Appleton School - Profile
Content
Appleton Church of England (A) Primary School Profile
Published 03 July 2009
Appleton Church of England (A) Primary School Church Road, Appleton Abingdon, Oxfordshire, OX13 5JL Telephone: 01865 862794 http://www.appleton.oxon.sch.uk
Children's Service Authority: Age range: Number of pupils: Head teacher: Chair of governors:
Oxfordshire 4-11 142 Mrs Mary Watts Ms. Alison Geary
What have been our successes this year?
Appleton CE(A) Primary School had an outstanding Ofsted report in June 2008 and was identified as being among the most successful schools in the country. The school became the only primary school in Oxfordshire to have achieved 'outstanding' in every aspect of its Ofsted and SIAS inspection. The quality of teaching and learning continues to be outstanding. Leadership, governance and management were categorised as excellent. The school results in SATs in 2008 showed that pupils progress is outstanding. Pupils with special educational needs make very good progress. Pupils' personal development,attitudes and behaviour are excellent. Parents hold a very positive view of the school. We have continued to develop our curriculum to meet the needs and interests of our pupils. Links have taken place with schools in Spain, Iceland and Hungary which provided opportunities to learn about other cultures. The school obtained Healthy Schools Award and an Active Schools Award. This year our sports provision has been enhanced further by employing a part time PE specialist teacher. We have links with a sports college which has improved opportunities for staff training and pupils participation in sport.
1
What are we trying to improve?
The school has analysed and used data to identify areas that could be improved. Action plans for improvements were written and monitored by subject leaders as part of their performance management targets. Improvement areas in 2007/8 were as follows: To improve phonic knowledge and spelling. Staff attended training to improve the teaching and learning of phonics and spelling. Parent workshops held. Our evaluations have shown that children made excellent progress and we intend to introduce a similar programme for older children next year. To increase opportunities for writing in all subjects and ensure that children understand how and when to write in different genres. To introduce the teaching of French throughout the school. To improve and increase the use of ICT across the curriculum by purchasing laptop computers. To continue to develop a more integrated curriculum which encourages children to see links between subjects. To encourage children to develop healthy lifestyles by improving the quality of school meals. A new kitchen has been installed and provision is now excellent with high uptakes. School achieved Healthy School status in June 2008. To increase opportunities for P.E.
How much progress do pupils make between age 7 and 11?
The chart shows our school's contextual value added (CVA) score relative to that of other primary schools. CVA is a statistical means of assessing how effective a school is, by measuring pupils' progress using their test and examination results. The confidence interval shows the range within which we can be confident the score (calculated on the results of only one year group) represents the overall effectiveness of a school. The percentile rank shows the percentage of schools with a score equal to or higher than ours.
Our school
Confidence interval
2
The results in 2007-8 Key Stage 2 SATs were well above the average compared to similar schools with high percentages achieving Level 5. The Y6 cohort had children with special educational needs and their achievement is significantly high. Our pupils make much higher progress in all core subjects from Year 2 to Year 6 in comparison to similar schools and all schools nationally. Our data shows that the children are broadly average on entry to school and make very good progress by Year 2, and this continues to Year 6. Analysis of the results showed that: In all core subjects the contextual value added progress from Year 2 to Year 6 placed the school in the top 11% when compared to other schools. In English the results placed the school in the top 22% of schools; in Mathematics in the top 20%; and in Science in the top 8%. We were particularly pleased with the progress of special needs pupils. In all core subjects the number of children achieving Level 5+ was significantly higher than other schools with the highest results being Science where 93% of the children achieved Level 5. We have used our analysis to identify areas for further improvement.
How well do pupils achieve at age 11?
100 90 80 70 60 50 40 30 20 10 0 English Maths Science
This chart shows the Key Stage 2 results for 2008. It indicates the percentage of pupils eligible for KS2 tests (usually 11 year olds) who achieved or exceeded the expected level (level 4)
Our school
Local schools (Local Authority)
All schools
3
Appleton is a small school where cohort sizes can have a disproportionate effect on our results. The Year 6 cohort in 2008 consisted of 15 children, each child therefore representing 7%. Children with special educational needs (13%) made very good progress. The school's Key Stage 2 results at Level 4+ in 2008 were well above those of local and national schools. The number of children who attained Level 5 (expected level for 13 year olds) was significantly higher than similar schools and schools nationally. Cohort size: 15 (each child represents 7%)
Subject English Mathematics Science
Level 4 School & National results (N) 100% (N 83%)
Level 5 School and National results (N) 67% (N 30%) 80% (N 31%) 93% (N 45%)
100% (N 80%) 100% (N 89%)
Contextual value added (progress) for this cohort from Key Stage 1 to Key Stage 2 is significantly high and places the school in the top 11% nationally. This is exceptional because the results for this cohort at Key Stage 1 were high, so to have achieved this amount of progress is outstanding.
