INSPECTION UNDER SECTION 9 OF THE EDUCATION (SCHOOLS) ACT 1992

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Knights Templar C of E & Methodist School
Liddymore Road
Watchet
Somerset
TA23 OEX

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DATE OF INSPECTION: 23 - 27 January 1995
By

Under OFSTED contract number 933/P4/501591

Contents

1. Introduction
2. Main findings and key issues for action
3. Standards and quality
4. Efficiency of the school
5. Pupils' personal development and behaviour
6. Subjects of the curriculum and other curricular provision
7. Factors contributing to these findings

(c) Crown Copyright 1995
This Report may be reproduced in whole or in part provided that the source and its date are stated. Under the Education Act 1992 the school must provide copies of this Report and/or its summary 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 Full Report.

INTRODUCTION

This inspection was carried out under Section 9 of the Education (Schools) Act 1992. Its purpose was to report on:

• the education standards achieved in the school;
• the quality of education provided by the school;
• whether the financial resources available to the school are managed efficiently;
• the spiritual, moral, social and cultural development of pupils at the school.

Basic Information about the school:

1.2 Intake of pupils and the area served by the school

2. The school was opened in Easter 1990 to replace two old Victorian schools which served the same catchment area. It is situated in a small coastal town (population 3,500-4,000) which, although in rural surroundings, has many of the social, including employment and family indicators, of some larger towns. The proportion of children from high social groups is well below the local and national averages but the proportion of children living in households with no residents in employment is broadly average. The percentage of children eligible for free school meals is high. The spread of ability on entry is wide. Some children are able to express themselves in sentences while others find communication difficult. Fine motor skills are poorly developed in some children. Between 80 - 90% of children have participated in some form of pre-school education The number of children from service families is decreasing and there are no significant numbers of children from ethnic minority groups. The number of children with statements of special educational needs is below local averages.

SCHOOL DATA AND INDICATORS

3. Number of pupils in each year group

Year	Boys	Girls	Total
Reception	28	19	47
Year 1	24	23	47
Year 2	29	29	58
Year 3	26	19	45
Year 4	28	36	64
Total	135	126	261

Special educational needs

Free school meals

Teaching time per week

Pupil attendance

Number of exclusions in the last 12 months

National Curriculum assessments: Key Stage 1

* Figures for the LEA and England refer to assessments that took place in 1992.

Financial information

Expenditure (£)
	Last full financial year 1993/4	Budget allocation for current year 1994/5
Teaching staff	246,855	155,678
Other staff	60,470	35,256
Educational resources	11,188	9,591
Premises costs	134,609	27,484
Curriculum and staff development	11,583	3,209
Other costs	22,924	18,177
Total Expenditure per pupil: (£) Expenditure per pupil on educational resources: (£)	487,629 1,847 42	249,395 - 37

Record of the evidence base of the inspection

Number of lessons seen
Key Stage	Pre-1	1	2	TOTAL
Lessons Seen	11	30	38	79
Hours	4.35	9.15	17.35	31.25

4. The inspection was carried out by a team of four inspectors. During the week the work of the school was also inspected by a diocesan inspector in the areas of religious education and worship:

• 79 lessons or parts of lessons were observed;
• more than forty interviews and discussions were conducted with members of staff, parents and members of the governing body;
• a sample (3) of pupils from each class were heard reading;
• samples of pupils' work were examined from all classes;
• teachers' planning files and record books were inspected;
• attendance registers, and the conduct of registrations were inspected;
• the budget figures were examined and the processes for ensuring financial control were inspected;
• children's' behaviour in and around the school, at playtimes, at lunch and before and after school was observed;
• school and class assemblies were attended.

MAIN FINDINGS

STANDARDS, QUALITY, EFFICIENCY AND SMSC DEVELOPMENT

STANDARDS

QUALITY OF EDUCATION PROVIDED

EFFICIENCY

SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT

KEY ISSUES FOR ACTION

9. The Headteacher, staff and governors should:

• Continue to provide a secure, rich learning environment from which all pupils can benefit.
• Translate school aims into clear strategic objectives which will identify educational priorities and guide decision making.
• Change the emphasis in planning from coverage and content to a clearer statement of the knowledge, understanding and skills to be learnt by all pupils.
• Redefine the role and function of all Coordinators so that they are able to monitor the effective implementation of agreed policies and practices.

