils to be
considerate and co-operative. The culture of the school is one where good behaviour is very
positively reinforced and pupils grow greatly in self-confidence. Pupils are effectively enabled to
gain a good understanding of the differences between right and wrong.
43. Provision for social development is good. School and classroom rules are found in all areas of the
school and their positive tone encourages pupils to consider others. Pupils relate very well to each
other and to all staff, both in classrooms and in general areas of the school. Pupils with special
educational needs are well integrated into school life. A playground scheme at lunchtime helps
pupils to develop their social and physical skills and playtimes are happy occasions, where pupils
share equipment amicably. Pupils in Year 6 act as mentors to younger pupils at break-times and
wear arm bands for easy identification, so that all pupils know that, together with staff, there is
always some-one to turn to if there is a problem. Further opportunities to develop social
responsibility include the School Council, which meets fortnightly to discuss issues relating to
school life and a citizenship scheme, in partnership with the police, fire and ambulance services,
and which encourages pupils to develop more deeply a sense of community responsibility. This
has a positive impact on their social development. In the wider context, pupils are encouraged to
think of others and support, for example, Cafod in its world wide relief programme by fund-raising
and collect Christmas boxes of toys for disadvantaged children in Bosnia and Kosovo.
44. Provision for cultural development is satisfactory. Pupils are taken to visit local museums and
places of interest, including Hampton Court, the British Museum and a trip on a canal boat on the
Kennet and Avon canal all make a significant contribution. Works of art, mainly from Western
culture, are used well in subjects, such as history. Visiting performers have led a drum workshop
and an Autoharp “hands on” session. Higher attaining pupils in Year 6 take part in an inter-school
mathematics quiz at the local high school in the summer term, but the range of extra-curricular
activities is limited for all pupils and there is little opportunity for other inter-school sporting and
cultural links. Some study of non-Western culture is developed through geography, for example
India, but provision for pupils’ understanding of the diversity of the cultural and social traditions in
present society is less well developed. There are relatively few planned opportunities for pupils to
experience the richness of the multi-cultural diversity of Britain today. The range and variety of
artefacts and resources from other cultures, which can enhance this work, are satisfactory.
45. The contribution of the local community to the life of the school is satisfactory. There is an
obvious and close relationship with different parishes and dioceses to which the school is affiliated.
Priests from those churches visit the school regularly to conduct assemblies and join in religious
instruction. Officers have visited the school from the police and the fire brigade and by railway
safety experts who discussed their work with pupils. A number of individuals have been into
school to share their expertise, for example a father who works at the Met Office, a world
champion cyclist, an ice hockey team and a mother who showed pupils the saris she wore for her
46. Links with all the secondary schools to which pupils transfer are good. Teachers representing
those schools visit to meet their prospective Year 7 pupils and many of those pupils have the
opportunity to have one or two sample half-days in the secondary schools during their time in Year
6. In some cases this is being extended by the secondary schools to include pupils while they are
still in Year 5. At the end of the year, the school passes over pupils’ work samples and
information about each pupil so that they are quickly up to speed when they start their new school.
Towards the end of the summer term, by mutual arrangement with all the local schools, pupils
enjoy a “taster day” in their new school. At the same time, pupils in school move up a year and the
children expecting to join reception year in the autumn also have an opportunity to visit St.
Augustine’s. The staff in reception work hard to ensure that children’s start at school as trouble-
free as possible and visit numerous pre-school playgroups in order to meet with the play-group
leaders and to begin to get to know the children.
HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?
47. The steps taken by the school to ensure pupils’ welfare, health and safety are very good. As
reported in the last inspection, the school provides a very caring environment, where the teachers
and all the support staff know the pupils very well. Very good child protection procedures are in
place, with the head teacher undertaking the role of designated person and all members of staff are
aware of their responsibilities in this regard. Routines for dealing with first aid, medicines and
accidents are well established, with a Medical Room that meets DfES guidelines. Health and
Safety risks are reviewed annually by governors, and the local education authority conducts an
audit at regular intervals. Safety checks on potentially dangerous equipment take place annually,
and practice evacuations of the premises take place each term.
48. Procedures for promoting attendance and punctuality are very good. The great majority of pupils
arrive at school in good time and are settled ready for registration which is taken promptly. The
computerised registration system is managed efficiently. Parents co-operate fully with the school
by notifying reasons for pupils’ absences, and they also follow the correct procedure for requesting
leave of absence for family holidays. The education welfare officer monitors the school’s
attendance registers regularly and is available to assist the school if families should experience
difficulties in getting their children into school.
49. Procedures for promoting good behaviour and eliminating oppressive behaviour are good. The
school has a good behaviour policy that effectively reinforces the schools aims and ethos. In
practice, great emphasis is placed on recognising and rewarding good work and good behaviour,
with little need to apply any sanctions. At lunchtimes good behaviour is recognised through
certificates awarded by the midday supervisory assistants. However, in classrooms each teacher
has developed their own reward system based on the achievements of individuals, groups or the
whole class, and this inconsistency does lead to some confusion for pupils in understanding exactly
what is expected of them. The quality of the procedures and their implementation, including the
absence of any bullying, are evidenced by the high standards of behaviour and discipline that are
achieved. The pupils enjoy the reward systems of stars and certificates, and are very proud when
congratulated in assemblies or mentioned in the Head Teachers Award book. They are aware of
the sanctions that may be applied when rare misdemeanours happen.
50. The support and guidance that the school provides for all pupils is good overall and helps their
standards of learning. All the staff know the pupils well and accordingly, although the procedures
for monitoring and supporting their personal development are informal, they are effective.
51. Procedures for assessing children’s attainment and for monitoring their progress are very good in
the Foundation Stage. Children’s attainment on entry to the school is carefully assessed, using the
local education authority baseline materials. The information is then used to develop targets for
the children’s future improvement, which are shared with parents so that both parents and teachers
are working together to support the child’s on-going learning. A comprehensive range of
assessments is then used to assess the development of children’s knowledge and skills on a daily
basis. The information is used effectively to support teachers’ planning, so that activities are
provided that accurately match the learning needs of the children. The information is well used to
monitor children’s progress over the year and to predict standards of attainment in the National
Curriculum tests to be taken at Year 2. These records are effectively developed through the school
so teachers can track individual pupils’ progress based on the optional tests taken in Years 3, 4 and
5 to ensure their continuing achievement in English and mathematics.
52. The results of these tests have also been effectively used to identify areas of weakness and to
develop strategies for improvement. The need to improve pupils’ note-taking skills and the quality
of their handwriting, for example, have been identified and they are now a greater focus of the
teaching. Strategies for developing higher reading standards for the lower attaining pupils have
been recognised as beneficial for all pupils, and all are now enjoying more frequent guided reading
sessions which is resulting in their greater enjoyment of reading as well as further raising
53. Pupils’ attainment in English and mathematics is well monitored through a range of teacher
assessments and annual tests. Satisfactory opportunities have been developed for teachers to share
their judgements to ensure consistency and in these subjects assessment procedures are effective.
In all other subjects, however, there are no formal, whole school systems or procedures for
assessing pupils’ attainment and progress in learning. This is unsatisfactory, as there is no way to
ensure that pupils make good progress in developing the appropriate knowledge and skills from
year to year. The needs of the higher attaining pupils have not been sufficiently identified and
activities are not always provided that challenge pupils’ thinking and extend their learning.
Procedures for assessment have not improved significantly since the previous inspection. The
school has recognised the need for more effective assessment procedures, but these are yet to be
developed and implemented. Some good practice is evident in some classes, but it is inconsistent
through the school.
54. The achievements of pupils with special educational needs are assessed in line with the
recommendations in the Code of Practice. Annual review procedures are well established and the
good quality individual education plans are reviewed each term. This helps staff to monitor
progress across each year, and to be quickly aware of any difficulties that may be hindering
learning. The care of pupils with English as an additional language is very good and they make
similar progress to their peers.
HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?
55. Good links are made with parents before the children start school and they are very effectively
maintained through a variety of meetings throughout the year. Parents’ views of the school are
very positive and there were very few critical comments made at the meeting for parents, or in the
written questionnaire responses that were made. Parents interviewed before and after school had
only positive comments to make about the school. Parents greatly appreciate the caring Catholic
ethos of the school and the standards of behaviour and discipline that the pupils develop. Parents
feel welcome in the school and able to approach the staff or head teacher at any time.
