Inspection under Section 28 of the Education Act A report on the quality of education in

Transcription

1 Inspection under Section 28 of the Education Act 2005 A report on the quality of education in St Giles Church in Wales VC Primary School Madeira Hill Wrexham LL13 7DG School number: Date of inspection: 8 June 2010 by Jean Laura Hannam Date of publication: 10 August 2010 Under Estyn contract number:

2 Queen's Printer and Controller of HMSO 2010: This report may be re-used free of charge in any format or medium provided that it is re-used accurately and not used in a misleading context. The copyright in the material must be acknowledged as aforementioned and the title of the report specified. Copies of this report are available from the school. Under the Education Act 2005, the school must provide copies of the report free of charge to certain categories of people. A charge not exceeding the cost of reproduction may be made to others requesting a copy of the report.

3 Introduction St Giles Church in Wales VC Primary School was inspected as part of a national programme of school inspection. The purpose of inspection is to identify good features and shortcomings in schools in order that they may improve the quality of education offered and raise the standards achieved by their pupils. The inspection of all schools within a six-year cycle is also designed to give parents information about the performance of their child's school. The inspection of St Giles Church in Wales VC Primary School took place between 08/06/10 and 10/06/10. An independent team of inspectors, led by Jean Laura Hannam undertook the inspection. Estyn, a statutory body independent of, but funded by, the National Assembly for Wales, commissioned the inspection. The team was required to report on the standards achieved by pupils, the quality of education provided by the school, the quality of leadership and management and the contribution made by the school to its pupils' spiritual, moral, social and cultural development. Estyn's reports follow its guidance for the writing and editing of reports, which is available on the Estyn website ( The table below shows the terms that Estyn uses and a broad idea of their meaning. The table is for guidance only. Nearly all with very few exceptions Most 90% or more Many 70% or more A majority over 60% Half/around half close to 50% A minority below 40% Few below 20% Very few less than 10% The five-point scale used to represent all inspection judgements in this report is as follows: Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 good with outstanding features good features and no important shortcomings good features outweigh shortcomings some good features, but shortcomings in important areas many important shortcomings There are three types of inspection. For all inspections, there is a written report on seven key questions. For short inspections, there are no subject reports. For standard inspections, there are also reports on six subjects. For full inspections, there are also reports on all subjects. Estyn decides the kind of inspection that a school receives, mainly on the basis of its past performance. Most schools receive a standard inspection. All nursery schools, special schools, pupil referral units and any new or amalgamated schools receive a full inspection. This school received a full inspection.

4 Year groups and key stages Schools use a common system of numbering year groups from the start of compulsory schooling to 18 years of age. This system emphasises the importance of continuity and eases communication among schools, governing bodies, parents and LEAs. The term 'Reception' (R) refers to the year group of pupils in a primary school who reach the age of 5 during the academic year. Year 1 refers to the year group of pupils who reach the age of 6 during the academic year and so on. Year 13 is the year group of students who reach the age of 18 during the academic year. Primary phase: Year R Y1 Y2 Y3 Y4 Y5 Y6 Ages Secondary phase: Year Y7 Y8 Y9 Y10 Y11 Y12 Y13 Ages The National Curriculum covers four key stages as follows: Key stage 1 Year 1 and Year 2 Key stage 2 Year 3 to Year 6 Key stage 3 Year 7 to Year 9 Key stage 4 Year 10 and Year 11

5 Contents Page Context 1 Summary 2 Recommendations 8 Standards 9 Key Question 1: How well do learners achieve? 9 The quality of education and training 13 Key Question 2: How effective are teaching, training and assessment? 13 Key Question 3: How well do the learning experiences meet the needs and interests of learners and the wider community? 16 Key Question 4: How well are learners cared for, guided and supported? 18 Leadership and management 21 Key Question 5: Key Question 6: How effective are leadership and strategic management? How well do leaders and managers evaluate and improve quality and standards? Key Question 7: How efficient are leaders and managers in using 23 resources? Standards achieved in subjects and areas of learning 25 Foundation phase English Welsh second language Mathematics Science Information and communications technology Design and technology History Geography Art and design Music Physical education Religious education School's response to the inspection 42 Appendices 43 1 Basic information about the school 43 2 School data and indicators 43 3 National Curriculum assessments results 44 4 Evidence base of the inspection 46 5 Composition and responsibilities of the inspection team

