Durand Primary School

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

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.

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 2005. 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

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 4-5 5-6 6-7 7-8 8-9 9-10 10-11 11-12 12-13 13-14 14-15 15-16 16-17 17-18 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).

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

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 1999. 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

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

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 2 13. 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

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 1 2 3 4 5 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

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

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

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

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

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

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 2 54. 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 2 56. 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

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

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

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 1 2 3 4 5 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

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

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

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

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. 100. 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

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. 103. 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. 104. 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. 105. 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. 106. Registration periods are administered appropriately, with good use of incidental Welsh. Attendance and punctuality are carefully monitored and assessed. 107. 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. 108. 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

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. 110. 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. 111. 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. 112. 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

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. 115. 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. 116. 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. 117. 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. 118. 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. 119. 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. 120. 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

121. The school has identified areas for improvement within a set timescale. However, the priorities set out in the School Development Plan for 2004/05 are in many ways a historical legacy from a previous administration and are not sufficiently rooted in the current self-evaluation of the school s strengths and weaknesses. 122. A Performance Management Framework has been introduced and objectives agreed. Classroom observations by the headteacher and staff self-evaluation are supportive in helping staff develop their professional expertise. However, the school has yet to develop strategies to identify the impact of performance management activities on pupils learning experiences and achievements or enhancement of teachers professional expertise. 123. The school has reflected the Welsh Assembly Government s priority with regard to remodelling the workforce in providing all teachers with non-contact time for preparation, planning and marking of pupils work. 124. 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 to enable it to undertake its role effectively. Currently there are four vacancies for the Governing Body. 125. The school takes note of Wales Assembly Government guidelines and, with one exception, complies fully with statutory requirements. 21

Key question 6: How well do leaders and managers evaluate and improve quality and standards? Grade 3: Good features outweigh shortcomings 126. The findings of the inspection team agree with the judgement made by the school in the self-evaluation report. 127. 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. 128. The inspection team agrees with most of the grades awarded by the school to the seven key questions covered by the inspection. 129. 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. 130. Systems for involvement of pupils, teaching and support staff, the governing body, other school staff such as midday supervisors and parents in the self-evaluation process are evolving well. 131. The monitoring role of co-ordinators is developing, particularly this year. They have been involved in reviewing the quality of subject planning and subject portfolios have been initiated. 132. All staff have engaged in moderation of samples of pupils work which has assisted their awareness of achievement at different levels. Samples, retained by class teachers, are annotated to supply information about context and achievement in relation to level awarded. 133. Procedures for the involvement of pupils in setting targets have been initiated and, in some cases, there is evidence of their effective use to focus on improvements needed. 134. Information from standardised tests is beginning to be used to set targets for improvement. 135. There has been the introduction of class visits by the head teacher to monitor performance and useful written feedback has been provided for each member of staff, linked with class management. 22

136. 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. 23

Key question 7: How efficient are leaders and managers in using resources? Grade 3: Good features outweigh shortcomings 137. The findings of the inspection team agree with the judgement made by the school in the self-evaluation report. 138. The school is supported by sufficient qualified teachers and support staff. A planned programme of deployment exists to support pupils and classes throughout the school. Learning support assistants make a positive contribution to pupils progress in the life and work of the school. 139. All teachers receive non-contact time away from the classroom for one session per week as part of the implementation of the workload agreement. The management of this time, the impact on teaching and learning and the effective deployment of classroom assistants is at an early stage of development and requires some evaluation as to the best approaches to adopt to maximise potential benefits to staff and pupils. 140. Newly qualified teachers and replacement supply teachers are well supported within the school and this ensures that they develop into the confident and competent teachers seen at work during the inspection. 141. The caretaker and staff in the canteen are clearly valued members of the school team and make an important contribution to the school s caring and supportive ethos. The school administrator makes a very valuable contribution to the smooth running of the school. 142. Pupils have access to a satisfactory range of appropriate learning resources to match the demands of their learning experiences. 143. 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. 144. For IT there are insufficient computers in classes although all classes have Internet access. Three classes have electronic whiteboards. 145. The Early Years outside play area is small and does not provide sufficient opportunities for children to experience a wide range of physical activities or develop their social play. 146. The school has focused closely on auditing and upgrading resources especially in physical education and information technology. Subject Leaders, in conjunction with the headteacher, are continuing to do this in line with the SIP in order to improve the quality of teaching and learning and raise standards. 24