STANDARDS AND QUALITY

Standards of achievement

Quality of learning

EFFICIENCY OF THE SCHOOL

13. The governing body takes an active part in the management of the school through its specialist committees including one for finance. There is a budget forecast for next year's spending and a School Development Plan for 1994-5. There is however no resource plan for the medium term and the School Development Plan itself only covers one year. This makes it difficult for the school to link the allocation of resources to overall objectives. The Development Plan needs to cover all aspects of school activity and be a vehicle for matching resources more closely both to ongoing and new developments. This will enable the governors to evaluate more accurately the cost effectiveness of their policies and the choice of priorities.

14. The school raises a large proportion of its income from lettings and the budget share per pupil is low compared to other primary schools within the LEA. Consequently the school gives good value for money at this time.

PUPILS' PERSONAL DEVELOPMENT AND BEHAVIOUR

Pupils' spiritual, moral, social and cultural development

16. Teachers place a great deal of emphasis on social and moral issues through both curricular activities and the behaviour policy. Pupils have a clear sense of right and wrong and display a degree of care for each other both in the classroom and at play. Relationships in the school, both between pupils and between adults and pupils are very good. Teachers react positively giving appropriate praise and dealing with potentially difficult situations in a sensitive manner. When given the opportunity pupils are generally confident and respond well to responsibility. They have a good attitude to work and play.

17. Pupils are given the opportunity to participate in a range of cultural activities through the curriculum. They display respect for cultures and religions other than their own and the school welcomes the contributions provided by the local community. Visits take place and children experience a range of views through visits to the school from religious and ethnic representatives. The quality of school life and community inside and outside the classroom is good. The pupils respond very positively to the rich environment and this adds to the learning experience of pupils.

Behaviour and discipline

Attendance

20. Despite the introduction of an Optical Mark Reader system registration procedures are still not entirely satisfactory. Not all OMR cards are being marked in the same way by all teachers. This can mean that an unnecessary amount of time is spent each week in collating the required information. It also means that some teachers sometimes fail to call a register at the beginning of each session. The systems for following up families where there are persistent or unexplained attendance problems is satisfactory The school just complies with the requirements of DFE Circular 11/91.

SUBJECTS OF THE CURRICULUM AND OTHER CURRICULAR PROVISION

• English
• Mathematics
• Science
• Technology
• History
• Geography
• Art
• Music
• Physical education

English

21. Standards of achievement at key stages 1 and 2 are in line with national expectations and with the children's capabilities in respect of reading and writing, including spelling and handwriting. In speaking and listening, standards are generally higher than this. In Reception standards are usually high, particularly in early reading.

22. Children's learning is consistently sound and is often good at key stages 1 and 2, and is usually good in Reception. In speaking and listening children's attention span is high and their contributions are thoughtful. Older children are also able to converse well together and with adults. Children of different abilities read with reasonable accuracy using phonic methods almost exclusively, and they are generally confident about and take pleasure in reading books. Their understanding of what they read however is not at the same level as their ability to read aloud, and their expressive powers are not fully exploited. A range of purposes for writing is evident in Year 4, as is the introduction to redrafting. Children should be encouraged when reflecting on their written work, to be as concerned with quality as they already are with accuracy. Children at both key stages take an interest in the technical aspects of language and their attitude to learning during lessons is positive.

23. The quality of teaching is sound and often good within the limited targets that are set. During the inspection the lessons were mostly concerned with the direct teaching of aspects of language. It was not apparent that these arose naturally out of other work. The organisation of the teaching did not appear to have variety, though at its best the children were encouraged to prepare and present their work to each other with care and thought.

24. All the requirements of the national curriculum for English are being met. However the subject is strongly demarcated in practice into the separate attainment targets and there is a lack of integration across the subject. In addition the children have difficulty in applying their technical knowledge and competence within the broader aspects of reading and writing. In order to raise the standards of achievement it will be necessary for the school to review of its actual practice and bring this much closer into line with its own policy statements. These statements are consistent with the broad concept of the development of language as expressed in the national curriculum.