6 Context The nature of the provider. 1 St Giles Church in Wales Voluntary Controlled Primary School was formed when the infant and junior schools were amalgamated in September The school was first built in 1885 and remodelled between 1986 and The present school is located on one site but in two buildings separated by the playground. It is situated close to the centre of Wrexham and serves the south west urban region of the town. The school describes the catchment area as mixed with a significant proportion socially and economically disadvantaged. It has recently been designated a Community First Area. Approximately 28% of pupils are entitled to free school meals (which is higher than the local and national average). The school admits pupils from the full spectrum of abilities and has a specialist Key Stage 2 Resourced Provision attached which caters for 12 pupils with Global Learning Difficulties. Twenty-one per cent of pupils need support for learning English as an additional language (EAL). Twenty-two per cent of pupils have been identified as needing additional learning support; this is slightly above the national average. Eight pupils have a statement of special educational needs (SEN). 2 The school caters for pupils, aged between four and 11 years but is currently extending the age range to include a nursery and Early Years Resource Unit. At the time of the inspection there were 304 full time pupils on roll, 159 of which were boys and 145 girls. They are organised into 13 classes most of which are mixed-aged. The admissions criteria follow the Local Authority (LA) guidance. The school states that early assessments indicate that children enter the school with levels of attainment below those of similar schools within the LA. There are currently two asylum seekers and two "looked after" pupils registered with the school. St Giles has a large transitory school population due to constant family movement. 3 Eighty-one per cent of the school speak English as their first language. The remaining 19% speak a variety of languages but mainly Polish. There are none who speak Welsh as their first language at home. The national curriculum (NC) is not modified for any pupil and none are disapplied. There have been five temporary exclusions over the past year. The school is able to cope with pupils with physical disabilities. 4 The infant and junior schools were last inspected in June 2003 and July 2005 respectively. The newly appointed headteacher has been in post since September 2009 and is supported by two senior managers. A major building project is underway to facilitate the implementation of the Foundation Phase and the Early Years Resource Unit. The school has been awarded the Basic Skills Quality Mark Award, the Bronze Eco-Award and has Investor in People status. The school's priorities and targets 5 The school's mission statement is: "At St Giles Primary School we aim to provide a pleasant, stimulating and secure Christian environment where children are encouraged to develop as individuals 1

7 acquiring skills both socially and academically in order to reach their full potential. We set this development in the context of understanding the unique heritage and culture of Wales and recognise the need to be global citizens who care for our world." 6 The school aims to: provide a welcoming, happy, purposeful, caring and secure environment; develop Christian values and beliefs whilst appreciating the richness and diversity of a multicultural society; develop personal and moral values with respect for other races religions and cultures; promote positive relationships, appropriate behaviour and good manners at all times; develop a healthy lifestyle where children are encouraged to make informed choices; enable children to understand the world in which they live and the interdependence of individuals, groups and nations; encourage and nurture the development of the child to their full potential regardless of their social background; provide a broad and balanced curriculum to gain the essential skills for a modern life; and develop learning as a partnership between parents, school, church and the wider community. 7 The key priorities as identified in the School Improvement Plan (SIP) for relate to establishing good communications with all stakeholders, ensuring collective worship is mainly Christian in nature, staff and pupil well-being, implementing effective learning techniques and the of use assessment data analysis to raise standards. Summary 8 St Giles Church in Wales VC Primary School is developing into a good school with some outstanding features. The school contributes effectively to the healthy eating and well-being of all and meets the needs of the full range of children and pupils on roll, within an ethos of total inclusion. The school is now moving forward in a positive manner as the recently appointed headteacher and senior management team (SMT) establish new processes to raise standards whilst endeavouring to maintain the best practice from the previous years. They are aided by the commitment, dedication and enthusiasm of the various staff teams. 2

8 Table of grades awarded Key Question Inspection grade 1 How well do learners achieve? Grade 3 2 How effective are teaching, training and assessment? Grade 3 3 How well do the learning experiences meet the needs and Grade 2 interests of learners and the wider community? 4 How well are learners cared for, guided and supported? Grade 2 5 How effective are leadership and strategic management? Grade 2 6 How well do leaders and managers evaluate and improve quality and standards? Grade 2 7 How efficient are leaders and managers in using resources? Grade 2 Grades for standards in the Foundation Phase 9 School assessment information indicates that the attainment of the majority of the children on entry into the Foundation Phase is below the LA average in every aspect assessed. The high quality interaction between children and adults in the Foundation Phase classes ensures that all children enjoy their learning, are enthusiastic, persevere and work hard at their tasks. Area of learning Inspection grade N R Y1 Y2 Personal and social development, wellbeing NA Grade 2 NA NA and cultural development Language, literacy and communication skills NA Grade 2 NA NA Welsh language development NA Grade 2 NA NA Mathematical development NA Grade 2 NA NA Knowledge and understanding of the world NA Grade 2 NA NA Creative development NA Grade 2 NA NA Physical development NA Grade 2 NA NA 10 The overall quality of educational provision for the under-fives is appropriate to their needs and the children are making good progress towards the Foundation Phase outcomes. Grades for standards in subjects inspected in key stage 1 and key stage 2 Inspection Area Key Stage 1 Key Stage 2 English 3 3 Welsh second language 2 3 Mathematics 2 2 Science 2 3 Information and communications technology 3 3 Design and technology 2 2 History 2 2 Geography 2 2 Art and design 2 2 Music 2 2 Physical education 2 2 Religious education 2 2 Foundation Phase 2 NA 3

