Reports

The School was Inspected by OFSTED in May 2002

The complete OFSTED Report Summary, as distributed to Parents and
the local press is printed below.

A FULL COPY of the report is available from the school
at a nominal cost to cover costs of printing.

The Full Report will also be posted on the Department for Education and Skills
web site and will be able to be downloaded.

SUMMARY OF THE INSPECTION REPORT

ST MARY’S CHURCH OF ENGLAND PRIMARY SCHOOL

Colton, Rugeley

Headteacher: Mrs A. Lavender

Date of Inspection 8^th to 10^th May 2002

The school was inspected by 3 Inspectors, led by Mrs F D Gander. This is a summary of the full inspection report, which is available from the school.

INFORMATION ABOUT THE SCHOOL

St. Mary’s is a Church of England voluntary aided school in the village of Colton on the outskirts of the town of Rugeley. There are currently 87 pupils on roll between the ages of 4 and 11, which makes it much smaller than the average. There are 19 pupils in the Reception class. Pupils come from Colton and the surrounding rural villages, but some pupils travel from Rugeley. Although the percentage of pupils who take free school meals is lower than the national average, the overall socio-economic background of pupils is below average. The number of pupils who apply for a place in the school fluctuates greatly from year to year and as a result the school has to re-organise its classes each year. Due to the large intake last year it has been necessary to split the year 2 pupils between two classes. Attainment levels of the majority of children when they enter the school are overall below that expected for children of a similar age. There are 15% of pupils on the special educational needs register but there are many more pupils who have difficulties in literacy and have been identified as requiring additional support or intervention. Currently 50% of pupils in year 2 have special educational needs. Some, but not all, children have attended a pre-school. A significant number of higher attaining pupils move to different schools, such as middle or independent schools before they reach year 5. The number of pupils from ethnic minority backgrounds is very low. English is the first language of all pupils and there are no gifted or talented pupils in the school.

HOW GOOD THE SCHOOL IS

This is an effective school, where very good leadership and management have started to raise standards in English, mathematics and science. The good ethos for learning is apparent in the school and all pupils have very good attitudes to learning and to each other. The good teaching, including the high quality team work, and the extensive monitoring and evaluation of all aspects of the school, have resulted in pupils making good progress and more are achieving the higher levels in the end of key-stage tests. The quality of teaching and learning also extends to those pupils with special educational needs who, as a result of the improved teaching arrangement and support, make good progress. The school provides good value for money.

What the school does well

There is very good leadership and management provided by the headteacher.

There is a very positive ethos in the school, and the spiritual, moral and social provision
plays a part in ensuring that the pupils have very good attitudes, behaviour and
relationships and their personal development is very good.

The planning and the organisation of the learning activities for children in the reception
class and years 1 and 2 are very good and ensure that all children are actively engaged
in working at appropriate levels.

The school identifies and supports pupils with special educational needs
very well and ensures that planning and teaching meets their individual needs.

There is excellent team-work in the school. This includes the parents
and volunteers who provide regular support for teachers and pupils.

What could be improved

The standards achieved across the school, by having a more consistent
approach in the quality of marking, the expectations for written work,
the teaching of library skills and the emphasis on investigation work in
mathematics and science.

The confidence and competence of teachers to plan and use information and
communication technology (ICT) to support learning in all subjects and
to raise standards.

The standards achieved in music through improvement to the overall
provision and the consistency of instrumental tuition.

The areas for improvement will form the basis of the Governors’ action plan

HOW THE SCHOOL HAS IMPROVED SINCE THE LAST INSPECTION

The school was last inspected in 1998. Since then good improvements have been made, especially over the last year. The monitoring of pupils’ academic and personal performance has improved significantly, as have assessment procedures. The new headteacher has thoroughly analysed and evaluated the assessment results and acted upon the conclusions of the last report so that the quality of teaching has been improved. As a result, standards of attainment are beginning to improve. Procedures for school development planning and the linking of the amount of money available in the budget to fund them have been established. Very good improvements have been made to the identification of pupils with special educational needs which ensure they have full access to learning. The building has been extended so that the hall is larger and another classroom has been created. Although it was initially intended to become a resource room, the increased number of pupils I the school has meant that it has to be used as a classroom. As a result the school is still very short of space for storage.

