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5. THE QUALITY OF PROVISION

5a How good is the quality of teaching and learning?

- how well teaching meets the needs of the full range of learners and course requirements
- the suitability and rigour of assessment in planning learning and monitoring learners' progress
- the diagnosis of, and provision for, individual learning needs
- the involvement of parents and carers in their children's learning and development

  • Teaching and Learning highlighted as a real strength by Ofsted October 2004. 59% very good or better, 92% good or better, no unsatisfactory lessons. (2 very strong teachers absent).
  • Staff changes and return of AST and Senior Assistant Head since Ofsted have strengthened this picture.
  • Observations of NQTs by head, subject co-ordinators, governors and mentors show teaching to be good or better in all cases. Strong induction programme with NQTs has been a real strength since September 2005 allowing NQTs to have very positive first year of teaching. Supported by AST and Senior Assistant Head.
  • Team planning with clear objectives has led to a consistency across the school, use of subject teachers (particularly core, ICT and RE) has also been a major factor.
  • Planning shows differentiation of work usually at three levels and clearly shows where use of second adult when applicable.(Planning audit).
  • Selective use of ICT, particularly interactive whiteboards, has led to lessons becoming increasingly more interesting and motivating.(ICT self review framework).
  • All teachers highly skilled in use of interactive whiteboards.
  • Many TAs use interactive whiteboards to work with groups on independent tasks.
  • Pupil behaviour in lessons is good or better. Rarely observe lessons when behaviour of pupil has a negative impact on learning. Behaviour management support system helps pupils to feel safe in lessons.
  • Questioning of pupils is matched to ability with both lower achieving and reluctant participants being encouraged to take part. Skills of TAs constantly in evidence in this area.
  • Positive use of working partners in lessons ensure high level of participants leading to most pupils making positive contributions to lessons.
  • Staff/pupil relationships are generally good or excellent. In excellent lessons pupils not only make positive contributions but are also willing to listen to the views of others.
  • A planned programme for staff to observe the best practice within our own school. This particularly in English, maths, ICT and art. Plans to extend to PE 2006/07.
  • 40% of teachers have been involved in Learning Walks around other county schools. Schools have been carefully selected for their reputations for offering a creative curriculum. Findings shared and fed back to others at staff and governor meetings. The outcome of the Learning Walks has led to a firm belief that our own curriculum is very good but over crowded.(curriculum review 2006/07).
  • Teaching/Learning environments effectively support pupils by offering a wide range of quality resources. Pupils are encouraged to select the best resources for the task leading to more independent learning. Resources also support a variety of learning styles. All areas are set out to motivate and attract pupils to learning with Foundation/KS1 offering a practical play based approach when appropriate.Teaching areas are used to celebrate pupil work. Teachers create systems to support teaching and learning.This is planned and consistent across the school and agreed by all staff.
  • Pace of lessons is good or better in the majority of lessons as little time is spent on behaviour management. Behaviour problems that do arise are dealt with efficiently using the guidelines set out by the school.
  • There is an agreed policy where parents are encouraged to work alongside their children at both school and home. Encouraged to read in school with pupils, learn spelling and number facts at home on a weekly basis. These fairly concrete tasks are welcomed by many parents but a significant minority do not support. This problem is part if our extended services drive for the next three years.(Parent packs to be started from September 2006 from Basic Skills Agency).
  • Parents meet with staff formally on two evenings per year. This gives time to discuss targets and progress. Approximately 65% to 70% take up this opportunity. School has a very open door approach to parents on more informal occasions. Again TAs are used well in this area. Majority of parents very positive at these events.
  • Regular access to water helps to support both concentration and the school’s attempts to provide healthy options to pupils.
  • Both formative and summative assessments is used to support future learning. NFER and SAT tests are analysed to set both qualitative and quantitative targets.
  • Marking for improvement has been a priority for 2005/06 and will continue into 2006/07. Training by the LA inspectors raised teaching and support staff awareness, this has been followed up by school literacy co-ordinators. Work analysis shows marking is becoming a real strength for written work in literacy. Success criteria are being used to support pupils awareness of what is expected. We now need to consistently offer pupils time to improve their work and move onto self and peer marking.
  • Current school staffing structure allows two ASTs and one Senior Assistant Head to teach other classes and also monitor and offer feedback at the same time.This included model lessons across the school.
  • The school attracts many visitors from other educational establishements particularly focusing on ICT and KS1 transition. Feedback is always extremely positive with many follow up sessions being requested.

5b How well do the curriculum and other activities meet the range of needs and interests of learners?