9 11 During the inspection, grades achieved by pupils in the lessons observed are as follows: Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 2% 78% 20% 0% 0% 12 These percentages are below the figures indicated in the latest national results where standards are reported as being good or better (Grade 1 and 2) in 87% of lessons. They are below the published figures of 12% of lessons where standards of achievement are reported as being outstanding (Grade 1). 13 The results of the end of key stage 1 teacher assessments in 2009 show pupils' achievement is below the national and LA averages in English, maths and the core subject indicator (CSI), the number of pupils reaching level 2 and over in all three subjects. It is slightly above in science. When compared to similar schools in Wales based on the number of pupils receiving free school meals (FSM), the school is in the lower 50% in English, mathematics and the CSI. Results over the past few years in science and mathematic show a positive improvement. However, there has been a dip in English standards but the school is attempting to address this problem. 14 The 2009, end of key stage 2 teacher assessments were below the national and local averages in English, science and the CSI (the number of pupils reaching level 4 in all three subjects). The school is considerably above in mathematics. These results place the school in the lower 50% of schools with similar FSM, in science, English and the CSI. The school is in the top 25% in mathematics. 15 Individual cohorts vary considerably but on the whole standards have risen in key stage 2 in mathematics but declined in English, science and the CSI over the last few years. 16 The school states that all children and pupils achieve their set targets and goals. Pupils with additional learning needs (ALN) and those with potential behavioural problems make very good progress relative to their abilities. As a result of the very good quality support they are given, the majority of ALN pupils achieve their set targets. However, overall the more able do not always reach their full potential. 17 Children's development in key skills is good overall in the Foundation Phase. Although a significant minority speak a language other than English or Welsh at home, by the end of the year most children make good and sometimes very good individual progress in their communication skills; as they learn and develop in a supportive, structured environment. They make similar progress in their numerical and bilingual skills but those relating to information and communication technology (ICT) are less developed. 18 Overall, pupils' attainment level in key skills across the curriculum displays good features that outweigh any shortcomings in key stages 1 and The majority of pupils in key stage 1 use their key skills of speaking listening, reading, and numeracy well. Pupils develop good problem-solving and decision making skills as they take part in stimulating indoor and outdoor activities and their creative skills are good. Pupils' ICT, bilingual and writing skills have good features that outweigh shortcomings; the last two were issues for the previous inspection. 4

10 20 Overall, pupils in key stage 2 continue to make good progress in developing their numerical skills and various aspects of their key communication skills. However, in some classes, pupils writing skills across the curriculum are underdeveloped as are those linked to presentation of work. Pupils' ICT skills display good features that outweigh any shortcomings. 21 In key stage 2 pupils use their creative skills to enhance their work across the curriculum and consolidate their developing problem solving and decision making skills through their science and mathematical investigations. 22 Throughout key stages 1 and 2, pupils' bilingual skills in Welsh and English have good features that outweigh shortcomings. Pupils do not make sufficient use of these skills to communicate effectively and their use of incidental Welsh is mainly confined to formal situations. 23 Despite relatively low entry levels, children in the Foundation Phase make good overall progress as they settle quickly into school routines, in line with their age and ability. As they move into key stages 1 and 2, nearly all pupils, including those with ALN and EAL, make good individual progress and gain a wider knowledge, understanding and skill-base in the subjects and areas taught. Most pupils are developing good skills to improve their own learning. Overall, they understand what is required of them and what they must do to improve. On occasions, not all pupils are sufficiently challenged to enable them to reach their potential. 24 Pupils' progress in their personal, social, moral and wider developmental skills is good. Throughout the school nearly all pupils are well motivated, have a very positive attitude to work, take on group responsibilities and display enthusiasm for learning. Their general behaviour is outstanding as they progress through the school day. Pupils feel valued members of the community and they show a good level of respect for the faiths, values and traditions of others. Most pupils show a strong awareness of equal opportunities issues. 25 Average attendance over the three terms prior to the inspection was 91% which is below the national and LA figures but compares favourably with schools of similar backgrounds in the family of schools data. The quality of education and training 26 The quality of teaching in the lessons and part lessons observed was judged as follows: Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 6% 73% 19% 2% 0% 27 The percentages are below the latest national figures, as published in Her Majesty's Chief Inspector's (HMCI) Annual Report for , where the quality of teaching is reported as good or better (Grade 1 or Grade 2) in 85% of lessons. They are below the published figures of 17% of lessons where standards of teaching are reported as being outstanding (Grade 1). 28 All members of staff successfully establish good working relationships with learners. The contribution of the teaching assistants (TA) to the teaching and learning is good when their work is well managed by the teacher. 5