Mathematics

25. Standards across the school are at the level of national expectation and match pupils' abilities. Younger children are able to sort and match objects with skill and confidence They are also able to use appropriate language. Pupils' understanding of numbers is satisfactory and sometimes good. Children are able to apply their knowledge and skills to the different practical tasks set. Pupils of all levels of ability are able to perform the necessary mathematical skills with understanding. Mental skills are generally good.

26 The quality of learning and of teaching was sound or better in 90% of the lessons seen. Younger pupils were interested in their work and were thoroughly engaged in a range of appropriate activities. Progress is being made at a satisfactory pace. Pupils understand what they are doing and can describe their work clearly. They can recognise patterns and are able to concentrate on their work. Pupils are developing the ability to co-operate with one another. They can talk about their work using appropriate mathematical language. Most of the older pupils show a keen interest in their work and are able to organise themselves well though some children can find it difficult to settle quickly. Behaviour in all classes was good. Teachers provide a range of well planned activities which match pupils needs and attainments. In Reception classes talk is encouraged by all adults and interventions are used to promote language, thinking and mathematical understanding. Resources are used well to support practical activities. There is a good balance between different types of mathematical activity. Children are being given an appropriate opportunity to develop maths language. In some instances questioning was used skilfully to promote understanding but some activities for older children lacked sufficient structure. These often failed to challenge or engage all pupils for the whole session. Relationships were generally good.

27. The mathematics curriculum is balanced and broad. The approach taken by all teachers allows pupils to develop their mathematical understanding and skills in a practical, interesting way. The attention given to number work is appropriate. The mathematics policy is informative and helpful but it should provide more guidance on the learning outcomes for pupils at each stage as defined by the National Curriculum. The learning needs of less able pupils are supported satisfactorily in the classroom and in withdrawal groups. Teachers provide work that is matched to the different needs of pupils in their classes and good use is made of Special Needs assistants, classroom assistants and parental volunteers to support the work of small groups of pupils. The school has made some particular provision for able pupils by arranging whole days devoted to mathematics and by withdrawing pupils for extra support. These arrangements are at an early stage of development. Assessment practice varies and there is little evidence to show how teachers use ongoing assessments in their planning. Marking is up-to-date but there is a lack of formative comment on children s work. The use made of resources in mathematics is good and contributes to the good quality of learning seen across the whole school.

Science

28. Standards of achievement at each key stage in relation to national norms and pupils capabilities are generally sound and at key stage 1 are better. Attainment Target 1 is well integrated into the teaching of the other attainment targets and pupils generally achieve well in this area. Children are able to make hypotheses and test these out using appropriate materials and resources. Very young children display knowledge and understanding of simple scientific concepts such as changes that take place when food is prepared and cooked. Older children have developed these skills further and are able to discuss the importance of fair testing. Achievement of children with special educational needs is enhanced by the support available.

29. The quality of learning across key stages is generally good. Children display interest in the subject and possess a good basic scientific knowledge. They are aware of the safety aspects of science and use resources and equipment in an appropriate manner. They display an interest and concern in the care of living things. Children generally work well together and report back their findings to the whole class in a confident manner. In some instances children's recording of findings does not reflect their knowledge or understanding. A more guided approach is needed. The quality of teaching across key stages in sound or good. The majority of lessons are well planned with clear objectives. Appropriate tasks are set and related to children's experiences. A range of teaching methods are deployed gaining the interest and concentration of the whole class. All are involved and the level of activity meets the needs of all children. The teachers have developed good relationships with the children and appropriate praise and feedback is given. In some cases the teacher's expectation of pupil's written work is too low and does not allow for sufficient challenge for all children.

