Durand Primary School

Transcription

1 Inspection under Section 10 of the Schools Inspections Act 1996 Durand Primary School Alianore Road, Caldicot, Monmouthshire NP26 4DF School Number: 679/2261 Date of Inspection: 31 January 2 February 2005 by Allan Fear WO/15698 Under Estyn contract number T/180/04P

2 Crown Copyright 2004 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 the source and date thereof are stated. Copies of this report are available from the school. Under the School Inspections Act 1996, 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 Durand Primary School was inspected as part of a national programme of school inspection. The purpose 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 more information about their child s school. A copy of this summary is sent to every family with a child at the school. The full report can be obtained from the school. The school was inspected under new arrangements which include: The use of a new inspection framework; An emphasis on the school s own evaluation of its work; and A representative of the school staff, in this case the headteacher, who worked with the inspection team as a nominee. Before the inspection, governors and staff produced a self-evaluation report that included their judgements on the work of the school. Inspectors used this report to choose areas to examine in order to confirm the accuracy of the school s judgements. The inspection of Durand Primary School took place between 31 January 2 February An independent team of inspectors, led by Allan Fear 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. This summary report may be reproduced for noncommercial educational purposes but only as a whole and provided it is reproduced verbatim without adaptation and the source and date thereof are stated. 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

4 Year groups and key stages Schools use a common system of numbering year groups from the start of compulsory schooling to 18 years 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 (not a nursery class) who attain the age of 5 during the academic year. Year 1 refers to the year group of pupils who attain the age of 6 during the academic year and so on. Year 13 is the year group of students who attain the age of 18 during the academic year. Year R Y 1 Y 2 Y 3 Y 4 Y 5 Y 6 Y7 Y8 Y9 Y10 Y11 Y12 Y13 Ages Key Stage 1 of the national curriculum consists of Year 1 and Year 2: key stage 2 of Year 3 to Year 6: key stage 3 of Year 7 to Year 9: key stage 4 of Year 10 and Year 11 (which is the final year of compulsory education).

5 Contents Page Context 1 Summary and recommendations 2 Standards 10 Key question 1: How well do learners achieve? The quality of education and training 13 Key question 2: How effective are teaching, training and assessment? Key question 3: How well do the learning experiences meet the needs and interests of learners and the wider community? Key question 4: How well are learners cared for, guided and supported? Leadership and management 20 Key question 5: How effective are leadership and strategic management? Key question 6: How well do leaders and managers evaluate and improve quality and standards? Key question 7: How efficient are leaders and managers in using resources? Standards achieved in subjects and areas of learning 26 Early Years Mathematics Science Information technology Geography Physical education School's response to the inspection 35 Appendices 36 A Basic information about the school B School data and indicators C National Curriculum assessments results 2004 D The evidence base of the inspection E Composition and responsibilities of the inspection team

6 Context The nature of the provider 1. Durand Primary School, with 258 pupils aged 4 to 11 years of age, serves the town of Caldicot, situated in the authority of Monmouthshire. The area from which pupils are drawn is, according to the school, neither advantaged nor disadvantaged, socio-economically; 12% of pupils are entitled to free school meals. This is higher than the local education authority s and lower than the all- Wales average of pupils entitled to free meals. Around 19% of pupils have special educational needs (SEN), including four pupils with a statement of special educational need. The home language of all pupils is English. 2. The school has its own early years provision, a reception class of 30 children. Most children attend a pre-school play group or nursery prior to entering the reception class. 3. The school was last inspected in There are ten full-time members of staff, including the headteacher who does not have a full time teaching responsibility. The current headteacher has been in post for six months. Since the last inspection the school has experienced eight headteacher or acting headteacher appointments. This has had a significant impact on continuity of provision, strategic planning and the development of secure and effective links with parents and the community. The current headteacher has a good awareness of the needs of the school and the strategic vision and skills to implement the necessary changes. The school s priorities and targets 4. The school s mission statement states that the school will endeavour to work with all pupils in order to develop the skills needed to help them develop their full potential. The school aims to create high standards of learning experiences and create a lively and stimulating, secure and caring environment. To develop positive links with the community and a partnership with parents and to develop an ethos that enables the individual to feel positive about themselves and their experiences. 5. The school s major priorities and targets for 2004/2005 include: 1. to improve the quality of writing through the First Steps approach; 2. to improve the quality of assessment, recording and reporting throughout the school; 3. to develop the process of planning, performing and evaluating purposeful gymnastics. 1

