The
school was inspected by three inspectors, led by Tony Taylor. This is a
summary of the full inspection report, which is available from the school.
Information
about the school
St. Michael's and All Angels Church of England Aided Primary School is
situated in the village of Rearsby, near Melton Mowbray. It is a small
rural school that serves Rearsby and adjacent villages. At the time of
the inspection, there were eighty boys and girls on roll. Their main ethnicity
is white. Of the sixteen pupils with special needs, more than two per
cent have statements of special educational need, which is broadly in
line with the average. Nevertheless, the total number of pupils who are
listed on the school's register of special educational need is above the
average. The number of pupils taking free school meals is small, and well
below the average. However, the total number of children actually entitled
to free meals is difficult to gauge because packed lunches only are provided.
The pupils' attainment when they start school is average overall. No pupils
have English as an additional language.
How
good the school is
St. Michael's has been subject to a turbulent period in its development.
In 1995, inspectors found the school to be in need of special measures
to ensure improvement. By 1997, the school was judged by Her Majesty'
s Inspectors to have made significant improvement. However, since the
summer of 1999, the school has had severe problems related to staffing,
and this has upset the rate of development. There are indications that
the school entered into a period of decline in both the standards, and
the general progress made by the pupils. In January 2000, anew headteacher
was appointed. In the short time since then, the quality of education
and standards have been considerably improved. They continue to improve
rapidly, due to the excellent leadership now being given to the school.
The current inspection findings show that standards are satisfactory in
all subjects of the curriculum. The overall quality of the education being
provided, and in particular the teaching, is now good. The ethos of the
school is very good, and it is well placed to ensure further good development.
The picture is very positive. The school provides satisfactory value for
money.
What
the school does well |
Standards
match national expectations in all subjects
The overall quality of the teaching is good
Much of the teaching is very good
The provision for the pupils with special educational needs is very
good.
The leadership provided by the recently appointed headteacher is excellent
The staff is working very well as a team
The ethos of the school is very positive |
What
could be improved |
The
assessment systems for the non-core subjects of the National Curriculum
The quality of the marking of the pupils' work in some subjects
The information given to parents about their child's progress
The areas for improvement will form the basis of the governors' action
plan |
How
the school has improved since its last inspection
The severe staffing problems have been overcome, and the school has made
determined and wide-reaching improvements since January 2000. The teaching
has been improved significantly. The curriculum has been improved substantially,
with the development and use of new schemes of work and better planning.
The underachievement found in the first inspection has been reversed.
Standards,
and the quality of education are improving rapidly. Standards Published
national test data for St. Michael' s Primary does not provide a reliable
guide to the overall attainment of the pupils. This is due to the small
size of the groups of pupils taking the tests in anyone year, and the
influence of pupils who have special educational needs on test results.
Similarly, the data does not reflect reliably, the comparisons with schools
of similar size and type. Inspection evidence indicates that standards
are satisfactory in all subjects of the curriculum. It also shows that,
as the school is currently developing all the aspects of its work, standards
are rising firmly and steadily. The school is now well placed to meet
the exacting targets that have been set for its improvement.
Pupils'
attitudes and values
Aspect
|
Comment |
Attitudes
to the school |
The
pupils' attitudes towards school and their work are very good |
Behaviour
in and out of classrooms |
The
behaviour of the pupils is very good |
Personal
development and relationships |
The
pupils develop well personally, and the relationships are generally
very good |
Attendance
|
Attendance
is good |
The
pupils like school and generally work hard. This was confirmed by all
the parents who responded to the inspection questionnaire. The pupils
behave very responsibly and maturely, in classrooms, in assemblies, and
outside. Their personal development is good, and they maintain very positive
relationships with both the staff and each other. Attendance is better
than the national average.
Teaching
and learning
Teaching
of pupils: |
aged
up to 5 years |
aged
5-7 years |
aged
7-11 years |
23
lessons seen overall |
Good |
Good |
Good
overall, with much very good teaching |
Inspectors
make judgements about teaching in the range: excellent; very good; good;
satisfactory; unsatisfactory; poor; very poor. 'Satisfactory' means that
the teaching is adequate and strengths outweigh weaknesses.
The
overall quality of the teaching is good. There is much very good teaching,
particularly at the later part of Key Stage 2. No unsatisfactory teaching
was seen during the inspection. Of the twenty-three lessons or parts of
lessons seen, over 40% were satisfactory, more than 36% were good, and
more than 22 % were very good. The combination of good planning by the
teachers, based on new schemes of work, and the growing sense of teamwork,
have improved the quality of the teaching significantly. The teaching
of both English and mathematics is generally good. Literacy skills and
numeracy skills are taught effectively, despite the delay until January
2000 in implementing the National Numeracy Strategy. The school is meeting
the needs of all its pupils very effectively, despite the large classes.
