INSPECTION REPORT

ST MARY AND ST JOHN CATHOLIC PRIMARY

SCHOOL

Wigan

LEA area: Wigan

Unique reference number: 106459

Headteacher: Mrs Mary Kearsley

Reporting inspector: Mr Jean-Pierre Kirkland

4483

Dates of inspection: 15

th

– 16

th

October 2001

Inspection number: 194079

Short inspection carried out under section 10 of the School Inspections Act 1996

© Crown copyright 2001

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: Infant and junior

School category: Voluntary aided

Age range of pupils: 4 - 11

Gender of pupils: Mixed

School address: Standishgate

Wigan

Postcode: WN1 1XL

Telephone number: (01942) 206733

Fax number: (01942) 513869

Appropriate authority: Governing Body

Name of chair of governors: Mrs Lynn Cottriall

Date of previous inspection: April 1997

INFORMATION ABOUT THE INSPECTION TEAM

Team members

4483 Jean-Pierre Kirkland Registered inspector

19443 Nancy Walker Lay inspector

17710 Maureen Sillifant Team inspector

The inspection contractor was:

PPI Group Ltd

7 Hill Street

Bristol

BS1 5RW

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

Alexandra House

33 Kingsway

London

WC2B 6SE

REPORT CONTENTS

Page

PART A: SUMMARY OF THE REPORT 4 - 7

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

Standards

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

WHAT THE SCHOOL DOES WELL 8 - 11

PART C: SCHOOL DATA AND INDICATORS 12 -14

PART A: SUMMARY OF THE REPORT

INFORMATION ABOUT THE SCHOOL

St Mary and St John Catholic Primary School is voluntary aided and has 195 pupils on roll, which is

smaller than most primary schools. The school is situated close to the town centre of Wigan, but serves

a wider area than that. Pupils come from a mixture of owner occupied homes or rented accommodation.

Less than 5 per cent of pupils are currently known to be entitled to free school meals. The majority of the

pupils have white ethnic backgrounds and there are no pupils with English as an additional language.

Just over 20 per cent of pupils are on the school’s special educational needs register, which is broadly

average. There is less than 0.5 per cent of pupils with a statement of special educational need, which is

well below the national average. Attainment on entry to the school is broadly average, but with a wide

spread of recorded ability when pupils are first assessed. The headteacher and chair of governors are

new in post since the previous inspection.

HOW GOOD THE SCHOOL IS

This is a very good and very effective school with many outstanding features. Pupils make excellent

progress overall supported by teaching of a very high standard, a very good curriculum and excellent

leadership and management. With slightly above average costs per pupil, the school provides very good

value for money.

What the school does well

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

There has been very good improvement since the school was previously inspected in April 1997. A new

headteacher and new chair of governors have been appointed since then and all the issues for

improvement have been targeted and successfully accomplished. This has resulted in a steady and

sustained improvement in standards in every area of the school, but especially for older pupils aged

eleven in English, mathematics and science. Information and communication technology (ICT) has

improved greatly and it is now a key feature of all lessons, affecting learning positively across the

curriculum. The most significant improvements have taken place in teaching and in leadership and

management. The way in which the work of the school is guided and directed is currently outstanding

and, as a result, the school is in a very strong position to continue sustaining its high standards and to

keep pace with any changes in the future.

STANDARDS

The table shows the standards achieved by pupils at the end of Year 6 based on average point scores in

National Curriculum tests.

compared with

Performance in: all schools

similar

schools

Key

1998 1999 2000 2000

English A B A A

well above average

above average

A

B

mathematics A* C A C

average

below average

C

D

science A* B A* A

well below average E

The 2000 national test results show pupils reaching well above average standards in English and

mathematics, and very high standards, in the top five per cent nationally, in science. The more recently

published 2001 results show a similar pattern, but with a slight decline in the proportion of pupils

reaching the higher level in science. The current Year 6 pupils, however, are working at very high levels

in all three subjects and making excellent progress in most lessons. The school has worked hard to

overcome identified weaknesses in mathematics and standards have risen during the past 18 months.

