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The information provided was correct at the time of publishing. Please be aware that details may have changed.

What have been our successes this year?

This year we have attained the following:-

• Access to new Village Hall for gymnastics/dance/drama etc.
• Schools for Health Award
• ActiveMark for high level of participation in sport Silver Award for the School Travel Plan. The school fully participated in Walk the World Week and also held a nature walk week.
• Royal Society grant funding a project on weather forecasting involving RAF Met Office 
• FA grant for football kit and coaching of children + training of our own coach
• An improvement in side area of the playground, formerly derelict ground
• A shelter sited on side area for children to play under out of the sun/rain, parents to wait in, classes to conduct story sessions in
• A fenced off and paved separate KS1 and Foundation Stage Area to enable outdoor/curriculum time learning
• A ball fence keeping balls inside school and removing need to retrieve balls from lane.
• A new entrance gate
• A new link with an African school
• A termly reporting system to keep parents better informed of their child's targets/ areas of success/ areas for improvement
• Qualification of several parents as cycling instructors
• More staff gained First Aid qualifications

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What are we trying to improve?

In the forthcoming year we look forward to :-

• teaching from the new Primary Framework
• improving the teaching of all PE skills particularly in gymnastics, taking advantage of the space provided by the new village hall
• completing the web site to keep parents/ prospective parents and the community informed of our activities
• producing a flyer in order to publicise the school
• increased involvement of governors, raising their awareness of what we teach

We intend to improve:-

• the surface of the playing field -we await the funding for a major drainage project
• signs - we await the erection of new signs showing visitors where to access the building
• the fire alarm system and attention to other details to comply with safety regulations
• communication/last-minute reminders to parents via the erection of a noticeboard at the entrance gate
• cycle storage - via provision of a cycle shelter

We hope the PTA will provide:-

• equipment for the side area
• new litter bins for the playground
• new sand-pits

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How much progress do pupils make between age 7 and 11?

Our school

Confidence interval

On entry into Key Stage Two at the age of 7yrs most pupils have achieved a good level (Level2B+) in all subjects. during their 4yrs in Key Stage 2 they mainly progress by two whole levels  (e.g. from 2B to 4B).

SAT Results at end of Key Stage 2 (Year 6)

Figure refer to percentages of children attaining Level 4+ at Church Preen

2006:  Pupils: 16 (but 2 absent)                               National Results                    Shropshire Results         

English       86 (75 if absentees counted in)                         69                                              84

Maths        86 (75 if absentees counted in)                         76                                              80

Science      80  (75 if absentees counted in)                         87                                              91                   

 in 2002 the same cohort obtained these results: (SAT Results at age 7, figures refer to percentages of children attaining Level 2+)

Key Stage 1

English           75

Maths            81

Science          75

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How well do pupils achieve at age 11?

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How have our results changed over time?

At Key Stage Two, a significantly larger proportion of children have achieved level 5 in English since 2005  viz, 67% in 2005, 50% in 2006 and 50% in 2007 cf 14% in 2002, 20% in 2003, 30% in 2004.

In Maths, a significantly larger proportion of children have obtained Level 5 in the last two years, particularly last year viz. 50% in 2006 and 63% in 2007 cf 20% in 2004 and 33% in 2005.

Remarkable progress was made by those children on the SEN register who were entered for KS2 SATs  in 2007. The same 4 children at KS1 were either W (working towards) or at Level 1 in Maths and/or English. By KS2 SATS they reached Level 4 or a high Level 3 .

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How are we making sure that every child gets teaching to meet their individual needs?

Our mission at Church Preen is to ASPIRE. We wish each child to Achieve, gain Self-esteem, be a Partner in the community, benefit from Innovative teaching, learn to Respect other people and the environment, and to access Equal opportunities.

We believe that higher results are achieved by happier pupils. Learning centres around a topic based approach making the most of the Church Preen area which is full of historical, geographical and ecological starting points from the limestone of Wenlock Edge to the Roman Wroxeter. Linking the National Curriculum to somewhere familiar makes learning relevant, meaningful and exciting for the child and is at the heart of personalised learning.

Within our broad and balanced curriculum, we recognise the importance of the basic skills and continually analyse the children's work, identifying strengths and weaknesses and setting personal targets. Progress is closely monitored and for those children with a learning difficulty, special educational provision is made. For gifted and talented children, we are developing resources to ensure challenge and motivation.

To extend  awareness of cultural diversity, we exchange visits with a multicultural school in Telford and are linked to a school in Africa.

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How are we working with parents and the community?

