Ofsted Summary Report

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Inspection Report: Newtown C of E Primary School, 13th and 14th October 2005 Headteacher: Mr M Prince

Introduction

The inspection was carried out by three additional inspectors.

Description of the school

This large school serves the south of Gosport. The neighbourhood is mixed, with some affluent areas, but the degree of deprivation locally is high. The vast majority of pupils are white with a United Kingdom heritage. As they start in reception, childrens early language and numeracy skills are poor. Across the school, a large number of pupils have special educational needs.

Key for inspection grades

Grade 1 Outstanding
Grade 2 Good
Grade 3 Satisfactory
Grade 4 Inadequate

Overall effectiveness of the school

This is an outstanding school providing high quality care and support for its pupils. Consistently good teaching means that children make very good progress from a low start. Under the excellent leadership of the headteacher and deputy, all staff share a common sense of purpose. They work extremely hard to ensure all pupils do as well as they can. Every opportunity is taken to promote childrens self-esteem and love of learning. As a result, they develop mature attitudes; they are enthusiastic, kind and considerate. Excellent self-evaluation procedures mean that the school has an accurate view of itself. For example, among its considerable strengths, the school is aware that pupils are not making quite the same progress in mathematics as in other subjects. There is no complacency, but a constant drive for improvement. All involved pull together, which has led to significant improvements since the last inspection. There is an excellent partnership with parents and they hold the school in high regard; as one wrote, "This school is amazing" and another, "I wish all schools were like this". Several similar comments reflected the inspectors view that the school provides very good value for money. Its capacity to improve is excellent.
Grade: 1

What the school should do to improve further

Improve the progress that more able pupils make in mathematics

Achievement and standards

Pupils achieve very well through the school. In the reception classes they soon adapt to school life and develop good social skills. They do well in practical areas, such as creative and physical development. Although they make good progress in language and mathematics, many children do not reach the expected standards by the end of reception because of their very low starting point.
Learning progresses at a good rate in years 1 and 2 and by the end of year 2 standards match those achieved nationally. Childrens reading moves on especially rapidly and their attainment compares very well with national averages. Their confidence in reading provides a very good base for work in other subjects as pupils move from Year 3 to Year 6. This is evident in pupils performance at the end of Year 6 where they reach at least average standards in English, mathematics and science and do better than those in similar schools. Pupils progress in writing is particularly significant. Good work was seen also in information and communication technology (ICT), and art and design.
Due to the high quality of support they receive, many children with special educational needs achieve the expected levels by the end of Year 6. More able pupils also do well, particularly in English and science where a large number achieve very good standards. Although the proportion of these pupils reaching the higher levels in mathematics is average, they do not achieve as well as in English and science. The
school is looking closely at teaching and learning in this subject in order to address this issue.
Grade: 2

Personal development and well-being

"Newtown is such a fun place to be!" This comment by a pupil reflects the views of the inspectors. Children really enjoy school; they are friendly, polite and helpful and show a willingness to learn. This is the result of the schools excellent strategies for promoting good behaviour and positive attitudes.
Pupils spiritual, moral and social development is very good, although their awareness of cultural diversity in Britain could be better. Pupils get on very well with one another; they behave well in lessons and around the school. They willingly take on a wide range of responsibilities and contribute much to the life of the school. This is due to the exemplary way in which self-esteem and pride in the school are promoted. Inspectors saw this first-hand during the end-of-week assembly where all members of the school community, including parents, joined in to celebrate childrens achievements.
The school enables pupils to understand and adopt healthy lifestyles by providing water, daily fruit and healthy lunches and by promoting active participation in games at break times.
By the time the pupils leave school their good communication skills and social skills, together with competency in literacy, numeracy and ICT skills have prepared them well for the future.
Grade: 1

Quality of provision

Teaching and learning
The reason that pupils make very good progress through the school is the consistently good quality of the teaching. From the start, in the reception classes, children respond very positively to teachers high expectations. Across the school, teachers are especially good at sustaining childrens attention and motivating them to work hard. Many pupils are lively and demanding but teachers successfully channel their energies by providing interesting practical activities and using their considerable skills in managing behaviour.
Assessment procedures are excellent and because work is carefully matched to pupils abilities; they experience success and this adds to their self-esteem and confidence. Consequently, teachers set ever more challenging tasks in the knowledge that pupils will tackle them willingly. The excellent relationships which underpin classroom activities mean that pupils are confident enough to ask questions when they are uncertain about something. Teaching assistants work in close partnership with teachers. They are well trained and this enables them to make a very valuable contribution to childrens learning and personal development.
Grade: 2