- the extent to which the curriculum or activities match learners' needs, aspirations and capabilities, building on prior attainment and experience
- how far the curriculum meets external requirements and is responsive to local circumstances
- the extent to which the provision enables and encourages learners to be healthy and stay safe
- the extent to which learners have opportunities to develop enterprise, financial skills and work in teams
- the extent to which enrichment activities and, where appropriate, extended services contribute to learners' enjoyment and achievement

• The school's curriculum plan is tailored to meet the needs of our pupils giving great emphasis to the role of speaking and listening in the early years.
  • Work is generally differentiated often by both task and outcome. This allows most learners to access a curriculum at their level and are therefore engaged purposefully in their work.
• SEN pupils have IEPs related to their level of potential. These are reviewed by the SENCO and class teacher. Parents are invited to discuss this at Parents’ Evenings. Pupils on School Action Plus have an extra parent consultation extra parent consultation with SENCO, Headteacher and class teacher.
• The PE/sports curriculum has been enhanced by the appointment of a Sports Development Officer for 25 hours per week. Each class (apart from F1) has a one hour outdoor PE session each week. All have one 30 minute hall time per week and between eight and fourteen swimming lessons. This does bring us close to the two hour per week PE time for most children. Some classes will have a skipping workshop to break up the afternoon session.
• Seven after school sports clubs are run in the Autumn and Spring Terms, this reduces to five in the Summer Term. These cater for both Gifted and Talented sports players and the promotion of healthy lifestyles.
• Outside providers enhance the school’s drive to promote healthy lifestyles. DARE scheme for Year 6 pupils, CASE for Y3 pupils, Life Education for F1-Y2 pupils. These agencies all offer pupils both information and the ability to make choices about their own lifestyle. This is supported by the school nurse and an extensive PSHE programme,
• Intervention packages are used to support certain groups of pupils throughout the school, As well as the government led initiatives such as Wave 3, ALS, FLS (all of which provide very positive results) we have used Learning Network funding to support another identified group. Twelve Y2 pupils are heard read and given the opportunity to discuss books on a daily basis with two trained midday supervisors, this has helped not only improve reading ages but also given these pupils an appetite for reading. (These pupils were group 4 out of 5 ability levels). SATs results 10% up at 2C and above reading 2006.
• A brain gym consultant has been employed throughout the year to work with staff, pupils and parents. Whole staff inset day has been followed by sessions for specific TAs, pupils and parents. Work with individual and groups of children in year 4 and 5 has taken this initiative one step further than previously. Feedback from TAs, teacher and parents state an improved attitude to work and greater levels of concentration.
• The extremly high quality play based curriculum from Foundation Stage to Year 2 gives the pupils the opportunities to enhance the area of speech and language which is an identified area of concern on entry to F1. The play activities are integrated into planning and used in many areas of the curriculum. The school has a commitment to resource and manage these areas to a high standard. Pupils enjoy the play based activities which create an excellent learning atmosphere in both key stages. This aspect also supports our excellent reputation for providing an easy transition for all pupils from F2 into Y1. LA use us as a model of good practice.
• All pupils are expected to take part in a minimum of one public performance per year. These performances are high quality, well supported by parents/carers and enjoyed by all.Gifted and Talented regularly identified from these performances and move into local drama groups.
• Outside providers are used to enhance, enrich and excite many areas of the curriculum. Many of these are visitors on-site but off site visits are also encouraged. Recently we have received neighbourhood renewal money to support these events but this finishes on March 2006. School Governors have agreed to allocate £10,000 to support these activities into 2006/07 academic year. Feedback from parents, pupils and outside providers are extremely positive. Comments from providers about the behaviour and attitude of our pupils and the positive contributions they make are particularly pleasing and they really provide opportunities of Excellent and Enjoyment.This is fed back and planned into Teaching and Learning activities.
• On off-site visits pupils are really aware of the regard for safety being of paramount importance. Adults reinforce the potential hazards of the day and pupils respond by behaving sensibly and by making the most of opportunities offered.
• Equal opportunities to participate in the above activities are made easier by most being free of charge.(Governor budget plan 2006/07).
• The school allotment project and gardening club have provided opportunities to enrich the healthy lifestyle agenda both within and outside the curriculum. Pupils have taken part in enterprise projects of planting, caring for and selling both food and flower crops. This project has allowed pupils new experiences never previously possible through their home life styles.
• Outside providers from the local community are used as after school club providers. These have included a local gardener, artist and martial arts coach in 2005/06.