7 Summary and recommendations 6. Durand Primary School is a school with many strengths, in which there is a feeling of purpose and commitment. Standards of achievement have stood still since the last inspection but the school is beginning to move forward with a clear vision and an awareness of its needs after a period of uncertainty in management. 7. The inspection team generally agree with the strengths and weaknesses identified by the school in its self-evaluation report. However, the overall judgements do not always match. Table of grades awarded 8. The inspection team judged the school s work as follows: Key question How well do learners achieve? 3 How effective are teaching, training and assessment? 3 How well do the learning experiences meet the needs and 3 interests of learners and the wider community? How well are learners cared for, guided and supported? 2 How effective are leadership and strategic management? 3 How well do leaders and managers evaluate and improve 3 quality and standards? How efficient are leaders and managers in using 3 resources? Standards Inspection grade 9. The pupils standards of achievement in the subjects observed are as follows. Pupils Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Standards of achievement 0% 50% 37% 13% 0% 10. The overall quality for the educational provision of the under-fives is appropriate to their needs and children make good progress towards the Desirable Outcomes for Children s Learning. Desirable Outcome Grade Language, literacy and Communication skills 2 Personal and Social Development 2 Mathematical Development 2 Knowledge and Understanding of the World 2 Creative Development 3 Physical Development 2 2

8 11. Children in the reception classes make good progress in their development of key, personal, social and learning skills. 12. In key stage 1 and key stage 2, in the subjects inspected, the standards of achievement are as follows: Subject Key Stage 1 Key Stage 2 Mathematics Grade 3 Grade 3 Science Grade 3 Grade 3 Information technology Grade 3 Grade 3 Geography Grade 4 Grade 4 Physical education Grade 2 Grade In both key stages, pupils standards and progress in the key skills of speaking and listening, reading, writing, numeracy and information and communication technology (ICT) are grade 3. There is insufficient development of the key skills in a systematic way throughout the school and wide variability in pupils ability to apply and develop their key skills across the curriculum. 14. Pupils do not achieve good bilingual skills; standards are grade 4. They are unable to move with ease between the two languages and while they understand and can respond to commands and simple questions this is at a limited level. 15. Pupils with special educational needs (SEN) make good progress and achieve the targets set for them. 16. In KS1, teacher assessments for 2004 show the majority of pupils achieve national expectations (level 2) in English, mathematics and science. The results, with the exception of English, compare favourably with local authority and national norms and when compared to similar schools in Wales. Few pupils achieve level 3 in English. 17. In KS2, pupils standards of achievement in the NC tests for 2004 show that the majority achieve national expectations (level 4) in English, mathematics and science. The results are below all Wales and local authority averages. When compared to similar schools in Wales, results are below the median value in English and mathematics and below the lower quartile in science. The results show fewer pupils are gaining the higher grades in both key stages than local authority and all Wales averages. Scrutiny of the results over the last few years shows no significant difference in the achievement of boys and girls. 18. Pupils attitudes towards learning, the interest they show in their work and their ability to concentrate are good. Pupils work hard in lessons, are keen to join in prepared activities and are enthusiastic about their work. 19. Pupils appreciation of strengths and weaknesses within their own work is beginning to develop. There is some self-evaluation, but mainly as a whole class activity at the expense of individual tasks. Pupils with SEN are aware of their personal targets and some teachers identify specific criteria for improved performance. While many 3

9 pupils are aware of targets for improvements, which have been set for them, the use of individual targets to help pupils become involved in assessing their own work is underdeveloped. 20. Pupils make satisfactory progress in acquiring new knowledge and skills in the core subjects; there are aspects of repetition in the work which does not ensure good progression. Opportunities for pupils to develop creative thinking, problem-solving and decision-making skills are currently limited; pupils do not often work independently or engage in discussion and debate in their work across the subjects. 21. Pupils make good progress in their personal, social and moral development. Pupils are well behaved. They are respectful and courteous to their fellow pupils and to all adults; responding well to instructions and requests. 22. Throughout the school, pupils show a good awareness of equal opportunity issues while older pupils respond in a mature manner to concepts such as tolerance and justice. However, pupils awareness of the cultural diversity within society and of themselves as citizens of Wales and the world is limited. Visits to the local community and places of interest, help develop pupils understanding of society, but generally there is insufficient opportunity for pupils to make links with the community and the world of work. 23. Attendance statistics for the last three terms before the inspection show an average of 95%. The large majority of pupils come to school regularly and arrive punctually at the start of the school day. The quality of education and training 24. In the lessons observed, the quality of teaching was judged as follows Grade The quality of teaching in the subjects and areas of learning inspected 13% 42% 29% 16% 0% 25. The percentage of lessons judged at least 2 is above the Welsh Assembly Government (WAG) target of teaching being good or better but lower than the WAG target of 95% satisfactory or better. 26. Teachers and support staff have a good working relationship with pupils and management strategies used in class are based appropriately on positive behaviour reinforcement. 27. Teachers and support staff have good subject knowledge and use this well to support pupils learning. Routines for learning are well established and promote pupils confidence and involvement in lessons. 28. Lessons are generally well planned and include appropriate introductory and plenary elements. There is clear explanation of tasks so that pupils can begin working confidently. All teachers incorporate recapitulation of previous learning effectively 4

