The school’s main strengths and weaknesses are:

• Pupils attain good standards in science, information and communication technology (ICT) and in art and design. Standards in mathematics are slightly below average overall by the end of Year 2. Pupils’ work is not always presented neatly enough but most achieve well over time.

• Teaching is good and staff have high expectations as to what pupils should do and how they should behave.

• Pupils enjoy their lessons, work hard and behave well. Their personal development is well planned for.

• Attendance is below the national average and unsatisfactory overall.

• The curriculum is strengthened by visits and visitors together with a wide range of enrichment activities outside normal school hours. Some of the pupils’ skills in non-core subjects need greater attention.

• The headteacher and other key staff provide very clear educational focus and direction. Governors, however, need to be more involved in helping to shape school improvement.

Since the last inspection in April 1999, the school has tackled successfully all the key areas of weakness identified then and has made very good progress since that time. Standards have continued to rise and the school has received several national awards for achievement. The methods used to assess pupils’ work in core subjects like English have improved and pupils’ individual progress is carefully monitored. The Foundation Stage (nursery and reception) is now planned more effectively.

STANDARDS ACHIEVED

Key: A*- very high; A - well above average; B – above average; C – average; D – below average; E – well below average Similar schools are those whose pupils attained similarly at the end of Year 2.

Pupils achieve well in all years. The goals children are expected to reach by the end of reception are largely achieved except in language and literacy and mathematical development. Attainment in these areas is relatively low when children enter nursery. By the end of Year 2, pupils attain broadly average standards in reading and writing and above average standards in science, ICT and art. Their standards in mathematics continue to improve but remain just below average overall. By the end of Year 6, pupils’ standards are high in science, above average in ICT and art and design and broadly at the level expected for their age in all other subjects. Where standards in some subjects vary considerably from year to year, it is often because of the nature of that particular year group including the number of pupils present with special educational needs. Most children achieve well because they learn at an appropriate level and rate and the good teaching encourages them to do their best.

Note: The non-core subjects are those other than English, mathematics and science

Pupils’ personal qualities, including their spiritual, moral, social and cultural development, are good overall and well nurtured by the school. Pupils show enthusiasm for learning and behave and work well. Most also play harmoniously and are supportive and sensitive to the needs of others. Relationships in the school are very good and the oldest pupils help younger children in all sorts of ways. Attendance is unsatisfactory because it is below average and some pupils arrive late to school.

Main strengths and weaknesses

• By the end of reception, children are likely to attain the various goals expected for their age except in language, literacy and communication and mathematical development.

• Standards in Years 1 to 6 vary from year to year but continue to rise overall in the core subjects.

• Pupils throughout the school achieve particularly well in science, ICT and art and design and standards in these subjects are on course to be above average by the end of Years 2 and 6.

• By the end of Year 2 standards are slightly below average in mathematics.

• By the end of Year 6 standards are broadly average in English and mathematics.

Commentary

Standards at Level 4 and above (percentages) in national tests at the end of Year 6 in 2002

There were 30 pupils in the year group. Figures in brackets are for the previous year

Standards at Level 2 and above (percentages) in national tests at the end of Year 2 in 2002

There were 46 pupils in the year group. Figures in brackets are for the previous year

1. The above tables reflect the percentage scores of Year 2 and Year 6 pupils in tests in the core areas in 2002. This is a school that shows quite significant variations in pupils’ overall performance from year to year, depending on the size and nature of the year group. This can be seen, for example, by the Year 6 results achieved in 2002 compared with those of 2001, the latter cohort containing an unusually high proportion of pupils with above average attainment. The indicative results from 2003 suggest that standards in Year 6 continue to rise overall, including the proportion of pupils in English and mathematics who achieve the higher levels for their age. This trend was also confirmed by the results of inspection. Standards in science fell slightly in 2002 but remain well above average. Test results in Year 2 are often affected by the percentage of pupils with special educational needs, including those in the Infant Assessment Unit. In 2002, a relatively small number of Year 2 pupils reached the higher levels for their age in mathematics, although, over time, many more pupils are reaching at least the basic standard expected for their age. The inspection also confirms

2. that standards in English and mathematics are rising across the school over time and that it continues to set challenging targets for the future.
1. Despite achieving well in both nursery and reception, a significant number of children are unlikely to attain all the relevant goals for their age in language, literacy, communication and mathematical development. Difficulties persist for many in speech, early reading and writing skills and in understanding number. However, many children are on course to achieve the goals expected for their age in personal, creative and physical development and in their knowledge and understanding of the world. This represents good achievement over time set against their standards on entry to the nursery and is a commentary on the good planning, teaching and learning that occur.