Compared to the performance of pupils in similar settings, the school is well above average. The

proportion of pupils reaching the higher level 5 at age eleven is well above the national average overall.

Over time, standards have been consistently well above the national average.

Children enter the school with levels of attainment that are broadly average, although there is a wide

range of ability when they are first assessed. Progress in the early years is rapid and this is sustained up

until the age of seven, where the year 2000 national tests showed pupils to be in the top five per cent of

schools nationally in reading and writing, and well above average in mathematics and science. Pupils’

work shows that these impressive standards are sustained and built on in the junior section of the school,

where a key feature of learning is the broadening of pupils’ education through very good links between

subjects. Gifted and talented pupils make excellent progress and achieve very high standards as a result

of being encouraged to develop their creativity and by being provided with appropriately challenging

work. Pupils identified as having special educational needs make excellent progress over time and reach

levels that are outstanding for them personally.

The school’s targets for improvement have been met as a result of identifying and improving relatively

weaker areas of learning, such as in science or mathematics.

PUPILS’ ATTITUDES AND VALUES

Aspect Comment

Attitudes to the school Excellent – pupils love the school and are really keen to do well; they

enjoy learning.

Behaviour, in and out of

classrooms

Very good in and out of the classroom, with very good levels of self-

control. There have been no exclusions during the last decade.

Personal development

and relationships

Excellent throughout the school and making a strong contribution to

effective learning.

Attendance Well above the national average and a significant contribution to the

outstanding progress made.

TEACHING AND LEARNING

Teaching of pupils in: Reception Years 1 – 2 Years 3 – 6

Quality of teaching Excellent Excellent Excellent

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 outweigh weaknesses.

Teaching is excellent overall. Inspectors recorded nothing less than good teaching during the inspection,

with a very high proportion of excellent and very good teaching throughout the school, including in the

Foundation Stage. All teachers have very good levels of knowledge and understanding of the subjects of

the National Curriculum and they manage their classes in an excellent fashion. Support staff have

meaningful and purposeful tasks to do and they give pupils’ learning a great boost whenever they are

present. Teachers use resources very well and the challenge offered to pupils is outstandingly good. The

basic skills of literacy and numeracy are taught in an excellent way, enabling pupils to learn at a very

rapid rate and make outstanding progress over time. Teachers make lessons very interesting by cross-

referencing learning in one lesson to learning in another, on a frequent basis. This successfully broadens

pupils’ experiences and they learn the principles of transferring skills and understanding from one

subject to another. Early identification of all pupils with special educational needs, including the gifted

and talented, enables teachers to plan effectively, and for these pupils to receive challenging learning

throughout the school. The way in which work is matched to the needs of each group of pupils in lessons

is an outstanding feature of the success in planning and organisation.

OTHER ASPECTS OF THE SCHOOL

Aspect Comment

The quality and range of

the curriculum

Very good and fully in compliance with statutory requirements. The

curriculum is made very attractive through strong links between subjects

and by covering a wide range of interesting and stimulating topics. Extra-

curricular activities are satisfactory and enhance the curriculum

appropriately.

Provision for pupils with

special educational needs

Very good, and leading to successful achievement for all these pupils by

the age of eleven.

Provision for pupils’

personal, including

spiritual, moral, social

and cultural development

Very good in lessons and assemblies. The school’s provision in this area

is embedded very well into its philosophy of broadening pupils’ education

and developing the whole child fully.

How well the school

cares for its pupils

Good overall, but with outstanding features such as the use of

assessment to help pupils make progress and the staff knowledge and

understanding of the personal and academic needs of each individual

pupil.

HOW WELL THE SCHOOL IS LED AND MANAGED

Aspect Comment

Leadership and

management by the

headteacher and other

key staff

Outstanding teamwork, commitment to high standards, clarity of vision

and very high standards of monitoring and evaluating progress and

success contribute to this excellent feature of the school.