10 within their lessons. This enables pupils to rehearse what they know, to draw on their personal experiences and, sometimes, their homework. 29. In the best practice, seen mostly in the reception class, Y3, Y5 and Y5/6 classes, good features are: lively and well-paced delivery which sustains pupils interest and attention throughout the lessons; effective differentiation of questions and of tasks to challenge the range of ability within the class; efficient use of time to maximise opportunities for learning and sustain pupils attention; interesting and imaginative use of teacher-made and other resources which address pupils needs well and provide valuable reinforcement of key concepts learned; a very good balance between teacher direction and pupils activity. 30. In lessons where teaching was judged to be Grade 3 or 4, the following shortcomings were noted: lack of clarity in conveying learning objectives clearly to pupils and in reviewing these to enable pupils to understand what they have learned and where they need to go; lack of detailed feedback during marking in subjects other than English. Although marking is undertaken regularly and pupils receive positive feedback, there is insufficient guidance given on how to improve the work; over-long lesson introductions which are teacher dominated and result in insufficient engagement of pupils in purposeful and challenging activities; inappropriate selection or preparation of resources to enable pupils to succeed in set tasks; undue variability in the quality of record-keeping and no recording of progress in foundation subjects. 31. The school uses a range of national and standardised tests as a source of information to assess pupils progress as they move through the school. The school is aware of the need to more effectively use such data to enable teachers to share data as pupils move to the next class and to set appropriate levels of challenge. 32. The school responds well to the needs of most pupils and provides equal access to a broad and balanced curriculum that engages the interests of pupils. A number of 5

11 schemes of work have been modified recently and all are subject to review; some will take time to establish fully and ensure effective progression and a reduction in the repetition of work. The quality of planning for pupils under five is good. Detailed plans are prepared to ensure that the children experience a wide range of stimulating and balanced activities. 33. Learning experiences effectively promote pupils social and moral development. Pupils are kind to, and caring of, each other and respond well to adults visiting the school. Pupils know right from wrong, and treat their school and its environment with care and respect. Learning experiences for promoting pupils spiritual and cultural development are under-developed. The spiritual aspect does not feature strongly in daily acts of collective worship and currently the school does not comply with the requirement for a daily act of collective worship. Learning experiences to develop pupils cultural awareness of Wales, the cultural diversity of the nation, the wider world and themselves as global citizens are not systematically planned for or provided. 34. The quality of partnership with parents is satisfactory. It is good with the community and other schools. Individual teachers have built good relationships with parents. A very small number are involved in supporting teachers in the classroom but many willingly help with educational visits. The recently re-established Parent Teacher Association is actively involved in organising fundraising and social events. However very few parents attended the pre inspection meeting or responded to the questionnaires or school s survey. The school is aware of the need for it to more fully engage with its parents and community to effect a more meaningful partnership. 35. Pupils are well cared for, guided and supported. Support programmes are carefully integrated into the school s work so that they meet the needs of the pupils and ensure equality of opportunity. Relationships between staff and pupils are good and pupils feel valued, happy and secure. Relationships between teachers and parents and between the headteacher and parents are good. 36. The school has appropriate policies and procedures to monitor inappropriate behaviour, including the development of effective anger management programmes. During the inspection there was no evidence of bullying or any other forms of unacceptable behaviour. Attendance and punctuality are carefully monitored and assessed. The school takes very seriously its responsibility for the general safety and well being of pupils. There are clear, well-documented procedures for child protection and health and safety. 37. Provision for pupils with SEN is good and meets the requirements of the Code of Practice. Thirty-nine pupils have been identified by the school as requiring SEN support, including four pupils who have a statement of SEN. All pupils receive good support from the SEN support staff and are well integrated into the life of the school. The special needs co-ordinator (SENCO) ensures effective co-ordination of arrangements for SEN, including the involvement of external agencies and parents and undertakes her role very efficiently. There is now a need to ensure that all teachers are sufficiently informed and engaged with individual education plans for pupils to ensure that work achieved in small group sessions is effectively supported during class lessons. 6