2. Most pupils continue to make good progress and to achieve well in the core subjects in Years 1 and 2. By the end of Year 2, standards in mathematics vary considerably and are currently marginally below the national average within the year group as a whole. Many pupils also find difficulties in speaking out with clarity and confidence about their learning, although listening skills are generally good. The good work done in the Literacy Strategy has helped raise reading and writing to their present average levels. Improvements in science have occurred over time and standards are now above the expected level for Year 2 pupils. There is no significant variation between the achievements and standards of girls and boys in core subjects by the end of Year 2. The recent school emphasis on ICT has meant growing confidence among staff and pupils and standards are now above those expected for the age of the pupils. Standards in art and design have remained above average since the previous inspection. Pupils perform at broadly the expected level for their age in all other National Curriculum subjects and in religious education.

3. The good foundations for pupils’ learning laid lower down the school work to good effect as pupils move through the junior years. Achievement remains good in core subjects. Currently, Year 6 pupils are likely to achieve broadly average standards in English and mathematics, above average in ICT and art and design and well above average in science. In these subjects teachers are careful to build on the pupils’ previous learning and the work set is usually challenging and appropriate to the ability of the individual. Standards in other subjects, including religious education, are broadly in line with that expected for their age, although in subjects such as geography and design and technology, pupils do not always acquire and practise the skills they require in a systematic way. As in Years 1 and 2, there is no significant difference between the achievement and standards of girls and boys.

4. All pupils benefit from the very good leadership and management of the school, particularly the emphasis on driving up standards over time. Parents are generally happy with the standards the school achieves and many pupils feel they are doing well. The improvements over time have been recognised by several achievement awards given by the Department for Education and Skills. The school’s tracking system has also enabled challenging targets to be set in important areas. Pupils with special educational needs generally attain lower than average standards but achieve as well as their peers in relation to their previous learning. Their needs are clearly identified, learning targets are set and they are well supported by teachers and classroom assistants. Higher attaining pupils also achieve well, although there is scope for even more challenging provision in non-core subjects.

Pupils’ attitudes, values and other personal qualities

Pupils' attitudes, values, behaviour and personal development are all good. Pupils' attendance and punctuality are unsatisfactory.

Main strengths and weaknesses are

• Most pupils exhibit good attitudes and behaviour in the classroom.

• Pupils are well behaved around the school and in the playground. No recent exclusions.

• The provision for the pupils’ spiritual, moral, social and cultural development is good overall.

• Attendance and punctuality are unsatisfactory.

1. Children in the Foundation Stage are on course to achieve the goals expected for their age in personal and social education. Most pupils in all classes behave well in lessons and around the school. For example, in two observed assemblies, pupils walked quietly into the hall and responded very appropriately to the teacher’s questions and stories. In the playground, pupils played well together and had harmonious relationships with all supervisory staff. The recently introduced playground 'Buddy' system works very well in practice (every child in the school is a potential buddy) and this makes a very positive contribution to pupils' personal development. The school’s ‘golden time’ system, whereby pupils have to maintain points earned and which lead to a free choice of activities, has caught the imagination of the pupils and their parents and works well as a motivation to behaving well and working hard. Pupils have a very positive view of their school and enjoy almost everything that goes on. They appreciate the variety within their learning and the many ‘extras’ in which they can participate. Parents also believe that pupils behave well and note that there have been no recent exclusions.

2. Teachers have high expectations of pupils' behaviour and this can clearly be seen in the classroom where most lessons were well paced and pupils’ concentration levels were high. In one observed physical education (PE) lesson, for example, pupils worked very well together in pairs as they practised and developed their bat and ball skills. Pupils of different abilities and backgrounds play and learn well together as do girls and boys.

3. The school council has been in operation for a few years and provides a very good forum for pupils to debate the issues of the day as seen through their own eyes. Most pupils have made some contribution to the school council system and to this extent it is a very inclusive provision which adds significantly to pupils personal development. Many other opportunities are provided for pupils to take responsibility for their own standards of work and in carrying out various tasks around the school. One child who was unable to take part in a PE lesson was well utilised by the teacher to give out and collect various resources relevant to the lesson’s aims.