11 29 Teaching in the Foundation Phase is good. It is successful in stimulating children to learn through a good range of experiences. 30 Teaching in lessons for pupils with ALN, in withdrawal sessions and in the Resourced Provision, is good with outstanding features. These include excellent relationships and high expectations which raise pupils' self esteem and develop their life skills. Highly effective intervention by teachers and support staff, based on a very good knowledge of pupils' abilities and learning styles, helps pupils to overcome difficulties. 31 The quality of teaching in key stages 1 and 2 has many good elements overall but they are not consistent across the school, particularly in key stage 2. Outstanding teaching is characterised by a good use of open questioning together with high expectations and an extensive subject knowledge that is used very effectively to extend and challenge pupils' understanding to achieve excellence. 32 Where teaching is effective, good subject knowledge and expertise and effective time management ensure a brisk pace that keeps pupils, stimulated, motivated and on task 33 Where teaching is less effective, pace and rigour of tasks are not sufficiently matched to pupils' needs, expectations are low and the learning tasks and outcomes are not clearly explained. 34 In general, planning indentifies appropriate objectives and learning activities. Medium-term planning, however, does not as yet make comprehensive provision for the development of key skills and on occasions staff expectations for pupil achievement is not sufficiently high. 35 Although the planning frameworks used provide scope for evaluation, the extent to which teachers monitor and review the progress of groups and individuals and adapt provision to meet changing need varies considerably throughout the school. As yet, planning for progression is inconsistent throughout the school. 36 Arrangements to assess pupils' achievements and progress are good overall and school procedures meet legal requirements. 37 The school is developing a more robust system for setting targets for improvement and tracking pupils progress over time that is beginning to challenge both the teacher and the learner; this has not yet totally impacted on overall standards. 38 The quality of marking is variable. Work is regularly marked and sometimes includes evaluative comments and suggestions for improvements; however, the good practice evident in some classes is not consistently applied throughout the school. The teaching of presentation skills, particularly in key stage 2 is inconsistent. Oral feedback is good. 39 A good range of relevant experiences and practical activities are provided in the Foundation Phase which stimulates children's interest, skills and enjoyment in their learning. In key stages 1 and 2, the school provides a range of learning experiences that generally meet learners' needs but on occasions lack challenge. 40 Overall the provision for the development of pupils' basic and key skills has good features that outweigh any shortcomings. 6

12 41 Pupils' experiences are broadened and enriched through their involvement in the wide range of extra-curricular activities, out of hours provision, educational visits and involvement with the local and wider community. 42 The provision for pupils' spiritual, moral, social and cultural development is enhanced by strong links with parents, carers, the local community and the church of St Giles. Spirituality is further developed throughout the various curriculum areas. The school effectively promotes pupils' awareness of healthy living, sustainable development and global citizenship through the activities of the school council and eco committee. The effective arrangements to deliver personal and social education (PSE) support the development of life skills by offering numerous opportunities to develop the "whole child". 43 The good care, guidance and support arrangements for pupils are well planned and managed. Pupils with ALN and those in the Resource Provision are particularly well supported alongside those with any potential emotional or behavioural issues. The school has a warm and welcoming ethos where every pupil is appreciated as an individual. Overall, pupils have good relationships with all members of staff; this contributes significantly to developing their self respect and esteem, confidence and positive behaviour patterns. 44 There is a well established school council. 45 The way in which the school addresses any social disadvantage experienced by its pupils and ensures their equality of access to all provision is good. Racial harmony is promoted very well through policies and practices. This is a strength of the provision. 46 Arrangements for child protection and safeguarding learners are appropriate. 47 The school's provision for pupils with ALN is good with outstanding features. For example, the quality and frequency of individual support given to these pupils and the range of external experiences offered to enhance their life-skills. 48 The relatively new arrangements to encourage pupils to behave well are very effective. This is an outstanding feature at St Giles. It is evident in the very good standards of behaviour of pupils during lessons and around the school that strategies to control unacceptable behaviour patterns have been very successful. Leadership and management 49 The recently appointed but experienced headteacher has had a fruitful and focused start to his time at St Giles. Evidence suggests his actions have already led to a rise in the standards of teaching and learning. He is well supported by two senior managers and a developing SMT. 50 Senior managers have a clear sense of purpose and direction which is effectively communicated to all stakeholders. Throughout the school members of staff work together closely and support each other effectively. There is a whole-school spirit developing between facilitators within the two buildings. Overall TAs are well directed to support individuals and groups so that pupils of all abilities enjoy equal access to all the opportunities provided. 51 Curriculum leaders are developed well. The newly introduced procedures and structures aimed at raising standards of teaching and learning are beginning to 7