30. The science policy has been up dated in line with National Curriculum requirements. Schemes of work are available for each year group and in use by teachers. Half termly plans indicate that teachers are addressing National Curriculum Attainment Targets and POS but more short term planning does not adequately outline the skills, knowledge and experience to be developed. There is little evidence of systematic monitoring but this is under review. No whole school systematic assessment activity is evident for science although areas are outlined in schemes of work and practice is developing. Evidence suggests that teachers do not use records adequately to inform future planning for individual children. Reports are generally good displaying a knowledge of areas covered and progress made. Resources are good, well stored and clearly labelled. The school has an environmental area and uses the locality well.

31. The school should continue to review its monitoring and assessment procedures and use this to inform future planning to enhance the learning outcomes of individual children.

Technology

a) Design and technology

32. Standards are at the level of national expectations and broadly match pupils abilities. At Pre-Key Stage l children are able to use a range of materials and equipment. They are able to suggest how things work. At Key Stage 1 making skills are satisfactory but design skills at an earlier stage of development. At Key Stage 2 standards in making are sometimes good. Pupils have a good working knowledge of the materials and are beginning to understand tne general principles involved. Standards in design are undeveloped.

33. The quality of learning was sound or better in over 80% of lessons. The youngest children feel secure and are interested in their work. They are able to organise themselves and to work in groups. At Key Stage l pupils are able to use the range of materials provided and are beginning to develop an understanding of the properties of those materials. They are able to work independently and as part of a group. At Key Stage 2 the quality of learning was more varied. Where the tasks were challenging, pupils were able to use their knowledge of materials and to combine it with their understanding of shapes gained from maths. They were able to work together very successfully and their understanding of design emerged, with some prompting, from their need to solve the problem. The quality of teaching is broadly sound. Activities for the youngest children are well organised to provide a range of practical activities using a variety of materials and tools. Talk is encouraged and this leads to a greater understanding of the techniques and materials being used. At Key Stage 1 activities are well organised and supported by classroom assistants and parental volunteers. Good opportunities are provided for pupils to develop their making skills but, in general, there are fewer opportunities for them to practice or develop skills in design. At Key Stage 2 the restricted range of materials provided does not always match the task. Pupils are not always given the opportunity to use or develop their design skills in ways that would extend their work.

34. The curriculum for Design and Technology is sound. Opportunities are provided for pupils to experience work with a broad range of materials including food and textiles. Resources are of good quality, adequate and well organised, There is a sufficient variety of equipment available for pupils of all ages to work freely. Accommodation is good and allows children opportunities to work alone or in a range of different sized groups often supported by classroom assistants, special needs assistants and parents.

b) Information technology

35. Standards meet national expectations and reflect pupils abilities across the school. The youngest children are able to enter simple control commands and are aware that different commands will produce different results. Older pupils are able to process raw data using a simple database. They are able to move around the database, from field to field and from sheet to sheet, confidently and efficiently. At Key Stage 2 pupils are able to use the wide variety of software provided in support of their work in a number of curriculum areas. They are able to word process text and respond to on-screen prompts accurately using either a mouse or keyboard.

36. The quality of learning and teaching is sound. Pupils across the school are capable and self reliant. They understand what they are doing and the effects of their actions. They are making satisfactory progress in using IT as a resource for learning in many curriculum areas. They can organise themselves and are able to work co-operatively. Activities are well organised and match the learning needs of younger children. The use of language is appropriate and children are able to develop their understanding and skills. At Key Stage 2 there is a good mix of teaching approaches. Whole class discussions are sometimes used to extend pupils' understanding of the capacity of IT to organise and present information. Generally, however, pupils work on their own or in small groups, and here the software used enables all pupils to work independently with appropriate support from teachers.

37. The curriculum is sound but at an early stage of development. Good opportunities are provided for pupils to experience the use of IT in a range of applications and contexts. IT is used to support learning in a number of curriculum areas but the school now needs to address the content of the IT programmes of study. The subject is well organised in the school. Resources are of good quality and adequate and are being used widely and well to support learning across the whole school.

History

38. Standards of achievement at each key stage in relation to national norms and children's capability are sound. Most children display a good knowledge of history. They can place events in a chronological order and can identify differences between past and present. The less able pupils are achieving appropriately with additional support. In some cases more able pupils are not being challenged and are consequently not achieving at the level of their ability. Occasionally the standard of written work does not reflect the children's oral contributions.