How have our results changed over time?
Our school tracks the progress of all pupils. We monitor and record pupil achievements which informs our planning for their next steps. As a small school with small cohorts the results can be greatly affected by one child not attaining the expected level; being absent for the tests; and the characteristics of the group. At Key Stage 1 in 2008 there was a high number of children (21%)with special educational needs who had an impact on results. These children had made very good progress since entering school but had not attained the expected level for 7 year olds. Key Stage 1 Level Results:
Subject and Level (L) Reading L 2+ L 3+ Writing L 2+ L 3+
2006 90% 58% 84% 32%
2007 95% 32 % 91 % 9%
2008 95% 53% 89% 26%
4
Mathematics L 2+ L 3+ Science L 2+ L 3+
100% 58% 100% 53%
100% 36% 100% 36%
100% 47% 100% 53%
Key Stage 2 Level Results: The results in 2008 were higher than previous years. In 2008 all pupils achieved Level 4+ in English, Mathematics and Science; significantly high numbers of children achieved Level 5.
Subject and Level (L) English L 4+ L 5+ Mathematics L 4+ L 5+ Science L 4+ L 5+
2006 81% 50% 81% 29% 94% 31%
2007 91% 64% 100% 55% 100% 91%
2008 100% 67% 100% 80% 100% 93%
How are we making sure that every child gets teaching to meet their individual needs?
The school has a wide range of abilities in each class, and each class has mixed year groups. Our teachers look carefully at the learning needs of individual pupils and use a variety of methods which are reviewed on a regular basis to ensure that they meet the children's needs. These include: Differentiation of activities. Extension and support when appropriate for more able and less able children. Grouping of children based on ability, age or interests. Early identification of children with special educational needs to ensure that appropriate support is provided and parents are informed. Identifying children's learning styles and using these to plan appropriate activities.
5
Subject leaders regularly monitor and track progress of all children. This includes observations, discussions, work scrutiny and moderation of work to ensure that the needs of learners are being met. Assessment for Learning techniques which involve pupils assessing their work against teaching objectives. Teacher assessments and pupil progress tracking to inform and plan the next stages of teaching and learning. Clear, shared targets for all learners in core subjects. Appropriate access to external professional support for pupils.
How are we working with parents and the community?
The school values its strong links with the parents, community, Church, local schools and the Extended Schools partnership. We have an 'Open Door' policy which encourages parents to come into school. There are regular formal and informal communications with parents regarding their children's progress. We have sought the views of parents in weekly newsletters and questionnaires on a number of issues and whenever possible have reacted to them. This resulted in increasing PE time and encouraging healthy living. Community links include the local Brownies, Cubs, Netball Club, Gardening Club use our school facilities on a regular basis. This year we held a joint village and school exhibition during Arts Week The community is invited to our concerts, open days, maypole dancing, and fetes. The children distributed harvest baskets to the elderly and invited grandparents to visit the school and take part in lessons. The school informs parents of activities at St. Laurence's Church and a growing number attend the children's service. The Rector takes assemblies in school once a week. A Comenius project linking Appleton with schools in Europe has been approved. The project will help children to develop an understanding of different cultures.
6
What have pupils told us about the school, and what have we done as a result?
The children and their parents tell us that they enjoy coming to school. They say that they are treated fairly by the staff and feel that most of the adults in school are approachable and helpful. They enjoy the curriculum, especially when there are special activity weeks, sports and school visits They tell us that they are clear about school rules and know that issues regarding bullying will be dealt with quickly. We review these at least once a year with each class. The older children enjoy responsibilty and several have been trained this year as playground helpers. They enjoy having the opportunity to participate in school concerts, inter-school sports and community events such as fundraising. They tell us that they enjoy the clubs that we offer. We have a newWild Life Club which the pupils had asked for. Their elected School Council recognises that they have an important role in communicating ideas for improvement and concerns. They know that staff listen to these. The School Council have submitted a request to the Friends of Appleton School for improvements to our playground and more games for wet playtimes. The Friends have agreed to support their proposal.
How do we make sure our pupils are healthy, safe and well-supported?
