This is a summary of the report published following the inspection
of St. Nicholas School in February 2003. The full report is available on the
school Website or the OFSTED Website.
The school was inspected by three inspectors, led by Mrs. K. Cornish.
Information About the School
St. Nicholas C of E (VC) Primary School is smaller than average with 103 pupils of almost equal number of boys and girls aged 4 to 11 years. At present no pupils come from homes with English as an additional language. Pupils are organised into four mixed age classes with an average class size of 26. A part time teacher shares teaching in the upper age range so that groups are smaller. The number of pupils on the register for special educational needs is 16, which as a proportion is below the national average. One pupil has a statement of educational need, which is slightly below the national average. The percentage of pupils receiving free school meals, at 13 per cent, is below average. The number of pupils joining the school other than at the usual time is about normal, although between 1998 and 2002, it was significantly above the norm. Current children on entry to reception have standards that are as expected nationally, but children in recent years have been marginally below this, and with a wide range of attainment. Community links, particularly with the church, are strong. In May 2002, the school was the subject of a monitoring report from Her Majesty's Inspectorate (HMI) because it had been previously reported, in 2001, that the school had been underachieving. The situation has since been improved. An inspector appointed by the Salisbury Diocesan Education Board inspected the school's acts of collective worship and that report appears under a separate cover.
How Good the School Is
St. Nicholas C of E (VC) Primary School is most effective at providing a very good and enriching education for its pupils, most appropriate for their needs. Standards of attainment have improved substantially so that, in Year 6, most pupils reach standards that are consistent with the expected levels nationally. In English, mathematics, information and communication technology (ICT), design and technology and music, pupils' attainment is above the average or expected levels. There have been many significant changes since the previous inspection in 2001, but the management of change has been swift and very good. The current situation is stable. The excellent head teacher leads with imagination and purpose and he is strongly supported by an industrious staff who work well as a team. The governing body is very good in fulfilling its statutory duties. There is excellent commitment to ensure that the school is successful. The very good teaching, overall, has a strong impact on pupils' very good learning, and behaviour and relationships are very good. Very good enrichment activities ensure that all pupils receive a fully inclusive education. The school gives good value for money.
What the School Does Well
- The excellent head teacher leads with purpose and imagination and is strongly supported by a hard working, closely knit staff.
- Standards in English, mathematics, ICT, design and technology and music are above the national averages and expected levels.
- Teaching is at least good, and predominantly very good, resulting in pupils' very good progress in learning and good achievement over time.
- Children have a very good start in reception in the Foundation Stage to ease their transition into formal education.
- Care of pupils is very good, resulting in the very good relationships, attitudes, behaviour and personal development of children.
- The governing body is very good at fulfilling its responsibilities, and the action taken to meet targets is excellent.
- The dedication of all staff, governors, parents and the community to improve the quality of pupils' education and to enrich their experiences is excellent.
What Could Be Improved
- Pupils' tasks in science, so that they match more closely the needs and ages of individuals within mixed age classes.
- The school's unsatisfactory accommodation, as a matter of urgency.
How the School Has Improved Since the Last Inspection
There has been very good improvement since the previous inspections of January 2001 and May 2002. All the key issues from the previous inspections have been rectified, apart from the changes to the accommodation, although building work is due to commence this year. Improvements include: the stabilising of staff changes; successful implementation of the National Literacy and National Numeracy Strategies; significant raising of standards in Years 5 and 6 and in all subjects; introduction in Years 4, 5 and 6 of support groups in literacy and numeracy and, from January, in science; significant improvement in teaching and learning in the Years 5 and 6 class due to the appointment of a new teacher experienced in the age range; the school's self-evaluation has improved through better assessment procedures, precise analysis of data and a constructive school development plan; monitoring by subject leaders is now an intrinsic part of the evaluation process; teachers' expertise in ICT, the provision of a new ICT suite and a programme of work; pupils' experiences for scientific enquiry and its recording; and better informed governors in order to evaluate successfully the school's development. The accommodation is still a problem which is not yet fully resolved.
Standards
The table shows the standards achieved by pupils at the end of Year 6 based on average point scores in National Curriculum tests.
| Performance in: | Compared with: | |||
| All schools | Similar schools | |||
| 2000 | 2001 | 2002 | 2002 | |
| English | D | D | C | C |
| Mathematics | E | C | C | C |
| Science | C | D | E | E |
Current standards are better than those published in the above table. Due to small numbers in each year group, care must be taken when analysing results. Over the three years of National Curriculum assessments in the school's Year 6, several variables should be considered. In 2001, the mobility factor was significant when new pupils entered, and established pupils moved. There was an absence in the science tests in 2002. In 2001, the Years 5 and 6 teacher left and, after a period of temporary appointment, a new teacher in that age group commenced in September 2001. The situation has stabilised in 2003 and standards have improved. Pupils' learning is now very good. Currently, standards in Year 6 in English, mathematics, design and technology, music and ICT are above the national average and expected levels. Standards in all other subjects meet nationally expected levels, with good features, by the end of Years 2 and 6. In Year 2, pupils' attainment is currently above the national averages and expected levels in mathematics, speaking and listening, reading, ICT, design and technology and music. Pupils in all year groups meet the requirements of the locally agreed syllabus for religious education. Standards in all year groups have the same strengths as those in Years 2 and 6. Children in reception are on target to reach the Early Learning Goals by the beginning of Year 1, with above expected level skills in mathematical and personal and social development. Pupils with special educational needs make good progress towards their individual targets. Higher attaining pupils are challenged in each year group and consistently reach higher levels. Overall, standards have improved significantly since the previous inspection of 2001, when there was underachievement in Year 6.