147. 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 outside classroom areas and their effective use as part of the effective teaching space needs to be more fully explored. 148. 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. 149. The spacious grounds provide very good facilities for pupils development in physical education lessons. There are well maintained hard surface areas and extensive fields for sports and games. The school has a forest conservation area which is maintained by the Green Finger Club. This provides for a wealth of learning experiences which are yet to be fully exploited. 150. 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. 25

Standards achieved in subjects and areas of learning Under-fives 151. The overall quality of the educational provision for the under-fives is appropriate to their needs and the children are making good progress towards the Desirable Outcomes for Children s learning. Language, Literacy and Communication Skills Grade 2: Good features and no important shortcomings Good features 152. Children listen well and are able to follow instructions appropriately. They use a developing vocabulary in a range of contexts such as role play linked with the Three Bears story. 153. They show an interest in books and can sequence events in well-known stories. They recognise simple words and are able to suggest words with the same initial sound. 154. Using a growing phonic awareness, they spell simple words and show good independent letter formation. With support, they can write simple sentences. For example, linked with the Teddies topic, they write a sentence to suggest where Teddy might like to sleep. Shortcomings 155. There are no significant shortcomings. Personal and Social Development Grade 2: Good features and no important shortcomings Good features 156. Children concentrate well when undertaking tasks and persevere when they encounter difficulties. They are attentive and well behaved under the direction of the teacher and support assistants. 157. Children co-operate well and support each other when using the computer to draw pictures or when sharing equipment during sand play. 158. Eager to learn, children respond positively to class activities and their lessons. They develop good routines such as clearing away at the end of lessons and using class displays to help with their work. 26

159. Most pupils can change with minimal support when preparing for a PE lesson or putting on coats for outdoor play. Shortcomings 160. There are no significant shortcomings. Mathematical Development Grade 2: Good features and no important shortcomings Good features 161. Children use mathematical terms such as bigger than and in between confidently when discussing numbers to 10. They know the days of the week and can apply terms yesterday and tomorrow appropriately. 162. They recall number rhymes confidently and use their knowledge of number to participate when calculating numbers of children requiring dinner each day. 163. Children can recognise number symbols and are beginning to write these confidently. They can match a written number to objects confidently and can recognise missing numbers in a sequence to 10. 164. Children can apply their knowledge of more than and higher than confidently during sand play. Shortcomings 165. There are no significant shortcomings. Knowledge and Understanding of the World Grade 2: Good features and no important shortcomings Good features 166. Children develop a good awareness of the way things move. They recognise some features of objects that roll or slide and can categorise toys that move when pushed and those that require a pull force. 167. Children recognise changes in materials during cooking activities and can comment on changes in texture of bread or jelly, for example. They compare different sized pieces of chocolate and make sensible predictions about which will melt first when heated. 168. Children begin to understand time and apply this by ordering very old to new teddies. 27

169. Also linked with their Teddies topic, children design a place for teddy to sleep in winter and draw a simple route taken by the bears in the story of Goldilocks. 170. Children realise that the computer mouse can be manipulated to draw an onscreen picture and achieve good standards when using on-screen icons to change colour or brush effect. Shortcomings 171. There are no significant shortcomings. Physical Development Grade 2: Good features and no important shortcomings Good features 172. Children move confidently to warm up during a PE lesson. They understand the importance of getting ready for physical exercise and respond enthusiastically to the teacher s instructions. 173. Their awareness of space is developing appropriately. 174. Children show increasing control and co-ordination as they practise different ways to push and pull their bodies during floor work and when using simple equipment. 175. They use sand play and play dough equipment with growing confidence and coordination. Shortcomings 176. There are no significant shortcomings but shortage of space and large play equipment outside the classroom has an adverse effect on physical development as part of usual class routines. Creative Development Grade 3: Good features outweigh shortcomings Good features 177. Children can copy a rhythm pattern involving clapping and body percussion. They can select suitable percussion instruments to make appropriate sound effects to accompany a story. 178. Children can make texture rubbings of different surfaces. 179. They achieve good results when making observational drawings of fruit crosssections in pencil. 28

