pdf School inspection report - Ofsted

although on occasions lessons at the beginning of the day are interrupted by pupils
arriving late to school. There has been good improvement since the last inspection
MATHEMATICS
98. Standards in mathematics are well below average by the end of both key stages
reflecting weak cohorts in Years 2 and 6 identified by the school. Work shows clearly,
however, that the standard varies from year group to year group. Standard
Attainment Tests in 1999, for example, showed that all the then Year 2 pupils reached
level 2, a result well above the national average. The percentage of pupils reaching
level 3 was also above the national average. The Year 6 cohort in the same year
scored below the national average but in 1997 the Key Stage 2 results were very
close to the national average. The school maintains that the poorer result at Key
Stage 2 than at Key Stage 1 in 1999 is accounted for by the difference in the cohorts
rather than poor progress through Key Stage 2. The work sample would agree with
this view. Pupils do, in fact, make good progress, linked to good teaching, through the
school. At Key Stage 1 their learning improves with their grasp of English as the
previous report noted. Through Key Stage 2 pupils continue to learn at a good rate
considering the difficulties that some of them continue to experience with written and
spoken English. The demands for linguistic skill in mathematics increase through this
key stage making even greater gains necessary for success.
99. Standards in mathematics have improved since the time of the last inspection at both
key stages. The previous report gave attainment as 63 per cent of Year 2 pupils
achieving level 2 or above and 28 per cent of Year 6 pupils gaining level 4 or above.
The corresponding figures for 1999 were 100 per cent and 50 per cent.
100. Pupils work well in maths. This is partly because of good teaching but also because
pupils are keen to learn and prepared to concentrate. This in turn allows the lesson to
proceed at a good pace to produce more interesting work. They behave well and are
keen to answer questions in the oral part of numeracy lessons. They work together
well and in several Key Stage 2 lessons there was some very good discussion
towards problem solving. Pupils listen quietly to the teacher's instructions. They
present their work well. The school emphasises the importance in showing working to
indicate developing understanding of a question, but many books could look tidier and
work could be easier to read through more use of rulers.
101. Teaching is good. No unsatisfactory lessons were seen and just over half were good
or very good. Lessons, especially at Key Stage 2, are lively and help to create and
use pupils' natural keenness. Teachers prepare well and organise lessons efficiently
and effectively. In the best lessons teachers question pupils very well, leading them,
for example, to think about the mathematics involved in a particular problem. At Key
Stage 1, teachers encourage individual pupils to participate in the oral sessions.
Teachers expect pupils to behave well and to be attentive during explanations. In all
lessons seen boys and girls took an equal part and pupils of all abilities were well
involved. Teachers pace lessons well, in turn helping pupils to concentrate and to
follow the explanations. In one Key Stage 1 lesson the pace was rather too slow and
pupils became restless but this was a rare exception. Teachers match tasks to pupils’
level of attainment.
102. In Key Stage 2 the school puts pupils into groups by ability so that they can all work at
a suitable level and pace. Mathematics is well assessed and the recording system is
good. This helps teachers to decide at appropriate intervals in which group a pupil
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