56. Overall the information provided by the school to parents is good and has improved since the last
inspection, when it was a key issue. The general information provided by the school through a
steady stream of newsletters, and other information about forthcoming events, is very good and is
greatly enhanced by the school’s internet web site, which is attractively presented, informative and
kept up to date regularly. It includes copies of all newsletters. The Prospectus and the Governors
Annual Report meet DfES guidelines. However, the annual written reports to parents about the
progress made by individual pupils are of a very inconsistent quality and often do not meet the
relevant requirements. They generally contain detailed information about what has been covered in
each subject, but do not say enough about how well the pupil has done and what they need to do to
57. Parents are fully involved in the life and work of the school. The parents of younger children
actively support them in learning to read and encourage them in their other homework assignments
as they progress through the school. A number of parents assist in classrooms, in the library or on
school trips. The Friends Association organises numerous well-supported fundraising activities,
such as the summer barbecue, Christmas fete, quiz evenings and numerous other events that raise
very substantial funds (in excess of £10,000 each year). This money is used very effectively to
improve the school facilities and to improve learning.
58. Effective links are in place with the parents of pupils with special educational needs and those who
have English as an additional language. Parents rightly believe that the school gives their children
good support. Links with the local authority support services are well established, and have a
HOW WELL IS THE SCHOOL LED AND MANAGED?
59. The head teacher leads the school effectively, with the able support of her two assistant head
teachers, and provides a clear direction to its work. Her management of pastoral issues is excellent
and she has created an ethos within the school that is very supportive to staff, pupils and parents.
The school is a warm Christian community, with clear and appropriate aims and objectives which
it works hard to sustain, to good effect.
60. With the valued support of a representative of the local education authority, the head teacher has
developed a suitable range of monitoring procedures that enable her to identify the main strengths
and weaknesses of the school. The school improvement plan is an appropriate document that
records the action taken and to be taken to achieve the priorities identified by the school. The
school is well aware, for example, of the need to improve its provision for higher attaining pupils,
including those identified as being gifted and talented. Appropriate action has been taken to
resolve this matter by placing it in the capable hands of one of the assistant head teachers, who has
been released from her responsibilities as a class teacher to work on this project. Her work is
already having a very positive impact in this respect. The head teacher is also aware that the
existing monitoring procedures need to be implemented with greater regularity and rigour if greater
consistency is to be achieved in teaching and learning across the school.
61. Subject co-ordinators manage their areas effectively and are developing their roles well. They have
generally produced well considered policy documents and schemes of work that pay due regard to
the main issues affecting the school and provide appropriate support to colleagues when they are
planning work for their classes. However, insufficient opportunities have been provided to allow
co-ordinators to work alongside and share best practice, with less experienced colleagues. The
provision for children in the Foundation Stage is well managed. The two teachers plan the work
together thoroughly and the co-ordinator monitors the work in both classes to ensure that all
children are provided with a rich and stimulating curriculum. The teachers are evaluative of their
work and review it regularly in order to improve.
62. The co-ordinator for special educational needs has established effective routines to ensure that staff
and pupils are well supported. Regular meetings with learning support assistants help to monitor
individual pupil’s progress, and review necessary actions. Monitoring of individual education
plans has begun, and the co-ordinator has identified regular consultation times for staff and parents
on a weekly basis. This is good practice and is helping to ensure that pupils’ needs are well met.
Whilst support staff are generally used very well, but in a few lessons too much time is lost
watching teachers teach. The lack of support staff in some lessons has a negative impact on the
learning that some pupils achieve. The management of English as an additional language is good
and pupils receive good support, when required.
63. The management of the curriculum is satisfactory overall and whilst there are some very minor
areas for improvement in individual subjects, the curriculum is broad, balanced, relevant and
appropriate to the needs of all but the most able pupils. Some lessons, particularly in afternoon
sessions, are too long and some younger pupils have difficulty maintaining their concentration for
the required time.
64. The members of the governing body fulfil their statutory requirements satisfactorily and are very
supportive of the school and the work that the head teacher and the staff do. Many are very new to
their posts, have yet to develop their roles and, as yet, are not sufficiently involved in shaping the
strategic development of the school. They meet regularly, both as a full governing body and in
various appropriate committees, and are kept informed about school matters by the head teacher’s
reports and the minutes of various meetings. The literacy and numeracy governors have suitable
oversight of progress in their areas, but procedures for monitoring the work of the school are still
developing and many governors do not yet have a clear understanding of some of the strengths and
weaknesses that exist. As a result, they are not yet sufficiently well enough informed to ask
challenging questions about how issues could be resolved.
65. The school has a good level of well-qualified staff to teach the subjects of the National Curriculum
and children in the Foundation Stage. The teachers have a satisfactory range of experience, but co-
ordinators have not yet been given opportunities to share best practice by working alongside their
colleagues. The induction of new staff and the school’s effectiveness of provision for training new
teachers are good. All staff work closely together to improve the standards of pupils in the school.
There are well-qualified, skilful classroom assistants who generally provide effective additional
support for pupils’ with special educational needs.
66. Finances are used well to support the school’s priorities for development. The head teacher has a
clear view of the priorities for improvement and, with the very good support of the school
administrative officer, the planned targets for development are carefully planned within the
finances available. Specific grants for such areas as ICT development and funds for the support of
pupils with special educational needs are well used and provide effective opportunities for pupils’
good achievement. Long-term financial planning is satisfactory, overall. Difficulties are created
for the school in that many opportunities for further funding are not known in advance, such as
finances for government initiatives and changes in staffing, both of which resulted in the school
having more money available than was recognised earlier in the year. The considerable amount of
additional funds carried forward into this year’s budget were, however, put to good use and the
school benefited from additional resources in many areas and further developments in the school
library. The day-to-day management and control of the budget is very good. Governors are kept
well informed about the budget and are well supported through the clear information and guidance
provided by the head teacher and school administrative officer.
67. The school makes good use of modern technology. Most teachers use computers to develop their
lesson plans and all use it to support their teaching. Computerised systems are used effectively in
financial management and in monitoring pupils’ attendance. Parents and visitors find a warm and
friendly greeting at the school office. Clerical and administrative staff work together well and day-
to-day school administration is smooth and efficient.
68. The school is in a relatively favoured area and most children enter the school with standards above
those found nationally. Most pupils make good progress and attain very high standards in most
subjects. The quality of teaching and learning and the leadership and the management provided by
the head teacher and senior staff are good. However, the unit costs at the school are higher than
average. It is therefore judged that, overall, the school provides good value for money.
69. The school’s accommodation is very good. It provides a very good environment for the staff to
deliver the curriculum and for pupils to learn. The difficulties being experienced at the time of the
previous inspection have now largely been overcome. The accommodation for children in the
reception classes is very good, providing a flexible area in which children can work and play
securely. The large outside area provides an additional classroom and activity area where children
experience adventurous play. The large playground is ideal for a wide range of activities as well as
the use of large-wheeled vehicles. The Parent Association has provided a large number of the
resources, which are now good. Many are new and of good quality. The teachers still have plans
to further improve the area to include a mini-beast area and garden.
70. Classrooms are of a good size and corridor areas are spacious, giving staff and pupils room to
move about with relative ease. This has a very positive impact on standards of behaviour around
the school. There is a well-stocked library and a superbly equipped computer suite. The main hall
is used for PE and as a dining room, but it is barely large enough to accommodate the whole school
for assembly. The premises are decorated and maintained to an exceptionally high standard, and
are enhanced by attractive, interesting and informative displays on the walls, including much of the
pupils’ own work. The playground areas are large and, although there are a large number of
pupils, there is sufficient room for safe play, as demonstrated by the small number of recorded
accidents. The staff room is too small, but good use is made, by staff, of the small study areas
between pairs of classrooms.
71. Resources for learning are good, as they were at the time of the previous inspection. The provision
of ICT resources in classrooms and the computer suite is superb, and although the latter has only
been in operation for half a term, improvements in the standards of ICT are already evident.
Resources for music and art are satisfactory. Resources for all other subjects are good and make a
positive impact on the quality of teaching and learning.
WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?
In order to further raise already high standards, and to help all pupils to achieve their full potential,
staff and governors should:
(1) Develop and implement effective formal assessment and recording arrangements for all
subjects, so that teachers have a better understanding of the attainment and progress of
individual pupils and can plan work that is better matched to the needs of all pupils,
particularly higher attaining ones.
(2) Develop and implement effective procedures to improve the consistency of teaching and
learning from class to class and encouraging the sharing of best practice by giving subject co-
ordinators more frequent opportunities to work alongside and support colleagues in other
(3) Continue the work, already underway, to raise the levels of achievement of higher attaining
pupils, including the gifted and talented.