How well the governors

fulfil their responsibilities

Governors have a very good understanding of the work of the school,

including its strengths and areas for development. The strategic use of

finances when planning, obtaining good value for money and support in

the classroom are strong features of the work of governors.

The school’s evaluation

of its performance

Excellent. The school has realistic targets with open and shared

management strategies, enabling all to participate fully and have some

stake in the ownership of the education process.

The strategic use of

resources

Very good. The school is very well resourced and any minor issues, such

as extending sections of the teaching areas, are planned well and

effectively carried out.

PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved

PART B: COMMENTARY

WHAT THE SCHOOL DOES WELL

Enables its pupils to achieve very high standards in English, mathematics, science and

music at the age of eleven.

1. Standards of work seen during the inspection were very high for the oldest pupils in the school. In

English, mathematics and science, the current Year 6 pupils were working at levels that place them

in the top five per cent of pupils nationally. In all three subjects, pupils have very secure knowledge

and understanding. This is a significant improvement since the previous inspection. Over time, the

school’s results have been well above the national average and have been rising at a greater rate

than the national trend.

2. Writing is of a very high standard. Letters are clearly formed and work is very well presented.

Pupils use a wide range of vocabulary in their writing and their spelling is of an equally high

standard. Pupils’ speech is articulate and clear, when answering questions, and when doing

presentations in assemblies. Pupils are able to explain clearly why they are doing a specific task, or

they can explain the strategies they are using when solving a problem or working on a task in

groups. Pupils read avidly, freely and with enjoyment.

3. In mathematics, standards are also very high. Pupils’ understanding of fractions, decimals and

percentages and how to convert from one to the others is excellent. Pupils work very rapidly when

calculating in their heads and they have very good knowledge and understanding of how to use

calculators in other circumstances. All pupils have a firm grasp of ratio and proportion, they handle

data with confidence and they have developed very good problem-solving strategies.

4. In science, work is presented to a very high standard in terms of content, understanding, layout and

illustrations. Work is linked very well to visits, such as a recent one to a local wildlife trust. Work on

food chains and food webs and on photosynthesis is factually accurate and pupils’ understanding is

very well developed.

5. In music lessons and in hymn practice, pupils’ understanding of technical terms is excellent. They

all know terms such as dynamic, rhythm, tempo and beat; they sing to a very high standard,

applying the technical language in a real practical sense as they vary the volume and keep to

rhythmic patterns very well. Diction when singing is very clear. Pupils are imaginative and creative

in composition. They re-create evocative descriptive compositions to parody specific animals,

having listened effectively to various portrayals from the Carnival of the Animals by Saint-Saens in

Year 3.

6. Pupils gain great benefit by having literacy and numeracy skills reinforced in many other areas of

the curriculum. In history, for example, pupils in Year 4 are given plenty of opportunities to explore

their imagination and develop their skills by writing as if they were characters in the Victorian era,

such as a servant or governess at Haigh Hall. Year 6 work in literacy is linked very effectively to

geography through an appreciation of languages in India. Science affords many opportunities for

pupils to measure, calculate and interpret data, or to write up effective descriptions and evaluations

of their experiments. This constant reinforcement of skills across the curriculum makes a very

strong contribution to learning for all pupils throughout the school and leads to the high standards

recorded in the national tests and seen in the work during the inspection.

Provides excellent teaching overall, leading to outstanding levels of learning.

7. Teaching throughout the school, including the Foundation Stage, is excellent with many very good

features. This is a very significant improvement since the previous inspection. Lessons are

thoroughly planned and aimed at ensuring that all pupils make equally good progress. This is

achieved by matching the work precisely to the needs of each group of pupils. Using the wealth of

helpers and assistants to the full, whole classes are often split into four or five separate groups,

each with an adult helper, whether classroom assistant or voluntary helper. In Year 2 mathematics,

for example, this enabled the teacher to create four groups, each working at a slightly different

level, but with each having its own set of challenges as pupils consolidated their learning and

understanding of number patterns.