The school encourages children to adopt healthy lifestyles. We participate in the following: Sports training and coaching through a local sports college which provides opportunities in school and after school, and for inter- school competitions. Healthy eating - Free fruit and vegetables are provided for 4-7 year old pupils and older children are limited to healthy snack options. Water is available to pupils throughout the day. School meals are healthy and nutritionally balanced. Better ways to School - We encourage families to use sustainable travel. High numbers of local children walk or cycle to school. Children in Year 5/6 can attend cycling proficiency training. All of our pupils can swim 25m. by the end of Year 6. PSHE/ Drugs/ Sex education is taught at the appropriate level. All children have opportunities to attend a Life Education programme. We provide opportunities for children to discuss issues in School Council, Assemblies and PSHE lessons. We are proactive in tackling any form of bullying. We are aware of the need to report racist incidents. External health and safety audits show that the school has 'excellent' level of compliance.
7
Staff and volunteers are CRB checked.
How do our absence rates compare with other schools?
20 15 10 5 0 2005/2006 2006/2007 2007/2008
This chart shows the percentage of half days missed through authorised and unauthorised absence by all pupils at the school. Information is given for the school, for schools within the local authority and for all schools.
Our school
Local schools (Local Authority)
All schools
Pupils enjoy coming to Appleton CE Primary School (Osted and discussions with pupils and parents) and we have very few problems with attendance. The school monitors attendance of all pupils. Teachers are given termly summaries of the attendance of children in their classes and these are discussed at the parent/ teacher interviews. The parents are regularly reminded in school newsletters about the importance of not taking holidays during term time. All parents are required to attend an interview with the head teacher if they are intending to take holidays during term time. Only in exceptional circumstances is permission granted. The parents of children with poor attendance records are invited to discuss this with the head teacher. Our attendance is much better than other schools nationally and in comparison to local schools.
8
What activities and options are available to pupils?
In 2007-8 the school provided a wide range of activities in addition to the statuatory requirements of the curriculum. These include the following: After School Club on 3 days per week which provides extended school care. Activities include games, arts and crafts, computers, and cooking. French Club is offered on 2 days per week after school. Music tuition is provide by our music teacher, perapatetic music teachers and by parent volunteers. The school has an orchestra which performs in concerts twice a year. More than half of our KS2 pupils play a musical instrument. Art Club is run by members of staff on Mondays after school. Wild Life Watch Club is run by a member of staff and parents on Mondays after school. Netball Club and Football Club are offered weekly by qualified parent coaches. Gifted and Talented Summer School for Year 6 children. IMPs programme at the local hospital allows children to learn basic first aid in Years 5 and 6. Cycling proficiency training for Year 6 pupils is provided by parent volunteers. Life Education programme which enhances the PSHE/ citizenship curriculum. Whole school Arts Week providing opportunities to work with an artist to create animal sculptures.
What do our pupils do after leaving this school?
The majority of our pupils leave in Year 6 to attend the local secondary school. The school informs us that our former pupils are among some of their highest achieving children. An enjoyment of music continues for many of our former instrumentalists who participate in the local orchestras. A number of former pupils return to the school for work experience. A small number of children leave to attend schools in the independent sector, usually at the end of Year 6. Our children have had no difficulties in passing the entrance examinations for these schools. There have been a number of children who have left the school and moved to different parts of the country or overseas. Places in the school are highly sought after, so when pupils leave the area their places are offered to those on the waiting list. We have also had an increasing number of children who have entered the school after successfully appealing for places. The school works closely with the local pre-school and secondary schools to ensure that good transition arrangements are in place. Children and parents have opportunities to visit the school prior to entry. Feedback from parents and children has been very positive.