12 38. Arrangements for the early identification of pupils with special educational needs are effective and their progress is logged carefully. The quality of individual educational plans (IEP) is good: targets and success criteria are identified clearly and pupils work is followed up with regular reviews of progress, including termly reviews. There is involvement of outside agencies where appropriate. Parents are informed and encouraged to contribute to IEP s. 39. The school strongly promotes equal opportunities. Pupils, irrespective of their social backgrounds, gender, disability or ethnicity are positively included in all school activities. Throughout the day pupils work and play well together. Leadership and management 40. The school has experienced during the last four years a sequence of eight headteachers and acting headteachers. This lack of continuity has significantly impacted on many aspects of the life and work of the school, including strategic planning, performance management and staff development, links with parents and the wider community, development planning and the development of a whole school ethos. 41. The current headteacher has been in post from the start of the current academic year. In that short time he has undertaken a detailed and accurate audit of the needs of the school and identified and prioritised the way forward. The quality of leadership shown by the headteacher is good. He has a clarity of vision for improving and developing the school and is very aware of the need to ensure that all stakeholders are in future fully engaged in the strategic planning and development of the school. 42. The senior management team has yet to fulfil its function in having a clear overview of the school s strengths and areas for development and the mechanisms for implementing and overseeing change. The deputy headteacher does not have the management responsibilities commensurate with her senior position in the school nor is she sufficiently engaged in the strategic development of the school. 43. The role of curriculum co-ordinators is developing well. Co-ordinators, have reviewed and modified schemes of work and teacher plans, sampled work in pupils books and begun to produce portfolios to support self-evaluation. However, their impact on the quality of teaching and learning is variable. The school recognises the need to further develop their leadership role in evaluating the standards pupils achieve. 44. The Governing Body is supportive and is regularly provided with a great deal of information about the school s performance and activities. They demonstrate a good knowledge of the school s finances and ensure that spending decisions are carefully considered. However, governors are not fully involved in contributing towards setting the strategic direction of the school, or monitoring the quality of provision and the standards pupils achieve. The school s self-evaluation process has not yet been sufficiently implemented to enable the Governing Body to make a meaningful contribution in this aspect of its work or ensure that governors are sufficiently trained 7

13 to enable it to undertake its role effectively. Currently there are four vacancies for the Governing Body. 45. The self-evaluation report produced for the inspection is an honest and fair reflection of the quality of provision and the standards achieved by the pupils. It reflects the considerable changes in leadership and approaches in recent years and identifies accurately both the strengths of the school and the areas for development. 46. Procedures for monitoring and evaluation introduced since the start of the academic year are effective and follow a five-stage plan. The school acknowledges that it is still at an early stage of development but already, systems for monitoring short term planning have been undertaken effectively and have resulted in a more coherent approach by staff. 47. The quality and quantity of resources for the subjects is satisfactory overall. In some areas resources are limited and available resources are not sufficiently well organised or stored. The use of the school library is limited and the display of materials is not conducive to effective use by pupils. 48. Accommodation is adequate for the number of pupils on roll. The lack of designated cloakroom areas however, means that cloakroom facilities are in the classrooms and restrict space for pupils and teachers. Some classrooms are small and make practical lessons difficult to carry out and for teachers to adopt a wide range of teaching approaches. There are work areas outside the classrooms and their use as part of the effective teaching space needs to be more fully explored. 49. Despite the shortcomings of the accommodation, most teachers work hard to make classrooms and the school environment an interesting and stimulating place for pupils. The school has created a very positive learning environment for pupils through attractive displays in a clean, welcoming atmosphere. 50. Governors and managers budget for the school priorities appropriately. The school acquires resources in line with its educational priorities and overall achieves satisfactory value for money. Since the last inspection the school has experienced many changes in leadership and a loss of strategic direction. The school is making good progress under the current management of the school and recognises that much remains to be done to take the school forward from its current position. Progress since the last inspection has been satisfactory. 8

