OFSTED 2003 REPORT

INSPECTION REPORT
BRINGTON PRIMARY SCHOOL
Little Brington, Northampton
LEA area: Northamptonshire
Unique reference number: 121798
Headteacher: Miss B Lomas
Reporting inspector: Hugh Protherough
8339
Dates of inspection: 26th-27th February 2003
Inspection number: 248283
Short inspection carried out under section 10 of the School Inspections Act 1996
© Crown copyright 2003
This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all
extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof
are stated.
Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school
must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge
not exceeding the full cost of reproduction may be made for any other copies supplied.
Brington Primary School - 3
INFORMATION ABOUT THE SCHOOL
Type of school: Infant and junior
School category: Community
Age range of pupils: 4-11
Gender of pupils: Mixed
School address: Little Brington
Northampton
Postcode: NN7 4HX
Telephone number: 01604 770286
Fax number: n/a
Appropriate authority: The governing body
Name of chair of governors: Mrs Ione Francis
Date of previous inspection: 27th October 1997
Brington Primary School - 4
INFORMATION ABOUT THE INSPECTION TEAM
Team members
8339 Hugh Protherough Registered inspector
15181 Meg Hackney Lay inspector
The inspection contractor was:
Hugh Protherough Inspections Ltd.
PO Box 396
Banbury
OX15 5XJ
Any concerns or complaints about the inspection or the report should be raised with the inspection contractor.
Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:
The Complaints Manager
Inspection Quality Division
The Office for Standards in Education
Alexandra House
33 Kingsway
London WC2B 6SE
Brington Primary School - 5
REPORT CONTENTS
Page
PART A: SUMMARY OF THE REPORT 6
Information about the school
How good the school is
What the school does well
What could be improved
How the school has improved since its last inspection
Standards
Pupils? attitudes and values
Teaching and learning
Other aspects of the school
How well the school is led and managed
Parents? and carers? views of the school
PART B: COMMENTARY
WHAT THE SCHOOL DOES WELL 11
WHAT COULD BE IMPROVED 14
WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 15
[OTHER SPECIFIED FEATURES]
PART C: SCHOOL DATA AND INDICATORS 16
Brington Primary School - 6
PART A: SUMMARY OF THE REPORT
INFORMATION ABOUT THE SCHOOL
This very small community primary school serves the villages of Great and Little Brington and its surrounding
hamlets, and attracts a significant number of pupils from even further afield. There are three classes with a total
of 68 pupils comprising 38 boys and 30 girls. Virtually all of the pupils are of white ethnic origin, and none
speaks English as an additional language. The school?s catchment area is well favoured economically and no
pupils are eligible for free school meals. The twelve pupils (18%) currently on the school?s register for special
educational needs comprise a proportion close to the national average. However, the proportion of pupils (4.5%)
with statements of special educational needs is much greater than the national figure. The pupils starting school
come from a wide variety of pre-school nurseries and playgroups. They are confident, well motivated and their
attainment, though covering the full range, is generally above average.
HOW GOOD THE SCHOOL IS
The school benefits from the effective leadership of its established, caring headteacher and the strong teamwork
of the entire staff. Standards are above average and pupils of all abilities are achieving well. The quality of the
teaching is consistently good with a significant proportion that is better, especially in Years 3 and 4. The vast
majority of the children enjoy school, get on well together and work hard. The costs of educating children at a
school of this size are high, but nevertheless the school offers good value for money.
What the school does well
· Pupils of all abilities achieve well, especially in English and maths.
· The small staff team works together with increasing effectiveness in providing a broad, balanced and
interesting curriculum.
· The teaching promotes a love of learning, and in particular a keen appreciation of books and literature.
· The teachers know the children well and take good care of them. This supports their positive attitudes and
very good behaviour.
What could be improved
· The consistency of the presentation of the pupils? work in Years 5 and 6.
The areas for improvement will form the basis of the governors? action plan.
HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION
Since the last inspection in October 1997, the school has made very good improvement. Standards in English
and mathematics have risen steadily and are now clearly above average with many more of the brighter pupils
exceeding the levels expected for their age. The other key issues have also been thoroughly and successfully
addressed. The Foundation Stage curriculum includes far more opportunities that encourage the children?s
creative development and the curriculum in Years 1 to 6 has a better breadth and balance. For instance,
geography and religious education have a much higher profile. The appointment of a teacher with expertise in
geography has led to significant improvement in the quality of the children?s work in this subject. The school is
well placed to sustain continuing improvement.
Brington Primary School - 7
STANDARDS
The table shows the standards achieved by pupils at the end of Year 6 based on average point scores in National
Curriculum tests.
compared with
Performance in: all schools similar
schools
Key
2000 2001 2002 2002
English C A A A well above average
above average
A
B
mathematics C A* C E average
below average
C
D
science E A B C well below average E
The variance in the children?s performance suggested in the chart above is a result of the dramatic swings
inherent in the data drawn from cohorts with considerably fewer than twenty pupils. The current Reception class
contains a preponderance of younger children and their attainment on entry was broadly in line with the levels
expected of four year olds. They are making good progress and the vast majority is on course to at least meet the
expected targets in all the areas of learning.
Very few children took the national tests for seven-year-olds in 2002. Even so, the results in reading, writing and
mathematics were well above the national average. The pupils' literacy skills have been at this level for the past
four years and standards in mathematics have been above average. The inspection findings confirm this positive
picture because most of the current Year 2 pupils are on track to achieve the expected levels in the national tests.
A significant proportion is likely to exceed these levels.
In the Year 6 tests for 2002, the results overall were above the national average. Every child reached at least the
expected level in English and science and a good number of higher attaining pupils exceeded it. However, not
everyone managed this in mathematics and far fewer reached the higher levels. Closer analysis of the results of
the past three years shows that by the age of eleven the pupils are, on average, about a term and a half ahead in
English, and are achieving results that are generally better than those of similar schools. Their attainment in
mathematics has varied, but overall remains better than the national picture. The inspection findings clearly
show that current standards in English and mathematics are above average and that pupils of all abilities achieve
well.
Although the test data suggest that the girls have been performing better than the boys in Years 1 and 2, the
reverse appears to be the case in Years 3 ? 6. However, the inspection findings confirm that the boys and girls
are achieving equally well. The school makes effective use of test and assessment data to set realistic targets for
attainment for individual pupils within each year group. The trends are charted carefully so that good progress is
maintained.
Brington Primary School - 8
PUPILS? ATTITUDES AND VALUES
Aspect Comment
Attitudes to the school The vast majority of the pupils are keen and eager to learn and work hard.
Behaviour, in and out of
classrooms
Very good. The children are polite and considerate in their behaviour towards
each other and with adults.
Personal development and
relationships
Very good. Positive relationships between adults and children and a climate of
trust and mutual respect ensure that the children are eager to accept
responsibility from an early age.
Attendance Very good and well above average.
The quality of the pupils? work is generally good and in a few cases is sometimes excellent. Nevertheless, a small
minority of pupils in Years 5 and 6 occasionally let the standard of their presentation slip to levels that are
unsatisfactory and do not do them justice.
TEACHING AND LEARNING
Teaching of pupils in: Reception Years 1 ? 2 Years 3 ? 6
Quality of teaching Good Good Good
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.
Taken overall, the school continues to provide a good quality of education. Since the last inspection, the
teaching in the Foundation Stage has improved considerably and is now good. The teachers successfully
provide the full breadth of the Foundation Stage curriculum, even within the challenging circumstances of a class
that spans Reception to Year 2. There has been particular improvement in the increased opportunities for the
children to make independent choices and to engage in creative and imaginative activities, such as role-play.