9
Ofsted's view of our school
This is an outstanding school. Pupils flourish beyond the expectations of many parents because they are given, 'Wings to fly'. At its heart lies an extremely caring Christian ethos in which pupils are known inside out, cared for exceptionally well, achieve very high standards and develop very well spiritually, morally, socially and culturally. As one parent wrote, 'This is a wonderful school. I am always amazed at how the dedicated staff extract talents I did not know my children even had'. The success of the school stems from the headteacher's outstanding leadership and management. Her key aim that, 'Everything we do at Appleton is personalised to the learning needs of each individual pupil and ensuring they are happy and fulfilled during their time with us', is fully realised. Other leaders work extremely well as a team. Collectively they have provided a rich curriculum and exciting learning pervades all classes. Middle leaders have been empowered to innovate, lead change and ensure the curriculum constantly evolves. They do this extremely well. They are particularly successful in developing the teaching of other staff and ensuring that learning capitalises on pupils' interests. For example, in a recent science investigation the teacher had the confidence to change the focus of the lesson when some pupils wrongly thought that, 'Gravity does not act under water'. Middle leaders are also encouraged to help pupils extend the boundaries of learning by learning in many different ways. This really motivates pupils. Their rigorous monitoring of learning and pupils' progress ensure their action plans sustain high quality provision. Governors discharge their responsibilities extremely well and share the vision for the school. The school is kept in tip-top condition because of their support and challenge. Pupils achieve exceptionally well regardless of their ability, gender or ethnicity. In this small school the headteacher and governors rightly focus on ensuring pupils make the very best progress they can as standards fluctuate according to the ability profile of each year group. From a broadly average starting point on entry, standards have been typically outstanding by the end of Year 2 in the past four years. They remain so this year. Progress is very strong in Years 1 and 2. Standards were very high at the end of Year 6 in 2007. Pupils in the current Year 6 are on course to reach even higher standards in English, mathematics and science. This highlights the very strong progress they have made from a high starting point in Year 2. Those who need support for their dyslexia or who have moderate learning or behavioural needs make particularly rapid progress. Teachers pinpoint their needs very early on and the high quality support they receive enables them to meet the very challenging targets set in their individual education plans. Progress in science is also impressive. All Year 6 pupils are on track to reach the higher level 5 because of the high priority given to investigations, vocabulary and addressing any misconceptions that crop up. Several features contribute to this outstanding achievement. Most importantly, teaching and learning is consistently outstanding and never less than good. Teachers ensure pupils continually learn at the edge of their capabilities because, 'Significant steps in pupil's learning' are evaluated at the end of each day. This information influences next days teaching and helps teachers finely tune learning to the needs of each pupil. Pupils know how well they are doing and what they need to do to improve. This is because teachers constantly talk to them about their targets. Very helpful comments in books also help them think through their next steps in learning. The teaching of 'linking letters to sounds' (phonics) has been a focus in Years 1 and 2 this year. This has helped pupils make even faster progress in their writing and spelling. The school recognises there is scope to strengthen this further in Years 3 to 6 to fine tune pupils' writing and spelling skills, especially those of average ability. The excellent climate for learning which pervades the school has a very positive impact on pupils' personal development. Pupils work in a very calm but exciting environment in which they feel safe and valued. Their self-esteem is markedly high because teachers match learning so well to pupils' needs that they always experience success. Their achievements are constantly celebrated and pupils are not discouraged if they make a mistake. Unkind behaviour is almost unheard of and pupils' behaviour and manners are impeccable. This results from the clear codes of conduct and
10
very good relationships between all adults and pupils. Pupils' excellent attendance shows how much they love coming to school. The extremely strong Christian focus in assemblies together with the very positive examples set by adults ensures that pupils' spiritual, moral and social development is outstanding. Outstanding links with the local community and with schools in other countries, including Uganda, ensure pupils' have a very strong awareness of their own and other cultures. Pupils say, ' We always have something exciting to do and like the mixed aged classes which allow us to always get hard work'. Pupils are very proud of the contribution they make to the life of the school such as the playground helpers and the work of the school eco-council. The 'Wake up - Shake up' exercise sessions held each morning, and the sight of the many pupils who use scooters or cycles to get to school reflects their excellent awareness of healthy lifestyles. The headteacher ensures that is a relentless focus on the pursuit of excellence and says, 'We are always looking for better ways of doing things'. The capacity to improve is excellent and demonstrated by the continuing honing of provision and progress.
Date of last inspection: 27-Jun-2008 Ofsted graded our school as outstanding Inspectors made judgements on a scale: outstanding (grade 1); good (2); satisfactory (3); inadequate (4). View the Ofsted page for Appleton Church of England (A) Primary School
What have we done in response to Ofsted?
Ofsted rated the school as 'Outstanding' in every aspect of Inspection in June 2008. This identifies the school as being one of the most successful in the country. The only aspects that was identified by the school and agreed by Ofsted was to further develop the children's phonic skills in Key Stage 2. The following has been done in response: Developing phonic skills has been identified in the School Improvement Plan for 2008-9. Action Plans have been agreed and are being monitored. Staff have received additional training and resources. We are never complacent about standards at Appleton CE Primary School and continue to monitor learning and teaching. The school is proactive in developing the skills, knowledge and understanding of everyone within our learning community and sharing our successes with others.