180. Children make teddy models with moving parts, drawing sections of the body independently. Shortcomings 181. Limited space to allow independent selection and use of materials during art activities has an adverse effect on children s ability to develop creatively. There is insufficient independent response to stimuli or selection of materials without the direct guidance of adults. Mathematics Key Stage 1: Grade 3: Good features outweigh shortcomings Key Stage 2: Grade 3: Good features outweigh shortcomings Good and outstanding features 182. In KS1, pupils are developing a good understanding of number and place value. Y1 pupils can record two digit numbers and carry out simple addition and subtraction involving single digits. In Y2, pupils can work with double digit numbers, recognise odd and even numbers and create simple number patterns. 183. Pupils in KS2 extend their understanding of number. Y3 pupils scan sequence numbers accurately, can carry out calculations using three digit numbers and have a good understanding that the position of a digit signifies its value. Pupils in Y4 have good ability to find missing numbers in a sequence or pattern and have a good understanding of fractions and the equivalence of fractions. By Y5 more able pupils recognise the relationship between fractions, percentages and decimals and can undertake detailed and complex calculations; standards are good. 184. Throughout KS2 the use of mental mathematics sessions, which are enjoyed by pupils, significantly impact on pupils ability to show good recall of previous work and enable pupils to demonstrate and develop a range of mental strategies for the quick and accurate solution to numerical questions. Pupils show good skills in number, understand number relationships, with the more able using a range of methods for calculations. 185. Throughout the school there is good progress in pupils understanding and use of measures; from the development of standard measures and use of simple instruments in KS1, to the ability of pupils in Y5 to select appropriate standard units for mass, convert one metric unit to another and weigh accurately in fractional and decimal form. 186. Pupils in KS1 recognise and describe shapes accurately and are familiar with the more common 2D and 3D shapes. Older pupils in KS2 recognise their 29

Shortcomings geometrical properties, can calculate the areas and perimeters of shapes and recognise lines of symmetry and the congruence of simple shapes. 187. Pupils throughout the school have few opportunities to engage in practical and investigative work in real life situations. Pupils ability to apply their developing mathematical knowledge to new situations and to solving problems is limited. 188. Many pupils in both key stages have difficulty in explaining their work or reasoning using appropriate mathematical language. 189. Older pupils are unable to adopt different mathematical approaches when given a problem. They lack the skills required to be able to identify and obtain the information needed to be able to solve the problem or draw upon mathematical skills previously acquired. Science Key stage 1: Grade 3: Good features outweigh shortcomings Key stage 2: Grade 3: Good features outweigh shortcomings Good features 190. In both key stages, pupils are interested in lessons and participate well in discussions, drawing on previous learning and personal experiences. 191. Pupils in both key stages use science vocabulary linked with topics studied confidently and appropriately. Good examples include Y3 pupils use of terms linked with their studies of forces, and the use of vocabulary describing the movement of planets by Y6 pupils. 192. Knowledge of materials develops well in KS1. Pupils in Y1 recognise some common materials used in packaging and suggest reasons for their use, focusing on properties of strength, transparency and water resistance. 193. Understanding of materials progresses well in Y2 where pupils recognise that some materials change irreversibly. They also apply their knowledge of materials by explaining why certain materials have been used in a diving suit. 194. Knowledge of forces develops well in KS2. Pupils understand how forces apply in everyday living and know that forces can make objects speed up, slow down or change direction. 195. Good collaborative planning is evident in Y3, where pupils work well together in groups to decide what they will change and keep the same in fair tests linked with the effect of changing the surface on force needed to pull a load. 30

