pdf School inspection report - Ofsted

13. In all other subjects, standards are similar to those expected for pupils’ age except for
art, which is above at both key stages and design and technology and music, which
are slightly below.
Pupils’ attitudes, values and personal development
14. Pupils have very positive attitudes to school. The opinions of the parents that their
children enjoy coming to school are confirmed by the inspection. They are keen to
learn, both in lessons and in extra activities at lunchtime or after school. This
eagerness is demonstrated by the way in which they settle quickly to tasks in the
classroom. In a Year 1 class, for example, all pupils were absorbed in their early
morning work in reading and spelling within two minutes of the start of the morning
session. It is also demonstrated by the significant numbers, particularly of older
pupils, who attend after-school clubs for activities such as computers and homework.
In most lessons pupils have a strong desire to do their best. This is evident in the
attractive presentation of their work, although weaknesses in handwriting sometimes
detract from the overall effect. Their capacity to work hard to succeed has a
considerable impact upon the progress they make, particularly in learning to read and
write in English.
15. Pupils work with sustained concentration and often persevere when tasks become
difficult. Very occasionally pupils become inattentive as a result of a lesson which
proceeds at too slow a pace for them, or when they are less interested in the subject
matter. In physical education lessons, a few pupils do not participate fully when the
teacher is not observing them directly.
16. The behaviour of pupils in and around the school is consistently very good and was
similar to the last inspection. Parents’ perceptions that the previous high standards
have been maintained are accurate. In classrooms, teachers and support staff have
high expectations of good behaviour and deal with rare infringements with suitable
firmness. Pupils behave sensibly when moving around the school, mostly conforming
well to rules such as keeping left on the stairs. In the playground, aggressive
behaviour is almost entirely absent. Younger pupils sensibly remain within the area
designated for their play. At Key Stage 1, a significant factor in promoting good
behaviour is the presence in the playground of most staff each playtime and their
positive promotion of a range of playground games.
17. On those occasions when larger groups of pupils meet together, behaviour is often
exemplary. For example, in an assembly involving children from nursery age up to
Year 2, all pupils were very interested and attentive as work done by Year 1 pupils
was displayed and carefully explained by the teacher. The absence of disruptive
behaviour enables learning of good quality to occur. There have been no exclusions
from the school.
18. The very good relationships between pupils and adults and between pupils
themselves are a significant strength of the school. Pupils are courteous to visitors
and to each other. All pupils, including those at an early stage of acquiring the
English language, have friendly, yet respectful, relationships with teachers and other
staff members. Adults employed in the school present very positive images of
partnership to the pupils in their charge. For example, when it is necessary, support
staff use their initiative to work flexibly to meet the needs of all pupils. Pupils, in turn,
adopt similar supportive roles. Thus many pupils who have more established skills in
speaking English take the initiative in helping those with lower levels of skills. A Year
1 pupil used her mother tongue to explain the teacher’s instruction when she realised
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