14 Recommendations 51. In order to improve the school needs to: R1 R2 R3 R4 R5 R6 raise standards in mathematics, science, geography and information technology in both key stages and in creative development for the underfives; raise standards in the key skills, including bilingualism in both key stages; reduce the variability in the quality of teaching particularly with regard to ensuring that all pupils are appropriately stimulated and challenged; ensure that assessment, by and of pupils, is used effectively to inform teaching and learning; ensure that the school meets its statutory requirement for a daily act of collective worship; ensure that the Governing Body is fully engaged in setting the school s strategic direction and in monitoring the quality of provision. The school self-evaluation report clearly highlights the above and additional aspects as key areas for improvement. 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. The plan, or a summary of it, will be circulated to all parents at the school. 9

15 Standards Key question 1: How well do learners achieve? Grade 3: Good features outweigh shortcomings 52. The findings of the inspection team agree with the school s self-evaluation of this aspect. Pupils Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Standards of achievement 0% 50% 37% 13% 0% 53. The overall quality for the education al provision of the under-fives is appropriate to their needs and children make good progress towards the Desirable Outcomes for Children s Learning. Desirable Outcome Grade Language, literacy and Communication skills 2 Personal and Social Development 2 Mathematical Development 2 Knowledge and Understanding of the World 2 Creative Development 3 Physical Development Children in the reception classes make good progress in their development of key, personal, social and learning skills. 55. In key stage 1 and key stage 2, in the subjects inspected, the standards of achievement are as follows: Subject Key Stage 1 Key Stage 2 Mathematics Grade 3 Grade 3 Science Grade 3 Grade 3 Information technology Grade 3 Grade 3 Geography Grade 4 Grade 4 Physical education Grade 2 Grade In both key stages, pupils standards and progress in the key skills of speaking and listening, reading, writing, numeracy and information and communication technology (ICT) are grade 3. There is insufficient development of the key skills in a systematic way throughout the school and wide variability in pupils ability to apply and develop their key skills across the curriculum. 57. The majority of interactions in lessons are teacher to pupil and this constrains the development of pupils speaking skills. While there is good practice in developing pupils confidence as speakers in Y5, this has not been extended to other areas of the school. There are too few opportunities for pupils to discuss or debate ideas and issues in pairs or small groups. As a result pupils oral skills are under-developed. 10

16 58. Opportunities to use ICT and numeracy across the curriculum are not clearly identified in plans and schemes of work. 59. Pupils do not achieve good bilingual skills; standards are grade 4. They are unable to move with ease between the two languages and while they understand and can respond to commands and simple questions this is at a limited level. 60. Pupils with special educational needs (SEN) make good progress and achieve the targets set for them. 61. In KS1, teacher assessments for 2004 show the majority achieve national expectations (level 2) in English, mathematics and science. The results, with the exception of English, compare favourably with local authority and national norms and when compared to similar schools in Wales. Few pupils achieve level 3 in English. 62. In KS2, pupils standards of achievement in the NC tests for 2004 show that the majority achieve national expectations (level 4) in English, mathematics and science. The results are below all Wales and local authority averages. When compared to similar schools in Wales, results are below the median value in English and mathematics and below the lower quartile in science. The results show fewer pupils are gaining the higher grades in both key stages than local authority and all Wales averages. Scrutiny of the results over the last few years shows no significant difference in the achievement of boys and girls. 63. Pupils attitudes towards learning, the interest they show in their work and their ability to concentrate is good. Pupils work hard in lessons, are keen to join in prepared activities, and are enthusiastic about their work. Most pupils have a clear understanding of what is expected of them. They are keen to share their work and talk to visitors in a friendly and natural manner. 64. Pupils appreciation of strengths and weaknesses within their own work is beginning to develop. There is some self-evaluation, but mainly as a whole class activity at the expense of individual tasks. Pupils with SEN are aware of their personal targets and some teachers identify specific criteria for improved performance. While many pupils are aware of targets for improvements, which have been set for them, the use of individual targets to help pupils become involved in assessing their own work is underdeveloped. 65. Pupils make satisfactory progress in acquiring new knowledge and skills in the core subjects; there are aspects of repetition in the work which does not ensure good progression. Opportunities for pupils to develop creative thinking, problem-solving and decision-making skills are currently limited; pupils insufficiently work independently or when engaged in discussion and debate in their work across the subjects. 66. Pupils make good progress in their personal, social and moral development. Pupils are well behaved. They are respectful and courteous to their fellow pupils and to all adults; responding well to instructions and requests. They move around 11