196. Y3 pupils are able to analyse information about class diets and make suggestions about modifications to make the diet healthier. 197. Y4 pupils recognise that different surfaces have different levels of friction and, with the teacher s support, can suggest how to gather data to test this idea. 198. In Y5, good standards are achieved in data collection and analysis as pupils test the effect of upthrust in water and its impact on the weight of objects. Shortcomings 199. There is insufficient progression in the independent planning of fair tests through the school. 200. Over-use of worksheets in KS1 results in insufficient development of pupils recording skills. 201. The generation of numerical data is insufficiently developed in KS1. 202. There is duplication with limited progression in some investigations linked with forces in KS2. 203. Provision of resources in KS2 impacts negatively on standards in data gathering because pupils do not have access to appropriate equipment. Information Technology Key Stage 1: Grade 3: Good features outweigh shortcomings Key Stage 2: Grade 3: Good features outweigh shortcomings Good features 204. Throughout the school there is evidence of appropriate work of a good standard being undertaken. Each class has a computer and pupils have opportunities to work in pairs and small groups to undertake a range of activities. Where pupils have most regular access to the computer they display a developing range of appropriate IT skills across a narrow range of subjects. They approach their work enthusiastically and many are confident users of the computer. 205. By the end of Key Stage 2 pupils are able to demonstrate their skills confidently and competently. They can discuss and display appropriate work undertaken in mathematics and science and use a wide range of correct, subject specific language. They use the internet to access information on a range of appropriate topics and they can use this information to support their work in class. They are well used to working in pairs and small groups at the computer and on the whiteboard. They compile spreadsheets and construct graphs following practical 31

Shortcomings investigations in class. They are allowed to work independently and develop their own ideas within the activity. 206. Insufficient provision of resources such as computers and whiteboards mean that pupils do not get sufficient regular access to IT across a range of curriculum subjects and in a range of appropriate contexts. 207. Although planning has been reviewed it is not yet sufficiently implemented to ensure that the good standards observed in certain areas of the school are evident in all classes. Geography Key Stage 1: Grade 4: Some good features, but shortcomings in important areas Key Stage 2: Grade 4: Some good features, but shortcomings in important areas Good and outstanding features 208. Pupils In Y2 are able to use a plan of the school s nature reserve to follow directions, collect information and gain an understanding of the features of the locality. 209. Pupils in Y3/Y4 are able to use an atlas to locate the major towns and regions of Wales and the United Kingdom and use information on a map to calculate distance and identify direction. Older pupils are able to use an atlas to locate a variety of mountain ranges as part of their study of mountain environments. 210. Pupils in Y5 are able to use a range of secondary sources for information on their chosen area of study. Shortcomings 211. In both key stages pupils have a limited knowledge and understanding of the location, features and character of a range of places, including their own local area and are unable to recognise the reasons for the similarities and differences between places in a widening range of contexts and scales. 212. Throughout the school there is insufficient progression of the theme of environmental change. Pupils have a limited understanding of environmental quality, of ways in which the environment is managed and how potential conflict arises out of competing demands for land. Pupils understanding of how people might begin to safeguard the future environment through sustainable development is limited. 32

213. In KS2, there is insufficient development in pupils ability to ask and answer questions, to develop and use enquiry skills and to recognise geographical patterns and offer explanations for them through relevant, analytical questions. Pupils need to further develop their skills of enquiry. 214. Pupils in KS2 have an insufficient knowledge and understanding of the character of Wales, of the geographical issues that predominate and the changes that are taking place in the physical and human environment. 215. Pupils ability to locate places globally, recognise continents and countries, have any sense of the difference between parts of the world physically, climatically and economically is very limited. Physical Education Key Stage 1:Grade 2: Good features and no important shortcomings Key Stage 2:Grade 2: Good features and no important shortcomings Good features 216. In dance, Y1 pupils perform movements to music using the basic actions of travelling, turning and gesture. They display spatial awareness and can work successfully as individuals and in pairs. They can listen and respond appropriately to music and remember a simple sequence. Pupils have a positive attitude to dance lessons and respond very well to the teacher. 217. In Y1 and Y2, during games lessons, pupils can skip when moving around and coordinate hand and leg movements appropriately. They are able to describe different types of skipping and refer to number of feet used and speed of turning rope. 218. Y3/4 pupils display good spatial awareness in gymnastics. They are able to handle equipment safely and can perform a range of appropriate actions correctly and create a sequence. They are developing good balance and move correctly along benches in a variety of ways. 219. In Y5 pupils, during dance lessons, use their bodies expressively and can change pace according to the music. The majority link movements smoothly and are developing grace and balance. 220. Y6 pupils display good skill development in games. They can dribble and pass accurately in football and are able to play games co-operatively and competitively. They know and use the rules of the game and can score correctly. They work well as individuals and in pairs, teams or groups. 221. By the end of key stage 2 pupils are aware of the importance of exercise and its effect on the body. 33