Moreover, there is an appropriate emphasis on literacy and numeracy and the children benefit from joining their
elder classmates for some parts of these more formal lessons. However, great care is taken to ensure that that the
Reception aged children work at a level appropriate for their age and abilities and their learning is frequently
enhanced by the skilful support of the teaching assistant.
Throughout the school, the lessons are well planned and the teachers are careful to ensure that they set work
that matches the wide range of age and ability within each class. They make it clear what they want the children
to learn and frequently refer to these objectives, especially when reviewing learning towards the end of lessons.
Their questioning is sharply focussed and encourages the pupils to respond thoughtfully and at length. Clear
routines and working practices are well established and generally have a positive effect on the children?s
attitudes and commitment to learning. The vast majority listens carefully and works hard. As a result, the pace
of learning is frequently brisk and pupils of all abilities are encouraged to do their best. For instance, the
effective deployment of the teaching assistants ensures that the children with special educational needs receive
appropriate support and that their progress is closely monitored. Many of the brighter children respond
particularly well to the challenge of independent study offered by some homework tasks, such as the project on
World War II, and produce work of high quality.
The skills of literacy and numeracy are well taught across the school so that the pupils swiftly learn to read, write
and manipulate numbers. Furthermore, there is particular strength in the successful way that the teachers
promote a love of books and literature, both through their teaching and in the range of additional activities and
events such as Book Weeks, visiting authors and ?Igniting Writing? workshops.
Brington Primary School - 9
OTHER ASPECTS OF THE SCHOOL
Aspect Comment
The quality and range of the
curriculum
Very good. The breadth and balance has improved and the curriculum is
enriched by a wide range of additional activities that bring learning alive.
Provision for pupils with
special educational needs
These pupils are swiftly identified and receive well organised support that
helps them to settle in school and make good progress towards their targets.
Provision for pupils?
personal, including spiritual,
moral, social and cultural
development
The teachers make very good provision for the children?s all round
development and are particularly effective in enhancing the pupils? awareness
of moral and social issues.
How well the school cares
for its pupils
The school makes good provision for the health, safety and welfare of its
pupils.
Despite one or two areas of significant disagreement within the parental questionnaires, the home/school
partnership is good overall. Through meetings and regular informal contact with parents and carers, the school
has successfully encouraged the vast majority of families to help the children with reading, homework and other
research.
HOW WELL THE SCHOOL IS LED AND MANAGED
Aspect Comment
Leadership and management
by the headteacher and
other key staff
The headteacher provides strong leadership for her small staff team whose
effective deployment ensures that the school is well managed at every level.
How well the governors fulfil
their responsibilities
The governors carry out their duties conscientiously. They have a good
oversight of the work of the school and endeavour to keep the parents and
wider community fully informed.
The school?s evaluation of
its performance
Good. There is particular strength in the school?s thorough approach to
analysing test and assessment data in order to inform its long term planning
and ongoing improvement.
The strategic use of
resources
Good. The staff and governors make prudent use of their budget as they
attempt to balance both short and longer term needs. They have made a sound
start to introducing the principles of best value.
In its budget, the school brought forward from last year a large credit balance that includes a substantial sum
earmarked as capital funding for improving the school buildings. The old school is costly to maintain and heat,
and the temporary classroom will soon need replacing. An ambitious plan to extend another classroom would
considerably enhance the quality of provision for the pupils in the Foundation Stage.
Brington Primary School - 10

PART B: COMMENTARY
WHAT THE SCHOOL DOES WELL
Pupils of all abilities achieve well, especially in English and maths.
1. Only very small cohorts of pupils take the national tests each summer. Consequently, the statistical
analysis provided by national comparisons must be treated with caution. For instance, if one of six pupils
taking the tests fails to reach the expected level then the overall grade can be significantly lower.
Nevertheless, the overall picture is of a school with a rising trend in standards, results that outstrip the
national picture and compares favourably with similar schools in most respects.