Curriculum and other activities

The school provides a wide range of interesting activities for its pupils. The curriculum is regularly reviewed to ensure that the personal and academic needs of all pupils are met. Many enrichment activities add further interest and enjoyment to pupils learning. Good use is made of visits to broaden their experiences and a wide range of clubs extends their learning. Children learn about different cultures in geography and religious education lessons but opportunities to learn about cultural diversity in Britain are limited. The schools sporting traditions fully encourage co-operation and physical exercise, and teaching about health and safety is very strong. The school is making links between subjects to draw on different skills and make learning more purposeful. For example, historical studies on World War ll draw well on pupils literacy, research, communication and computer skills.
Grade: 2

Care, guidance and support

"I cannot praise the school enough for what they have done for him." This comment by a parent sums up the exemplary care the school provides for its pupils. Children know that adults care for them and have their well-being at heart. All staff provide excellent role models and childrens confidence and growth of self esteem is nurtured through out the school. The school monitors pupils academic and personal development rigorously and there is excellent liaison with other agencies when necessary. Pupils records of achievement which they compile with their teachers are exemplary and show how each individual child is valued. Support for vulnerable pupils is outstanding. The school provides assistance for children and their families at various levels; an example of the exemplarily way the school has built up an extremely close partnership with parents. This was a common theme of the parental comments, summed up by, Everyone at the school from headteacher to dinner staff work together with parents to provide a happy, caring environment.
Grade: 1

Leadership and management

The head teacher and deputy head teacher provide outstanding leadership and management for the school. One parent commented that "their professional care and support is a credit to them and the school." They are very ably supported by other
managers. The schools vision is extremely well focused on promoting both personal and academic development. It has very successfully tackled the issues of negative attitudes and behaviour reported at the last inspection. Pupils now behave well, make good progress and are rightly proud of their achievements.
The daily management of the school runs so smoothly that it leaves time for senior managers to work on maintaining the sort of happy learning community they want. Staff morale is extremely high; all feel valued and supported in their work. The schools self-evaluation is very accurate and clearly identifies strengths and areas for further development. For example, recent improvements in writing were the result of careful analysis of achievement and subsequent support for teachers in building on pupils existing attainment. Monitoring systems are first class. They lead to improvements in teaching and learning and ensure that all pupils have full and equal access to the curriculum. The progress made by pupils is very carefully checked. Where underachievement is identified, it is strongly supported. The provision for pupils with special educational needs is extremely well managed.
Links with parents are very strong. The school actively promotes their involvement in the life of the school and their childrens learning. The governing body gives its whole-hearted support to the school. Governors recognise the schools particular strengths; they contribute to improvement planning and ensure that statutory requirements are fully met. Finance is very carefully controlled. The school uses its accommodation and deploys its resources very well to support all pupils in their learning.
Grade: 1

Breakfast and After School Club Inspection October 2005

ABOUT THIS INSPECTION

The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998.
This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage.
The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.

The key inspection judgements and what they mean
Outstanding: this aspect of the provision is of exceptionally high quality
Good: this aspect of the provision is strong
Satisfactory: this aspect of the provision is sound
Inadequate: this aspect of the provision is not good enough

For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.
THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION
On the basis of the evidence collected on this inspection:

The quality and standards of the care are good.
The registered person meets the National Standards for under 8s day care and childminding.

WHAT SORT OF SETTING IS IT?

Newtown School After School Club is set in Newtown Primary School, Gosport and is run by a manager who reports to and is employed by the school's board of governors. It opened in 1998 and serves children who attend the school only. It is registered to provide out of school care for a maximum of 30 children under 8 years of age, children over the age of 8 may also attend. The breakfast club is registered for 24 children and operates from two adjoining rooms in the school. The after school club is registered for 30 children and has the use of the school hall. Both facilities have the use of school grounds for outdoor play.