11
More Information
If you would like more information about school policies, including our policies on special educational needs and disability, admissions, finance, school food and our complaints procedure, please contact us: By telephone 01865 862794 Our website http://www.appleton.oxon.sch.uk
12
Published 03 July 2009
Appleton Church of England (A) Primary School Church Road, Appleton Abingdon, Oxfordshire, OX13 5JL Telephone: 01865 862794 http://www.appleton.oxon.sch.uk
Children's Service Authority: Age range: Number of pupils: Head teacher: Chair of governors:
Oxfordshire 4-11 142 Mrs Mary Watts Ms. Alison Geary
What have been our successes this year?
Appleton CE(A) Primary School had an outstanding Ofsted report in June 2008 and was identified as being among the most successful schools in the country. The school became the only primary school in Oxfordshire to have achieved 'outstanding' in every aspect of its Ofsted and SIAS inspection. The quality of teaching and learning continues to be outstanding. Leadership, governance and management were categorised as excellent. The school results in SATs in 2008 showed that pupils progress is outstanding. Pupils with special educational needs make very good progress. Pupils' personal development,attitudes and behaviour are excellent. Parents hold a very positive view of the school. We have continued to develop our curriculum to meet the needs and interests of our pupils. Links have taken place with schools in Spain, Iceland and Hungary which provided opportunities to learn about other cultures. The school obtained Healthy Schools Award and an Active Schools Award. This year our sports provision has been enhanced further by employing a part time PE specialist teacher. We have links with a sports college which has improved opportunities for staff training and pupils participation in sport.
1
What are we trying to improve?
The school has analysed and used data to identify areas that could be improved. Action plans for improvements were written and monitored by subject leaders as part of their performance management targets. Improvement areas in 2007/8 were as follows: To improve phonic knowledge and spelling. Staff attended training to improve the teaching and learning of phonics and spelling. Parent workshops held. Our evaluations have shown that children made excellent progress and we intend to introduce a similar programme for older children next year. To increase opportunities for writing in all subjects and ensure that children understand how and when to write in different genres. To introduce the teaching of French throughout the school. To improve and increase the use of ICT across the curriculum by purchasing laptop computers. To continue to develop a more integrated curriculum which encourages children to see links between subjects. To encourage children to develop healthy lifestyles by improving the quality of school meals. A new kitchen has been installed and provision is now excellent with high uptakes. School achieved Healthy School status in June 2008. To increase opportunities for P.E.
How much progress do pupils make between age 7 and 11?
The chart shows our school's contextual value added (CVA) score relative to that of other primary schools. CVA is a statistical means of assessing how effective a school is, by measuring pupils' progress using their test and examination results. The confidence interval shows the range within which we can be confident the score (calculated on the results of only one year group) represents the overall effectiveness of a school. The percentile rank shows the percentage of schools with a score equal to or higher than ours.
Our school
Confidence interval
2
The results in 2007-8 Key Stage 2 SATs were well above the average compared to similar schools with high percentages achieving Level 5. The Y6 cohort had children with special educational needs and their achievement is significantly high. Our pupils make much higher progress in all core subjects from Year 2 to Year 6 in comparison to similar schools and all schools nationally. Our data shows that the children are broadly average on entry to school and make very good progress by Year 2, and this continues to Year 6. Analysis of the results showed that: In all core subjects the contextual value added progress from Year 2 to Year 6 placed the school in the top 11% when compared to other schools. In English the results placed the school in the top 22% of schools; in Mathematics in the top 20%; and in Science in the top 8%. We were particularly pleased with the progress of special needs pupils. In all core subjects the number of children achieving Level 5+ was significantly higher than other schools with the highest results being Science where 93% of the children achieved Level 5. We have used our analysis to identify areas for further improvement.
How well do pupils achieve at age 11?
100 90 80 70 60 50 40 30 20 10 0 English Maths Science
This chart shows the Key Stage 2 results for 2008. It indicates the percentage of pupils eligible for KS2 tests (usually 11 year olds) who achieved or exceeded the expected level (level 4)
Our school
Local schools (Local Authority)
All schools
3
Appleton is a small school where cohort sizes can have a disproportionate effect on our results. The Year 6 cohort in 2008 consisted of 15 children, each child therefore representing 7%. Children with special educational needs (13%) made very good progress. The school's Key Stage 2 results at Level 4+ in 2008 were well above those of local and national schools. The number of children who attained Level 5 (expected level for 13 year olds) was significantly higher than similar schools and schools nationally. Cohort size: 15 (each child represents 7%)
Subject English Mathematics Science
Level 4 School & National results (N) 100% (N 83%)
Level 5 School and National results (N) 67% (N 30%) 80% (N 31%) 93% (N 45%)
100% (N 80%) 100% (N 89%)
Contextual value added (progress) for this cohort from Key Stage 1 to Key Stage 2 is significantly high and places the school in the top 11% nationally. This is exceptional because the results for this cohort at Key Stage 1 were high, so to have achieved this amount of progress is outstanding.