(4) Increase the involvement of the governing body in the strategic development of the school.
In addition to the key issue above, the following, less important, area for improvement should be
considered by the governing body for inclusion in the action plan:
1. Improve the quality of written reports to parents so that they provide more detailed information
about the progress that their children have made and what they need to do to improve.
PART C: SCHOOL DATA AND INDICATORS
Summary of the sources of evidence for the inspection
Number of lessons observed 91
Number of discussions with staff, governors, other adults and pupils 86
Summary of teaching observed during the inspection
Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor
Number 1 22 44 32 1 0 0
Percentage 1 20 40 29 1 0 0
The table gives the number and percentage of lessons observed in each of the seven categories used to
make judgements about teaching.
Information about the school’s pupils
Pupils on the school’s roll
Nursery YR – Y6
Number of pupils on the school’s roll (FTE for part-time pupils) n/a 415
Number of full-time pupils known to be eligible for free school meals n/a 7
FTE means full-time equivalent.
Special educational needs
Nursery YR – Y6
Number of pupils with statements of special educational needs n/a 4
Number of pupils on the school’s special educational needs register n/a 87
English as an additional language
No of pupils
Number of pupils with English as an additional language 7
Pupil mobility in the last school year
No of pupils
Pupils who joined the school other than at the usual time of first admission 17
Pupils who left the school other than at the usual time of leaving 26
School data 4.1 School data 0.0
National comparative data 5.2 National comparative data 0.5
Both tables give the percentage of half days (sessions) missed through absence for the latest complete
Attainment at the end of Key Stage 1 (Year 2)
Year Boys Girls Total
Number of registered pupils in final year of Key Stage 1 for the latest
2001 32 26 58
National Curriculum Test/Task Results Reading Writing Mathematics
Numbers of pupils at NC Boys 32 28 32
level 2 and above
Girls 26 26 26
Total 58 54 58
Percentage of pupils
School 100 (97) 93 (100) 100 (100)
at NC level 2 or above
National 87 (83) 89 (88) 91 (88)
Teachers’ Assessments English Mathematics Science
Numbers of pupils at NC Boys 29 32 32
level 2 and above
Girls 25 26 26
Total 54 58 58
Percentage of pupils
School 93 (84) 100 (100) 100 (100)
at NC level 2 or above
National 84 (87) 89 (88) 89 (88)
Percentages in brackets refer to the year before the latest reporting year.
Attainment at the end of Key Stage 2 (Year 6)
Year Boys Girls Total
Number of registered pupils in final year of Key Stage 2 for the latest
2001 34 28 62
National Curriculum Test/Task Results English Mathematics Science
Numbers of pupils at NC Boys 33 32 33
level 4 and above
Girls 28 26 28
Total 61 58 61
Percentage of pupils
School 98 (84) 94 (80) 98 (94)
at NC level 4 or above
National 78 (75) 74 (72) 91 (85)
Teachers’ Assessments English Mathematics Science
Numbers of pupils at NC Boys 29 31 33
level 4 and above
Girls 27 27 28
Total 56 58 61
Percentage of pupils
School 90 (76) 94 (82) 98 (92)
at NC level 4 or above
National 72 (70) 74 (72) 82 (79)
Percentages in brackets refer to the year before the latest reporting year.
Ethnic background of pupils Exclusions in the last school year
Black – Caribbean heritage 0 Black – Caribbean heritage 0 0
Black – African heritage 0 Black – African heritage 0 0
Black – other 0 Black – other 0 0
Indian 4 Indian 0 0
Pakistani 0 Pakistani 0 0
Bangladeshi 1 Bangladeshi 0 0
Chinese 0 Chinese 0 0
White 404 White 0 0
Any other minority ethnic group 2 Other minority ethnic groups 0 0
This table refers to pupils of compulsory
school age only.
This table gives the number of exclusions of pupils of
compulsory school age, which may be different from
the number of pupils excluded.
Teachers and classes Financial information
Qualified teachers and classes: YR – Y6
Total number of qualified teachers (FTE) 17.3 Financial year 2000/01
Number of pupils per qualified teacher 24
Average class size 29.64 £
Education support staff: YR – Y6
Total income 815027
Total number of education support staff 15 Total expenditure 788523
Total aggregate hours worked per week 312 Expenditure per pupil 1952
Qualified teachers and support staff: nursery
Balance brought forward from
Total number of qualified teachers (FTE) n/a Balance carried forward to next year 92327
Number of pupils per qualified teacher n/a
Total number of education support staff n/a
Total aggregate hours worked per week n/a
Number of pupils per FTE adult n/a
FTE means full-time equivalent.
Recruitment of teachers
Number of teachers who left the school during the last two years 8.44
Number of teachers appointed to the school during the last two years 9.4
Total number of vacant teaching posts (FTE) 0
Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 1
Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than
one term (FTE)
FTE means full-time equivalent.
Results of the survey of parents and carers
Questionnaire return rate
Number of questionnaires sent out
Number of questionnaires returned
Percentage of responses in each category
My child likes school. 64 31 4 1 0
My child is making good progress in school. 54 39 2 0 5
Behaviour in the school is good. 49 47 2 1 1
My child gets the right amount of work to do at
37 52 8 1 2
The teaching is good. 61 36 0 0 3
I am kept well informed about how my child is
45 46 6 1 2
I would feel comfortable about approaching the
school with questions or a problem.
63 32 3 1 1
The school expects my child to work hard and
achieve his or her best.
62 36 0 0 2
The school works closely with parents. 44 42 12 1 1
The school is well led and managed. 59 40 1 0 0
The school is helping my child become mature and
57 40 1 0 2
The school provides an interesting range of
activities outside lessons.
27 33 25 8 7
Other issues raised by parents
No other significant issues were raised by the parents.
PART D: THE STANDARDS AND QUALITY OF TEACHING IN AREAS OF THE
CURRICULUM, SUBJECTS AND COURSES
AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE
72. The provision for children in the Foundation Stage is good, which is similar to that found at the
previous inspection. Children enter reception with a broad range of attainment, but many have
standards above that found nationally, particularly in their early language and number skills, and in
their knowledge of the world. Children settle quickly into class routines and make good progress in
developing their personal and social skills, so that by the time they move into Year 1 they have
good attitudes to their tasks, and they work and play with the other children well. Children make
good progress in developing their communication, language and literacy skills, their mathematical
skills, their physical skills and their knowledge and understanding of the world. As a result, their
speaking, early reading and number skills, their physical skills and their general knowledge and
curiosity about the world are often well above those found nationally at the end of the year in
reception. Standards in children’s creative development are mostly in line with those expected.
The good provision in the reception classes prepares all children well for the next stage in their
education, including those with special educational needs and those for who English is an
73. Staff in both reception classes put great emphasis on promoting children’s personal, social and
emotional development, and the quality of teaching in this aspect of children’s learning is very
good. Many good opportunities are provided to support children in forming positive relationships
with other children and in learning to work and play together sensibly. Consequently, after only a
few weeks children share resources and toys confidently. They play together happily in the home
corner and in both the sand and water areas. Teachers effectively develop the children’s awareness
of the need to finish a task and then to clear away afterwards, to which the children respond well.
Children develop good levels of concentration and perseverance, especially when working with an
adult. Teachers and support assistants foster children’s early skills of independent learning well,
so that in their own activities, children make choices about what they want to do and are able to
select the resources they require. Children quickly recognise class routines and follow them well,
recognising in which activity area their group is to work next, and happily settling to the tasks
provided. Most children achieve the standards expected and many achieve higher standards than
are usually found.
74. Staff in both reception classes use very skilled questioning to effectively promote children’s
communication, language and literacy skills. They model appropriate speech patterns, building
the children’s knowledge of language, and broadening their vocabulary, to very good effect. Much
of children’s learning is developed through stories and very good opportunities are created to
stimulate the children’s imagination and language through role-play. Teachers provide a wide
variety of activities to promote children’s ability to express their ideas, both in speech and in
writing. Many children use a good range of vocabulary, showing growing confidence in speaking
in small groups and in front of the whole class. They listen carefully and carry out instructions
with good levels of understanding. In both classes, teachers effectively promote an interest in
books and a love of stories. Children listen with good levels of interest, responding to the
characters and beginning to draw parallels with their own experiences. Children’s early reading
skills are well promoted so that most are launched into the early stages of reading. Teachers make
learning fun and children develop secure links between recognising the sight, sound and formation
of letters. Children are given many good opportunities to write and to convey their ideas in simple
written phrases. Children’s language and literacy skills are developed well as they are introduced
to the beginnings of the literacy lesson. The very good quality of teaching in this area enables most
children to achieve well above expected standards in speaking, reading and writing by the time they
enter Year 1.