There are currently 63 children on roll, at present there are no children attending who have special educational needs or speak English as an additional language. Staff are employed to maintain a ratio of 1:8 for children under 8 years of age. There are 6 members of staff employed on a part time basis, 3 of whom hold relevant child care qualifications. There are 5 members of staff currently completing a level 2 play work course. The breakfast club operates from 07:45 until 08:45. The after school club operates from 15:00 until 17:15, both are open from Monday to Friday during term time only.

THE EFFECTIVENESS OF THE PROVISION

Helping children to be healthy
The provision is good.
Children learn the importance of good personal hygiene through daily routines and discussions, for example children wash their hands at appropriate times and understand the reasons why, often talking about 'germs'. Good hygiene procedures are implemented effectively by all staff, ensuring the children are protected from the possible spread of infection. Children are healthy because staff have a clear understanding of the procedures for recording accidents and medication, however some records are not signed by the parents to acknowledge that they have been fully informed. The provider ensures a member of staff who holds a relevant first aid certificate is on site at all times, this ensures the children will receive immediate treatment if an accident occurs, helping to keep them healthy. A fully stocked first aid kit is kept in the main hall and all children and staff know where it is, making it easily accessible in an emergency. Children benefit from a healthy diet because the setting provides a wide range of healthy and nutritious snacks at tea time. Children talk about the types of foods they enjoy and are good for them. When healthy eating was first introduced the staff and children had discussions and suggested ideas about what type of food they would like, this helps the children to feel involved and develop their understanding of healthy eating. Children understand the importance of a healthy lifestyle through discussions and daily routines. Children have access to the school grounds daily and have ample opportunities to develop and practice their gross motor skills. Children enjoy many sports activities such as football, rounders and tennis. Staff ensure the children are fully supported during their outdoor activities and supervision is good. Children use a wide variety of equipment when playing outside and are able to choose the activities, increasing their freedom of choice and independence well.

Protecting children from harm or neglect and helping them stay safe

The provision is good.
Children benefit greatly from an extensive range of activities and resources, which are suitable for the age and stage of children who attend. Staff set up activities before the children arrive and also allow the children to choose additional activities and resources from the storage cupboards. This develops the children's decision making skills effectively. Staff check the equipment and resources daily as they are set up and packed away, any broken or damaged items are discarded and replaced as soon as possible, providing a safe play environment and range of resources for the children. Children are protected because the building is secure and all visitors gain access through the main school reception where they are required to sign the visitors book. All outdoor play areas are protected by fencing, making them secure and inaccessible to the public, keeping the children safe. Outdoor play is extremely well supervised and staff are vigilant, gently reminding children of the rules, for example, to be aware of others when riding the scooters and informing the staff team if they are going back into the hall. Children learn about keeping themselves safe through discussion and routines, for example, they know what to do if the fire alarm sounds and have a clear understanding of the group rules. Children are safe because all staff have a very clear understanding of child protection procedures. They would recognise the possible signs of abuse and they record all existing injuries. The staff team work closely with the school and any incidents or accidents that occur during the school day are passed on to the after school team, helping to keep the parents informed. Written child protection policies and procedures are shared with parents, ensuring they are fully aware of the systems in place to protect their children.

Helping children achieve well and enjoy what they do

The provision is outstanding.
Children benefit from the good organisational skills of the staff team, they all arrive before the children to set up the room and the sessions activities. Children are able to freely access resources from around the room. They self-select activities and show high levels of independence, which is actively encouraged by all staff. They are extremely eager to try new things and enthusiastically participate in the extensive range of activities on offer. Children thrive in this inspiring environment because they are fully engaged in a vast array of activities and are able to make decisions, building their self-esteem. They are actively involved in the organisation of the activities and really 'own' the club. They are extremely proud of their achievements and excitedly tell visitors about all the interesting things they have been doing. Children are happy and settle quickly on arrival, talking openly about their own experiences. Staff know the children well and are able to ask open-ended questions, encouraging the children to share their ideas and thoughts with confidence.

