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Quotes from The Inspection Report
for
St Mary's CofE Junior & Infant School in Manchester, which
took place in June 2009.
St Mary’s Church of
England Junior and Infant School is an average sized school
serving an area of considerable economic and social
disadvantage. The proportion of pupils eligible to claim free
school meals is very high at almost five times the national
average. Most pupils are Black British and the proportion of
pupils from other ethnic backgrounds is well above average. A
significant proportion of pupils are refugees and asylum
seekers. Only a third of pupils speak English as their first
language. A well above average proportion of pupils joins and
leaves the school throughout the school year.
Overall effectiveness of the school: Grade 1
St Mary’s is an outstanding school which operates in challenging
circumstances.
Children's skills on entry are exceptionally low, particularly
in language and communication and in their personal and social
skills. They make excellent progress in the Early Years
Foundation Stage in developing speaking and listening skills and
in learning to concentrate and work co-operatively. As a result,
standards in all areas are broadly in line with national
averages by the time they start Year 1. Standards are rising
year-on-year in Key Stage 1 and are broadly average at the end
of Year 2. Attainment in mathematics and reading is slightly
better than in writing because encouraging pupils to become
confident speakers and readers has been the correct priority. By
Year 6, standards are broadly average in English, mathematics
and science. This represents excellent achievement in all three
subjects against a background of exceptionally high levels of
pupil mobility that is found in every year group. For example,
more than 50% of the 2008 Year 6 cohort arrived in the school
within the previous two years. Unsurprisingly, those pupils who
remain in the school for the longest period make particularly
rapid progress.
However, progress is outstanding overall and is consistently so
throughout the school. This has been the case for several years.
Pupils with learning difficulties and/or disabilities, those at
an early stage of learning English, and newly admitted pupils
all make excellent progress in relation to their starting
points. There are no significant differences in the performance
of boys and girls.
Teaching and learning are outstanding overall and a major factor
in enabling pupils to achieve so well… Teachers encourage pupils
to work in pairs to help them develop and share their ideas.
This, in turn, helps to build their self-confidence and verbal
fluency. In all lessons excellent relationships ensure pupils
are responsive and keen to learn. Teachers manage pupils'
behaviour very well and enliven many of the lessons with a sense
of fun as well as celebrating pupils' successes.
Effectiveness of the Foundation Stage: Grade 1
Children make excellent progress across all areas of learning….
The progress children make in learning to work together is a
particular strength. This is evident in both indoor and outdoor
work, for instance in the way children queue, take turns and
chat as they share their snack. Management is extremely
effective, as demonstrated by regular and thorough assessment,
detailed development planning and the availability of quality
resources. Staff teamwork and imaginative use of the open access
indoor areas are excellent. There is a very good balance of
indoor and outdoor activity and of directed and independent
learning. Common working arrangements and exemplary liaison
ensure smooth transition from Reception to Key Stage 1. |