17 the school in an orderly manner and demonstrate good self-discipline and a consideration to others. There is no evidence of bullying or inappropriate behaviour. 67. Older pupils behave maturely and are sensitive to the needs of the younger ones. Trained playground buddies ensure they no one is friendless during playtimes and lunchtime and house captains elected by pupils provide good role models. 68. Pupils contribute well to the recently established School Council. They take their responsibilities seriously and show commitment to their roles. 69. Throughout the school, pupils show a good awareness of equal opportunity issues while older pupils respond in a mature manner to concepts such as tolerance and justice. However, pupils awareness of the cultural diversity within society and of themselves as citizens of Wales and the world is limited. Visits to the local community and places of interest, help develop pupils understanding of society, but generally there is insufficient opportunity for pupils to make links with the community and the world of work. 70. Attendance statistics for the last three terms before the inspection show an average of 95%. Family holidays in term time have an adverse effect on the overall rate. The large majority of pupils come to school regularly and arrive punctually at the start of the school day. 12

18 The quality of education and training Key question 2: How effective are teaching, training and assessment? Grade 3: Good features outweigh shortcomings 71. The findings of the inspection team do not agree with the judgement of Grade 2 made by the school in the self-evaluation report. A significant proportion of lessons during the inspection had important shortcomings, which warranted the Grade 3 judgement given by the inspection team. 72. In the lessons observed, the quality of teaching was judged as follows: Grade The quality of teaching in the subjects and area of learning inspected 13% 42% 29% 16% 0% 73. Teachers and support staff have a good working relationship with pupils and management strategies used in class are based appropriately on positive behaviour reinforcement. 74. Teachers and support staff have good subject knowledge and use this well to support pupils learning. They use subject specific vocabulary regularly and appropriately and encourage its use by pupils. 75. Routines for learning are well established and promote pupils confidence and involvement in lessons. 76. Overall, there is good consideration given to quality of opportunity for all pupils. 77. Lessons are generally well planned and include appropriate introductory and plenary elements. There is clear explanation of tasks so that pupils can begin working confidently. 78. All teachers incorporate recapitulation of previous learning effectively within their lessons. This enables pupils to rehearse what they know, to draw on their personal experiences and, sometimes, their homework. 79. Teachers generally use questioning well to foster interest in the lessons subject matter and to engage pupils involvement. 80. Reports for parents are detailed and meet statutory requirements. They provide a helpful summary of progress and outline targets for the following year. 81. Positive reinforcement of pupils success during lessons helps pupils to understand their achievement. However, there are inconsistencies in the marking of pupils 13

19 work. Some good marking practices and record-keeping occur in English where teachers provide helpful targets for the next step in pupils learning. 82. The setting of targets for improvement for each pupil and each year group are at an early stage of development and inconsistencies arise. Generally these targets are used well to ensure pupils make progress over the year but are little used to track effectively pupil progress over a key stage. Pupils are insufficiently involved in assessing their own work and planning their own progress and improvement. 83. The school uses a range of national and standardised tests as a source of information to assess pupils progress as they move through the school. The school is aware of the need to use such data more effectively to enable teachers to set appropriate levels of challenge. 84. In the best practice, seen mostly in the reception class, Y3, Y5 and Y5/6 classes, good features are: lively and well-paced delivery which sustains pupils interest and attention throughout the lessons; effective differentiation of questions and of tasks to challenge the range of ability within the class; efficient use of time to maximise opportunities for learning and sustain pupils attention; interesting and imaginative use of teacher-made and other resources which address pupils needs well and provide valuable reinforcement of key concepts learned; a very good balance between teacher direction and pupils activity. 85. In lessons where teaching was judged to be Grade 3 or 4, the following shortcomings were noted: lack of clarity in conveying learning objectives clearly to pupils and in reviewing these to enable pupils to understand what they have learned and where they need to go; lack of detailed feedback during marking in subjects other than English. Although marking is undertaken regularly and pupils receive positive feedback, there is insufficient guidance given on how to improve the work; over-long lesson introductions which are teacher dominated and result in insufficient involvement of pupils in purposeful and challenging activities; inappropriate selection or preparation of resources to enable to enable pupils to succeed in set tasks; 14

20 undue variability in the quality of record-keeping and no recording of progress in foundation subjects. 15