222. Pupils are making good progress in both key stages. Throughout the school, however, evidence suggests that pupils need more practise in order to improve the quality of skills and refine movements. 223. Throughout the school there are insufficient opportunities for pupils to observe and orally evaluate their own work and that of their peers in physical education lessons. 34

School's response to the inspection The self-evaluation report was described as very honest and the inspection team recognised the importance of this at a time when, after many changes of leadership in a relatively short time, an understanding of where we actually are is imperative from leadership. We were pleased to see this rigour recognised and that the inspection findings were in most cases, the same as the school`s. We understand and accept the recommendations, echoed by ourselves in the selfevaluation. We had already highlighted the areas as targets in the self-evaluation and indeed, had already begun to address them prior to inspection and since. The inspection report says The school self-evaluation report clearly highlights the above (recommendations) and additional aspects as key for improvement. Our school development plan will be rigorously re-written and monitored with all stakeholders involved in the light of the inspection and self-evaluation. Whilst there are major areas for development, many key strengths were recognised that are also invaluable to future development such as the feeling of purpose and commitment from all staff who care for and guide pupils well. Also, the way children are kind to, and caring of, each other and visitors, was highlighted. It was heartening to read that the children treat their school and its environment with care and respect. These are all essential ingredients already in place. We were very pleased with the approach, both prior to, and during the inspection, of the team led by Mr Fear. Staff were made to feel at ease, as far as is humanly possible, and were made thoroughly aware of the processes involved and style of the new framework for inspection. Indeed, positive, constructive, advice was always a welcome aspect of the approach experienced. It was professional and sensitive, making all feel part of the process. 35

Appendix A Basic information about the school Name of School Durand Primary School type Community Age -range of pupils 4-11 Address of school Alianore Road, Caldicot, Monmouthshire Post-Code NP26 5DF Telephone Number 01291 422296 Headteacher Mr. Eamonn Ellaway Date of appointment September 1 st 2004 Chair of Governors/ Cllr. Jim Higginson Appropriate Authority Registered Inspector Mr. Allan Fear Dates of inspection January 31 st February 2 nd 2005 36

Appendix B School data and indicators Number of pupils in each year group Year group N(fte) R Y1 Y2 Y3 Y4 Y5 Y6 Total Number of pupils na 30 33 23 46 40 38 48 258 Total number of teachers Full-time Part-time Full-time equivalent (fte) Number of teachers 10 0 10 Pupil : teacher (fte) ratio (excluding nursery and special classes) 29:1 Pupil : adult (fte) ratio in nursery classes na:1 Pupil : adult (fte) ratio in special classes na:1 Average class size, (excluding nursery and special classes) 29 Teacher (fte) : class ratio 1 :1 Percentage attendance for three complete terms prior to the inspection N R Rest of school Summer 2004 na 95 93 Spring 2004 na 95 94 Autumn 2003 na 94 93 Percentage of pupils entitled to free school meals 12 Number of pupils excluded during 12 months prior to inspection. 0 37

Appendix C National Curriculum Assessment Results 2004 National Curriculum Assessment KS1 Results: 2004 Number of pupils in Y2: 30 Percentage of pupils at each level D A W 1 2 3 4 English Teacher School 20 73 6 0 Assessment National 4 14 63 20 0 Mathematics Teacher School 6 53 40 0 Assessment National 2 11 63 24 0 Science Teacher School 40 60 0 Assessment National 2 10 67 21 0 Percentage of pupils attaining at least level 2 in mathematics, science and English or Welsh (first language) by teacher assessment In the school: 80 In Wales: 81 National Curriculum Assessment KS2 Results: 2004 Number of pupils in Y6: 37 Percentage of pupils at each level D A N B W 1 2 3 4 5 6 English Teacher School 11 14 54 22 assessment National 1 6 16 45 31 Test/Task School 11 11 54 24 National 2 1 2 5 12 38 40 Mathematics Teacher School 8 22 54 16 assessment National 4 19 46 30 Test/Task School 8 14 60 19 National 2 1 1 4 18 42 33 Science Teacher School 14 60 27 assessment National 1 2 13 49 35 Test/Task School 14 62 24 National 2 1 1 9 48 39 Percentage of pupils attaining at least level 4 in mathematics, science, and either English or Welsh (first language) by Teacher Assessment by Test In the school: 73 In the school: 73 In Wales: 71 In Wales: 70 D Pupils who are excepted under statutory arrangements from part or all of the National Curriculum A Pupils who have failed to register a level because of absence N Pupils who have failed to register a level for reasons other than absence B pupils not entered for tests because they are working outside the level of the test W Pupils who are working towards level 1 38