Children have many opportunities to use their imaginations well during their time at the setting. They dress-up and pretend to be a variety of characters. They become wolves, batman and princesses, interacting well with each other throughout the session. They choose theme weeks and make clothes and resources to develop and extend their ideas. Children are able to create their own ideas and the staff support their creativity fully, providing additional resources, helping with more difficult projects and participating fully, encouraging and praising the children throughout. Staff are enthusiastic and provide a stimulating and exciting environment for the children. They find innovative ways to engage the children and help them to become more involved. Children feel their ideas and suggestions are valued and they enjoy making decisions and taking responsibility for themselves.

Helping children make a positive contribution

The provision is outstanding.
Staff get to know each child well and they develop strong relationships because the staff take the time to listen to the children. They respond well to their needs, for example, listening carefully to both sides if an incident occurs and ensuring both children are satisfied with the outcome. Children are treated as individuals and feel important and respected because they are listened to and valued as part of the group. Their ideas and suggestions are taken seriously and staff ensure they are followed up, valuing each child's contribution. Children respond well to one another, often telling jokes, laughing and chatting well together. They share and take turns with no encouragement, showing consideration for others and helping each other whenever they can. Staff have experience of working with children who have special educational needs. Strong links are in place with the school and parents to ensure the care and strategies used are consistent and benefit the child concerned. Children behave extremely well and are polite to others because they know exactly what is expected of them. Staff implement the clear rules and boundaries consistently. Children learn the difference between right and wrong because staff give clear explanations and take the time to ensure that the children can see they have been treated fairly. Staff are positive role models and continually recognise and praise the children's efforts. Children benefit greatly from the positive and effective partnership with parents. Channels of communication are strong because parents know the staff team extremely well and are able to talk to them at any time. Staff take the time to get to know the children and their families and involve the parents at every opportunity, for example, by organising family barbeques to further strengthen the good relationships. Parents are extremely happy with the service provided and enjoy hearing about the exciting activities and events from their children. Parents have access to the settings policies and procedures and receive newsletters helping to keep them informed.

Organisation

The organisation is good.
Daily routines are organised exceptionally well and run smoothly, enabling the children to fully enjoy their time at the club. The children move freely from one activity to another, never having to wait around. This ensures they are fully occupied, interested and stimulated throughout the sessions, which has a positive effect on behaviour. The ratios are maintained at all times and staff deployment is extremely effective, enabling staff to provide high quality support and supervision for all the children. The setting meets the needs of the range of children for whom it provides. Clear procedures are in place to ensure all adults are vetted, ensuring children are safe. Children are well protected because all policies and procedures are implemented effectively. Most of the required paperwork and documentation is maintained to a high standard and is readily available for inspection at any time. The daily attendance register is up-to-date and accurately reflects the number of children and staff present. Parents are required to sign their children out and the time is recorded to ensure an accurate record of everyone present is in place at all times, helping to keep the children safe.

Improvements since the last inspection

At the last inspection the setting was asked to develop an action plan detailing how at least half of all childcare staff will hold a level 2 qualification. Half of the staff team now hold level 3 qualifications and 5 members of staff are currently attending additional play work training to further develop their knowledge and understanding. The setting was also asked to ensure the special needs statement and child protection policy is made available to parents, ensure procedures are in place for uncollected children, update the complaints procedure to ensure it makes reference to Ofsted and ensure Ofsted are notified of any significant events. This has all been addressed effectively and clear procedures are in place, helping to keep the children safe and ensure the parents are fully informed.

Complaints since the last inspection
There have been no complaints made to Ofsted since the last inspection. The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.

THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION
On the basis of the evidence collected on this inspection:
The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

WHAT MUST BE DONE TO SECURE FUTURE IMPROVEMENT?

The quality and standards of the care
To improve the quality and standards of care further the registered person should take account of the following recommendations:
obtain parental signatures to acknowledge all entries in the accident records, ensuring they are fully informed.

SUMMARY OF THE 2000 INSPECTION

NEWTOWN CE VC PRIMARY SCHOOL
Gosport, Hampshire

Headteacher: Mr M Prince

Date of inspection: 10th - 14th July 2000

The school was inspected by 6 inspectors, led by Mr D J Curtis. This is a summary of the full inspection report, which is available from the school.