13 impact on individual pupils' progress throughout the school; in particular those related to "Effective Learning Techniques" and "Thinking Skills". 52 Overall, the governing body is very supportive of the headteacher and staff. Governors are beginning to develop their strategic role as they increase their knowledge about standards, based on first hand evidence. As a result they feel they are now more able to contribute effectively to the school's self-evaluation process and SIP. 53 The governors meet their legal and regulatory requirements in full. 54 The school has good procedures for gathering information about the performance of the school and identifying the school's strengths and areas for development. This is based on a thorough evaluation of a range of first-hand data and views. All teaching and non-teaching staff, parents and governors have been consulted. Standards are now monitored regularly and the findings linked to the SIP. 55 In its judgement on the seven key questions, the inspection team agrees with four out of the seven judgements made by the school in its self-evaluation report. 56 Staff work together in "Area of Learning" teams that involve personnel from all key stages. Information gathered from these teams feeds the self-evaluation report, SIP and the long-term priorities that will ultimately move the school forward. 57 A few issues remaining from the amalgamation are still being addressed by the headteacher and SMT. 58 The adequacy, suitability and use made of staffing, learning resources and accommodation is good. Overall, pupils have ready access to a range of good quality resources appropriate to their age and needs. 59 The school is adequately staffed with well qualified, experienced, enthusiastic and committed staff who strive to meet the needs of all children and pupils throughout the school. 60 Teachers have benefitted from attending regular, appropriate in-service training (INSET) courses and as a result standards have risen. The overall quality of the experience of the support staff is a notable feature of the provision as they form an integral part of the learning and support environment. 61 Financial management is rigorous within very tight constraints and reviewed regularly. The school gives good value for money. Recommendations 62 In order to develop and progress, the school should: R1 R2 continue to raise standards in subjects and key skills, including bilingual competence and writing in general, which were issues at the previous inspection; ensure that the recently introduced systems of tracking progress and target setting are sufficiently robust to offer a high degree of challenge to and expectation for all pupils;* 8

14 R3 R4 R5 R6 consolidate teachers' planning systems throughout the school to guarantee progression of skills and subjects taught and ensure work is suitably matched to the individual needs of all pupils; raise standards in the presentation of pupils work to a consistently high level throughout the school; ensure all new initiatives are fully embedded within the culture of the school and thoroughly monitored to assess their impact on the teaching and learning;* ensure that any remaining issues from the amalgamation process are resolved and continue to work at increasing the level of attendance throughout the school.* Note: *The school has already identified R2 R5 and R6 in its own self-evaluation report and associated documentation. The governing body is responsible for amending its current development plan to incorporate action in response to the recommendations within 45 working days of receiving the report, showing what the school is going to do about the recommendations. This plan, or a summary of it, will be circulated to all parents at the school. Standards Key Question 1: How well do learners achieve? Grade 3: Good features that outweigh shortcomings 63 The findings of the inspection team do not match the judgement made by the school in its self-evaluation report of Grade 2 as the strategies recently introduced by the new leadership have not yet fully impacted on standards throughout the school. Grades for standards in the Foundation Phase Area of learning Inspection grade N R Y1 Y2 Personal and social development, wellbeing NA Grade 2 NA NA and cultural development Language, literacy and communication skills NA Grade 2 NA NA Welsh language development NA Grade 2 NA NA Mathematical development NA Grade 2 NA NA Knowledge and understanding of the world NA Grade 2 NA NA Creative development NA Grade 2 NA NA Physical development NA Grade 2 NA NA 64 The overall quality of educational provision for the under-fives is appropriate to their needs and the children are making good progress towards the Foundation Phase outcomes. 9

15 Grades for standards in subjects inspected in key stage 1 and key stage 2 Inspection Area Key Stage 1 Key Stage 2 English 3 3 Welsh Second Language 2 3 Mathematics 2 2 Science 2 3 Information and Communications Technology 3 3 Design and Technology 2 2 History 2 2 Geography 2 2 Art and design 2 2 Music 2 2 Physical Education 2 2 Religious Education 2 2 Foundation Phase 2 NA 65 During the inspection, grades achieved by pupils in the lessons observed are as follows: Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 2% 78% 20% 0% 0% 66 These percentages are below the figures indicated in the latest national results where standards are reported as being good or better (Grade 1 and 2) in 87% of lessons. They are below the published figures of 12% of lessons where standards of achievement are reported as being outstanding (Grade 1). 67 The results of the end of key stage 1 teacher assessments in 2009 show pupils' achievement is below the national and LA averages in English, mathematics and the CSI (the number of pupils reaching level 2 and over in all three subjects). It is slightly above in science. When compared to similar schools in Wales based on the number of pupils receiving FSM, the school is in the lower 50% in English, mathematics and the CSI and on the median in science; it is below the "family grouping" average. Girls outperform the boys in all core subjects except science. The school has taken suitable action to address some of the issues related to underachievement by arranging early focused support. Results over the past few years in science and mathematics have shown a positive improvement. However, there has been a dip in English standards. The school has identified a number of factors contributing to this decline and is in the process of addressing the problem. 68 Over recent months the school has begun to take a very focused approach to analysing all available data on an individual level and introduced procedures to identify under-achievement and exceptional achievement at the earliest opportunity. 69 In 2009, the percentage of key stage 1 pupils gaining a higher level 3 is below the local, national and "family group" averages in English, mathematics and science; girls outperform the boys. As yet the school has not fully addressed the problem of fluctuating gender achievement at any key stage. 70 The 2009 end of key stage 2 teacher assessments were below the national and local averages in English, science and the CSI (the number of pupils reaching 10