STANDARDS

The table shows the standards achieved by pupils at the end of year 6 based on average scores in National Curriculum tests

Performance in:

Compared with

Key

well above average A

above average B

average C

below average D

well below average E

all schools

similar
schools

1999

2000

2001

2001

English

E

B

E

E*

Mathematics

D

C

E*

E*

Science

D

A

D

D

The school’s results, as seen in the above table, fluctuate each year due to the small number of pupils who take the tests, the varying percentage of pupils who have special educational needs and the number of higher attaining pupils who transfer to different educational provision before taking them. The attainment levels of the pupils when they enter the school vary and in most years it is below average. In the year 2001 the school’s performance at the end of Year 2 when compared with other schools was well below average in reading, below average in writing and average in science. Currently in year 2 there are more pupils reaching higher levels than in previous years but the high percentage of pupils with special educational needs in this year group has a significant impact on the overall performance of the school. The school’s performance at the end of year 6 for the year 2001 in English and science were well below the national average. In mathematics the school’s performance was in the lowest 5 per cent of schools nationally. The results did not compare favourably with schools that had a similar percentage of pupils who take free school meals because very few pupils last year reached the higher level in the tests. The predicted results for the end of year 6 tests this year show improvement on the previous year. The targets set by the school have increased considerably over the last two years and have been achieved or come close to being achieved. The work seen during the inspection shows that assessment is accurate and that standards in literacy and numeracy have improved this year. Achievement in relation to prior attainment is satisfactory and for an increasing number of pupils who are reaching the higher levels it is good. All pupils, including those with special educational needs and those with English as an additional language make good progress in most subjects. However, the progress pupils make in music and in ICT are adversely affected by the lack of expertise in the school.

PUPILS’ ATTITUDES AND VALUES

Aspect

Comment

Attitudes to the school

These are very good. Pupils show enthusiasm for school and are very motivated and interested in the work in which they are engaged.

Behaviour in and out of
Classrooms
This is very good. Pupils are polite and show respect for other pupils and adults at all times.

Personal development
and relationships
These are very good and pupils have many opportunities to take responsibilities around the school. Relationships are extremely good.

Attendance

This is satisfactory and matches the national average.

TEACHING AND LEARNING

Teaching of pupils in

Reception

Years 1 - 2

Years 3 - 6

Quality of teaching

Good

Good

Good

Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; poor;
very poor. ‘Satisfactory means that the teaching is adequate and the strengths outweigh weaknesses.

The quality of teaching and its impact on learning has improved since the last inspection. It is overall good across the school and there are examples of very good teaching in all classes.

In the class for pupils in Reception and years 1 and 2 the lessons are very well planned and organised. The teaching ensures that all pupils, including those with special educational needs and those who speak English as an additional language, are learning at an appropriate level.

In the classes for years 3 to 6 the teaching is good overall. In the better lessons the teachers know their subjects well and show expertise in teaching them. However, some teachers do not have a high level of competence in teaching music or in using ICT to support pupils’ learning in subjects. The planning is precise so that all adults know in advance of the lesson their individual roles. Instructions given to pupils are clear so that they are aware of what they will be learning.

The amount of voluntary support that comes into the school is high. It is used very well in all classes to support small groups of pupils, end especially pupils with special educational needs. This makes a very positive impact on the quality of learning. Teaching of English and mathematics, including literacy and numeracy, is good, as it is in science and art and design. There are too many inconsistencies in the expectations teachers have for the presentation of work and marking.

OTHER ASPECTS OF THE SCHOOL

Aspect

Comment

The quality and range of the curriculum This is good. The coverage of the National Curriculum is good, except for Music where it is satisfactory. All pupils have equal access to learning opportunities, including personal and social and health education. The range of extra curricular activities is very good.

Provision for pupils with special educational needs This is very good and is a priority for the school. The needs of pupils are identified very well and the learning opportunities are modified so pupils achieve. Pupils are given very good support.

Provision for pupils’ personal, including spiritual, moral, social and cultural development. This is good overall. There is good provision for spiritual, moral and social development; that for cultural development is satisfactory.

How well the school cares for its pupils. Overall this is good. The school is a secure and caring community. Systems for assessing pupils’ attainment and personal development are very good.

How well the school works in partnership with parents. The links that the school has with parents are particularly effective. These have a very good impact on pupils’ attitudes, behaviour and learning.

HOW WELL THE SCHOOL IS LED AND MANAGED

Aspect

Comment

Leadership and management by the head-teacher and other key staff The head-teacher provides very good leadership and staff and governors are encouraged towards a clear vision of how to improve the school and raise the standards. There is good long term planning. Staff are a supportive team

How well the governors fulfil their responsibilities Governors provide good support to the school and carry our their responsibilities well. They are fully aware of the standards of the school and its strengths and weaknesses. However, the governors are not always actively involved in curriculum developments.

The school’s evaluation of its performance This is very good. There is a systematic review of the progress of developments and how they are having an impact on standards. Analysis and evaluation of the school’s results and pupils’ individual progress are very good.