INFORMATION ABOUT THE SCHOOL

Newtown CE VC Primary School is situated in Gosport in Hampshire and takes pupils from the ages of four to eleven. The school is an above-average sized primary school; there are 369 pupils on roll in thirteen classes, with 180 boys and 189 girls. The majority of pupils are white (UK heritage), with eight pupils coming from other ethnic groups. No pupils come from homes where English is not the first language. There are 120 pupils on the school's register of special educational needs; this is above the national average. There is one pupil with a statement of special educational need. Forty-five pupils are entitled to free school meals, which is below the national average. Children enter school with levels of attainment, which are well below average for the local education authority, particularly in language and literacy and mathematics.


HOW GOOD THE SCHOOL IS

Newtown CE VC Primary School is an improving school, which is clearly reflected in that it is meeting its own targets for improvement, particularly in the results of the 2000 National Curriculum assessments. The quality of teaching is good, with particular strengths in reception and Key Stage 1. The school is successful in providing for those pupils on its register of special educational needs, with learning needs. It is less successful in managing those pupils with behavioural difficulties. The school provides satisfactory value for money.

What the school does well
 The provision for children under five and five-year-olds in the reception classes which allows them to make very good progress in their learning.
 The quality of teaching.
 The provision for and use of the school's library.
 Provision for pupils with special educational needs, with learning difficulties.
 The leadership and management of the school.
 The effective support that learning support assistants give to pupils to help their learning.
 The school has effective links with its parents.

What could be improved
 Standards in mathematics and religious education in Key Stage 2.
 Pupils' behaviour and the management of that behaviour in Key Stage 2 through rigorous application of the new behaviour policy.
 The way in which pupils present their work and the consistency of teachers' marking.
 The provision for the teaching and learning of more-able pupils.
 The teaching of physical education in Key Stage 2.
 The accuracy of teachers' assessments of pupils' work.
The areas for improvement will form the basis of the governors' action plan.

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made satisfactory progress since the previous inspection in July 1996. The school has since moved into new accommodation. Schemes of work to identify the skills, knowledge and understanding to be taught as pupils move up through the school are now in place for all subjects. Subject co-ordinators are effective in managing their subjects. The use of assessment and recording procedures for pupils' work has improved to an extent, but there are significant discrepancies between teachers' assessments of pupils' standards and those which pupils actually achieve in the National Curriculum assessments. First-aid facilities are now adequate.

STANDARDS

The table shows the standards achieved by 11 year olds based on average point scores in National Curriculum tests.


Performance in: all schools similar schools
1997 1998 1999 1999
English D D C C
Maths E E C C
Science D E E E

Key:
well above average A
above average B
average C
below average D
well below average E

Similar schools are those with more than 8 per cent and up to 20 per cent of pupils entitled to free school meals.

Inspection findings show that, by the end of Year 6, standards in English and science are average, but those in mathematics are below average. The improvement in science is the result of good teaching and the school meeting its targets. The decline in mathematics is the result of pupils having insufficient opportunities to record their knowledge and understanding. In addition, the grouping of pupils by ability is not having a high enough impact on the standards achieved by more-able pupils. The school's results in the 2000 National Curriculum assessments (no national comparative data are available) show a strong improvement in English and science, but a decline in mathematics over its 1999 results.

At Key Stage 2, standards in religious education are unsatisfactory. In information technology, standards meet national expectations. In design and technology, standards are good. In art, geography, history, music and physical education, standards are satisfactory.

By the end of Key Stage 1, standards in reading, writing, mathematics and science are average and show improvement over the previous year; the 2000 Key Stage 1 National Curriculum results show improvement over the school's results in 1999. Standards in religious education are satisfactory. In information technology, standards meet national expectations. In design and technology, standards are good. In art, geography, history, music and physical education, standards are satisfactory.

Children under five make very good progress in their learning. Across the school, pupils with special educational needs make good progress.

PUPILS' ATTITUDES AND VALUES

Attitudes to the school

Satisfactory, overall, with variations between key stages. Pupils in Key Stage 1 show consistently good attitudes to work; in Key Stage 2, there is greater inconsistency.

