Ofsted Report - Batheaston CEVC Primary School

Dates of Inspection: 20th - 23rd October 2003

Part A: SUMMARY OF THE REPORT

OVERALL EVALUATION

This is a very good school. Under the excellent leadership of the headteacher, staff and goverrnors have established a very supportive ethos that results in pupils achieving very well in their academic and personal development. The school gives good value for money.

The school's main strengths and weaknesses are:

• The school's total commitment to inclusion results in very good provision for all pupils irrespective of their stages of learning, or their physical or sensory needs.
• Despite a much above average proportion of pupils with special educational needs (SEN), pupils in Years 2 and 6 attain average standards in English, mathematic and science. This is a very good achievement.
• In Years 2 and 6, attainment in speaking and listening, and in reading, are above average.
• Teaching is good throughout the school; it was very good or better in a quarter of lessons seen.
• The school's curriculum is very good and is enriched by an extensive range of visits and out-of -class activities.
• Very good provision is made for pupils' personal, social and health education (PSHE).
• The element of the information and communication technology (ICT) curriculum relating to 'control' needs to be developed further for pupils in Years 3 to 6.
• The small size of the school's hall restricts the gymnastic development of older pupils.

Since the school was last inspected in 1998, improvement has been very good. An ongoing rise in standards to 2002 resulted in the school gaining a ' School Achievement Award'. All issues identified in the last inspection report have been addressed, and considerable improvements have been made to accommodation and resources. The role of subject co-ordinators has been developed significantly, as has the quality and use of assessment.

STANDARDS ACHIEVED

Standards in 2003, for which no national data is yet available, saw results decline in all subjects. However, nearly half of the larger than usual year group had special educational needs. As such, pupils achieved well in English and mathematics, and very well in science.

Pupils achieve very well overall. Children currently in reception achieve well. whilst nearly all are on course to reach the recommended levels in each area of learning by the end of reception, around a third will gain them earlier. Pupils now in Years 2 and 6, where the proportion of pupils in both years with SEN is much above the norm, achieve very well to reach average standards in English, mathematics and science, with levels of performance in speaking and listening, and reading that are above average. Standards in ICT meet expected levels, as do levels of attainment in other subjects inspected in depth. Provision for religious education meets the requirements of the locally agreed syllabus. The significant achievement of pupils, who range from those with SEN to high achievers, is attributable to good teaching and well directed support, as well as school initiatives including 'teachback' and 'challenge clubs'.

Pupils' personal qualities, including their spiritual, moral, social and cultural development are very good. Pupils haave very good attitudes towards learning and behave very well in and around school. They get on very well with each other and the adults with whom they work. Attendance is broadly in line with national averages.

QUALITY OF EDUCATION

The school provides a very good quality of education for its pupils. Teaching is good overall. During the inspection, teaching of children in reception was consistently good with very good features in a third of lessons observed. Basic skills in literacy and numeracy are taught well, as is science. Teachers have good knowledge of the subjects taught and have high expectations of pupils. Thorough planning results in activities that are well matched to all pupils' stages of learning. Teaching assistants play a most valuable part in the support of pupils' learning, and, at all times, pupils are given encouragement and praise for effort. The very good curriculum is enhanced by an equally good number of out-of-class activities together with a good range of visits and visitors. The school gives pupils very good care and guidance. Links with parents and the community are excellent and make a very strong contribution to pupils' learning. There are avery good links with other schools.

LEADERSHIP AND MANAGEMENT

The leadership and management of the school are very good. The school is given excellent leadership by the headteacher, who with very good support from the deputy headteacher and leadership team, has established a culture of self-evaluation and improvement. Management is very good, with subject co-ordinators playing a full part in monitoring the quality of teaching and learning. Governors carry out their duties very well and are fully involved in strategic and financial planning. They ensure all statutory requirements are met, and that in keeping with the school's inclusive outlook, all pupils have equal access to the curriculum and associated resources.

PARENTS' AND PUPILS' VIEWS OF THE SCHOOL

Parents have extremely positive views of the school. They value its inclusive ethos and the strong relationships teachers develop with pupils. Parents are particularly pleased with the accessibility of staff and the good quality information they receive about school activities and responsibilities given them. They feel they are known, valued and supported in all they do.

IMPROVEMENTS NEEDED

The most important thing the school should do to improve are to:

• Develop further the 'control' element of the ICT curriculum for pupils between Years 3 to 6.
• Work with the Local Education Authority to improve accomodation that will provide sufficient space for all pupils to perform the gymnastics element of the physical education curriculum to the standards of which they are capable.

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