4. The spiritual development of pupils is satisfactory but the planned provision is not strong enough. During worship and in a minority of lessons, pupils have time to reflect on what they and others are doing and to think about their own values, beliefs and relationships. Provision for moral and social development is very good and often hinges around ‘circle time’ and other occasions where qualities such as honesty, rules, truthfulness and being special are debated. The cultural development of pupils is satisfactory and pupils have a firm grasp of their local heritage and the traditions of their own area. Given its lack of pupils from different ethnic groups, the school could provide more opportunities to make pupils aware of the diverse nature of society. However, comparative faiths are taught satisfactorily in religious education.

5. The overall attendance at the school is unsatisfactory. It is regularly below the annual national average although there is no unauthorised absence. There is significant evidence of pupil lateness although this involves a relatively small number of pupils. It is vital that all parents support the school’s clear policy on attendance and ensure their children attend with absolute regularity. The school is very proactive in following up all unexplained absences and in promoting good attendance but their efforts have not always met with great success.

Attendance in the latest complete reporting year (%)

The table gives the percentage of half days (sessions) missed through absence for the latest complete reporting year.

Exclusions

Teaching and learning

The quality of teaching and learning is good across all phases of the school and leads to most pupils achieving well and making good progress.

Main strengths and weaknesses

In the nursery and reception classes:

• Very good relationships help children settle quickly into school life.

• Adults form a strong team and support children well in their learning.

• A spacious, well-resourced area and a good range of opportunities stimulate learning.

• Activities are well managed and assessments made of children’s attainment have improved.

• In Years 1 to 6:
• Challenging teaching gets the best out of most pupils.

• Very good use of information and communication technology (ICT) across other subjects.

• Strong emphasis on literacy and numeracy and on the development of scientific skills.

• Good assessment in the core subjects contributes to rising standards.

• Work well matched to pupils of all abilities, enabling learning to be relatively rapid.

• Teachers’ expectations of pupils’ presentation of their work not always high enough.

• Basic assessment in the non-core subjects limits the achievement of some pupils.

Commentary

The curriculum

The overall opportunities for learning are good. The curriculum meets statutory requirements and represents a broad range of opportunities that provide well for the diverse needs, interests and aptitudes of all the pupils.

Main strengths and weaknesses

• The curriculum for science and ICT is particularly good.

• There is effective provision for building up many basic skills in English and mathematics.

• Good curriculum enrichment is provided through an interesting range of extra-curricular activities.

• Pupils’ skills in some of the non-core subjects are not developed well enough.

• Learning resources are good and the very good accommodation is used well to extend pupils’ learning.

Commentary

1. The curriculum has continued to improve and develop since the previous inspection. The work done in the planning and delivery of literacy, mathematics, science and ICT has been particularly impressive and has contributed much to pupils’ achievements and the rising standards in these areas. It is also a good, inclusive curriculum which allows access by all pupils and provides well for their individual strengths and weaknesses. Strong emphasis is placed on literacy and numeracy and this is reflected in the school’s daily timetable. There is some danger that parts of the non-core curriculum, such as geography and design technology, may be a little fragmented in terms of the way pupils learn and practise their newly acquired skills. The school is rightly looking at the balance of its working week to ensure that time is allocated in the most effective way. The curriculum prepares pupils effectively for movement between year groups and also for subsequent stages of education, including transfer to the secondary school.

2. The curriculum provision in the Foundation Stage (nursery and reception) is good and much has been achieved by the staff in this respect. Planning and liaison between the nursery and reception are effective and children are introduced to knowledge and skills in a very structured way. Increased partnership with parents is helping to ensure children recognise and benefit from the links between home and school.

3. As well as making good provision overall for the subjects in the National Curriculum, the school meets its requirements to teach religious education and this is a subject that helps pupils to become more aware of the diverse nature of society and the presence and beliefs of other ethnic groups. The programme followed has strong links with daily acts of collective worship which also meet statutory requirements. Over the past year, the school has developed very well its provision for personal and social education including good health, sex education, drug and alcohol awareness programmes and the beginnings of citizenship. Regular lessons have taught pupils to be conscious of their own emerging roles in society and helped them to develop the very good relationships that now exist in school.

4. The school has overall good curricular provision for higher attaining pupils although it needs to think more precisely how it will help identify and support any pupils who are particularly gifted and talented. Pupils with special educational needs are well supported through their school lives and, as a result, achieve well. Classes are small and the very good adult/pupil ratio allows children with learning difficulties to work through their problems. The individual educational plans prepared for such pupils are well focused and help their knowledge in small meaningful steps. Classroom assistants are used well to support pupils with degrees of problems in English and mathematics in particular. All pupils, irrespective of their ability, benefit from the different teaching strategies and methods used by staff.