Behaviour, in and out of classrooms

Satisfactory, overall. Good in Key Stage 1. In Key Stage 2, whilst often good, the poor behaviour of a minority of boys is having a negative impact on the learning of the majority of pupils.

Personal development and relationships

Satisfactory, again with variations between key stages. In Key Stage 1, they are much stronger than in Key Stage 2.

Attendance

Satisfactory.



TEACHING AND LEARNING

Teaching: aged up to 5 years aged 5-7 years aged 7-11 years
Lessons observed overall: Very good Good Good

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

The quality of teaching is good, overall, and ranges from unsatisfactory to excellent. The good teaching has a positive effect on pupils' learning, and the progress that they make. Teaching is satisfactory or better in 95 per cent of lessons. It is excellent in eight per cent of lessons, very good in 19 per cent, and good in 41 per cent of lessons. Five per cent of lessons were unsatisfactory.

In Key Stage 1, teaching is good or better in 83 per cent of lessons and it is very good or excellent in 27 per cent of lessons. In Key Stage 2, 57 per cent of lessons were good or better and 27 per cent of lessons were very good or excellent.

The teaching of the under fives is very good and makes a significant contribution to the very good progress they make in their learning. The teaching of pupils with special educational needs is good; they receive effective support from teachers and learning support assistants.

The teaching of literacy and numeracy is good. There are weaknesses in the teaching of physical education in Key Stage 2.

OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum

Very good for the under fives; good in Key Stage 1, with good emphasis on all subjects, for example geography and history. Satisfactory in Key Stage 2, but insufficient time is given to the teaching of religious education.

Provision for pupils with special educational needs

Good for those with learning difficulties; unsatisfactory for those with behavioural difficulties. The special educational needs co-ordinator, teachers and learning support assistants work hard to support pupils' learning.

Provision for pupils' personal, including spiritual, moral, social and cultural development

Satisfactory provision for spiritual, moral and cultural development; social development is good.

How well the school cares for its pupils

Strengths in monitoring pupils' academic progress, particularly through records of achievement. Weaknesses in the monitoring and promoting of good behaviour in Key Stage 2.


HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and manage-ment by the headteacher and other key staff

Good; the recently-appointed (January 2000) headteacher, ably supported by the deputy headteacher, is working hard to raise standards. There is clear recognition of areas for improvement, including the issue of behaviour in Key Stage 2.

How well the governors fulfil their responsibilities

The governors show a good understanding of the strengths and weaknesses of the school. They carry out their responsibilities well.

The school's evaluation of its performance

The school has a clear understanding of its strengths and weaknesses; the improvements in the 2000 National Curriculum assessments show that it has the capacity to meet the targets it sets itself.

The strategic use of resources

Good, pupils' learning is supported effectively. The use of the 'IT Suite' is underdeveloped.

The school has adequate staff, accommodation and resources to meet the learning needs of its pupils.

PARENTS' AND CARERS' VIEWS OF THE SCHOOL

What pleases parents most

 They are comfortable to approach the school with questions or problems.
 Teaching is good.
 The school has high expectations of their children.
 Children like school.
 Their children make good progress at school.

What parents would like to see improved

 The amount of homework.
 The range of extra-curricular activities.


Eighteen parents attended the meeting with the registered inspector prior to the inspection and 181 parents completed the questionnaire. Inspection evidence supports parents' positive views of the school. In relation to homework, parents expressed the views that there was either too much or too little. The inspection team finds that the provision for homework in Key Stage 1 is good and it is satisfactory in Key Stage 2, although there are some inconsistencies in provision between the classes. The school is not providing the range of extra-curricular activities that are found in the majority of schools of this size and type. However, the school does provide a 'breakfast' and 'after-school club'.

OTHER INFORMATION

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

The contractor appointed by OFSTED for this inspection was PPI Group Ltd, 7 Hill Street, Bristol, BS1 5RW.
Any comments, concerns or complaints about the inspection or the report should be made to the inspection contractor. Complaints which are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to: The Registrar, The Office for Standards in Education, Alexandra House, 33 Kingsway, London WC2B 6SE.
© CROWN COPYRIGHT 2000
This document may be freely reproduced in whole or in part, for non-commercial purposes, provided the source and the date are acknowledged.