39. The quality of learning at all key stages is sound or better. When it is good pupils are motivated to work hard, listen well and contribute to class discussion. Children are able to compare and contrast the lives of children 100 years ago with their own experiences and can make connections with other areas of learning. Children are able to retell stories of famous people or events in their own words. Many older children are able to identify how historical knowledge is developed through for example, archaeology, logs, photos and oral history. There is some evidence that children's knowledge is greater than their understanding. Quality of teaching at all key stages is generally sound and in many lessons good. In lessons that are sound or better presentation is interesting and understood by all. Content is related to the lives of the pupils and draws on their own experiences. Children are encouraged to participate fully and support staff make a positive contribution to their learning. Occasionally the written tasks set do not reflect the knowledge or understanding of the children and are rather limited in range and structure.

40. The quality of the history curriculum is generally good. There is a policy for history and sufficient time is allocated to the subject across all key stages. There is an overall planning framework to ensure National Curriculum coverage but less attention is focused on planning for learning outcomes. Assessment and recording systems for history are under review. The range and quality of resources is good and the school makes use of school trips and visitors to the school to further the children's historical understanding.

41. The school should continue its review of assessment and recording systems for history and encourage teachers to use these to inform their planning to meet the needs of all learners.

Geography

42. Standards of achievement at each key stage in relation to national norms and pupils' capabilities are sound. Very young children have a sense of place and the area in which they live. They can talk about the seasons and changes in weather patterns and are aware that people may come from different countries. Older children can talk about the local environment in greater depth and are able to contrast this with other countries such as India. Their map reading skills are more developed and a good basic knowledge of British and World geography is evident.

43. The quality of learning across key stages is sound or better. Children's work displays satisfactory progress and a good basic geographical knowledge. In some cases knowledge is greater than understanding and written work does not reflect their achievement. Children are keen to learn and enjoy the subject. The quality of teaching across key stages is sound or better. The majority of lessons are planned with clear objectives. Appropriate methodology is used gaining the interest and concentration of the whole class. In some cases the teacher's expectation of pupils' written work is too low and does not provide sufficient challenge. Planning for differentiation is not clear in all lessons and consequently on occasions the needs of all children are not being met. The teachers have developed good relationships with the children and appropriate praise and feedback is given.

44. Short term plans outline a suitable coverage of the subject but less attention is focused on the development of skills and learning outcomes. Monitoring of the subject and assessment of the children's learning across the school is at an early stage of development. Generally resources are adequate. All classrooms have globes and some maps and these are in use in many areas of the curriculum. Good use is made of the local environment and fieldwork undertaken. The school should monitor geography provision across the school to ensure that it is more directly related to the learning outcomes of all children.

Art

46. At both key stages 1 and 2 the standards of achievement in relation to the age of the children and in relation to their abilities are at the level of national expectations and are sometimes beyond them. In Reception the standards are appropriate.

47. The quality of learning is usually good, and consistently of sound quality throughout the school. Observation of children's work shows that they make progress between one key stage and the next, and their attitude to learning is good.

48. The teaching at key stages 1 and 2 is consistently of good quality and is sometimes outstanding within a relatively confined range of work. In Reception the quality is sound. Teachers have a secure command of the main features of the subject, and lessons invariably have suitable content. Assessment of attainment would be strengthened by being focused on the learning progress of individual children. This would also establish greater consistency of progression within each key stage

49. Inspection evidence suggests that most teaching is concentrated on colour and the use of tone using a variety of materials. Standards of application and design here are high, within representational work based on close observation, imagination, and on the techniques of well known artists. The teaching of line drawing is less than confident. Techniques such as collage, printing, and modelling, were seen in use only with the youngest children.

50. The school is well placed to monitor its work with greater objectivity, and for the planned curriculum to be focused on the learning development of individual children within their classes and key stages.

Music

51. At key stages 1 and 2 the standards of achievement in relation to the age of the children and in relation to their abilities are usually high, and at key stage 2 are often well above national expectations.