2. Although the current Reception class contains a majority of children whose birthdays fall in either the
spring or summer term, they have settled down quickly and the teachers? assessments show that their
attainment on entry was generally average to good. Most are socially confident and only too willing to
make independent choices. Their speaking and listening skills are very good and most can hold
interesting conversations with adults, a few speaking in extended sentences and with a keen sense of
audience. They all handle books carefully and love to listen to stories. Most are already beginning to
read along with familiar stories and to identify key words and phrases. They have made an equally good
start in learning to write and most are able either to copy or to make independent attempts at words and
captions. Taken overall, the pupils are making good progress and the vast majority is on course at least
to meet the expected targets in all the areas of learning.
3. Few children took the national tests for seven-year-olds in 2002, but the results in reading, writing and
mathematics were well above the national average. The pupils' literacy skills have been at this level for
the past four years and there was a big improvement in the standards attained in mathematics. The
inspection findings confirm this positive picture because most of the current Year 2 pupils are on track to
achieve the expected levels in the national tests and a significant proportion is likely to exceed them. The
standard of the pupils? speaking and listening and reading is well above average. The vast majority of
children speak intelligently with each other and their teachers and listen carefully to what others might
say in reply. They are enthusiastic readers who are already able to express preferences about favourite
authors and the higher attaining pupils read with increasing fluency and accuracy. The pupils have all
made a good start with their writing skills and can compose short pieces of writing in a wide range of
styles. A particular strength is the way that the teachers encourage the children to use models of writing
that they have encountered in their reading. The children?s workbooks in mathematics contain a good
volume of work and indicate a thorough coverage of the requirements of the national numeracy strategy.
4. In the Year 6 tests for 2002, the results overall were above the national average. Every child reached at
least the expected level in English and science and a good number of higher attaining pupils exceeded
this. However, not everyone managed this in mathematics and far fewer reached the higher levels. The
teachers have investigated the reasons for this and following careful analysis of the test papers have
made problem solving a priority for improvement across the school. Consequently, there is now greater
emphasis on the skills of problem solving. For instance, in the lesson observed in Years 5 and 6 the
pupils were becoming confident in identifying the key question in a word problem and deciding on the
operations required to solve it. The pupils? knowledge of number facts is generally very good. The vast
majority works neatly and accurately to solve calculations up to tens of thousands and calculates to two
decimal places using all four rules of computation. A good body of work has been completed in relation
to space, shape and measures, but at this point in the year there is currently little evidence of work on
data handling.
5. Standards of literacy in Year 6 are good. Although one or two pupils have significant special educational
needs, the vast majority are on course to achieve the expected levels in English, and a significant number
of higher attaining pupils may exceed this. It is evident from discussion with the children that most read
regularly and widely and take their homework tasks seriously. They speak knowledgeably about a wide
range of authors and are developing personal tastes for specific types of books, such as those by
Jacqueline Wilson or the ?Redwall? books of Brian Jacques. Most pupils read aloud fluently and
expressively. Almost all start their final year at school with a good cursive handwriting style that is used
Brington Primary School - 12
effectively in all the subjects of the National Curriculum. The majority maintain a good level of
presentation in all their work, but a few are inconsistent and occasionally present work that does not do
justice to their true abilities. However, a major strength of some of the children?s written work and
research is reflected in the regular use of computers at school and at home in order to present work in a
word processed format. This includes some research work of an exceptionally high standard, such as one
or two of the studies of aspects of life during World War II. These studies provide a useful synthesis of
all the reading, writing and research skills acquired by the pupils and are an excellent indication of the
successful way that the school prepares its pupils for the demands of secondary education.
The small staff team works together with increasing effectiveness in providing a broad, balanced and
interesting curriculum.