21 Key question 3: How well do the learning experiences meet the needs and interests of learners and the wider community? Grade 3: Good features outweigh shortcomings 86. Overall, the findings of the inspection team do not match with the judgement made by the school in the self evaluation report. 87. The school responds well to the needs of most pupils and provides equal access to a broad and balanced curriculum that engages the interests of pupils. A number of schemes of work have been recently modified and all are subject to review; some will take time to establish fully and ensure effective progression and a reduction in the repetition of work. 88. The quality of planning for pupils under five is good. Detailed plans are prepared to ensure that the children experience a wide range of stimulating and balanced activities. 89. The school is making satisfactory progress in ensuring that all pupils acquire the necessary and basic key skills. Planning for developing pupils key skills however, is not explicit or systematic and the whole school policy for the development of key skills across the curriculum needs to be more rigorously applied. 90. Pupils enjoy and benefit from a good programme of cultural and sporting activities that add valuable dimension to pupils learning as well as developing their personal and social skills and raising their self-esteem. Educational visits, including residential visits for older pupils, and contributions by adult volunteers and visiting speakers effectively extend the curriculum and help to strengthen the school s links with the local and wider community. 91. Learning experiences effectively promote pupils social and moral development. Pupils are kind to, and caring of, each other and respond well to adults visiting the school. Pupils know right from wrong, and treat their school and its environment with care and respect. Learning experiences for promoting pupils spiritual and cultural development are under-developed. The spiritual aspect does not feature strongly in daily acts of collective worship and currently the school does not comply with the requirement for a daily act of collective worship. Learning experiences to develop pupils cultural awareness of Wales, the cultural diversity of the nation, the wider world and themselves as global citizens are not systematically planned for or provided. 92. Provision for pupils personal and social education is good. Most aspects are addressed through the curriculum and complies with the required Framework. The school has a range of clear, pertinent policies to support pupils leaning needs including a policy for the promotion of race equality. 93. The extensive grounds also contain an impressive, well developed conservation area. There is scope to develop this further in order to provide a broader range of learning experiences for pupils. 16

22 94. Y Cwricwlwm Cymreig is not a strong feature of the school and needs to be a more integral part of the curriculum. Some opportunities are available to promote pupils bilingual skills through speaking and listening activities in class but these are insufficient and lead to a lack of progression in pupils learning. More planned opportunities need to be available for pupils to develop bilingually outside the time tabled Welsh lesson. Use of incidental Welsh is inconsistent throughout the school. 95. The quality of partnership with parents is satisfactory. It is good with the community and other schools. Individual teachers have built good relationships with parents. A very small number are involved in supporting teachers in the classroom but many willingly help with educational visits. The recently reestablished Parent Teacher Association is actively involved in organising fundraising and social events. However very few parents attended the pre inspection meeting or responded to the questionnaires or school s survey. The school is aware of the need for it to more fully engage with its parents and community to effect a more meaningful partnership. 96. Communication with parents is effective. Class newsletters inform parents about the work to be covered at the start of the year. The prospectus fully meets statutory requirements but there are omissions in the governors annual report. 97. Educational visits and visitors from the community help to raise the pupils awareness of the world of work both past and present. Pupils benefit from working with professionals such as a poet, theatre groups and forest warden. The school is a member of the Monmouthshire Curriculum Development Centre and pupils benefit from professional sports coaching. 98. The school has good links with surrounding primary schools and the receiving secondary school. Transition arrangements are carefully planned and implemented. Pupils benefit from specialist PE teaching. 99. The school is in partnership with an initial teacher training university and provides very good quality training and work experience for student teachers Links with industry do not feature strongly in the school s provision. There is no evidence that teachers undertake appropriate placements in industry, although two staff, including the headteacher, have previous industrial experience, and the development of pupils entrepreneurial skills has yet to be addressed. 17

23 Key question 4: How well are learners cared for, guided and supported? Grade 2: Good features and no important shortcomings 101. The findings of the inspection team match the judgement made by the school in the self-evaluation report 102. Pupils are well cared for, guided and supported. Support programmes are carefully integrated into the school s work so that they meet the needs of the pupils and ensure equality of opportunity. Relationships between staff and pupils are good and pupils feel valued, happy and secure. Relationships between teachers and parents and between the headteacher and parents are good. However, while parental responses to the questionnaire were positive only sixteen responses were received, additionally few parents attended the pre-inspection meeting. The school is aware of the need to re engage with the parent body and community and ensure their fuller participation in the life and work of the school and their full engagement as partners in their children s education Transition arrangements from home to school are carefully planned and implemented; children in the reception class happily leave their parents and settle quickly into school. There are effective arrangements for pupils who join the school later in the year and well established transition for Y6 pupils The school is a member of the Monmouthshire Curriculum Development Centre for PE and promotes health-related fitness through a wide range of clubs and activities. There is a fruit tuck shop once a week and the school is working towards the Healthy School Award. The adults in the school are well aware of pupils particular needs and are very knowledgeable about procedures in the event of accidents and emergencies such as how to help pupils with identified conditions and allergic reactions The school has appropriate policies and procedures to monitor inappropriate behaviour, including the development of effective anger management programmes. During the inspection there was no evidence of bullying or any other forms of unacceptable behaviour Registration periods are administered appropriately, with good use of incidental Welsh. Attendance and punctuality are carefully monitored and assessed The school takes very seriously its responsibility for the general safety and well being of pupils. There are clear, well-documented procedures for child protection and health and safety. Staff, including midday supervisors have received appropriate first aid training and are aware of the procedures for pupils with medical needs and those who experience accidents or are unwell Provision for pupils with SEN is good and meets the requirements of the Code of Practice. Thirty-nine pupils have been identified by the school as requiring SEN support, including four pupils who have a statement of SEN. All pupils receive good support from the SEN support staff and are well integrated into the life of the school. 18