52. The quality of learning shows consistently good features at both key stages, and is often outstanding. Observation of children's work shows they have a good understanding of the process of composition and its improvement. They take an evident pleasure in their mastery of instrumental performance, and in their knowledge of conventional notation particularly at key stage 2. The children have a strong attitude to learning, and work together positively and to good effect.

53. The teaching at key stages 1 and 2 is consistently of good quality and is often outstanding. Teachers have a secure command of the subject and are enthusiastic. They have high expectations of pupils both in their approach to learning, and in the standards to be achieved. This could be further extended in listening and appraising recorded music of a wide repertoire. Planning by individual teachers is thorough, and the programme to finalise the curriculum policy has correctly identified the issue of progression as requiring attention.

54. Evidence from the inspection indicates that the school may be underestimating the overall quality of its work in relation to the national curriculum. More objective and systematic monitoring would correct this. The conclusions from such monitoring should also form the basis for the completion of the curriculum policy, which need not involve further protracted work.

Physical Education

55. Standards in physical education are at the level of national expectation and reflect pupils' capabilities. Under fives are able to use a range of tools and equipment with confidence. They are able to run well and can balance skilfully using different parts of their bodies. Older pupils are competent but can lack versatility in their movements. Pupils are confident in the water and many are beginning to swim. In dance pupils show a good understanding of the dynamics of movement but, again, while their movements are competent, they are restricted by the narrow range of tasks set. The variety of responses to individual tasks indicates that pupils are planning their work but opportunities to develop their evaluation skills are limited.

56. The quality of learning in physical education is sound and very often good across the whole school. The youngest pupils feel secure and are interested in their work. They are able to work well together. Older pupils respond well to the opportunities provided and work hard to practise and consolidate their skills. Good progress is being made in swimming where children are confident and work hard during lessons. The quality of teaching was sound or better in 90% of the lessons seen. Activities are well chosen to provide younger children with a wide range of practical experiences using different materials and equipment. Activities for older pupils made appropriate physical demands but in general did not pose sufficient intellectual challenges. Relationships are good across the whole school and teachers use praise well to encourage and support learning. The extensive range of extra-curricular activities provided throughout the year makes a significant contribution to the work of the school. Good use is being made of the wide range of facilities and equipment available.

FACTORS CONTRIBUTING TO THESE FINDINGS

Quality of teaching

Assessment, recording and reporting

59. The assessment and records of day-to-day work are generally very detailed amongst all teachers. With the exception of the reading record however, these lack a common approach. They are also insufficiently focused on the strengths and weaknesses of individual children. The school has a good understanding of National Curriculum levels of attainment. It is therefore well placed to review its practice of continuous assessment, and to use its knowledge of more specific assessment criteria with greater precision to plan subsequent teaching for individual children generally. This may also require greater differentiation in some areas of the curriculum.

The curriculum

Quality and range of the curriculum

61. The aims of the school are implicit in the curriculum as a whole, and the most strongly observed are those concerned with the social and moral values of tolerance, the understanding of inter-dependence, establishing relationships, and the care and well-being of others. The curriculum is enhanced by the wide range of extra-curricular activities, and by the close involvement of the local community. The children appear to be fully aware of this.

62. The governors fulfil their responsibilities through the reports they receive regularly at their full meetings, and each governor is attached to a class which they visit frequently.

63. All subjects have policy documents, some in draft form, and these are related to the National Curriculum programmes of study. Curriculum planning for coverage is thorough, and is done on a year, temm and weekly basis. All policy and planning documents are weak however in respect of attainment targets and their underpinning criteria in levels. As a consequence there is little evidence of planning for individual progress in learning. This is the principal reason for the overall standards of children's attainment being no higher than average, nothwithstanding the many good features of the school as a whole.

64. The school should review its development plan for the curriculum. The aims of the school, particularly those concerned with achievement and learning, should be translated explicitly into measurable objectives. Each curriculum area can contribute to this process by identifying specific skills and competences, as well as knowledge, that are being aimed at in different classes at different times.