16 level 4 in all three subjects). The school is considerably above in mathematics. These results place the school in the lower 50% of schools with similar FSM, in science, English and the CSI. The school is in the top 25% in mathematics. Girls outperform the boys at this key stage. 71 Individual cohorts vary considerably but on the whole standards have risen in key stage 2 in mathematics but declined in English, science and the CSI over the last few years. Over this period results indicate the percentage of key stage 2 pupils gaining the higher level 5 is below the national and local average in English and science and above in mathematics. It is slightly above the "family group" averages. Girls outperform the boys in English, mathematics and science at this level. Although the gender difference is wide when compared to similar schools in the "family group" in 2009, no pattern has yet emerged over the years as the balance fluctuates according to individual cohorts. 72 School assessment information indicates that the attainment of the majority of the children on entry into the Foundation Phase is below the LA average in every aspect assessed. The high quality interaction between children and adults in the Foundation Phase classes ensures that all children enjoy their learning, are enthusiastic, persevere and work hard at their tasks. They concentrate for relatively long periods of time and are able to work independently on a variety of structured and self-selected activities. 73 The school states that all children and pupils achieve their set targets and goals. 74 Pupils with ALN and those with potential behavioural problems make very good progress relative to their abilities. As a result of the very good quality support they are given, the majority of ALN pupils achieve their set targets. However, overall the more able do not always reach their full potential. 75 Although a significant minority of pupils speak a language other than English or Welsh at home, by the end of the Foundation Phase the children make good and sometimes very good individual progress overall in their communication skills as they learn and develop in a supportive, structured environment. They make similar progress in their numerical skills but those relating to ICT are less developed. 76 Overall, pupils' attainment level in key skills across the curriculum displays good features that outweigh any shortcomings in key stages 1 and The majority of children in key stage 1 use their key skills of speaking, listening and reading well. They use their reading skills to follow instructions and listen to each other attentively when engaged in carpet time activities. They use their numerical skills very competently for a variety of purposes across all areas of learning. Most pupils develop good problem-solving and decision making skills as they take part in stimulating indoor and outdoor activities. Their creative skills are good as they collaborate effectively to produce group collages and individual paintings of quality. Pupils' reading, ICT skills and writing skills have good features that outweigh shortcomings; the latter was an issue for the previous inspection. 78 Overall, pupils in key stage 2 continue to make good progress in developing their numerical skills and the key communication skills of speaking and listening. Most pupils listen well, concentrate on their tasks and understand what is required of them. Many speak clearly and are happy to discuss their work with visitors. 11

17 Overall in key stage 2 pupils are beginning to apply their reading skills effectively across the curriculum as a source of pleasure and to gain information. However, pupils writing skills across the curriculum are underdeveloped as are their presentation skills. Pupils' ICT skills across the areas of learning display good features that outweigh any shortcomings. 79 In key stage 2, pupils use their creative skills to enhance their work across the curriculum and reinforce their developing problem solving and decision making skills though their science and mathematical investigations. 80 Throughout key stages 1 and 2, pupils' bilingual skills in Welsh and English have good features that outweigh shortcomings. Pupils do not make sufficient use of these skills to communicate effectively and their use of incidental Welsh is mainly confined to formal situations. They exchange greetings and respond to simple instructions and requests, but lack confidence and show uncertainty in their ability to communicate bilingually as they progress through the school. They are, however, developing a good awareness of the culture and traditions of Wales through Y Cwricwlwm Cymreig. 81 Children in the Foundation Phase make good overall progress as they settle quickly into school routines, in line with their age and ability. 82 As pupils move into key stage 1 they make good individual progress and gain a wider knowledge, understanding and skill-base in the subjects and areas taught. 83 In key stage 2, pupils build on the skills acquired previously to achieve more challenging targets particularly in mathematics but this is not consistent throughout all areas of learning. As they progress though the key stages pupils are beginning to develop a clearer understanding of what they are learning, how well they are doing and what they need to do to improve as they move onto the next stage of their learning. The majority are beginning to work independently and regularly evaluate their own work and that of others. 84 Pupils in key stages 1 and 2 attain the targets set for them by the school. The majority are able to discuss these freely with adults but a significant minority are not sufficiently challenged to reach their full potential. 85 The development of pupils' personal, social and learning skills is good. Throughout the school nearly all pupils are well motivated, have a very positive attitude to work and display enthusiasm for learning. They make valuable contributions to lessons and participate well as they make effective use of their time in school. Pupils receiving specific intervention for ALN or EAL understand the need to work hard in order to make progress and apply themselves diligently to their lessons. 86 Average attendance over the three terms prior to the inspection was 91% which is below the national and LA figures but compares favourably with schools of similar backgrounds in the family of schools data. A minority of pupils arrive late at the start of the school day. Registration is conducted efficiently and pupils settle quickly into their class routines. 87 Overall pupils' behaviour at St Giles is outstanding as they show great respect for adults and fellow pupils. They move confidently around the school in an orderly and disciplined manner. Nearly all fully understand and respect the schools systems for dealing with misbehaviour and see them as fair and appropriate. 12