75. The quality of teaching in the mathematics area of learning is good overall, and sometimes very
good. Good opportunities to develop and consolidate children’s counting and tallying skills are
provided in all areas of work, so that most children recite numbers to ten, and are developing a
secure understanding of ordering, reading and writing numbers to seven. The more able children
count accurately beyond 20, showing the one-to-one correspondence as they count, and correcting
themselves when they make mistakes. Children’s knowledge of mathematical language develops
steadily so that they are using terms such as smaller, larger, longer and shorter fairly consistently.
At the beginning of the term many activities are used to assess children’s mathematical knowledge
and understanding, and this information is used effectively to develop well-focused activities. At
this early stage of the term the structure is more informal, and opportunities to further develop
children’s understanding are made through various encounters with the number in their play. For
example, children built five houses out of different construction equipment, and towers using five
bricks in order to develop a secure understanding of the concept of five, and beyond. Children
enjoy counting games and singing number songs as they explore number concepts. They make
good gains in learning and most achieve above average standards by the time they enter Year 1.
76. Teaching is good in both reception classes in the area of children’s learning associated with
knowledge and understanding of the world. Staff are skilled at stimulating children’s interest
and eagerness to learn. Teachers use stories effectively to introduce the children to many new
experiences. As part of their work on “Goldilocks and the Three Bears”, the children watched
porridge being made, and the teachers’ very good questioning encouraged the children to look
carefully, and consider the changes taking place, in terms of colour, smell and texture. They then
had the opportunity to eat the porridge, if they wanted to, comparing its taste when sweetened with
sugar or with honey. Their interest in living things, and how to care for them is promoted through
having turns to water the plants. Children’s knowledge of the wider world is effectively developed
through the writing and sending of letters in the class post box. The children are delighted when
they receive a reply. They learn to recognise places from the photographs taken of teddy during his
“nightly wanderings around the school”, and to reflect on the areas they like and dislike. The use
of construction equipment develops children’s knowledge of structures so they recognise what must
be done to make their “houses big enough for the teddy bear” and how to make their models more
stable. Children make good progress in developing the skills of using a computer. Lessons in the
computer suite very effectively introduce children to new skills, and the regular opportunities to use
the class computer consolidates their skills of controlling the mouse to play games and create
pictures, for example. Children’s curiosity and interest in the world around about them is well
fostered so that many have above average standards in the knowledge and understanding of the
world as they enter Key Stage 1.
77. The teaching of physical development is good overall and children make good progress in
developing their physical skills. Formal lessons in physical education are often good and children’s
spacial awareness, co-ordination, control and balance are effectively developed when using a range
of small games equipment and gymnastics apparatus. In a lesson observed, children made good
progress in developing their hand and eye co-ordination when throwing and catching a beanbag.
They develop confidence when using climbing frames, simple gymnastics equipment, and good
control when using the large wheeled vehicles in the playground. A few children show very good
co-ordination and have mastered the two-step and one-step repeated jump in the hopscotch game.
Children are given many opportunities to use pencils, crayons, and paintbrushes, as well as a range
of tools to develop their fine control and co-ordination. They use scissors with satisfactory control
to cut paper and other materials when making their pictures, models and designs. Children’s co-
ordination when moving the computer mouse is good, resulting in well-defined pictures and
patterns. By the time children transfer into Year 1, most have developed good levels of control so
that they write their names legibly and form number and letters with good levels of accuracy.
Almost all attain the standards expected with many exceeding this level.
78. The provision for children’s creative development is satisfactory overall. Children are given a
suitable range of activities to enable them to explore paint and clay and to use many other
materials to express their ideas. They have many appropriate opportunities to record information
through their drawings. They develop a satisfactory awareness of colour and texture when using a
variety of materials to make a collage of Daddy Bear and the shape of the bear’s body and features
when painting Mummy Bear. Very good opportunities are provided for children to produce
attractive, well-formed pictures in lessons in the ICT suite. Teachers introduce children to a range
of tools and equipment and teach them how they are used, to satisfactory effect. Regular good
opportunities are given for children in both classes to enjoy music, to sing simple nursery rhymes
and repetitive songs. They enjoy playing un-tuned percussion instruments and show a good
awareness of rhythm and beat, often making up their own tunes. Dance lessons enable children to
move expressively in response to stories and music. Children’s imagination is promoted effectively
in role-play areas using dressing up clothes and the small world equipment to play with and act out
their ideas. Children make satisfactory progress overall in developing their creative expression and
most achieve the standard expected on entry to Year 1, with many exceeding it.
79. Standards in English are well above average and have improved since the last inspection. This is
shown by the results of national tests and teachers’ assessments when pupils are aged seven and
eleven. Pupils make good progress from an above average base and, by the age of eleven, a higher
than average proportion of them attain the expected and higher levels. All pupils make similar
progress irrespective of their gender, ethnicity or social circumstances. Pupils with special
educational needs make good progress, as do those with English as an additional language.
80. By the age of seven, pupils have made good progress in speaking and listening and overall
standards are well above average. They are able to join in discussions and to offer alternative
words when asked, such as “gather” for “collect”. They have a sufficiently wide vocabulary to
discuss other subjects of the curriculum. This was evident when pupils in a Year 1 class
exchanged ideas about travel and passports. Standards in writing are well above the levels
expected nationally. Many write in a neat joined style with accurate grammar and punctuation.
Higher attaining pupils are capable of producing sentences such as, “The children wrapped the egg
in an old towel and put it in the basket to keep it warm”, but they are not always challenged to do
so through the activities set. Children in the Year 1 classes were, for example, asked to copy
luggage labels, which did little to sharpen and extend their writing skills. Many pupils write poetry
confidently and with much success, good examples being the autumn poems written by pupils in
81. By the age of seven, reading has become an integral part of each pupil’s life and standards are very
high. Teachers emphasise the importance of reading and monitor pupils’ reading habits very
closely. Many very good opportunities are provided both for silent and for guided reading and
teachers teach specific reading skills well.
82. By the age of eleven, pupils have made good progress in the acquisition of speaking and listening
skills and reach very high standards. They listen very carefully and respond appropriately in all
year groups. Pupils in Year 3 discuss direct speech confidently and most pupils in the key stage
have a rich and varied vocabulary. Macbeth feels “remorseful” and “guilty” whilst the mountains
in Wales, visited by pupils in Year 6, are described as “mysterious” and “intimidating”. Standards
of writing are well above average and by Year 6 most pupils use a variety of formal and informal
writing styles very effectively, with words chosen carefully and accurate punctuation. Pupils write
convincingly on subjects as diverse as haunted houses and the need to prevent Willow Bank
becoming a pleasure park.
83. Teachers help pupils’ high attainment by providing a range of interesting experiences such as
writing competitions. However, there are limited opportunities for pupils to experience drama.
Progress is assessed well and the data gathered is generally used effectively to inform future
planning. ICT is used very imaginatively in some classes and, for example, pupils in Year 2
communicated, on the Internet, with an author whose book they had enjoyed reading. The use of
computers to support the teaching and learning of spelling, for example, was effective in some
classes, but the use by teachers across classes is inconsistent. The National Literacy Strategy has
been implemented effectively at both key stages and gives pupils a consistent and developing
foundation in the basic skills of literacy. The systematic organisation of class reading, including
independent activities and well-structured plenary sessions, are having a very positive effect upon
the quality of pupils’ learning because the teaching of particular skills is now more explicit.
84. The last inspection report found that teaching was “often good and rarely less than satisfactory,
with some variation across the school”. This remains largely the case. Variations occur among
and within year groups at both key stages. All teachers plan a range of activities and there is
sufficient emphasis on the thorough and focussed teaching of reading and writing. Speaking and
listening is generally taught well, but the quality of teachers’ questioning in some classes does not
sufficiently challenge all pupils, particularly higher attaining ones, who are not always reaching
their full potential. Teachers assess pupils’ work regularly so that they are aware of any strengths
and weaknesses. However, this assessment information is not always used to guide lesson planning
for individual pupils.