Equality of opportunity

66. All children have access to a broad, balanced curriculum. Some analysis by gender takes place and there is evidence to suggest that in some areas boys are achieving less well than girls. The school has responded to this by, for example purchasing reading books to stimulate the interests of boys. However, whilst all staff are aware of equality issues and fully committed to addressing them there is less evidence of a systematic programme of implementation. Greater attention should be placed on monitoring to identify key areas for action.

67. The school's Multicultural Education Policy is effective in introducing children to a variety of cultural experiences through the curriculum. Assemblies. resources and displays celebrate world religions and important festivals. Visits to the school from people from a variety of cultures are encouraged. Children respond well to this and display interest in cultures other than their own.

Provision for pupils with special educational needs

69. Standards of achievement for those pupils with special educational needs and the progress they make is generally satisfactory and in some cases good, in line with their abilities and improved by the support available. Support is given in class or through individual and small group withdrawal work. The balance between these activities is appropriate. Pupils are integrated well into the life of the school and have access to the whole curriculum.

70. Procedures for identification and provision are established and working well. Good liaison and communication takes place between class teachers, classroom assistants and the support team although this is mainly informal. The school has adopted strategies for meeting the needs of more able pupils and those who experience reading dimculties. There are many strengths in these areas but, overall, procedures are interpreted variably. The school should monitor this provision and review practice in the light of the school's obvious commitment.

71. In addition to the existing procedures and provision, strategies are needed to encourage all class teachers to take greater responsibility for the provision of a differentiated curriculum for all pupils. These should include the close monitoring and recording of pupil progress in order to inform future curriculum planning and the identification of learning outcomes.

72. Two pupils have a statement of special educational need and provision for them is sound. The school meets its statutory requirements for the annual review of statements and up-to-date confidential records are stored securely. The school is adequately resourced with appropriate materials for special educational needs and these are effectively deployed.

73. Support is of a good standard and staff have a caring, professional attitude. Children feel safe and secure in the learning environment and able to ask for help with both academic and pastoral matters. All contributions are valued and relationships between staff and pupils are of a high order displaying sensitivity and warmth.

Management and administration

75. The governing body fulfils its responsibilities through close personal contacts, and has a well-placed confidence in the headteacher.

76. The headteacher provides strong and determined leadership which is supplemented by a mix of formal and informal modes of working. Staff have confidence in them, and work together with considerable commitment and conscientiousness, and warmth of personal and professional regard.

77. Planning is thorough, and responsibilities are clear. The school would benefit however from a review of the responsibility and management structures. The balance between formal and informal modes needs attention in order to reduce the possibility of misunderstanding The school also needs to be more explicit about the responsibilities of staff which relate to the school development plan, and those activities that staff take on voluntarily.

78. The school development plan was originally designed to lay the foundations of the new school and it has been updated each year since the school opened. It has served its purpose well. The governors together with the headteacher and staff can now have confidence to design a fresh strategic plan which is clearly linked to the aims of the school, and whose main focus is on the intended learning outcomes for all children, and the process of monitoring.

79. The daily routines are well established and are consistently applied. The internal communications systems however rely overmuch on the network of personal contacts. This can be problematic when new routines are being established. The school should also review the regularity of its arrangements for support staff as a whole. Communications with parents and the community are effective.

80. The overall management of the school is generally effective for its present purposes.

Resources and their management

Teaching and non-teaching staff

Resources for learning

83. The school library was well stocked with a good range of both fiction and non-fiction books. It was used regularly by pupils both on their own account and to support classroom learning.

Accommodation

Pupils' welfare and guidance

86. The school's sex education policy is still at draft stage and in the meantime the requirements of the National Curriculum are being adequately met through the Science lessons. The school has no health education policy.

Links with parents, agencies and other institutions

88. Liaison over transfer to the Middle School is very efficient and liaison between the reception class and on site play group is very good as well. Links with smaller local schools are enhanced by their use of the schools on site facilities.

89. The links with the local community are quite outstanding. This is exemplified in the visits made to the school by members of the local community and also by the contribution local businesses make, not only financially but also to the curriculum. This in turn sets up a 'virtuous circle' whereby the community not only feel a keen desire to aid the school, but the children can also make a positive contribution to the life of the community by visits to the elderly, making gifts for the local Hospice and helping with the annual carnival.