How have our results changed over time?
Our school tracks the progress of all pupils. We monitor and record pupil achievements which informs our planning for their next steps. As a small school with small cohorts the results can be greatly affected by one child not attaining the expected level; being absent for the tests; and the characteristics of the group. At Key Stage 1 in 2008 there was a high number of children (21%)with special educational needs who had an impact on results. These children had made very good progress since entering school but had not attained the expected level for 7 year olds. Key Stage 1 Level Results:
Subject and Level (L) Reading L 2+ L 3+ Writing L 2+ L 3+
2006 90% 58% 84% 32%
2007 95% 32 % 91 % 9%
2008 95% 53% 89% 26%
4
Mathematics L 2+ L 3+ Science L 2+ L 3+
100% 58% 100% 53%
100% 36% 100% 36%
100% 47% 100% 53%
Key Stage 2 Level Results: The results in 2008 were higher than previous years. In 2008 all pupils achieved Level 4+ in English, Mathematics and Science; significantly high numbers of children achieved Level 5.
Subject and Level (L) English L 4+ L 5+ Mathematics L 4+ L 5+ Science L 4+ L 5+
2006 81% 50% 81% 29% 94% 31%
2007 91% 64% 100% 55% 100% 91%
2008 100% 67% 100% 80% 100% 93%
How are we making sure that every child gets teaching to meet their individual needs?
The school has a wide range of abilities in each class, and each class has mixed year groups. Our teachers look carefully at the learning needs of individual pupils and use a variety of methods which are reviewed on a regular basis to ensure that they meet the children's needs. These include: Differentiation of activities. Extension and support when appropriate for more able and less able children. Grouping of children based on ability, age or interests. Early identification of children with special educational needs to ensure that appropriate support is provided and parents are informed. Identifying children's learning styles and using these to plan appropriate activities.
5
Subject leaders regularly monitor and track progress of all children. This includes observations, discussions, work scrutiny and moderation of work to ensure that the needs of learners are being met. Assessment for Learning techniques which involve pupils assessing their work against teaching objectives. Teacher assessments and pupil progress tracking to inform and plan the next stages of teaching and learning. Clear, shared targets for all learners in core subjects. Appropriate access to external professional support for pupils.
How are we working with parents and the community?
The school values its strong links with the parents, community, Church, local schools and the Extended Schools partnership. We have an 'Open Door' policy which encourages parents to come into school. There are regular formal and informal communications with parents regarding their children's progress. We have sought the views of parents in weekly newsletters and questionnaires on a number of issues and whenever possible have reacted to them. This resulted in increasing PE time and encouraging healthy living. Community links include the local Brownies, Cubs, Netball Club, Gardening Club use our school facilities on a regular basis. This year we held a joint village and school exhibition during Arts Week The community is invited to our concerts, open days, maypole dancing, and fetes. The children distributed harvest baskets to the elderly and invited grandparents to visit the school and take part in lessons. The school informs parents of activities at St. Laurence's Church and a growing number attend the children's service. The Rector takes assemblies in school once a week. A Comenius project linking Appleton with schools in Europe has been approved. The project will help children to develop an understanding of different cultures.
6
What have pupils told us about the school, and what have we done as a result?
The children and their parents tell us that they enjoy coming to school. They say that they are treated fairly by the staff and feel that most of the adults in school are approachable and helpful. They enjoy the curriculum, especially when there are special activity weeks, sports and school visits They tell us that they are clear about school rules and know that issues regarding bullying will be dealt with quickly. We review these at least once a year with each class. The older children enjoy responsibilty and several have been trained this year as playground helpers. They enjoy having the opportunity to participate in school concerts, inter-school sports and community events such as fundraising. They tell us that they enjoy the clubs that we offer. We have a newWild Life Club which the pupils had asked for. Their elected School Council recognises that they have an important role in communicating ideas for improvement and concerns. They know that staff listen to these. The School Council have submitted a request to the Friends of Appleton School for improvements to our playground and more games for wet playtimes. The Friends have agreed to support their proposal.
How do we make sure our pupils are healthy, safe and well-supported?