5. The previous inspection report expressed some concerns about the lack of extra-curricular activities to support pupils’ learning. The school has now developed a wide range of visits, visitors and out-of-hours clubs to enrich pupils’ everyday experiences. Pupils are taught off site in as diverse places as local churches, Hemlington Lake, museums, theatres and the public library. A wealth of visitors contribute much to learning, including the police, visiting PE specialists and musicians performing arts groups. Many pupils attend and enjoy after-school clubs such as French, animation, computers, netball and dance. Pupils’ questionnaires and parents demonstrate how much these activities are appreciated and the benefits they bring.

6. Learning is very well supported by a knowledgeable teaching staff and an above average number of classroom assistants. Staff are deployed well and in some cases, such as science, specialist teaching occurs. Most pupils are ‘set’ for literacy and mathematics according to their potential and this helps staff to provide appropriate challenge to different groups. Classroom assistants play a vital part in pupils’ learning and plan and work well with individuals and small groups.

7. The main accommodation is well maintained, spacious and very good overall. Specialist rooms are set aside for subjects such as music and this works well. The facilities for ICT are very good and provide state of the art accommodation and resources, factors that are clearly impacting on pupils’ achievements and standards. Learning resources are good in most subjects and are well used by staff and pupils to ensure that the curricular needs of the pupils are well met.

Care, guidance and support

The level of child protection, welfare and support given to pupils combined with the very good procedures for promoting the development and well being of individual pupils, have a positive impact on learning and are a significant strength of the school.

Main strengths and weaknesses

• Effective child protection procedures are in place.

• Teaching and support staff know their pupils very well and provide very good support and guidance as they progress through the school.

• Good assessments are made of pupils’ academic and personal development.

• Very good risk assessments take place in advance of school trips and around the building as a whole.

• Very good systems are in place to seek, listen and act on pupils' views of the school.

1. Child protection procedures are in place and the reporting person is known to all staff in the school. Teaching and support staff, themselves supported by a range of external agencies, provide a high degree of welfare support to individual pupils as exampled by the good provision for pupils with special educational needs. Pupils’ academic performance and personal development are monitored both formally and informally and steps are taken to identify any individual problems through a range of effective strategies.

2. Teachers and support staff know the pupils very well and are quick to observe any personal difficulties exhibited by them and to take rapid and remedial action. The assessment and monitoring of pupils’ academic and personal development are good and lead to clear targets being set and the raising of standards as a whole. The school operates a very good first aid system for minor accidents and appropriate records are maintained. Regular fire drills are carried out and the school also maintains medical logs. Health and safety audits of the site are carried out and the school is very proactive when considering possible risks on trips out of school.

3. Lessons in personal and social education are used well to provide pupils with the opportunity to talk about themselves and to express ideas and suggestions as to how they perceive a range of issues. The school council enhances this provision by providing every pupil with a voice in relation to how the school should evolve. Pupils' personal development is further enhanced through the provision of both class and individual targets to which pupils are expected to work. Most children are clear what these are and have a positive view about their purpose and value.

4. The school acknowledges pupils' achievement through the praise given to them in the classroom and, more formally, in regular sharing and presentation assemblies to which parents are usually invited. This practice is clearly a much valued and effective area of the school's promotion of pupils' personal development and self-esteem.

Partnership with parents, other schools and the community

Parents' views of the school are very positive and the school’s links with parents are very good. The school’s links with the local community, including other schools, are also good.

Main strengths and weaknesses

• The majority of parents like the school and feel that their child is happy here.

• Parents feel that the school is well led and managed.

• The teaching is thought to be good and teachers are approachable.

• The school reaches out very well to all parents and gives them the right sort of information.

• The school uses the wider community and other schools well to support the curriculum.

• A few parents are not supportive of the school, for example in relation to the need for good attendance.

Commentary

1. The parents' meeting with the inspectors was reasonably well attended but the parental questionnaire was returned by only a moderate number of parents. Overall, a significant majority of parents are very supportive of the school including its aims and objectives. Parents feel that their children like school and that they are making good progress. Parents also feel that the teaching is good and that the school is well managed. The pupils' questionnaire was completed by the majority of children and their overall response was overwhelmingly positive. They appreciate most the various clubs and ‘golden time’ (which allows them to be rewarded with free time if they have worked and behaved well). Almost all pupils realise they have to work hard but feel that teachers are fair and that learning is fun.