24 109. The special needs co-ordinator (SENCO) ensures effective co-ordination of arrangements for SEN, including the involvement of external agencies and parents and undertakes her role very efficiently. There is now a need to ensure that all teachers are sufficiently informed and engaged with individual education plans for pupils to ensure that work achieved in small group sessions is effectively supported during class lessons Arrangements for the early identification of pupils with special educational needs are effective and their progress is logged carefully. The quality of individual educational plans (IEP) is good; targets and success criteria are identified clearly and pupils work is followed up with regular reviews of progress, including termly reviews. There is involvement of outside agencies where appropriate. Parents are informed and encouraged to contribute to IEPs The school strongly promotes equal opportunities. Pupils, irrespective of their social backgrounds, gender, disability or ethnicity are positively included in all school activities. Throughout the day pupils work and play well together There are effective policies and systems in place to monitor attendance and maintain and improve behaviour. The behaviour and anti bullying policies, together with the anger management group, race and equal opportunities policies provide sound guidance and support. Staff are consistent in applying routines. All adults in the school are good role models and regularly remind pupils to show care and consideration to others. The School Council has a role in maintaining good relationships. Pupils know and understand the classroom rules they help to devise at the start of the year. They know the consequences of misbehaviour and respond well to the reward system 113. The school provides a very good range of extra-curricular activities, which ensure equal opportunities for all pupils. Pupils from all backgrounds and gender are given equality of opportunity. The school has a clear policy and definite procedures in relation to racial incidents. There is good representation of diversity in the curriculum and pupils learn about the importance of respect and tolerance. Pupils have a good understanding of the need for respect for others. 19

25 Leadership and management Key question 5: How effective are leadership and strategic management? Grade 3: Good features outweigh shortcomings 114. The findings of the inspection team do not match the judgement made by the school in its self-evaluation report The school has experienced during the last four years a sequence of eight headteachers and acting headteachers. This lack of continuity has significantly impacted on many aspects of the life and work of the school, including strategic planning, performance management and staff development, links with parents and the wider community, development planning and the development of a whole school ethos The current headteacher has been in post from the start of the current academic year. In that short time he has undertaken a detailed and accurate audit of the needs of the school and identified and prioritised the way forward. The quality of leadership shown by the headteacher is good. He has a clarity of vision for improving and developing the school and is very aware of the need to ensure that all stakeholders are in future fully engaged in the strategic planning and development of the school The headteacher has created a climate in which staff, teaching and non-teaching feel valued and are encouraged to give of their best and has clearly identified ways in which the school can move forward; listening carefully to the views of his colleagues. As yet there is not a strong whole school ethos of team work to which all staff are committed, through trust and mutual co-operation The senior management team has yet to fulfil its function in having a clear overview of the school s strengths and area for development and the mechanisms for implementing and overseeing change. The deputy headteacher does not have the management responsibilities commensurate with her senior position in the school or is sufficiently engaged in the strategic development of the school The role of curriculum co-ordinators is developing well. Co-ordinators, have reviewed and modified schemes of work and teacher plans, sampled work in pupils books and begun to produce portfolios to support self-evaluation. However, their impact on the quality of teaching and learning is variable. The school recognises the need to further develop their leadership role in evaluating the standards pupils achieve Analysis is undertaken of performance data from baseline assessments through to the end of key stage 2. Whole school quantitative targets are set which are realistic and challenging to further raise standards of achievement. Benchmark information is used to compare the school s performance with that of other schools in the county and with that of similar schools in Wales. 20