The school encourages children to adopt healthy lifestyles. We participate in the following: Sports training and coaching through a local sports college which provides opportunities in school and after school, and for inter- school competitions. Healthy eating - Free fruit and vegetables are provided for 4-7 year old pupils and older children are limited to healthy snack options. Water is available to pupils throughout the day. School meals are healthy and nutritionally balanced. Better ways to School - We encourage families to use sustainable travel. High numbers of local children walk or cycle to school. Children in Year 5/6 can attend cycling proficiency training. All of our pupils can swim 25m. by the end of Year 6. PSHE/ Drugs/ Sex education is taught at the appropriate level. All children have opportunities to attend a Life Education programme. We provide opportunities for children to discuss issues in School Council, Assemblies and PSHE lessons. We are proactive in tackling any form of bullying. We are aware of the need to report racist incidents. External health and safety audits show that the school has 'excellent' level of compliance.
7
Staff and volunteers are CRB checked.
How do our absence rates compare with other schools?
20 15 10 5 0 2005/2006 2006/2007 2007/2008
This chart shows the percentage of half days missed through authorised and unauthorised absence by all pupils at the school. Information is given for the school, for schools within the local authority and for all schools.
Our school
Local schools (Local Authority)
All schools
Pupils enjoy coming to Appleton CE Primary School (Osted and discussions with pupils and parents) and we have very few problems with attendance. The school monitors attendance of all pupils. Teachers are given termly summaries of the attendance of children in their classes and these are discussed at the parent/ teacher interviews. The parents are regularly reminded in school newsletters about the importance of not taking holidays during term time. All parents are required to attend an interview with the head teacher if they are intending to take holidays during term time. Only in exceptional circumstances is permission granted. The parents of children with poor attendance records are invited to discuss this with the head teacher. Our attendance is much better than other schools nationally and in comparison to local schools.
8
What activities and options are available to pupils?
In 2007-8 the school provided a wide range of activities in addition to the statuatory requirements of the curriculum. These include the following: After School Club on 3 days per week which provides extended school care. Activities include games, arts and crafts, computers, and cooking. French Club is offered on 2 days per week after school. Music tuition is provide by our music teacher, perapatetic music teachers and by parent volunteers. The school has an orchestra which performs in concerts twice a year. More than half of our KS2 pupils play a musical instrument. Art Club is run by members of staff on Mondays after school. Wild Life Watch Club is run by a member of staff and parents on Mondays after school. Netball Club and Football Club are offered weekly by qualified parent coaches. Gifted and Talented Summer School for Year 6 children. IMPs programme at the local hospital allows children to learn basic first aid in Years 5 and 6. Cycling proficiency training for Year 6 pupils is provided by parent volunteers. Life Education programme which enhances the PSHE/ citizenship curriculum. Whole school Arts Week providing opportunities to work with an artist to create animal sculptures.
What do our pupils do after leaving this school?
The majority of our pupils leave in Year 6 to attend the local secondary school. The school informs us that our former pupils are among some of their highest achieving children. An enjoyment of music continues for many of our former instrumentalists who participate in the local orchestras. A number of former pupils return to the school for work experience. A small number of children leave to attend schools in the independent sector, usually at the end of Year 6. Our children have had no difficulties in passing the entrance examinations for these schools. There have been a number of children who have left the school and moved to different parts of the country or overseas. Places in the school are highly sought after, so when pupils leave the area their places are offered to those on the waiting list. We have also had an increasing number of children who have entered the school after successfully appealing for places. The school works closely with the local pre-school and secondary schools to ensure that good transition arrangements are in place. Children and parents have opportunities to visit the school prior to entry. Feedback from parents and children has been very positive.