18 Most have a clear sense of right and wrong and behave responsibly throughout the school day. 88 Pupils' spiritual, moral, social and cultural development is good. They respond appropriately in acts of collective worship and are developing a clear understanding of their own and others' beliefs. Pupils have a good understanding of their Welsh culture and the wider world. Pupils undertake their delegated responsibilities around the school, particularly where recycling issues are concerned. They show great respect for adults and fellow classmates and have a good understanding of right and wrong. Most state they feel valued members of the school community. 89 Nearly all pupils show a strong awareness of equal opportunities issues and have clear respect for life in the diverse, multicultural society in Wales today. They have a positive attitude to different cultural traditions, beliefs and values within the school and the wider community. 90 Pupils show a very good understanding of the community involvement and world of work as a result of the considerable number of strong community links. These include visitors to the school or trips to commercial establishments by the pupils. For example pupils in Y5 and Y6 are involved in a detailed study of the local shopping complex which fosters an understanding of what is required of them in the work place, as future citizens. The quality of education and training Key Question 2: How effective are teaching, training and assessment? Grade 3: Good features outweigh shortcomings 91 The findings of the inspection team do not match the judgement made by the school in its self-evaluation report of Grade 2; this is because of the wide variation in the quality and effectiveness of teaching observed during the inspection. 92 The quality of teaching in the 52 lessons and part lessons observed was judged as follows: Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 6% 73% 19% 2% 0% 93 The percentages are below the latest national figures, as published in HMCI's Annual Report for , where the quality of teaching is reported as good or better (Grade 1 or Grade 2) in 85% of lessons. They are below the published figures of 17% of lessons where standards of teaching are reported as being outstanding (Grade 1). 94 At the time of the inspection one experienced teacher was on leave and her class was being taught by a supply teacher. 95 All members of staff successfully establish good working relationships with learners, which helps them to learn, often with a sense of enjoyment. The contribution of the TAs to the teaching and learning is good when their work is well managed by the teacher. 96 Teaching in the Foundation Phase is good. It is successful in stimulating children to learn through a good range of experiences. Learning objectives and success 13

19 criteria known as 'successful spider' are agreed with children at the start of each lesson. Activities are well planned and include all areas of learning. Lessons are evaluated and the information used to formulate future work. Staff know the children well and adapt questioning and focussed tasks appropriately. Good use is made of opportunities to develop bilingual skills. 97 Teaching in lessons for pupils with ALN, in withdrawal sessions and in the Resourced Provision Unit, is good with outstanding features. This includes excellent relationships and high expectations which raises pupils' self esteem and develop their life skills. Highly effective intervention by teachers and support staff, based on a very good knowledge of pupils' abilities and learning styles, helps pupils to overcome difficulties. Teachers use a good variety of teaching strategies and resources to maintain interest and pupil involvement and make good use of peer and continual assessment. Very well planned activities encourage pupils to take responsibility for their own actions. 98 The quality of teaching in key stages 1 and 2 has many good elements overall but they are not consistent throughout the school, particularly in key stage 2. Outstanding teaching is characterised by a good use of open questioning together with high expectations and an extensive subject knowledge that is used very effectively to extend and challenge pupils' understanding to achieve excellence. On such occasions the range of teaching methods and resources used secures the engagement of the learner. 99 Where teaching is effective, good subject knowledge and expertise and effective time management, ensure a brisk pace that keeps pupils, stimulated, motivated and on task. Staff manage support within the group effectively and explain the learning intentions clearly to pupils; they evaluate the learning at the close of each lesson against the original intention. 100 Where teaching is less effective the pace and rigour of tasks are not sufficiently matched to pupils' needs, expectations are low and the learning tasks and outcomes are not clearly explained. As a result pupils do not make sufficient progress in their skills, knowledge and understanding. In particular, the needs of more able pupils are not always met with sufficiently challenging activities to extend their knowledge and understanding. 101 In general, members of staff have a good range of subject knowledge and through recent training are becoming more familiar with current developments in the primary practice of skills based learning and promoting learners' thinking skills. The school's implementation of the "Effective Learning Initiative" ensures that learning intentions are generally shared and success criteria usually agreed with pupils. The emphasis placed on promoting basic skills in English and mathematic is good but overall key skills expectations are not generally shared with pupils so they are not always aware of which skills they are developing. 102 Overall, members of staff successfully promote equality of opportunity consistently across the curriculum. In a minority of lessons, TAs are not used effectively to support pupils who are new to English. 103 In general, planning indentifies appropriate objectives and learning activities. Medium-term planning, however, does not as yet make comprehensive provision for the development of key skills and on occasions staff expectations for pupil achievement is not sufficiently high. 14