6. The experienced headteacher has successfully constructed a staff team that combines a good range of
complementary skills and expertise. Her strong leadership has established a culture of collaborative team
work in which all teachers feels valued and supported because they have access to experienced
colleagues and a good range of relevant in service training. For instance, one recently appointed teacher
spoke with the inspectors about the high quality of her induction to the school when compared to that in
her previous post.
7. All the teachers have a keen appreciation of their roles and responsibilities and the collective enthusiasm
of the staff team is reflected in the ambitious programme set out in the school development plan. This
plan is a useful working document that reflects the shared priorities of the staff and governors and is
based firmly on a shrewd analysis of the school?s test and assessment data. For instance, following a dip
in last year?s mathematics results it became evident that more time needed to be spent on improving the
pupils? problem solving skills. This is now a key priority of the plan, and there was plentiful evidence
during the inspection of the teachers tackling this effectively in their numeracy lessons. The plan makes
clear what needs to be done, by whom and by when, as well as providing a rough outline of any
associated costs. It is regularly reviewed and progress against targets is evaluated. Occasionally, major
initiatives that require development over longer periods of time, such as improvement in information and
communications technology, are rolled forward into subsequent years when necessary.
8. A key strength of the leadership is the manner in which the teachers? skills are made available to as many
of the pupils as possible. By swapping classes for certain lessons, the teachers can teach to their
strengths and the pupils reap the benefits. For example, the appointment of teacher with considerable
expertise in geography has considerably improved the standard of the pupils? work in this subject in
Years 5 and 6. He is now teaching geography to Years 1 and 2 for one lesson a week to similar good
effect. Likewise, a new teacher with a passion for music is beginning to raise further the profile of the
teaching of music. Sometimes it is the children who move classes. For instance, in order to ensure that
the brightest Year 2 pupils are properly challenged they occasionally join the Year 3 and 4 class for part of
their literacy and numeracy lessons. These arrangements work well and make the most of what the
teachers have to offer.
9. A further strength of the school?s curriculum lies in the wide variety of additional activities provided to
enrich the pupils? learning. For instance, there are regular educational visits, such as the trip made by
Years 5 and 6 to Bletchley Park when studying World War II. Authors and poets are invited to visit the
school to work with the children, and annual events such as ?Igniting Writing? provide the children with
a valuable stimulus for drama and writing. The oldest pupils are offered the opportunity to take part in a
residential study week away from home and there are many clubs and activities taking place either at
lunchtime or after school.
The teaching promotes a love of learning, and in particular a keen appreciation of books and literature.
10. In each of the lessons observed it was evident that the teachers have forged positive relationships with
their pupils. There are appropriate classroom rules and high expectations for responsible behaviour and
hard work throughout the school. As a result, the pupils know what is expected, feel secure and work at a
brisk pace.

11. In their planning of the work, the teachers take great care to build on the pupils? previous learning and to
present fresh challenges in ways that stimulate and excite the children?s interest. For example, in a Year 2
science lesson, the pupils were asked to find out which of four different samples of material would offer a
teddy bear the best protection from the rain. There was immediate speculation and debate with one boy
offering the view, ?I would advise that we use number two.? His reason was that it felt similar to the
tablecloth used at home! The pupils were able to set to work swiftly because all the necessary resources
had been carefully prepared beforehand. As a result of the teacher?s skilful questioning, the pupils gave
thoughtful consideration to the requirements of a ?fair test? by ensuring that they used the same amount
of water on each sample of material and subsequently recorded their findings carefully on the sheet
provided. Throughout the lesson, the pupils worked diligently and conversations with them revealed a
strong commitment to accurate working and a willingness to suggest why results turned out as they did.