85. Relationships between pupils and staff are very good and class management is generally good.
Moral and social development is encouraged through the discussion of a range of issues such as the
culpability of the Pied Piper of Hamelin. Support staff are generally deployed well and contribute
substantially to pupils’ achievement through their skilled interventions. Pupils respond well to the
generally good teaching they receive. Most work hard and persevere with their reading and the
writing of drafts. Standards of presentation are good. In discussions, all take turns and are
sensitive to others in the group. These positive attitudes play an important part in improving the
quality of learning and raising achievement.
86. The co-ordinator works hard and provides her colleagues with very effective support. She has
been instrumental in raising standards during a period of significant staffing and organisational
change. In particular, more secure foundations have been laid for the development of the National
Literacy Strategy and steps taken to enhance the contribution of other subjects to the development
of pupils’ literacy skills. Resources are good and the co-ordinator has recently secured twenty
thousand pounds both to expand the choice of novels, plays and other literature to sharpen
language awareness, and to enhance the library.
87. The results of national assessments for 2001 show that, by the end of both key stages, the majority
of pupils attain standards that are well above the national average. This very positive picture is
supported by inspection evidence that shows that pupils make generally good progress as they
move through the school. This is an improvement since the last inspection, when standards were
judged to be broadly in line with national averages. The school has set realistic but challenging
targets for 2002, based on assessment information gained throughout the school, and are on track
to achieve these targets. All pupils make similar progress irrespective of gender, ethnicity or social
circumstances. Pupils with special educational needs, who are supported well by learning
assistants, make good progress and generally achieve the national expected standards. The
introduction of the Springboard and Booster groups in mathematics for pupils who were having
difficulties with the subject has also had a positive impact on driving up standards. However, in
some classes, higher attaining pupils, including those identified as being gifted and talented, are not
always given sufficiently challenging work and do not therefore always make the progress they are
88. The school has successfully introduced the National Numeracy Strategy. The good quality of
teaching is improving pupils’ numeracy skills, particularly their quick mental recall of number
facts and their use of these skills to solve problems. Teachers share learning objectives with the
pupils to very good effect. Most oral and mental sessions are taught with great enthusiasm,
making learning interesting for the pupils. The school has begun setting in Years 5 and 6, and
work is now set at the right level to provide appropriate challenges and to meet the needs of most
pupils. Mathematics is sometimes used well in other subject areas, such as using time-lines in
history, graphs in science and measuring ingredients in food technology. ICT is used effectively to
make spreadsheets and graphs as well as to reinforce basic skills.
89. In all year groups the majority of pupils show a good grasp of mathematical concepts. Most pupils
present information and results in a clear and orderly way and discuss their work using correct
mathematical language. They select suitable equipment for the task and use information
technology well. For example, they used spreadsheets to explore patterns in tables and bar graphs
to record the data. There is, however, insufficient emphasis on mathematical investigations and the
application of mathematics to real life situations. The co-ordinator is aware of this minor
weakness and already has plans to resolve the issue.
90. Throughout both key stages, pupils develop good computational skills and standards in numeracy
are a particular strength. In Year 1, pupils count in twos to twenty and beyond, and sequence
numbers to 100. Pupils in Year 2 add and subtract two digit numbers, investigate missing
numbers to 100 and work confidently with numbers to 1000. Pupils in Year 3 position numbers on
a number line marked in tens to 100. They add and subtract multiples of 100 and multiply and
divide them by single digit numbers. Pupils in Year 4 understand simple fractions and can add
quarters and halves. They partition four digit numbers and work effectively with multiples of two,
three and four. Pupils in Year 5 identify and understand decimals to two places. They multiply
two and three digit numbers by two digit numbers and change improper fractions to mixed
numbers and back. Pupils in Year 6 use percentages, decimals and fractions confidently and
recognise the relationship between them. They use calculators to tackle complex questions using
the correct functions. They understand square numbers and the term “square root”, and use this
knowledge well to calculate mentally complex addition and subtraction problems.
91. In shape, space and measures, pupils in Year 1 accurately identify cubes, cuboids, spheres and
cylinders and make good, clear models to investigate their properties. They use a metre stick
correctly to find objects longer, shorter or about the same size as a metre. They use litre containers
to accurately measure capacity. Pupils in Year 2 can accurately tell the time to half past, quarter
past and quarter to the hour on an analogue and digital clock. They recognise 2D shapes such as
hexagons and octagons and can describe simple properties. They investigate 3D shapes such as
cones, cylinders and pyramids by building models. Pupils in Year 3 construct nets to make simple
cuboids and link this to design technology when they construct sweet boxes. They measure objects
in metres and centimetres, with appropriate accuracy. Pupils in Year 4 design interesting and
imaginative symmetrical patterns. They measure angles and draw acute, obtuse and right angles.
They calculate the perimeter of a square and rectangle and measure height in metres, centimetres
and half centimetres. Pupils in Year 5 measure in centimetres and millimetres, and calculate the
angles of rectangles, squares and triangles. They accurately measure temperature showing a very
good knowledge of positive and negative numbers. Pupils in Year 6 calculate the areas of
rectangles, right-angled triangles and more irregular shapes. They understand rotational symmetry
and work purposefully on translations.
92. Pupils in Years 1 and 2 collect data in class surveys and use it to produce pictograms and bar
charts to identify, for example, the frequency that their favourite fruit or favourite pet is repeated.
Pupils in Year 3 and 4 collect and tally data in surveys and represent them on bar charts. They
then interpret their findings to investigate the spread of different letters in the names of pupils in the
class and the different colours of their eyes. Pupils in Years 5 and 6 interpret bar-line and
frequency graphs of traffic crossing a bridge. They use mode, mean and range correctly when
describing sets of data. All pupils work successfully with co-ordinates in the first quadrant and
higher attaining pupils work in all four quadrants.
93. The quality of teaching and learning is good overall. It ranges from satisfactory to very good at
Key Stage 1 and from satisfactory to excellent at Key Stage 2, but there are some inconsistencies
in practice between classes and year groups. They plan co-operatively and parallel classes cover
the same range of work. In the best lessons, teachers have very high expectations of pupils, build
effectively on previous learning and provide a good range of challenging and interesting activities.
In less effective teaching that was judged to be satisfactory overall, the pace is slower and higher
attaining pupils are not sufficiently challenged. Homework is set regularly throughout the school
to provide practice in number skills and independent learning. Teachers generally mark work
regularly, but marking is often merely encouraging and does not always provide enough comments
to help pupils improve their performance. Target setting for individuals is helpful to teachers and
pupils, and encourages pupils to try their best. Procedures for assessing pupils’ attainment and
progress are good and information is used well to inform future planning.
94. Pupils have positive attitudes to learning and many enjoy their mathematics lessons. They co-
operate very well with each other. They are encouraged to discuss and justify their answers. Most
pupils listen attentively to their teacher and to each other. They concentrate hard and this
contributes significantly to their good progress. Presentation in books is neat and pupils’ work
clearly organised. All teachers make attractive numeracy displays with mathematical vocabulary
clearly available to inform pupils.
95. The subject is well managed by a confident, well-informed co-ordinator who has a clear view of the
subject and its future development. The monitoring of teaching and learning is still, however, at an
early stage and has not yet had much impact on improving the inconsistencies in teaching that exist
throughout the school. The co-ordinator has analysed the available national and non-statutory test
results in order to identify strengths and weaknesses in the subject and this is already having some
impact on standards. The school’s resources for mathematics are good and are efficiently used.
Specific government grants for numeracy are used well and small groups of lower attaining pupils
are effectively targeted for additional support.
96. Teacher assessments for 2001 show standards at the end of Key Stage 1 that are similar to those
gained in 2000, when they were well above average. Test results in 2001, at the end of Key Stage
2, show standards to be above the national average. This is not as good a standard as that gained
in 2000. This was probably due to a greater emphasis being placed on experimental and
investigative aspects of the subject in the tests set this year. Inspection evidence shows that overall
standards are well above average, but that there are some minor weaknesses in the provision for
experimental and investigative aspects of the subject. This is a similar situation to that reported in
the previous inspection, when standards were found to “meet the national average with a significant
proportion attaining well above average standards”. All pupils make similar progress irrespective
of gender, ethnicity or social circumstances. Lower attaining pupils are well provided for and
those who require individual attention from their learning support assistants receive good support.
However, in some classes, higher attaining pupils, including those identified as being gifted and
talented, are not always given sufficiently challenging work and do not therefore always make the
progress of which they are capable.