8. Teachers have excellent understanding of how pupils learn and this is especially true of the

reception age children. By careful planning and making excellent links across learning areas, the

teacher ensures that basic literacy and numeracy skills become embedded into children’s thinking

from a very early age. Learning mathematics is made fun for children who have just come into

school, by using number rhymes; in sessions with an English language focus, the teacher uses

humour and body movements very imaginatively in order to help children learn the names and

sounds of letters of the alphabet.

9. Teachers ensure that all pupils learn basic skills very well. There is very good attention paid to all

the skills of literacy – speaking, listening, reading and writing – not just in English, but across other

subject areas as well. For instance, in a Year 3 music lesson, pupils were expected to sit and listen

as they heard a piece by one of the great composers and they were expected to be able to interpret

its meaning. In science, there is a very high expectation that all work will be neatly presented and

clearly laid out, which is successfully achieved by the majority of pupils. Pupils are given

opportunities to act out roles in assemblies, to project their voices and to speak in a clear manner.

There are specific sessions of extended writing given to pupils linked to other subjects such as

history or geography. Numeracy skills are used extensively in weighing and measuring when

making soup in food technology in the Infants section. Pupils learn to count rhythm and beat in

music, so, when singing in parts, they enter at an appropriate time. In ICT, pupils were encouraged

to access specific information from a range of programs to enhance their work in history on the

Victorian era. Pupils learn very effectively how to convert data into graphs in science lessons using

ICT.

10. Teachers manage their classes very well. There are very high expectations of good behaviour and

quality of work. Pupils knuckle down to their studies with a minimum of fuss. They enjoy the high

challenges and large numbers of hands fly up frequently when the teacher is questioning them in

lessons, all eager to succeed and have a go. Even in assemblies, in front of much larger

audiences, pupils are not afraid of having a shot at answering questions. Pupils are highly

motivated by the interesting and dynamic way in which lessons are taught and they are very

productive as they seek solutions to problems or in completing group tasks.

11. Learning is greatly enhanced by the very effective use of resources. Rapid learning took place

around the interactive white-board computer screen, as pupils learnt the skills of using

spreadsheets in Year 5, and in Year 6 of how to import and paste a picture from a file in one

program to a file in another. Using counting blocks, number squares and number lines, pupils

rapidly consolidate their understanding of numbers up to twenty in Year 1, making excellent

progress in acquiring the basic skills of counting on and backwards. In Year 3, pupils learn the art of

composition by using a wide range of tuned and untuned percussion instruments, learning to be

creative with sound and to work co-operatively in groups. In Year 5, pupils learn the art of making

special effects when writing a play, with the teacher having prepared a very good introduction to

outline the differences between a radio play and TV play.

Enables all its pupils to make excellent progress over their time in school.

12. On entry to the school, children’s attainment varies greatly, but it is broadly average. By the end of

their time in school, standards are very high. This is excellent progress over time and a significant

improvement since the previous inspection.

13. Progress is very high in all the key areas of learning. Skills in literacy begin in the Foundation

Stage from the very beginning. The teacher focuses very well on ensuring that pupils learn the

correct sounds when saying names out loud and vocabulary is learnt as pupils begin to write in

booklets on a theme of ‘myself’. In the rest of the school, pupils are encouraged to count whenever

possible, often during registration periods when the teacher announces the number on roll, those

absent and asks for the number present. Musical instruments such as the xylophone are used

effectively to reinforce counting in Year 1. Pupils learn their tables rapidly and many have become

very proficient at controlling the mouse when designing patterns on the computer. By Year 2,

standards have risen at a very rapid rate and, in 2000, standards of reading and writing were in the

top five per cent of schools nationally and well above average in mathematics and science. This is

extraordinary progress over a relatively short time.