5c How well are learners guided and supported?

- the care, including integrated day care, advice, guidance and other support provided to safeguard welfare, promote personal development and make good progress in their work
- the quality and accessibility of advice, guidance and support for learners
- the extent to which the school and any additional services contribute to the learners' capacity to be healthy, including vulnerable groups, such as looked after children

• Pupils are encouraged to feel safe and happy from a very early stage of their school life.
• Foundation 1 staff quickly establish safe routines, establish codes of conduct to ensure the majority are not upset by the minority and give all pupils an adult to relate to.
• All classes clearly identify along with pupils expected codes of behaviour and attitude which are acceptable to all.These are linked in the with school's positive discipline policy.
• Individual pupils who require extra support will be offered a named adult in school to talk to. This is usually a TA but it is not unusual for this to be the Head.
• Behaviour support is consistent across the school and the whole school community is involved. Pupils know the boundaries and sanctions are consistently applied.
• Children with more complex special needs are allocated to a named TA at the beginning of each academic year. These are used for the majority of parental consultations apart from the academic progress with the class teachers and/or SENCO. This gives children and parents a feeling of safety and security.
• Attendance becomes an ever increasing issue, particularly as we have more split families. Often both parents wish to take their child on holiday and the school is left with the decision of agreeing or not. This can lead to difficult relationships. Many of our children who take two separate holidays per year achieve very well at school.
• We are working closely with the Welfare Service to improve attendance figures but poor diet and home conditions do often lead to poor health.
• Staying healthy is given high priority from the start. Parents are given advice as their child begins F2 on healthy lunchboxes and the ways school are providing healthy options eg meals, water, milk, fruit and tuck shop. This does appear to be having a positive impact on pupil behaviour.
• School nurse, DARE, CASE provide healthy choices by outside providers to raise awareness of the pressures and dangers faced outside of the school gate.
• Assemblies are used to praise and reinforce issues of safety and behaviour. Pupil achievement is regularly celebrated eg Star of the week, sports results, competition winners. Children do enjoy and appreciate celebrating their own and others achievements.
• A new report format was used in 2005/06 which parents did seem to prefer. Parents did understand the new grading system but some staff did feel it difficult to be positive about children not achieving national levels but doing well for their ability. These are to be further discussed in May 2006 to achieve a more consistent approach.
  • Teaching and non teaching staff are pro active in helping, reassuring and allowing pupils to confide in them.
  • The school uses the Nottinghamshire child protection policy when dealing with any isues in this area.

5d Where relevant: what is the quality of provision in the Foundation Stage , including, if appropriate, the quality of childcare?


  • Foundation stage curriculum fully in place with all areas covered. Foundation stage profiles indicate that progress is made consistently across the keystage.
  • In line with the Foundation Stage curriculum our provision is play based and taught through first hand experience. Each day there is an effective balance of adult and child initiated activities.
  • There is a consistent level of high quality teaching by both teachers and TAs which lead to our children achieving well. We know this through lesson/small group/peer observations and detailed discussions of how and why our children learn/fail to learn.
  • Assessments, mostly oral are done daily and acted upon ensuring that every child progresses at an appropriate level through a curriculum that is relevant to them.
  • Parental communication is good and wherever possible we work together to maintain high levels of learning.
  • A large proportion of children enter F1 with speech and language difficulties which are identified as quickly as possible. F1 work closely with Sure Start to provide early intervention techniques. Assessments by a Speech and Language therapist led to 40% of a group of children being directly referred for specialist speech and language work. We now have a TA in F1 taking small groups of children for targeted speech and language activities.
  • School is looking towards more Speech and Language training for all TAs (June 2006).
  • There is a good staff/child ratio. In F1 it is 1/13 in F2 it is 1/15. Resources are excellent both indoors and outdoors and are still improving - children's opinions are sought here. Staff are constantly seeking ways in which to further improve the quality and variety of provision eg attending relevant courses/reading new literature.
  • The appointment of a teacher to be specifically responsible for ICT in Foundation stage and work alongside the ICT co-ordinator will be carefully monitored to see if this improves ICT provision and learning for children.

5e On the basis of your evaluation, what are your key priorities for development?


• To use the ICT Self Review Framework for all subjects to give a consistent audit across the school.
• Continue to improve writing through marking for improvement.
• To continue to improve pupils quick mental recall in mathematics.
• To review the target setting process.
• To involve more parents in their child’s learning.
  • To offer strategies to improve pupil attendance by working with the Education Welfare Service.
  • Review of whole school curriculum plan.