97. By the end of Year 2, pupils have developed a very good scientific vocabulary. In their study of
the materials used to build the school, for example, they discuss accurately the difference between
transparent, opaque and translucent materials. They know how circuits work and that some
materials, such as copper wire are good conductors, whilst others, such as cloth, are poor
conductors of electricity. Pupils’ prediction skills are very good as, for example, when they
predicted correctly the conditions necessary for bean seeds to germinate. They explain clearly why
warmth, water and air were necessary for germination. They use their scientific knowledge to good
effect in DT lessons, for example, when constructing working models of a lighthouse.
98. Pupils make good progress at Key Stage 2 and, by the end of Year 6, they have developed a wider
and more technical scientific vocabulary. They know how light travels through different materials
and develop their hypotheses to explain the properties of light. They know how light is refracted
when passed through water and the effect of light passing through a prism. They develop their
knowledge of electrical circuits and discuss parallel and series circuits knowledgeably, explaining
how the voltage is shared. They know the purpose of rheostats and that resistance creates heat.
Their knowledge of life processes is equally well developed. They study the physiological nature
of the human form and discuss the skeleton and the muscles, which are attached. They confidently
explain the differences between involuntary and voluntary muscles. They make good use of their
ICT skills by collecting data and recording it correctly on line graphs. Their very good speaking
skills are an asset and make for clear explanations in oral sessions. Similarly, their good reading
and writing skills enable them to research knowledge and record their work in a clear, logical
manner in their science books.
99. Teaching is at least satisfactory at Key Stage 1 and generally good at Key Stage 2, where
expectations are often higher. The teaching observed was very good amongst the older pupils, but
ranged from good to unsatisfactory in the two lessons seen amongst the younger pupils. Subject
knowledge is generally good, but the tasks set are not always sufficiently challenging for higher
attaining pupils. Pupils are managed well and they are encouraged to take pride in their work.
Their work is marked accurately and supportively, although target setting for future improvement
is sometimes weak. Resources are used well and the school environment is used to good effect by
staff and all pupils. Pupils enjoy science and have very positive attitudes to their work. Behaviour
is always at least satisfactory and is very good overall. These factors have a very positive impact
on pupils’ learning.
100. The co-ordinator provides good support for his colleagues. Some monitoring and analysis of test
results takes place and the evidence gained is used to inform future teaching programmes.
Insufficient opportunities have been provided for the co-ordinator to monitor the quality of teaching
and learning in a systematic manner, or to share best practice by working alongside colleagues. He
is also aware of the need to set pupils’ individual targets, a technique that has worked very well in
English and mathematics.
ART AND DESIGN
101. Pupils generally make good progress throughout the school and the majority of pupils attain
standards that exceed national expectations at the end of Key Stage 1 and Key Stage 2. This is a
similar picture to that found in the last inspection. Pupils make particularly good progress in
observation skills, and this leads to high standards. This is seen clearly in the good self-portraits
produced by pupils in several different year groups. Younger pupils draw accurate portraits with
many detailed features, using pencils and paints well to gain a good sense of proportion. Older
pupils show the good progress they have made in using a variety of materials and approaches in
their portraits. They draw recognisable images, adapting their work according to the view they
have of it. Similar progress can be seen in pupils’ use of viewfinders. In Year 2, pupils used a
viewfinder to find a small part of a well-known painting that they could copy. Again, pencil work
was combined well with colour to convey clear imagines, similar to the originals. Older pupils in
Year 4 used viewfinders to explore and convey the atmosphere and mood of a dream in the styles
of Marc Chagall and Salvador Dali. Pupils use a digital camera to find appropriate images for
their background, and show that they can combine visual and tactile qualities, including colour,
shape and texture to achieve the desired effects. They are able to describe the surrealist style of art
they are undertaking, and show good knowledge of the artists they are studying.
102. Although limited art and design lessons were seen, evidence suggests that the quality of teaching is
at least good. Pupils’ portfolios and work around the school show a good variety of styles,
materials and processes. Teachers plan lessons well, using good, well structured range of
activities. This enables pupils to try many different styles, and to have a good breadth of
experience. Skills are systematically developed through concentration on observation skills and
through practising and improving their work. At Key Stage 1, pupils have undertaken paintings
and drawings in the style of van Gogh and many other artists. Teachers foster good learning
through the use of correct artistic vocabulary and by modelling and demonstrating tasks well. The
curriculum is effectively supported by whole-day art activities, such as a ‘brass rubbing day’, and
a ‘ceramics’ artist visit, which successfully enhance provision in all year groups. Good
presentation and display of artwork are real strengths. Pupils at both key stages are given many
good opportunities to complete three-dimensional work of a high standard.
103. The new co-ordinator has made a good start in her role and is supporting her colleagues to good
effect. Effective portfolios have been established, showing good progress over time. The new
policy and scheme of work are being used well to improve provision and standards. There has, as
yet, been little monitoring of teaching and learning, but the co-ordinator has rightly identified the
need for this as part of her development plan. Teachers know their pupils well, but there is a lack
of formal assessment and recording procedures to inform future planning and to ensure that work
is accurately matched to the individual ability of the pupils.
DESIGN AND TECHNOLOGY
104. Pupils make satisfactory progress and the majority attain standards that meet the national
expectation at the end of both key stages. This represents a decline in standards since the last
inspection when they were judged to be very good. Whilst pupils are good at designing and
making, the decline is due to insufficient emphasis being given to evaluating and improving pupils
own models and commercially made artefacts. Pupils with special educational needs enjoy design
and technology and make similar progress to other pupils.
105. By the end of Year 2 pupils have had some good experiences of designing and making models,
such as shadow puppets, wheeled vehicles with an emphasis on axle construction and designing a
pair of sunglasses. These are often skilfully linked with other subjects such as history and ICT. In
one topic based on the story of “The Lighthouse Keepers Lunch”, pupils designed and made a
lighthouse. They successfully incorporate food technology by preparing a lunch for the lighthouse
keeper with an appropriate method for transporting the meal from the mainland across open sea.
Pupils confidently discuss their designs and the materials used for their construction, describing
how their models could be improved by using stronger materials, different adhesives or by taking
more care in measuring and cutting out. This evaluation and improvement stage, however, is often
missed in many lessons.
106. By the end of Year 6, pupils have had experience of an appropriate range of activities. Pupils in
Year 3 produce models with moving parts propelled by pneumatics, whilst in Year 4 pupils are
given suitable opportunities to construct various motorised vehicles. Pupils in Year 6 design and
make various fairground rides using pulleys. Other activities include designing and making
musical instruments, a picture frame, a pop up toy using the principle of a cam shaft, decorated
pottery after the style of Claris Cliffe and fish made from wire. Pupils discuss their work
enthusiastically and show good speaking skills. They retain and recall previously learnt knowledge
well. Pupils understand well how to design and make their models, explaining clearly, for
example, the principles of a camshaft as a working model. As with the younger pupils they readily
discuss how to improve their models when questioned, but teachers’ planning allows insufficient
time, in lessons, for pupils to evaluate their work thoroughly.
107. Teaching throughout the school is always at least satisfactory, and occasionally good. Very good
teaching was observed in a food technology lesson for older pupils. The teacher had prepared
thoroughly by organising parent helpers to come in and help and there was an appropriate
emphasis on hygiene and the need to follow instructions carefully. Very good direct teaching took
place to ensure the correct skills were learned and all pupils improved by learning from the
mistakes of others. A good plenary session consolidated the very good learning. In another lesson
pupils designed and made a sweet box. They learned the importance of accurate measurement and
how to construct a net to make a three dimensional shape. Pupils show appropriate co-operative
skills and their behaviour is always good. They have a satisfactory understanding of safety
procedures and use the tools and materials correctly. These factors have a positive impact on
pupils’ learning and the standards achieved.
108. The co-ordinator provides appropriate support for her colleagues and has built up a good range of
tools and consumable resources. The policy document has some omissions and needs revising to
emphasise the need to evaluate and improve models in particular. Teachers generally know their
pupils well, but there are no effective formal assessment and recording procedures to inform future
planning, and to ensure that work is accurately matched to the needs of individual pupils. The co-
ordinator evaluates planning and completed work, but has not been given opportunities to share
best practice by working alongside colleagues in the classroom.
