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Team members
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.
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
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.
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.
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 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.
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.
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.
What pleases parents most What parents would like to see improved
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.
Number of lessons observed 22
Number of discussions with staff, governors, other adults and pupils 11
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.
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
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.
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.
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.
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.
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
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.
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.