14. As pupils move on to the junior section of the school, these standards are sustained effectively.

Standards are equally high by the age of eleven in English, mathematics and science, with a

significant proportion of pupils each year achieving the higher levels in the national tests. Pupils

learn to read quickly and effectively, digesting information rapidly and being able to recall aspects

of the story, or the names of characters readily. Progress in number work is also excellent. Pupils

consolidate their prior learning well and very good planning across the whole curriculum ensures

that pupils apply this learning well. For example, pupils learn and apply the skills of data conversion

to graphs in geography and history; they interpret census figures in history and use their very good

knowledge of measure to follow the beat in music and use their understanding of space when

designing purses in design and technology.

15. Progress in learning a new hymn for all the juniors was judged to be outstanding during a hymn

practice. Within ten minutes, all the pupils had learnt the melody of a new hymn and could sing it

very well in four parts. Such rapid progress was dependent upon clear instructions to follow the

words as the piano was played, outstandingly good leadership by the two teachers when bringing

the pupils in to sing their various parts and a determination by pupils to get it right from the start.

Co-operation and concentration in this session, and in many other lessons seen during the

inspection, are major factors in ensuring rapid learning and high standards.

Provides outstanding levels of leadership and management.

16. A very significant improvement since the previous inspection has been in the quality of leadership

and management. Most of the issues raised in the last report were responsibilities strongly linked to

management. These have been completely addressed through careful action planning. The school

is excellently led by the headteacher. She is equally proficient in her role as teacher, leader and

manager. She knows all her staff and pupils exceptionally well. She is often in the classrooms as a

support to staff whenever management duties allow. Her style of management is one of corporate

decision making. This has been extremely successful in establishing a family atmosphere within the

school where all persons are treated with respect and their contributions valued. Staff share a

corporate vision and are committed to sustaining the high standards and to ensuring that each pupil

gets the best possible education. The senior management team is active in establishing clear

targets for future development; there is a high level of lesson observation and evaluation in order to

improve techniques and teaching performance. Teachers share their areas for improvement and

celebrate their successes in an atmosphere of mutual and professional understanding. Subject

leaders monitor planning and have regular release time for work in their own areas of responsibility.

This has resulted in the provision of a very good curriculum with strong links between subjects and

a broad learning diet for pupils as they mature.

17. Governors are now far more active in the school. All the outstanding financial and other issues

raised by the previous audit report have been addressed successfully. Governors are aware of the

strengths and relative weaknesses of the school and are as equally anxious as the senior

management team to ensure that all strengths are built upon and all weaknesses are removed.

These areas for improvement, which reflect the relatively lower standards in some areas of

mathematics including investigation and problem solving, have become a sharp focus in the school

development plan. Governors and management ensure that the aims of the school are reflected

fully in the work of the school and, in this, they are extremely successful.

18. There is a strong spirit of co-operation among staff and long term planning is of a very high quality.

The new planning is following national guidelines, suitably amended to meet the needs of the pupils

at the school. Strong links with the parish and community ensure additional help is on hand in

classrooms, when pupils visit sites in the area, or to provide support for extra-curricular sporting

activities. Inspectors noted that this aspect of the school was a substantial feature in promoting

very good and often excellent learning in classrooms.

With the help of the parish and community, successfully develops the whole child spiritually,

morally and socially in a caring atmosphere against a background of very good behaviour and

excellent relationships.

19. There is a very strong community feel to the school. There are very good links to the parishes

where many of the pupils and parents live. Relationships are very positive throughout the school.

Pupils work very well together, especially when composing music together, solving mathematical

problems, or refining designs in design and technology. Pupils have great respect for their teachers

and work very well for them on the tasks set. This is a most harmonious community dedicated to

improving learning and achieving high standards. All visitors are made welcome and parents are

regularly encouraged to become part of their children’s learning. Many are active in school on a

regular basis.