Appendix D Evidence base of the inspection A team of four inspectors who were present at the school for 10 inspector days carried out the inspection. Pre-inspection meetings were held with parents and the governing body to discuss the life and work of the school. 16 questionnaires were completed by parents and carefully analysed. Discussions were held with the headteacher and staff with responsibilities, and support staff. School documentation and samples of pupils work were examined. 39 lessons or part sessions were observed. A sample of pupils work from across the ability range in each year group and class was examined. Inspectors listened to a sample of pupils from each year group reading. Discussions were held with pupils about their work and the life of the school. Pupils behaviour was observed during break periods, at lunchtime and at the end and beginning of the school sessions. Inspectors attended assemblies and observed out of school activities. Post inspection meetings were held with the staff and the governing body. 39

Appendix E Composition and responsibilities of the inspection team Team member Mr. Allan Fear Registered inspector Mrs Karen Morris Team inspector Responsibilities Context Summary and recommendations Key questions 1, 4, and 5 Mathematics Geography Key questions 2 and 6 Early Years Science Mrs. Kris. Sobol Key questions 3 and 7 Information technology Physical education Mrs Caterina Lewis Lay Inspector Contributions to Key questions 1,3, 4 and 7 Acknowledgement The inspection team would like to thank the governors, headteacher, staff and pupils, for their co-operation and courtesy throughout the inspection. The inspection was undertaken by: ACES School Inspections, University of Wales, Newport, School of Education, Caerleon Campus, P.O. Box 179 Newport. NP18 3YG 40

Inspection under Section 10 of the Schools Inspections Act 1996 Durand Primary School A Summary Report for Parents Date of Inspection: 31 January 2 February 2005 by Allan Fear Registered Inspector No: WO/15698

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.

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 sixyear 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 inspection of Durand Primary School took place between 31 January and 2 February 2005. 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

Summary and recommendations 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. 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 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 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% 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

Children in the reception classes make good progress in their development of key, personal, social and learning skills. 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 2 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. 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. Pupils with special educational needs (SEN) make good progress and achieve the targets set for them. 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. 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. 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. 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. 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. 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. 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. 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 In the lessons observed, the quality of teaching was judged as follows Grade The quality of teaching in the subjects 1 2 3 4 5 and areas of learning inspected 13% 42% 29% 16% 0% 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. Teachers and support staff have a good working relationship with pupils and management strategies used in class are based appropriately on positive behaviour reinforcement. 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. 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

within their lessons. This enables pupils to rehearse what they know, to draw on their personal experiences and, sometimes, their homework. 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. 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. 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. 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 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. 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. 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. 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. 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. 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. 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. 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 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 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. 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. 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 to enable it to undertake its role effectively. Currently there are four vacancies for the Governing Body. 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. 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. 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. 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. 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. 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.

Recommendations In order to improve the school needs to: R1 raise standards in mathematics, science, geography and information technology in both key stages and in creative development for the under-fives; R2 raise standards in the key skills, including bilingualism in both key stages; R3 reduce the variability in the quality of teaching particularly with regard to ensuring that all pupils are appropriately stimulated and challenged; R4 ensure that assessment, by and of pupils, is used effectively to inform teaching and learning; R5 ensure that the school meets its statutory requirement for a daily act of collective worship; R6 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. The inspection team would like to thank the governors, headteacher, staff and pupils, for their co-operation and courtesy throughout the inspection. 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 summary of it, will be circulated to all parents at the school.