pdf School inspection report - Ofsted

subjects. However, this is inconsistent and more opportunities to use information
technology should be encouraged. There were some good examples like the design
for a pupil’s pot in the art club being produced on the computer and Year 6 pupils
using maps from the computer for their European tour in geography. A particularly
successful use of information technology supporting literacy and numeracy was
independent groups of Year 6 pupils using Success Maker to support their learning.
The school should now build on similar opportunities in other subjects.
146. Pupils in the Nursery have regular opportunities to visit the information technology
suite and use the computers. At Key Stage 1 pupils use both the keyboard and the
mouse to control programmes. They use icons and menus on familiar software to
create pictures and text. By the end of Key Stage 2, most pupils are confident in their
understanding of the facilities of computers and know how to use the tool bar, the
meaning of icons, and how to load, save and print their work. A Year 5 class were
successfully using spreadsheets including the calculate facility. Those pupils who lack
confidence are helped when teachers group them with others who are able to support
their efforts.
147. Pupils show considerable enthusiasm for work in information technology. They are
well behaved, listen carefully to instructions and show good levels of concentration
when working independently.
148. The subject is particularly well led. A detailed policy and scheme of work are in place
to ensure continuity and progression. Hardware and software are sufficient to meet
the demands of the curriculum and are of a good quality. Access to the Internet is
limited to two machines. However, this will improve significantly when the school
moves to new premises at the end of the year. The co-ordinator has good expertise in
the subject and regularly supports colleagues and pupils. The use of a large grant for
information technology has been particularly well used for hardware, software, and
staff training. The school is now in an excellent position to continue to improve
teaching and learning.
MUSIC
149. Standards in music are a little below those expected for pupils’ age at the end of both
key stages. Pupils sing enthusiastically but many sing on the speaking voice and
there is little good tone. Enough pupils pitch accurately, however, for the overall
impression to be tuneful as was noted at the time of the last inspection. The sound
can become rather hard when pupils become excited and inclined to shout. The short
singing sessions for all pupils in two year group units are especially useful for
language work in this school because pupils can hear, and in Key Stage 2 see, the
words of the songs as others sing them. Pupils have a good sense of pulse and
rhythm. Many of the Nursery and Reception children were able to clap on the main
beat in the songs they sang. Similarly, Year 3/4 pupils could move to the beat of a
sea shanty and appreciate how the song could help the sailors in their work.
150. There is no extemporisation or composition in evidence but pupils do invent simple
tunes and rhythms and use music as a starting point for art work. Year 6 pupils
understand that notes sounding together form a chord and could follow an eight bar
pattern playing the notes of three chords on glockenspiels. The use of a lively
backing tape and enthusiastic direction by the teacher turned this basic skill into an
exciting performance - to the obvious delight of the pupils. One Year 6 boy invented a
fine description of a chord not played well together: he considered it to be scruffy!
151. Pupils enjoy singing. Year 3/4 pupils were enthusiastic about the sea shanty but a
small number took advantage of the teacher’s own enthusiasm to be a little less
Greenhill Community School - 45