109. The majority of pupils build effectively upon the good experiences provided in the reception classes
and attain standards that exceed the national expectation. This is a significant improvement from
the previous inspection, when standards were found to be broadly in line with national
expectations. Pupils at Key Stage 1 have a good knowledge of geographical facts and recognise,
for example, the sorts of equipment and clothing that people would need on a walking holiday in
the Lake District. They have a good knowledge of the United Kingdom and the majority can
quickly and confidently locate Frimley and major cities on a map of the United Kingdom. Higher
attaining pupils know, for example, that the Lake District is in the North of England. They access
meteorological data, using the Internet, and identify reasons why the weather in the north of
England will tend to be cooler and wetter than it is in Frimley. They know and understand that
rainfall is caused when moist air is forced to rise as it passes over high land. Pupils in a Year 3
class can also identify, with great confidence, that the nearest weather station to the school is
situated at Heathrow Airport. They know how environments change over time, recognise positive
and negative aspects of the local area, and suggest sensible improvements.
110. Pupils at Key Stage 2 generally make good progress and, by the end of Year 6, the majority attain
standards that are well above the national expectation. This is a better standard than that found in
the previous inspection. Pupils in Year 4 have a good understanding of the similarities and
differences between houses in southern England and the houses found in a village in India. They
explain correctly why different materials are used and higher attaining pupils are beginning to gain
an appreciation of the impact of geographical factors on human behaviour. A group of more able
pupils made good links, with effective support from the teacher, between aspects of physical
geography and the economic decisions that people make in different localities. Pupils in Year 5
have a very good knowledge and understanding of rivers and the erosive action of water. They
know, for example, that sedimentary rocks occur in layers and that rivers can be very destructive
as they wear away weaker strata. Pupils in Year 6 have very good mapping skills, but it is their
appreciation and interpretation of the geographical factors that lead to particular patterns of human
and economic behaviour that is so impressive. Pupils in another Year 6 class can name all the
continents of the world, can identify valid reasons why Europe is highly populated and know the
names of many European capitals. Higher attaining pupils know the meaning of hemispheres and
understand that the equator is an imaginary line around the earth.
111. Teaching is good overall, but spans the range from satisfactory to very good. In better lessons,
teachers have very good subject knowledge and are able to answer correctly the complex and often
challenging questions posed by some of the higher attaining pupils, and to set tasks that lead to a
growth of knowledge and understanding. In one lesson judged to be satisfactory overall, the
teacher lacked appropriate subject knowledge and after an interesting and well-presented
introduction, set a task for all pupils that provided insufficient challenge. Pupils enjoy their studies
in the subject and are proud of their highly developed knowledge and understanding of the world.
They talk about their work with great enthusiasm and have very good recall of the activities
completed. The curriculum is broad and balanced and good emphasis is given to local study and
fieldwork. Good use is made of ICT applications and there are numerous good opportunities for
pupils to apply their literacy and numeracy skills.
112. The management of the subject is good overall and the co-ordinator has a good understanding of
the future needs of the subject. Assessment procedures are currently weak and there is no effective
mechanism to support teachers when they are planning work that will provide sufficient challenge
to the range of abilities found in almost all classes. There is an appropriate policy statement, but
more detail is required to support less confident colleagues in how the subject is to be taught,
particularly to higher attaining pupils and those with special educational needs. Insufficient
opportunities have been provided, to date, to enable the co-ordinator to work alongside colleagues
and to share best practice.
113. Pupils make good progress throughout the school and the majority of pupils attain good standards
by the end of Key Stage 1 and very good standards by the end of Key Stage 2. This is a significant
improvement from the previous inspection, when standards were found to be broadly in line with
national expectations. Pupils with special educational needs make good progress and are
supported well by learning assistants.
114. At Key Stage 1, pupils recognise the distinction between the past and the present by looking at
Victorian toys and comparing them with toys today. They are beginning to gain a good
understanding of chronology by placing toys in order on a timeline. They plan sensibly how to set
up a class museum of toys and discuss with their teacher how to group and label the toys, to good
effect. They examine the household equipment of fifty years ago and compare and contrast them
with kitchen utensils today. They listen to stories about figures from history, such as Grace
Darling, and stories in the literacy hour often refer to people in the past.
115. Pupils in Year 3 learn, in detail, about the Victorians and their way of life. They show a good
knowledge and understanding of the conditions endured by Victorian working children and the
differences between the lives of the rich and poor. This makes a good contribution to the pupils’
moral and social development. Pupils access information on the Internet from the Public Records
Office and use this information well to investigate how aspects in the local area have changed over
a period of time. Pupils in Year 4 examine the reasons behind the Roman invasion of Britain and
gain a very good understanding of how the Romans shaped British society by their settlement.
Pupils in Year 5 study the Ancient Egyptians and learn to understand in great detail the importance
of the River Nile to them. They understand very well the significance to ancient peoples of their
gods and goddesses and of their view of the world thousands of years ago. Pupils in Year 6 learn
about the Tudors in very great detail and examine many aspects of the period. There are good
links with art and design when pupils look at the work of Tudor painters and how powerful people
are represented. They study the lives of Henry VIII and his six wives and the impact of the
explorations of Drake and Raleigh, to very good effect.
116. Work in history is greatly enhanced by visits to such places as Hampton Court, the British
Museum, Farnham Museum and a trip by canal boat on the Kennet and Avon Canal. The
education officer from a local museum brings toys and artefacts for the Key Stage 1 pupils to
study, which enhances the learning of the pupils. Some appropriate uses of ICT, particularly the
Internet, are made in all study units of history. Pupils use a wide range of sources of information
to develop their enquiry skills and pupils are taught, particularly at the top of Key Stage 2, to
identify different ways in which the past is represented.
117. Overall the teaching of history is good. It ranges from satisfactory to good in Key Stage 1 and
satisfactory to very good in Key Stage 2. Teachers plan their work well and the requirements of
the National Curriculum are fully met within a cycle of topics. Good use is made of displays and
time-lines in classrooms, which provide a rich stimulus for pupils and sometimes pose questions
for pupils to answer. There are no effective formal procedures for assessing and recording the
progress made or the attainment of individual pupils and, as a result, it is not always possible to
match work accurately to their individual needs. In most lessons all pupils complete the same task
and differentiation is largely by the teacher’s expectation of the outcome. This is a weakness.
118. Pupils’ attitudes to learning are very positive. They show great interest and most behave very well
in class. They discuss issues confidently, listen well to each other’s comments and contributions,
and respond well to the activities set. They present their work neatly, particularly at the end of
Key Stage 2.
119. The co-ordinator has great enthusiasm and a good knowledge and understanding of the subject.
She shows a good awareness of the future developments that are required to raise existing
standards to still higher levels. She monitors planning and the outcomes of lessons effectively, but
has not yet been given opportunities either to monitor the quality of teaching and learning, or to
share best practice by working alongside her colleagues.
INFORMATION AND COMMUNICATION TECHNOLOGY
120. Pupils’ standards of attainment match those expected in Year 2 and Year 6, and in the skills of
word processing they are above average through the school. Since the vast majority of pupils
attain the standards expected, this makes the school’s overall standard good, as a higher than
average proportion of pupils are reaching the expected level. This is an improvement on the
satisfactory standards reported at the previous inspection.
121. Pupils develop a range of appropriate skills to enable them to present their ideas in text, tables,
graphs and pictures. By the end of Year 2, pupils type their stories and poems directly on to the
computer, effectively correcting and re-drafting their work as they go. Pupils’ good knowledge of
the tools available to correct their work is well developed, so that in Year 4 pupils confidently use a
variety of methods in their re-drafting, and they change the style and size of text to fit the purpose
of the task. By Year 6, pupils have learnt how to merge text and graphics to develop sophisticated
presentations, with moving pictures and captions. All pupils in the class observed worked
confidently at creating their own presentation of a topic of their own choice.
122. Pupils make good progress in developing the skills of data handling so that in Year 1 pupils used a
variety of computer generated graphs to present information they had collected on children’s
favourite foods, for example. In Year 5, pupils are able to present information using tables, graphs
and pie charts. They interrogate the data and explain which form of presentation is the most useful
for clarity of understanding. The more able pupils in Year 5 have been introduced to spreadsheets
and have very quickly realised the power of the computer in working out calculations once they
have developed a formula to help them.
123. Pupils have a good appreciation of the uses of information and communication technology, and in
Year 2 pupils have sent e-mails to an author of children’s books as part of their work in English.
In Years 5 and 6, pupils are using information gathered from the Internet to do research in history
and geography. The skills of controlling devices are satisfactorily promoted in Year 2 through the
use of a floor robot, and older pupils develop sound skills in using computer turtles.