20. Parents approve strongly of the moral values and attitudes promoted by the school. There is a

strong commitment to learning the faith and its moral values. Assemblies build very well on the

themes being discussed in personal and social education lessons, religious education or in literacy,

such as friendship and Baptism. Pupils make regular collections for local and international

charities, where the focus is on thinking of someone less fortunate than themselves. Pupils take

part frequently in local musical and arts festivals and events, and the awards gained are on

prominent display in an entrance foyer that declares that the school is about success and

achievement. Older pupils in Years 5 and 6 benefit greatly from residential experiences in this

country and abroad, helping to broaden their social skills and cultural awareness effectively. In

discussion, pupils said the school trips were one of their favourite activities, especially joint trips

with other schools where they had opportunities to meet different pupils.

21. The school provides frequent and regular opportunities for pupils to reflect, assess and evaluate

what they are doing. In assemblies, pupils think about the theme of the session before saying a

prayer; in lessons, they are encouraged to assess what they have written or said, but in a self-

critical manner, with the emphasis on how might it be improved. Work on display in art and design

and design and technology contains pupils’ own evaluations of their finished products. Pupils said

they loved to see their work on display and that it made them feel proud to be part of the school.

22. Behaviour is very good throughout the school and this makes a significant contribution to learning.

Pupils come into registration in the morning prepared to learn. They are calm and orderly as they

start the day. A very good tone for subsequent learning is set. Pupils move around the school to the

hall for music or physical education or assemblies in a sensible and self-disciplined manner. They

behave very well in the playground where older Year 6 pupils support younger ones extremely

effectively. They mix and socialise very well. Pupils show great respect for the adults who work with

them. The good behaviour and absence of any oppressive behaviour gives pupils great confidence

in their school and an added determination to give of their best and succeed.

Ensures, through careful planning, that all children in the school are fully included in all

activities and events and that there is equal access to learning opportunities.

23. All pupils are valued equally in the school. Great care is taken to ensure that, through careful

planning, each child has equality of opportunity and access to all areas of school life. Whenever

teachers question pupils in lessons, they ensure that the appropriate level of question is directed to

each pupil in order to challenge them effectively. Pupils are regularly assessed and teachers keep

a careful record in order to ensure that any work set is suitable to the known level of each

individual, or group of individuals. Early assessment of children in the reception class ensures that

any specific needs are identified and planned for from an early age. Other information gathered

through tests or observations by staff is used to the benefit of pupils. Those who are showing any

signs of struggling to keep up with their work are given additional help through the register of

special educational need if the problem persists. Pupils who are showing specific talents in any

areas are quickly identified and given additional challenging material to work with so that they

move forward at an appropriate pace. Staff know their pupils extremely well and are aware of a

wide range of personal and academic problems and issues. Teachers ensure that all pupils learn

well in lessons by moving around the room during groupwork and questioning pupils and their

understanding of the tasks they are engaged upon.

24. The school ensures that all pupils have equal access to residential trips, whether abroad to northern

France, or more locally to the Lake District. If financial problems occur, funds have been provided

from a range of sources so that no pupil is excluded. An LEA bursary is made available in similar

cases over specialist music tuition. Even though the school is built on a relatively steep slope,

access to all areas is assured through exterior ramps and wide doors. Through close liaison with

parents, with specialist external help and from within the shared expertise in school, there is

appropriate help and support given to pupils at all times.

PART C: SCHOOL DATA AND INDICATORS

Summary of the sources of evidence for the inspection

Number of lessons observed 22

Number of discussions with staff, governors, other adults and pupils 11

Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

Number 9 9 4 0 0 0 0

Percentage 41 41 18 0 0 0 0

The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about

teaching. Care should be taken when interpreting these percentages as each lesson represents more than four percentage points.

Information about the school’s pupils

Pupils on the school’s roll YR – Y6

Number of pupils on the school’s roll (FTE for part-time pupils) 195

Number of full-time pupils known to be eligible for free school meals 8

FTE means full-time equivalent.