The strategic use of resources Resources, including space, time, funds and staff are used very well. However, the resources of ICT are under used due to a lack of staff expertise. The principles of best value for purchasing resources are applied well. The staffing and resources are satisfactory.

PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most

What parents would like to see improved

The school ensures that their children are making good progress

The school has high expectations for good behaviour and it helps pupils to become more mature and responsible

That the quality of the teaching is good

That the school has a positive relationship with parents and respond positively to their questions or problems.

An increase in the amount of activities outside lessons.

The Inspection team endorses the positive views of the parents but judges that the school provides a very good range of activities outside lessons.

OTHER INFORMATION

The Governing body is responsible for drawing up an action plan within 40 days of receiving the inspection report showing how the school will tackle the improvements needed. The action plan will be circulated to all parents at the school.

The contractor appointed by OFSTED for this inspection was Power House Inspections, Grasshoppers, 1 Anglesey Close, Chasetown, Burntwood, Staffordshire WS7 8XA

Any comments, concerns or complaints about the inspection or the report should be made to the inspection contractor. Complaints which are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to: The Complaints Manager, The Office for Standards in Education, Alexandra House, 33 Kingsway, London WC2B 6SE

©CROWN COPYRIGHT 2002

This document may be freely produced in whole or in part, for non-commercial purposes, provided the source and date are acknowledged

This is the complete OFSTED Report Summary as distributed to parents and the local press

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	There is very good leadership and management provided by the headteacher.
	There is a very positive ethos in the school, and the spiritual, moral and social provision plays a part in ensuring that the pupils have very good attitudes, behaviour and relationships and their personal development is very good.
	The planning and the organisation of the learning activities for children in the reception class and years 1 and 2 are very good and ensure that all children are actively engaged in working at appropriate levels.
	The school identifies and supports pupils with special educational needs very well and ensures that planning and teaching meets their individual needs.
	There is excellent team-work in the school. This includes the parents and volunteers who provide regular support for teachers and pupils.

	The standards achieved across the school, by having a more consistent approach in the quality of marking, the expectations for written work, the teaching of library skills and the emphasis on investigation work in mathematics and science.
	The confidence and competence of teachers to plan and use information and communication technology (ICT) to support learning in all subjects and to raise standards.
	The standards achieved in music through improvement to the overall provision and the consistency of instrumental tuition.

Performance in:	Compared with				Key well above average A above average B average C below average D well below average E
	all schools			similar schools
	1999	2000	2001	2001
English	E	B	E	E*
Mathematics	D	C	E*	E*
Science	D	A	D	D

Aspect	Comment
Attitudes to the school	These are very good. Pupils show enthusiasm for school and are very motivated and interested in the work in which they are engaged.
Behaviour in and out of Classrooms	This is very good. Pupils are polite and show respect for other pupils and adults at all times.
Personal development and relationships	These are very good and pupils have many opportunities to take responsibilities around the school. Relationships are extremely good.
Attendance	This is satisfactory and matches the national average.

Teaching of pupils in	Reception	Years 1 - 2	Years 3 - 6
Quality of teaching	Good	Good	Good

Aspect	Comment
The quality and range of the curriculum	This is good. The coverage of the National Curriculum is good, except for Music where it is satisfactory. All pupils have equal access to learning opportunities, including personal and social and health education. The range of extra curricular activities is very good.
Provision for pupils with special educational needs	This is very good and is a priority for the school. The needs of pupils are identified very well and the learning opportunities are modified so pupils achieve. Pupils are given very good support.
Provision for pupils’ personal, including spiritual, moral, social and cultural development.	This is good overall. There is good provision for spiritual, moral and social development; that for cultural development is satisfactory.
How well the school cares for its pupils.	Overall this is good. The school is a secure and caring community. Systems for assessing pupils’ attainment and personal development are very good.
How well the school works in partnership with parents.	The links that the school has with parents are particularly effective. These have a very good impact on pupils’ attitudes, behaviour and learning.

Aspect	Comment
Leadership and management by the head-teacher and other key staff	The head-teacher provides very good leadership and staff and governors are encouraged towards a clear vision of how to improve the school and raise the standards. There is good long term planning. Staff are a supportive team
How well the governors fulfil their responsibilities	Governors provide good support to the school and carry our their responsibilities well. They are fully aware of the standards of the school and its strengths and weaknesses. However, the governors are not always actively involved in curriculum developments.
The school’s evaluation of its performance	This is very good. There is a systematic review of the progress of developments and how they are having an impact on standards. Analysis and evaluation of the school’s results and pupils’ individual progress are very good.
The strategic use of resources	Resources, including space, time, funds and staff are used very well. However, the resources of ICT are under used due to a lack of staff expertise. The principles of best value for purchasing resources are applied well. The staffing and resources are satisfactory.