20 104 Although the planning frameworks used provide scope for evaluation, the extent to which teachers monitor and review the progress of groups and individuals and adapt provision to meet changing need varies considerably throughout the school. In the best examples, marking and assessment for learning strategies are used well so that evaluations of progress inform the next steps for individual pupils; however this practice is not consistent throughout the school. 105 Arrangements to assess pupils' achievements and progress are good overall and school procedures meet legal requirements. 106 In the Foundation Phase, children's progress is carefully monitored in all the areas of learning and their learning needs sensitively addressed. Effective ongoing assessment enables staff to provide appropriate activities which meet the needs of all children. This also provides a comprehensive profile for use throughout the early years and by teachers in Y3 on transition. 107 In key stages 1 and 2, there is a comprehensive system of assessment which is based on a substantial amount of data. The school is developing a more robust system for setting individual targets for improvement and tracking pupils' progress over time that is beginning to challenge both the teacher and the learner; this has not yet totally impacted on overall standards. 108 Results of national and standardised tests in English and mathematics are analysed and used to set class and year group targets for improvement. Teachers, in consultation with senior staff and the SENCO, use theses results to create teaching groups, identify pupils in need of intervention programmes and those pupils who are under achieving. 109 The school monitors its progress in English, mathematics and science in relation to local and national results and measures its progress compared to other similar schools. Portfolios of pupils' work in English, mathematics and science have been put together as part of this process. These are used well and all members of staff take part in whole school moderation of pupils' work. 110 Throughout the school, a range of appropriate strategies are used to assess pupils' knowledge and understanding during lessons. In many lessons pupils agree success criteria at the beginning of lessons and then review their progress in achieving them. The school is developing pupils' ability to assess themselves and their peers. Assessment of key skills is underdeveloped as is assessment of pupils in the non-core subjects. 111 The quality of marking is variable. Work is regularly marked and sometimes includes evaluative comments and suggestions for improvements; however, the good practice evident in some classes is not consistently applied throughout the school. The teaching of presentation skills, particularly in key stage 2 is inconsistent and on occasions leads to confusion in the assessment of pupils' written work. Oral feedback is good. Pupils are involved in individual target setting for English, maths and PSE. 112 Teachers inform parents and carers about their child's progress at parents' evenings and through written annual reports. The end of year reports for pupils in key stages 1 and 2 are clear, informative and meet national requirements. Parents are given the opportunity to comment on the report. Parents and carers generally find the information they receive on their children's progress to be helpful. 15

21 Key Question 3: Report by Jean Laura Hannam How well do the learning experiences meet the needs and interests of learners and the wider community? Grade 2: Good features and no important shortcomings 113 The findings of the inspection team match the judgement made by the school in its self-evaluation report of Grade The overall quality of educational provision for the under-fives is appropriate to their needs and the children are making good progress towards the Foundation Phase outcomes. A good range of relevant experiences and practical activities are provided which stimulates children's interest, skills and enjoyment in their learning. 115 Religious education for children in Foundation Phase fully meets the statutory regulations. Religious education at this stage is covered across all areas of learning. The children are beginning to understand through role-play and stories that people have different views that influence their lifestyles. 116 At key stages 1 and 2, the school provides equal access for all pupils, including those with ALN and with EAL, to a broad and balanced curriculum that meets statutory requirements including those for religious education and collective worship. 117 In the Foundation Phase, planning is good and ensures provision in all seven areas of learning. Children thoroughly enjoy the well-balanced range of experiences and learning opportunities in both the indoor and outdoor classrooms. These match their stage of development and learning needs very well. 118 In key stages 1 and 2, the school provides a range of learning experiences that generally meet learners' needs. Topics are planned in a two-year cycle in an effort to ensure coverage of the curriculum in mixed age classes but in a significant minority of cases pupils are not sufficiently challenged. Teachers of parallel classes plan effectively to ensure consistency within each year group. Arrangements to ensure progression between key stages are not yet fully embedded. 119 Overall the provision for the development of pupils' basic and key skills has good features that outweigh any shortcomings. Although daily planning indicates what skills are covered the school has not fully implemented a sufficiently robust skills framework to ensure progression of these skills throughout the key stages for its long term planning. Pupils' problem-solving, numeracy, investigative and creative skills are supported well. 120 Pupils' experiences are broadened and enriched through their involvement in the wide range of extra-curricular activities, out of hours provision, educational visits and involvement with the local and wider community. For example there is a close link between the school and Erddig Hall; visits to which greatly enhance the provision in many areas of learning. 121 The promotion of pupils' spiritual, moral, social and cultural development is good. Pupils' moral and social development is promoted well by all members of staff, who provide good role models and a range of experiences through which pupils learn to care for themselves and each other as they work together in harmony throughout the day. Pupils of all ages relate well to each other and a sense of 16