pdf School inspection report - Ofsted

90. In the national Curriculum tests of 1999 at the end of Key Stage 1 standards in
reading and writing were well below the national average, but standards were well
above in comparison with similar schools, which reflects the findings of the inspection.
The impact of the National Literacy Strategy has raised standards at this key stage.
By the end of Key Stage 2 standards in English remain well below the national
average although they are in line with similar schools. The impact of the national
Literacy Strategy is yet to be as apparent at this key stage as in Key Stage 1, and this
reflects the findings of the inspection
91. In speaking and listening pupils speak with confidence, although not usually with any
grammatical structure. However, they are able to communicate quite effectively with
the teacher and each other, but find the expression of complex ideas in language
very difficult. In one Year 2 lesson pupils recalled a walk in the park and developed a
list of words such as daffodil and baby lamb, but were not able to express what they
had seen in sentences unless strongly guided by the teacher. Many strategies are
used to sustain interest in language. For example, in a Year 3 class the pupils
focused on an oral performance of a rap poem, Work a rap, clapping and clicking their
fingers rhythmically as the teacher read the poem out loud. In one Year 3/4 class
many pupils answered the teacher in sentences when talking about Ted Hughes’ story
of The Iron Man. They added suffixes successfully to words such as volcano and
angel. In a Year 6 class pupils discussed the difference between open and closed
questions. They found that many closed questions can be turned into open ones by
adding and why? They asked the teacher, Do you like chocolates and why? Many
pupils find this type work difficult because of their inability to express themselves in full
sentences. But it is evident from their reaction and response to teachers during
extended discussions, that their understanding is better than the ability to express
themselves. A strong feature of the pupils’ achievement across the school is the
confidence which they show when speaking, no matter how restricted the language
skills, and the very close attentiveness they pay to the teacher.
92. The development of reading across the school is good. Although overall standards
across the school are well below the national average. Across both key stages pupils
read mechanically at standards which are frequently in line with those appropriate for
their age and they can often recall in detail what is written: their training in memorising
the Koran helps them with this. It is the understanding of the text which is lacking and
the ability to express this understanding in words. This is well illustrated in the 1999
National Curriculum test scores at Key Stage 1: pupils’ scores in the reading
comprehension tests (16 per cent) were less than half those in the reading tasks (37
per cent) and at the lowest level.
93. In a Year 1 lesson all pupils look closely at the text of the story of The Three Billy
Goats Gruff in a big book as a class. The teacher encourages pupils to make
sentences about the story from the pictures, before attempting to read the text. This
ensures that pupils are paying close attention before they start. In a Year 2 lesson
pupils learned phonics well. They successfully sounded out words such as water,
some and little. Later in the lesson pupils discussed with the teacher the sounding of
air, ere, are and ear, to help them with their end of week spelling test.
94. The standard of writing is well below that expected for pupils’ age, although the
presentation of work is frequently good. Pupils try hard across both key stages to
present their work neatly although they use printed handwriting until quite late in the
school. Writing is developed well across the school but is emphasised less than
speaking and listening which is an appropriate strategy for pupils who have such
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