124. The provision for ICT has considerably improved since the previous inspection. All teachers have
now attended the government recommended training scheme linked to the National Grid for
Learning initiative. This has resulted in greater expertise and confidence in teaching. The school
has also created a new computer suite that has enough computers for each child in a class to sit at
their own machine. This means that pupils are given regular opportunities to experiment and
develop new skills and consolidate learning. The suite has only been in use this term, but it is
already having a dramatic impact on the speed of pupils learning. These two factors have
considerably improved the quality of teaching and learning through the school resulting in the very
good gains in learning observed in many lessons. Pupils’ good learning is also the result of their
interest and very good levels of concentration. Pupils of all ages from reception to Year 6 are very
enthusiastic about visiting the computer suite and they quickly acquire new skills and knowledge.
125. The quality of teaching is good overall. This is an improvement on that provided before the time-
tabled lessons in the computer suite, because previously, pupils in different classes, within the
same year, did not always receive the same levels of opportunity. This was partly due to the
differences of equipment in classes, partly to the different methods used by different teachers to
manage ICT and partly due to differences in subject confidence and expertise. These differences
have now largely been addressed. Particular strengths of the teaching observed were the good
levels of preparation made before going to the suite. In Year 6, for example, pupils had already
gathered the information they wanted to present as part of their multi-media presentation. The
teacher had also prepared them well by introducing the different skills they would require and
enabling them to practise them so that, once they started their own presentations, the pace and
productivity in the lesson was very good. Lessons are often well structured and this ensures that
knowledge and skills develop systematically and build steadily. In all lessons in the computer
suite, teachers and pupils benefit from the support of a resident technician. She is very
knowledgeable and provides good levels of help and guidance. She works well with staff and gives
sensitive support to those who are less confident. Where teaching is less effective, teachers do not
always have a sufficiently clear objective for the pupils’ learning. In some lessons observed
insufficient use was made of the plenary session to discuss what pupils had learnt so that they
could clarify their ideas and share their experiences.
126. Teachers make appropriate use of ICT in many other subjects to support pupils’ learning. It is
well used in literacy lessons. Its use in mathematics is satisfactory, and in science, computer
generated graphs are regularly used to present data, such as pulse rate and heart beats in Year 5.
Pupils in Year 4 used their ability to develop a variety of styles, colour and sizes of font to good
effect when creating labels for sweet packaging as part of their lesson in DT.
127. The co-ordinator provides good leadership in the development of ICT throughout the school. She
has carefully monitored the changes made and created her own effective action plan for the
priorities for further improvement. She has started to evaluate the quality of pupils’ learning
through her discussions with pupils in Years 2, 4 and 6, but there are no formal systems in place as
yet. The co-ordinator plans to work with staff from next half term to provide support, and as an
informal method of monitoring the quality of teaching. There are not, as yet, effective whole-
school procedures for assessing pupils’ attainment in ICT and for monitoring their progress. In
some classes, pupils are encouraged to evaluate their own progress in completing a task, but this is
not general practice. Resources for the subject are good. There is now a very positive ratio of
pupils to each computer. Pupils’ learning has considerably benefited from the greater
opportunities to work regularly at a computer on their own.
MODERN FOREIGN LANGUAGES
128. Pupils in Years 5 and 6 are taught French, to very good effect, by a specialist member of the
foreign language staff at the nearby secondary school. Pupils’ are making very good progress and
are achieving very good standards in the subject. This provision makes a very positive
contribution to pupils’ knowledge and understanding of another European culture.
129. Standards in music across the school are above expectations and pupils achieve well in lessons.
They make consistently good progress and, where lessons are taught by the co-ordinator, progress
is very good. This is a similar picture to the last inspection. Progress in composing is very good
and leads to high standards.
130. Pupils enjoy their music-making activities and join in with enthusiasm. The tuition provided by
visiting specialist teachers in a wide range of instruments, is a strength and enhances provision for
pupils of all ages. Younger pupils explore sounds and rhythms well through the use of simple
percussion, and sing familiar songs with enjoyment. They compose simple pieces by making
sounds with their hands competently, and follow instructions very well to make their sounds loud
or soft. They stop and start on request and listen well to the contributions of others. Many are
able to repeat a given rhythm and create a simple rhythm themselves for others to follow. They
learn about the musical elements of pitch, duration and tempo, and use them well in their
compositions. They sing with enthusiasm and keep time well.
131. Older pupils have mature attitudes to their musical activities. They create percussion parts to
develop a mood, working very well in small groups, discussing, testing and then improving their
compositions. They compose very good mood pieces which others comment on constructively.
They play instruments with control and rhythmic accuracy. They listen well, with good attention
to detail. Pupils across Key Stage 2 enjoy singing. They sing in tune and work hard to improve
their performances. They explore and explain their feelings about their music. Their skills and
knowledge are good. For example, pupils in Year 6 know how to change a sound by changing the
beat and by changing pitch. They explained clearly the meaning of ‘vibration’. In one very good
lesson, pupils in Year 6 showed high levels of confidence as they described their mood music as
‘dramatic’ or ‘peaceful’. Many can read notation and play instruments accurately from a simple
score. They follow a conductor very well and take turns to conduct each other. They sing well in
assemblies, holding a tune very well.
132. The quality of teaching in music is good. It is very good when taught by the co-ordinator. At these
times, the musical experiences offered are of high quality, with many opportunities to sing, play,
improve and evaluate the work undertaken. In other lessons, teachers benefit from good support by
the co-ordinator. Under her guidance, good structure has been put into lessons so that pupils are
able to improve their skills on a regular basis. The main features of better lessons are the good
behaviour management and the high quality relationships that lead to very positive attitudes and
very rapid learning.
133. The quality of musical activities at the school varies in relation to the time of year. During the
inspection there was little additional musical activity to enrich pupils’ learning. However,
photographic and planning evidence shows that pupils in all year groups have opportunities to take
part in dramatic musical concerts, such as at Christmas and Easter, and during local festivals.
Pupils in all key stages perform Christmas concerts for their parents annually. Pupils in Year 2
and Year 6 take part in local music festivals each year.
134. A small range of visiting musicians, including a drummer and a harpist, have held whole-day
workshops for all pupils. Cultural provision within music is satisfactory. For example, last year
pupils in Key Stage 1 performed a concert linked to songs around the world. Opportunities for
pupils to listen to music from other countries is limited, however, and not enough instruments are
in place to reflect other cultures. Assessment procedures have yet to be established to enable
pupils’ progress to be monitored accurately. The subject is well led, however, and the co-ordinator
has a clear vision for the further development of the subject. Effective support is offered to other
teachers to enable them to develop their own musical abilities. This represents good practice and is
helping to improve the quality of teaching and learning in all year groups.
135. During the inspection, lessons were only seen in gymnastics and games. However, evidence was
also gained from school planning and recording documents, and from discussions with staff and
pupils. This evidence shows that pupils make satisfactory progress and that standards are in line
with the national expectations at the end of both key stages. This is a similar situation to that
found in the previous inspection.
136. In work seen during the inspection, standards were at the expectation in gymnastics and games.
Older, higher attaining pupils produce skilful sequences in soccer as a result of good teaching,
some of it in extra-curricular sessions led by the co-ordinator, by the caretaker and by specialists
engaged by the school. Contributory factors are effective links with the community and good
coaching by a range of adults. As a result, there are satisfactory opportunities for older pupils to
sharpen their skills in football and netball. Pupils reach satisfactory standards in competitive sport
and those in Year 6 enjoy residential visits that develop skills in adventurous pursuits. There are
suitable opportunities for swimming in a nearby pool and by the end of Year 6 the majority of
pupils can complete 25 metres. The satisfactory gains in learning are also helped by pupils’
positive attitudes. They listen carefully to instructions and try their best. For example, a Year 6
class produced a good sequence of movements in the gym as a result of paying careful attention to
what was required.
137. The quality of teaching is satisfactory overall, but at both key stages curricular arrangements limit
effectiveness. There is, for example, no detailed scheme of work to guide teachers in their
planning, particularly those who lack confidence and subject expertise. The teaching of games,
however, is often good. Learning objectives are clear, expectations of work and behaviour are
usually high and teachers present interesting tasks that enable pupils to make suitable progress.
The teaching of gymnastics is less effective mainly because of a general lack of subject expertise.
138. The management of the subject is satisfactory overall. The newly appointed subject co-ordinator
has a clear rationale for the subject and is aware of the need to develop detailed schemes of work.
However, insufficient opportunities have been provided for him to monitor teaching and planning,
and to share best practice by working alongside colleagues. There are no effective formal
assessment and recording procedures and, as a result, teachers are unable to plan effectively for the
wide range of activities and abilities that exist.