12. Similar levels of enthusiasm were evident in science, mathematics, geography, music and personal social
and heath education lessons in Years 3 and 4 and Years 5 and 6. In the Year 5 and 6 geography lesson,
for instance, the teacher?s good knowledge and expertise and a well-prepared set of photographic
evidence about the production of chocolate in Ghana led to a stimulating discussion that pushed forward
the pupils? learning. Initially, the emphasis was on contrasting the localities of Ghana and England, but
subsequently focussed more importantly on some of the economic data to illustrate how the power of the
developed world can exploit the position of third world producers. For instance, the pupils learned that
the weekly income of a worker in a chocolate factory in Europe may well exceed the annual income of the
farmer in Ghana who produces the cocoa beans required for its manufacture. Discussion was lively and
led to purposeful activities. For example, in one activity the children wrote speech bubbles for the
characters in the photographs and in doing so produced a range of intelligent and occasionally humorous
responses that showed a good understanding of the key points. Once again the inspector?s
conversations with the pupils revealed a positive attitude to learning that was widespread. So much so
that when he enquired about the currency of Ghana, one pupil went off to discover the answer from a
reference book and came back soon afterwards with the answer.
13. The pupils? familiarity with the written word and their awareness that reading can be a source of ideas and
information about various, alternative worlds are direct results of effective teaching of literacy across the
school. As a priority, the children have ample opportunities to read quietly each day. The influence of a
knowledgeable and effective English co-ordinator is evident in the way that a wide variety of texts are
used. They are employed not only as a springboard for the children?s own analysis of language, but also
as a means of deepening their appreciation of how authors develop plot and create a sense of character
and location. For instance, the Year 3 and 4 class is well versed in picking out ?wonderful words? and
?fantastic phrases.? Conversations with these pupils show that they have read and enjoyed a wide
variety of books. The higher attainers are confident when attempting to re-write the opening of a story
such as ?There?s a Viking in my Bed,? whilst others scoured the pages of Anne Fine?s ?Goggle eyes,? to
identify particularly effective examples of character description. In reading with the lower attaining pupils,
the reasons for success soon become evident. These pupils have acquired a good knowledge of the
sounds of letters and unprompted will cover up parts of unfamiliar words in order to break them down in
manageable sections. Just as important is their willingness to use the context of unfamiliar words in order
to make a sensible guess.
14. Perhaps the most telling example of the inspirational effect of some of the teaching lies in events such as
?Igniting Writing.? At the time of the inspection, one end of the school hall had been used to create "a
dusty attic" full of memorabilia and family junk. This was to support the telling of the story ?Asha in the
Attic? and used as a springboard for drama and the children?s own writing. A video tape of the teachers
shows the pupils hard at work in a variety of improvised dramas and in discussion about the feelings of
the characters in the story. The subsequent written work ranges from description of the artefacts in the
attic to analyses of the setting and the structure of the plot. Although such imaginative work may not
suit every child, the vast majority speak with genuine enthusiasm about what they have achieved in this
year?s project. Moreover, many of the older pupils also recall previous events with similar excitement.
These activities are dynamic and challenging, and the experiences and learning appear likely to live with
the pupils for years to come.
Brington Primary School - 14
The teachers know the children well and take good care of them. This supports their positive attitudes and very
good behaviour.
15. The headteacher and staff team have a detailed knowledge of their pupils. There are comprehensive
systems in place that ensure each child?s progress is charted carefully, in terms of both their academic and
social development.
16. Before the children enter school they make a series of visits in the summer term to become familiar with
their teachers, other children and the daily routines. In addition, there are meetings with parents that
provide further information about each child, particularly their interests, strengths and any areas of
difficulty. Once in school, the teachers soon build up a detailed knowledge of every pupil. The effective
deployment of the staff leads to the creation of small teaching groups and the teachers' careful briefing of
the teaching assistants enables them to contribute additional, useful information towards the assessment
of the children.
17. In relation to its size, the school has a large proportion of pupils with statements of special educational
needs. These children are well supported and are making good progress towards the targets of their
individual education plans. This comes about because the teachers take great care in setting work that is
well matched to the children's abilities and takes particular account of their needs. As a result, they are
effectively integrated within the school and play a full part in all activities. Similar close attention is paid
to the many higher attaining pupils who respond positively and successfully to the more challenging
open-ended work set by their teachers.
