pdf School inspection report - Ofsted

STANDARDS
The table shows the standards achieved by 11-year-olds based on average point scores in National
Curriculum tests.
Performance in: all schools
compared with
Greenhill Community School - 9
similar*
schools
1997 1998 1999 1999
English E E E C
mathematics D E E C
science B E D B
*Based on the school’s statistics
Key
well above average A
above average B
average
C
below average D
well below average E
The base-line assessment shows that children enter school with standards that are well below
average in language and mathematical skills. Currently all the pupils in the school have English as
an additional language, many come from families which have low levels of literacy in English. On
entry to the reception classes standards in the desirable learning outcomes are low. By the time
children reach the age of five, standards remain well below average in language and literacy and
mathematics. They achieve below the expected learning outcomes in knowledge and understanding
of the world but are on track to achieve the expected learning outcomes in personal and social and in
physical and creative development. In the 1999 National Curriculum tests, by the end of Key Stage 1,
pupils’ attainment is well below the national average in reading and writing but well above in
mathematics. Compared with similar schools, pupils’ attainment is above average in reading and
writing and very high in mathematics. Teachers’ assessments in science show that the standard is
below the national average but well above that for similar schools. By the end of Key Stage 2, pupils’
attainment is well below the national average in English and mathematics and below in science.
Compared with similar schools pupils’ standards are in line in English and mathematics and in
science they are above. Inspection findings confirm these results. 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
technology and music which are slightly below. The introduction of the National Literacy and
Numeracy Strategies has had a positive impact on standards, especially at Key Stage 1.
PUPILS’ ATTITUDES AND VALUES
Aspect Comment
Attitudes to the school
Behaviour, in and out of
classrooms
Personal development and
relationships
Attendance
Children form very good relationships with adults and each other. Their
attitude to learning is very good.
Behaviour is good both in and outside the classroom, there have been
no exclusions; pupils move sensibly around school and there is no
oppressive or threatening behaviour.
Relationships are strong between the staff and pupils and pupils
themselves. There is no racial tension and the school is a harmonious
community. When they are given the opportunity, they demonstrate
their ability to exercise responsibility.
Approximately 88 per cent of all pupils attend the school regularly,
which is below the national average of around 94 per cent. The main
reason for absence is sickness. During Inspection week, pupils
numbering upwards of 50 arrived late. This has a serious impact on the
start to the school day and adversely affects the attainment of the
pupils concerned.
Whilst pupils enjoy coming to school, many arrive late for lessons, which impacts on standards.