Additional support for the teaching in the larger classes is being used
very well, and is increasing significantly the pupils' opportunities for
learning.
Other
aspects of the school
Aspect
|
Comment |
The
quality and range of the curriculum |
The
curriculum is satisfactorily broad and balanced, and the appropriate
statutory curriculum is firmly in place |
Provision
for pupils with special educational needs |
The
provision for the pupils with special educational needs is very good.
They make good progress |
Provision
for pupils' personal, including spiritual, moral, social and cultural.
development |
The
provision for the pupils' spiritual development in lessons and other
activities is satisfactory*. The provision for their moral and social
development is very good. For their cultural development, provision
is good |
How
well the school cares for its pupils |
The
school cares for its pupils well. Good systems are in place to oversee
the health and safety and protection of the pupils |
*The
school is subject to a Section 23 inspection that looks in more detail
at the pupils' spiritual development through learning in religious education
and worship.
The
school is rapidly developing its partnership with parents. There has,
in the past, been something of a hiatus in the amount of information the
school has provided about what it is doing, and about what progress the
pupils are making in their learning. This lack is being firmly tackled
by the school, and improved systems of communication are being developed.
The curriculum is being developed positively, and is now being shaped
effectively in order to raise standards. It meets statutory requirements
fully. The school has reviewed, and continues to keep under review the
way it cares for its pupils. The attitude of all the staff is very caring
and conscientious.
How
well the school is led and managed
Aspect
|
Comment |
Leadership
and management by the headteacher and other key staff |
The
leadership provided by the recently appointed headteacher is excellent.
She has very clear aims for the development of the school, and is
supported Very well by aIl the staff |
How
well the governors fulfil their responsibilities |
The
governors fulfil their responsibilities well. They are interested,
informed, and involved, and provide very good support for the school |
The
school' s evaluation of its performance |
The
school has carried out a comprehensive review and has put into place
a variety of systems for the evaluation of its performance. It has
made significant strides in improvement, based on this comprehensive
analysis, but is not yet satisfied that standards are high enough.
It is working hard to get even better |
The
strategic use of resources. |
The
resources, which are adequate, are used very effectively. The school
has appropriate plans for the further development of its resources,
notably for information technology |
The
staffing level is good. The large classes, questioned by some parents
as an impediment to learning, are now very well organised and receive
good levels of additional trained, support. The accommodation is used
efficiently, and is being further developed. The learning resources are
adequate. They are of good quality, and are very efficiently and effectively
used, due to the excellent leadership and management of the school. The
principle of gaining the best value from purchases is firmly embedded
in the school's culture.
Parents'
and carers' views of the school
What
pleases parents most |
That
their children like the school
That the behaviour of the children is good
That the schools is approachable with questions or a problem
That the school is helping the children to become mature and responsible
|
What
parents would like to see improved |
The
amount of homework the children are given
The information they receive about their child's progress
The school's working with parents
The range of activities outside lessons |
While
all parents who replied to the questionnaire hold the view that their
children like school, a substantial minority considered that the amount
of homework provided was not enough. A further substantial minority hold
the view that the school does not work closely enough with parents, and
that they do not feel well informed about their children' s progress.
A minority feel that the school does not provide an interesting range
of activities outside lessons. A striking feature of the information gained
from the questionnaire returns is also the number of parents who simply
'don't know'.
The
school is emerging from a very turbulent period, where the discontinuity
in staffing has been a major issue. It is now successfully past that period,
and all aspects of the school are improving rapidly. The parents at the
pre-inspection meeting acknowledged this fact. The inspection findings
indicate that the homework policy of the school is satisfactory. The annual
progress reports are about to be issued, the first under the auspices
of the new leadership. The inspection team found the previous reports
to be satisfactory overall. The school is currently reviewing this aspect
to see what improvements can be made in the information provided. It is
also seeking much closer links with parents, who will need to play their
part in this development. Given the voluntary nature of the provision
of extra-curricular activities and the small number of staff at the school,
the inspection evidence clearly shows that it provides a good range of
activities. These include games, music, trips to places of interest, and
involvement in local activities.
Other
information
The governing body is responsible for drawing up an action plan within
40 days of receiving the inspection report, showing how the school will
tackle the improvements needed. This action plan will be circulated to
all parents at the school.
The
contractor appointed by OFSTED for this inspection was St Mary's
College, Waldegrave Road, Strawberry Hill, Twickenham, TW 1 4SX.
Any
comments, concerns or complaints about the inspection or the report
should be made to the inspection contractor. Complaints which are
not satisfactorily resolved by the contractor should be raised with
OFSTED by writing to: The Registrar, The Office for Standards in
Education, Alexandra House, 33 Kingsway, London WC2B 6SE.
©
CROWN COPYRIGHT 2000
This
document may be freely reproduced in whole or in part, for non-commercial
purposes, provided the source and the date are acknowledged.
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