18. The children respond positively to the school?s system of rewarding good work and effort. There is a
keen sense of anticipation when the awards are handed out after morning worship and a genuine sense of
achievement for those who receive a certificate. The children know that the teachers care for them and
respond positively by behaving very well and assuming responsibility from an early age. On the
occasions when the children play together at lunchtime and during breaks the atmosphere on the
playground is harmonious, and the older children are very good about looking after the younger ones.
They have opportunities for climbing, adventurous play, ball games or quiet contemplation in the orchard,
but at all times the vast majority of pupils exercise a mature and responsible self-control.
WHAT COULD BE IMPROVED
The consistency of the presentation of the pupils? work in Years 5 and 6.
19. Although the vast majority of the pupils take pride in the presentation of their work there is a significant
minority that performs more erratically, especially when setting out work in their exercise books. This is a
key issue for action.
20. The teacher has appropriately high expectations that are made clear to the pupils. However, not all take
sufficient account of his guidance. For instance, virtually all of the pupils are capable of producing a
fluent joined script in ink, and many will write this way for several pages. Nevertheless, they occasionally
either lapse into scruffier presentation or start using a pencil again. On some occasions during the
inspection, one or two pupils were observed using very short pencils that impaired their ability to write
neatly. Most of the pupils? work is headed and dated, but again there are times when this information is
omitted. In mathematics, far too many pupils make insufficient use of rulers. This not only affects the
presentation of many written calculations, but is starting to seep into some aspects of the pupils? work on
shape and early geometry where such sloppy habits will lead to significant errors as they encounter more
complex work that requires accurate drawing and measurement.
21. The teacher marks the pupils? work conscientiously and often either provides encouraging remarks or
identifies corrections. However, not all the children either read these comments or use them as a
springboard for further improvement.
Brington Primary School - 15
WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?
22. In order to raise still further the standards achieved by the pupils, the headteacher staff and governors
should
(1) Improve the presentation of the pupils? work in their exercise books in Years 5 and 6 by ensuring
that they:
· only use appropriate and well maintained writing tools
· date all work and provide a heading
· use a ruler whenever they need to draw a straight line
· read and respond to their teacher?s written comments

PART C: SCHOOL DATA AND INDICATORS
Summary of the sources of evidence for the inspection
Number of lessons observed 10
Number of discussions with staff, governors, other adults and pupils 5
Summary of teaching observed during the inspection
Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor
Number 0 3 7 0 0 0 0
Percentage 0 30 70 0 0 0 0
The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about
teaching. Care should be taken when interpreting these percentages as each lesson represents more than ten percentage points.
Information about the school?s pupils
Pupils on the school?s roll YRec ? Y6
Number of pupils on the school?s roll (FTE for part-time pupils) 68
Number of full-time pupils known to be eligible for free school meals 0
FTE means full-time equivalent.
Special educational needs YRec ? Y6
Number of pupils with statements of special educational needs 3
Number of pupils on the school?s special educational needs register 12
English as an additional language No of pupils
Number of pupils with English as an additional language 0
Pupil mobility in the last school year No of pupils
Pupils who joined the school other than at the usual time of first admission 2
Pupils who left the school other than at the usual time of leaving 1
Attendance
Authorised absence Unauthorised absence
% %
School data 3.3 School data 0.3
National comparative data 5.2 National comparative data 0.2
Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year.
Brington Primary School - 17
Attainment at the end of Key Stage 1 (Year 2)
Year Boys Girls Total
Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2002 3 3 6
The table is left blank because fewer than ten pupils took the tests.