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Ofsted's view of our school
This is an outstanding school. Pupils flourish beyond the expectations of many parents because they are given, 'Wings to fly'. At its heart lies an extremely caring Christian ethos in which pupils are known inside out, cared for exceptionally well, achieve very high standards and develop very well spiritually, morally, socially and culturally. As one parent wrote, 'This is a wonderful school. I am always amazed at how the dedicated staff extract talents I did not know my children even had'. The success of the school stems from the headteacher's outstanding leadership and management. Her key aim that, 'Everything we do at Appleton is personalised to the learning needs of each individual pupil and ensuring they are happy and fulfilled during their time with us', is fully realised. Other leaders work extremely well as a team. Collectively they have provided a rich curriculum and exciting learning pervades all classes. Middle leaders have been empowered to innovate, lead change and ensure the curriculum constantly evolves. They do this extremely well. They are particularly successful in developing the teaching of other staff and ensuring that learning capitalises on pupils' interests. For example, in a recent science investigation the teacher had the confidence to change the focus of the lesson when some pupils wrongly thought that, 'Gravity does not act under water'. Middle leaders are also encouraged to help pupils extend the boundaries of learning by learning in many different ways. This really motivates pupils. Their rigorous monitoring of learning and pupils' progress ensure their action plans sustain high quality provision. Governors discharge their responsibilities extremely well and share the vision for the school. The school is kept in tip-top condition because of their support and challenge. Pupils achieve exceptionally well regardless of their ability, gender or ethnicity. In this small school the headteacher and governors rightly focus on ensuring pupils make the very best progress they can as standards fluctuate according to the ability profile of each year group. From a broadly average starting point on entry, standards have been typically outstanding by the end of Year 2 in the past four years. They remain so this year. Progress is very strong in Years 1 and 2. Standards were very high at the end of Year 6 in 2007. Pupils in the current Year 6 are on course to reach even higher standards in English, mathematics and science. This highlights the very strong progress they have made from a high starting point in Year 2. Those who need support for their dyslexia or who have moderate learning or behavioural needs make particularly rapid progress. Teachers pinpoint their needs very early on and the high quality support they receive enables them to meet the very challenging targets set in their individual education plans. Progress in science is also impressive. All Year 6 pupils are on track to reach the higher level 5 because of the high priority given to investigations, vocabulary and addressing any misconceptions that crop up. Several features contribute to this outstanding achievement. Most importantly, teaching and learning is consistently outstanding and never less than good. Teachers ensure pupils continually learn at the edge of their capabilities because, 'Significant steps in pupil's learning' are evaluated at the end of each day. This information influences next days teaching and helps teachers finely tune learning to the needs of each pupil. Pupils know how well they are doing and what they need to do to improve. This is because teachers constantly talk to them about their targets. Very helpful comments in books also help them think through their next steps in learning. The teaching of 'linking letters to sounds' (phonics) has been a focus in Years 1 and 2 this year. This has helped pupils make even faster progress in their writing and spelling. The school recognises there is scope to strengthen this further in Years 3 to 6 to fine tune pupils' writing and spelling skills, especially those of average ability. The excellent climate for learning which pervades the school has a very positive impact on pupils' personal development. Pupils work in a very calm but exciting environment in which they feel safe and valued. Their self-esteem is markedly high because teachers match learning so well to pupils' needs that they always experience success. Their achievements are constantly celebrated and pupils are not discouraged if they make a mistake. Unkind behaviour is almost unheard of and pupils' behaviour and manners are impeccable. This results from the clear codes of conduct and
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very good relationships between all adults and pupils. Pupils' excellent attendance shows how much they love coming to school. The extremely strong Christian focus in assemblies together with the very positive examples set by adults ensures that pupils' spiritual, moral and social development is outstanding. Outstanding links with the local community and with schools in other countries, including Uganda, ensure pupils' have a very strong awareness of their own and other cultures. Pupils say, ' We always have something exciting to do and like the mixed aged classes which allow us to always get hard work'. Pupils are very proud of the contribution they make to the life of the school such as the playground helpers and the work of the school eco-council. The 'Wake up - Shake up' exercise sessions held each morning, and the sight of the many pupils who use scooters or cycles to get to school reflects their excellent awareness of healthy lifestyles. The headteacher ensures that is a relentless focus on the pursuit of excellence and says, 'We are always looking for better ways of doing things'. The capacity to improve is excellent and demonstrated by the continuing honing of provision and progress.
Date of last inspection: 27-Jun-2008 Ofsted graded our school as outstanding Inspectors made judgements on a scale: outstanding (grade 1); good (2); satisfactory (3); inadequate (4). View the Ofsted page for Appleton Church of England (A) Primary School
What have we done in response to Ofsted?
Ofsted rated the school as 'Outstanding' in every aspect of Inspection in June 2008. This identifies the school as being one of the most successful in the country. The only aspects that was identified by the school and agreed by Ofsted was to further develop the children's phonic skills in Key Stage 2. The following has been done in response: Developing phonic skills has been identified in the School Improvement Plan for 2008-9. Action Plans have been agreed and are being monitored. Staff have received additional training and resources. We are never complacent about standards at Appleton CE Primary School and continue to monitor learning and teaching. The school is proactive in developing the skills, knowledge and understanding of everyone within our learning community and sharing our successes with others.
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More Information
If you would like more information about school policies, including our policies on special educational needs and disability, admissions, finance, school food and our complaints procedure, please contact us: By telephone 01865 862794 Our website http://www.appleton.oxon.sch.uk
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