Pupils' Attitudes and Values
Attitudes to the school
Very good. All pupils take pleasure in the welcoming and caring environment of the school. Pupils show strong interest and an eagerness to please in their lessons.
Behaviour, in and out of classrooms
Very good. Pupils are responsive to adults and polite and courteous. Play is lively but not aggressive or threatening. Pupils are friendly and orderly. There has been one permanent exclusion in autumn 2001.
Personal development and relationships
Very good. Independence and initiative are encouraged and pupils feel secure. They are helped to become mature and responsible through very good relationships.
Attendance
Close to the average for England and hence satisfactory. The level of unauthorised absence is only marginally above average, and is caused by a tiny number of pupils.
Teaching and Learning
Quality of teaching:
| Teaching of pupils in: | Reception | Years 1-2 | Years 3-6 |
|
Very good
|
Very good
|
Very good
|
Teaching has a strong impact on pupils' very good learning. The quality of the majority of teaching in the thirty-nine lessons observed during the inpsection was predominantly very good. One lesson was excellent. No lesson was less than good. This is a very positive picture and very good improvement from the previous inspection of 2001, when there were significant variations in the quality of teaching between classes. The teaching of the National Literacy and Numeracy Strategies is at least good, and predominantly very good in numeracy. The teaching of pupils with special educational needs is good and higher attaining pupils are challenged significantly. There is some very good teaching of ICT, design and technology and music. There is good teaching of skills for scientific enquiry, although not all targets in science match pupils' needs exactly and fall below the higher quality of matching in English and mathematics. Assessment procedures are thorough and usefully inform teachers' planning of lessons. There is very good management of pupils' behaviour and very interesting tasks to capture pupils' imagination. Teaching assistants have received good training and offer worthwhile support for pupils at all times. Marking is consistent and gives clear guidance to help pupils to improve. Although the school's policy is to set homework for pupils, it is inconsistently applied between classes, and its collation and return to parents and carers is not systematic. The school has been most successful in overcoming significant staff changes over the past three years.
Other Aspects of the School
The quality and range of the curriculum
Good. The broad, balanced and relevant curriculum meets statutory requirements. All pupils are fully included in an enriching range of experiences. Provision for extracurricular activities is good.
Provision for pupils with special educational needs
Good. Pupils have full and equal opportunities to all activities on offer at the school. They make good progress because of the high quality of support available.
Provision for pupils' personal, including spiritual, moral, social and cultural, development
Very good. The successful promotion of very good spiritual, moral and social development ensures that all pupils are significantly enriched in their personal development. Provision for cultural development is good with good links to The Gambia and France to help prepare pupils for life in a multicultural society. The quiet times for inner reflection and prayer are unhurried and transforming.
How well the school cares for its pupils
The school provides a high standard of care for its pupils. Children's welfare is central to the school's aims and all staff work very hard to maintain a safe, clean and happy environment. Procedures for assessing pupils' attainment and progress are good. The analysis of assessment information to guide the whole school is very good.
Parents consider that the school is very good. Parents and volunteers give very good assistance for reading, design and technology, clubs and enrichment activities. Parents and the community have raised a remarkably large sum towards the cost of extensive building work. The effort involved and the sums raised are an excellent testimony to the esteem in which the school is held.
How Well the School is Led and Managed
Leadership and management by the head teacher and other key staff
Since the previous inspections, there has been very good improvement in leadership and management. The excellent head teacher leads with purpose and imagination and is strongly supported by a hard working assistant head and closely knit staff. The delegation of managerial responsibilities to staff is expertly managed so that the monitoring of teaching and learning is thorough.
How well the governors fulfill their responsibilities
The well informed Chair of Governors has given enlightened support through the very good management of change. The governing body is very good at fulfilling its duties and all statotory requirements are met.
The school's evaluation of its performance
The school's development plan is regularly evaluated and updated frequently. The very good programme for the professional development of teachers and support staff has raised significantly the quality of teaching and learning. There is excellent commitment by all to improve the school: for example in the major initiative for improving the school's accommodation.
The strategic use of resources
The school's educational priorities are supported very successfully through very good financial planning. There has been very good use of specific funds to protect good staffing levels and their impact on pupils' very good learning. Resources are used effectively but their storage is highly unsatisfactory. Although the school benefits from a large, well fenced field, the accommodation is unsatisfactory. Daily administration is calm, unobtrusive and efficient. Best value principles are applied regularly and the school gives good value for money, a very good improvement from the previous inspection, when it was unsatisfactory.
Parents' and Carers' Views of the School
What pleases parents most
- Family ethos, approachability of staff
- Standards and good teaching
- Enthusiastic staff
- Children helped to be mature and responsible
- Happy children
- Head teacher's positive approach
What parents would like to see improved
- Strong concerns about the accommodation
- A small minority of parents were concerned about insufficient information concerning children's progress
- A significant minority were concerned about children's homework
The inspection team agrees with parents' positive views. Inspection evidence finds that the quality of information regarding pupils' progress is good. Whilst homework is given, there is scope for a more systematic approach to its distribution and collation and that its return to parents be more informative. The inspection team shares parents' strong concerns regarding the accommodation.