National Curriculum Test/Task Results Reading Writing Mathematics
Boys
Numbers of pupils at NC level
2 and above
Girls
Total
Percentage of pupils School
at NC level 2 or above National 84 (84) 86 (86) 90 (91)
Teachers? Assessments English Mathematics Science
Boys
Numbers of pupils at NC level
2 and above
Girls
Total
Percentage of pupils School
at NC level 2 or above National 85 (85) 89 (89) 89 (89)
Percentages in brackets refer to the year before the latest reporting year.
Attainment at the end of Key Stage 2 (Year 6)
Year Boys Girls Total
Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2002 9 8 17
The boy/girl data are omitted because fewer than ten of each took the tests.
National Curriculum Test/Task Results English Mathematics Science
Boys
Numbers of pupils at NC level
4 and above
Girls
Total 17 14 17
Percentage of pupils School 100 (100) 82 (100) 100 (100)
at NC level 4 or above National 75 (75) 73 (71) 86 (87)
Teachers? Assessments English Mathematics Science
Boys
Numbers of pupils at NC level
4 and above
Girls
Total 16 16 17
Brington Primary School - 18
Percentage of pupils School 94 (75) 94 (75) 100 (100)
at NC level 4 or above National 73 (72) 74 (74) 82 (82)
Percentages in brackets refer to the year before the latest reporting year.
Ethnic background of pupils
Exclusions in the last school year
Categories used in the Annual School Census No of pupils
on roll
Number of
fixed period
exclusions
Number of
permanent
exclusions
White ? British 0 0
White ? Irish 0 0
White ? any other White background 0 0
Mixed ? White and Black Caribbean 0 0
Mixed ? White and Black African 0 0
Mixed ? White and Asian 0 0
Mixed ? any other mixed background 0 0
Asian or Asian British - Indian 0 0
Asian or Asian British - Pakistani 0 0
Asian or Asian British ? Bangladeshi 0 0
Asian or Asian British ? any other Asian background 0 0
Black or Black British ? Caribbean 0 0
Black or Black British ? African 0 0
Black or Black British ? any other Black background 0 0
Chinese 0 0
Any other ethnic group 0 0
No ethnic group recorded 0 0
The table refers to pupils of compulsory school age only. It gives the number of exclusions, which may be different from the number of
pupils excluded.
Teachers and classes Financial information
Qualified teachers and classes: YRec ? Y6
Total number of qualified teachers (FTE) 3.4 Financial year 2001-02
Number of pupils per qualified teacher 20
Average class size 22.6 £
Education support staff: YRec ? Y6 Total income 165,140
Total number of education support staff 3 Total expenditure 162,851
Total aggregate hours worked per week 72.5 Expenditure per pupil 2261
Balance brought forward from previous year 32,337
Balance carried forward to next year 46,907
Brington Primary School - 19
FTE means full-time equivalent.
Brington Primary School - 20
Recruitment of teachers
Number of teachers who left the school during the last two years 1.4
Number of teachers appointed to the school during the last two years 1.4
Total number of vacant teaching posts (FTE) 0
Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 0
Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 0
FTE means full-time equivalent.
Brington Primary School - 21
Results of the survey of parents and carers
Questionnaire return rate
Number of questionnaires sent out 68
Number of questionnaires returned 44
Percentage of responses in each category
Strongly
agree
Tend to
agree
Tend to
disagree
Strongly
disagree
Don?t
know
My child likes school. 64 30 5 2 0
My child is making good progress in school. 41 48 11 0 0
Behaviour in the school is good. 41 52 5 2 0
My child gets the right amount of work to do at home. 36 41 18 2 2
The teaching is good. 34 55 5 2 5
I am kept well informed about how my child is getting
on.
23 25 41 7 5
I would feel comfortable about approaching the school
with questions or a problem.
52 39 9 0 0
The school expects my child to work hard and achieve
his or her best.
36 43 11 0 9
The school works closely with parents. 11 50 27 7 5
The school is well led and managed. 34 45 7 7 7
The school is helping my child become mature and
responsible.
41 50 2 2 5
The school provides an interesting range of activities
outside lessons.
11 36 20 20 11