Special educational needs YR – Y6

Number of pupils with statements of special educational needs 1

Number of pupils on the school’s special educational needs register 40

English as an additional language No of pupils

Number of pupils with English as an additional language 0

Pupil mobility in the last school year No of pupils

Pupils who joined the school other than at the usual time of first admission 10

Pupils who left the school other than at the usual time of leaving 6

Attendance

Authorised absence Unauthorised absence

%

%

School data 4.3 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 reporting year.

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 reporting year 2000 10 13 23

National Curriculum Test/Task Results Reading Writing Mathematics

Boys 9 9 10

Numbers of pupils at NC level 2

and above

Girls 13 13 13

Total 22 22 23

Percentage of pupils

School 96 (96) 96 (96) 100 (96)

at NC level 2 or above

National 83 (82) 84 (83) 90 (87)

Teachers’ Assessments English Mathematics Science

Boys 10 10 10

Numbers of pupils at NC level 2

and above

Girls 13 13 13

Total 23 23 23

Percentage of pupils

School 100 (93) 100 (96) 100 (100)

at NC level 2 or above

National 84 (82) 88 (86) 88 (87)

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 reporting year 2000 20 13 33

National Curriculum Test/Task Results English Mathematics Science

Boys 18 17 20

Numbers of pupils at NC level 4

and above

Girls 13 12 13

Total 31 29 33

Percentage of pupils

School 94 (83) 88 (79) 100 (90)

at NC level 4 or above

National 75 (70) 72 (69) 85 (78)

Teachers’ Assessments English Mathematics Science

Boys 14 15 20

Numbers of pupils at NC level 4

and above

Girls 13 13 13

Total 27 28 33

Percentage of pupils

School 82 (59) 85 (59) 100 (90)

at NC level 4 or above

National 70 (68) 72 (69) 79 (75)

Percentages in brackets refer to the year before the latest reporting year.

Ethnic background of pupils Exclusions in the last school year

No of pupils Fixed period Permanent

Black – Caribbean heritage 2 Black – Caribbean heritage 0 0
Black – African heritage 2 Black – African heritage 0 0
Black – other 0 Black – other 0 0

Indian 0 Indian 0 0

Pakistani 3 Pakistani 0 0

Bangladeshi 0 Bangladeshi 0 0

Chinese 0 Chinese 0 0

White 0 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) 8 Financial year 2000/2001

Number of pupils per qualified teacher 24.4

Average class size 27.9 £

Education support staff: YR – Y6 Total income 358,488

Total number of education support staff 5 Total expenditure 352,612

Total aggregate hours worked per week 95 Expenditure per pupil 1818

Balance brought forward from previous year 37,353

Balance carried forward to next year 43,229

Recruitment of teachers

Number of teachers who left the school during the last two years 3

Number of teachers appointed to the school during the last two years 2

Total number of vacant teaching posts (FTE) 0

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 0

Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 0

FTE means full-time equivalent.

Results of the survey of parents and carers

Questionnaire return rate

Number of questionnaires sent out

195

Number of questionnaires returned

85

Percentage of responses in each category

Strongly

agree

Tend to

agree

Tend to

disagree

Strongly

disagree

Don’t

know

My child likes school. 57 39 2 1 0

My child is making good progress in school. 53 43 0 0 4

Behaviour in the school is good. 52 46 1 0 1

My child gets the right amount of work to do at

home.

40 53 5 0 1

The teaching is good. 64 34 0 0 2

I am kept well informed about how my child is

getting on.

37 50 8 1 4

I would feel comfortable about approaching the

school with questions or a problem.

67 28 4 0 1

The school expects my child to work hard and

achieve his or her best.

63 35 0 0 2

The school works closely with parents. 45 45 7 1 1

The school is well led and managed. 55 36 4 0 5

The school is helping my child become mature

and responsible.

52 43 0 0 5

The school provides an interesting range of

activities outside lessons.

35 41 17 5 2

Other issues raised by parents

Some parents expressed concern at having to pay for instrumental music lessons.