2. The information provided by the school through the prospectus and annual governor’s report and via regular and well designed newsletters is of a very good standard. Annual academic reports to parents are well conceived. There are also two parents' evenings each year during which parents have the opportunity to discuss their children’s progress and these evenings are generally well attended and help cement the bond between home and school. In addition the school holds a target setting evening near the start of each academic year to ensure that parents are made aware of what their children need to concentrate on during the next 12 months. The school notes carefully which parents attend these open evenings and any who are unable to attend are sent relevant details through the post to ensure that they are kept fully informed about their children’s development.

1. A few parents are frequent visitors to the school both to provide very welcome classroom support or to assist with external visits and occasional residential trips. All parents have been invited to enter into a home/school agreement, which is designed to promote improved communication between the school, parents and children. Parental attendance at school

2. concerts, celebrations and sports days is very good. The relatively few parents who do not cooperate with the school’s policy on pupil attendance are rightly being targeted, as nonattendance at school can lead to gaps in learning and progress.
3. Good use is made of the local environment to enhance pupils’ learning. The school has good links with the local church and library and regular field trips are made to study the local environment. The school nurse is a regular school visitor and the education social worker is very well utilised by the school to assist in the promotion of good attendance and punctuality. The school has good links with the local Cellnet Stadium at which some pupils undertake occasional project work inside and outside the school day.

4. Very close links are also maintained with several local schools- for example, sports development activities which take place in conjunction with the local secondary school and inter-school competitive sport. Contacts with other schools are also good in relation to the transfer of pupils in and out of Hemlington Hall. The school also encourages a range of incoming visitors to the school to enhance the curriculum for its pupils. Recent visitors have included a woman who talked about the manufacture of felt and an ex-member of the pop group Status Quo who brought in a very wide variety of musical instruments.

LEADERSHIP AND MANAGEMENT

Main strengths and weaknesses

• The headteacher and staff have a very clear vision of school improvement. They work effectively as a team particularly in raising standards in core subjects and ICT.

• There is a very positive ethos and the aim to meet the needs of all pupils is promoted very well.

• Strategic planning is comprehensive and detailed and covers financial and training implications well.

• The governors are very committed and meet their statutory requirements but are not sufficiently involved in school development matters.

• The headteacher and staff monitor standards and track pupils’ progress rigorously.

• Staff development has been given high priority and the school has achieved Investors in People status.

• Financial management is very good and specific funding is spent appropriately.

Commentary

1. The headteacher provides inspirational leadership. Working very effectively with all staff, she leads a team that has a clear vision that reflects the aims of the school very well. Very good progress has been made since the previous inspection. Leadership and management techniques have been strengthened at all levels and the result is considerable success in raising standards in core subjects and ICT. The very positive ethos, high expectations and strong commitment to inclusion are significant factors in helping pupils achieve well and to make good progress across the school.

1. Governors support the school well and back the strong commitment to improving pupils’ confidence in literacy and numeracy and ICT skills. They regularly approve new policies and make sound use of their committee structure when taking decisions on financial, curriculum

2. and staffing matters. They are less pro-active in matters relating to initiating change and school development. Strategic planning is comprehensive, detailed and covers financial and training implications well. At present, however, the governors’ role in improvement planning is mainly focussed on ratification of plans that the headteacher and staff have drawn up rather than on questioning or challenging the senior managers sufficiently on the range of options open to them.
2. The headteacher and staff monitor standards and track pupils’ progress rigorously and they assess their own performance and other aspects of the school very well. Performance management arrangements, introduced since the previous inspection, are well embedded and several members of the teaching staff function as team leaders for other teachers. All teaching staff agree personal targets with their respective leader and all are supported well in their roles and with personal career development. There are good arrangements for the induction of new staff. The strong focus on staff support and development resulted in the school meeting the criteria in March 2003 for the Investors in People standard.

3. Financial management is very good with specific funding, such as that available for pupils with special educational needs, spent appropriately. Considerable progress has been made in improving provision in classrooms, shared teaching areas and in support for administration. The school has injected additional funding to that provided externally to enhance several initiatives including the high level of ICT provision. There has been good consultation with parents on their views and aspirations for the school, a detailed analysis of pupil performance data and careful scrutiny of the options available when services are being engaged. The school is developing best value principles well, particularly in its competitiveness and the way it contrasts its performance with that of other schools and against its own annual targets. The school provides good value for money.

4. This very well managed school operates efficiently and smoothly on a day-to-day basis. The management has a positive effect on the ethos of the school and on the achievements of the children, factors that are also recognised by both parents and pupils.

Financial information for the year March 2002 to April 2003