• Staff are always available to discuss issues relating to children's learning, behaviour or social needs.
• Termly Parents' Evenings are held and reports/ targets are issued termly. 
• Parents sign a home-school agreement and a photo-consent form.
• Parents are encouraged to support their children in a number of ways from homework to help with clubs and transport for visits.
• If parents are working voluntarily, they complete CRB procedures and sign a form that states they have checked their car insurance covers them to transport children.
• The weekly newsletter, the Preen Scene, goes out to parents, the pre-school group, governors and members of the community. Members of the community advertise various functions.
• The pre-school group use school facilities e.g. the outside activity zone
• Parents and the Community are invited termly for a School Lunch.
• The Maypolers perform at local events.
• The Parish Council meet in school.
• The school supports the Village Hall and children perform at their functions.
• The PTA organise events open to the whole community. 
• The Lady of the Manor invites children to walk up to the Manor and explore the grounds.
• The Safer Schools Group has been set up comprising the School Council and members of the community.

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What have pupils told us about the school, and what have we done as a result?

• Children particularly enjoy educational visits undertaken in connection with their topic. They say these experiences make their topic come alive.
• The School Council expressed their disapproval of the fact that some children bring unhealthy snacks to school. They conducted a survey to establish what snacks the children bring to school.
• They requested that like Key Stage One,  Key Stage Two children should have fruit and so they were enrolled in the National Fruit Scheme.
• They expressed disapproval of the fact that a group of Year 5 and 6 tend to monopolise the playground with cricket and football. Playground friends are to be elected. They will wear fluorescent tops and look out for unhappy children. They will then try to integrate them into a game or tell the teacher on duty what is happenning.
• All children particularly enjoy Cafe Preen organised termly by Year 6.
• They like being able to select the choice of 'Christmas Treat' i.e. which panto we attend!
• The School Council like being able to decide which charity should receive money from the children's money-raising events

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How do we make sure our pupils are healthy, safe and well-supported?

The whole ethos of Church Preen School revolves around the creation of a close and caring family atmosphere.  The children are involved in deciding on the school 'golden rules' and the reasons for having them. They are aware of what constitutes bullying behaviour and are very protective towards each other, immediately reporting incidences of inappropriate behaviour.

Our children are strongly encouraged to adopt healthy lifestyles  in line with our National Schools for Health award. Both Key Stages benefit from the National Fruit Scheme. A full time table of PE activities is in place and additionally, external providers such as, SSCo (Shropshire Sports Consortium) work with classes and their teachers developing activities such as tag rugby, dance etc

Road Safety is encouraged: the potential hazards of safety when disembarking/embarking at school etc.are highlighted and cycling proficiency lessons are on offer.  The children wear‘Church Preen ‘ caps on hot sunny days and come to school with a protective screen applied.The trees around the grounds and various sheleters afford shade.The importance of regular drinks of water is recognised and the children freely access their water bottles.

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How do our absence rates compare with other schools?

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What activities and options are available to pupils?

In sport, the following clubs have run successfully: netball, football, athletics, cross-country, tag-rugby, dance, table-tennis and cricket.

Other clubs: chess club, cookery, knitting, recorders, gardening and bird club

The Year Six organise a termly cafe known as Cafe Preen. They bake healthy food, weigh /sell produce they have grown at school and other produce from home. To price goods fairly, they phone supermarkets and access the web. Additionally, they send invitations to parents and others in the community and shop to buy bargains in the tea/coffee and biscuit line. (This involves a lot of maths!) They act as hosts for the event and wait on the visitors. Proceeds are donated to a charity of their choice.

The new weather station involves children downloading results and keeping abreast of county and nationwide trends.

Children enjoy maypoling in the Summer Term and fulfil several bookings (see 'Community' below).

Children take part successfully in music festivals and competitiions. Tuition is available for flute, clarinet, violin, guitar and saxophone.

The library van visits school fortnightly,

Y5/6 have weekly French lessons and attend Science lectures at Wrekin College and also an annual Activity Residential week.

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What do our pupils do after leaving this school?

Some pupils go on to William Brookes School in Much Wenlock. This is our official 'feeder'school and has special status for Performing Arts and Maths and Computing. It is a highly successful school with around 950 students, including a sixth form. The transition arrangements between our two schools are thorough and well-planned, so our pupils are very familiar with the layout of the school before they start in Y7.

Some pupils opt for the equally successful Church School which is a specialist Technology College and caters for 11-16yr olds.  There are around 750 pupils on roll.

Some pupils enter the private sector and go on to schools such as Shrewsbury High School, Hereford Cathedral School, Concord College or Bedstone College.

Frequently our ex-pupils come back to school on work-experience placements or  functions such as Cafe Preen or PTA discos. Many have younger siblings in school and so we are able to keep in close contact.

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Ofsted's view of our school

It is easy to see why this good, and improving, school is popular. Parents choose it because, as one said, ‘It is a lovely school with a caring and safe environment for children to develop and grow‘. A school is all about how well it supports pupils to enable them to make good progress and pupils are certainly achieving well here. They make good progress in the basic skills of literacy and numeracy and reach well above average standards in English and mathematics by the time they leave. Despite the good progress being made, the headteacher and staff are not complacent and recognise areas for improvement. There are very clear processes for self-evaluation and there is a constant drive to raise standards. For example, raising the number of higher levels being achieved in the tests in Year 2 for reading and writing has been a focus because of the school’s analysis. The new system for setting targets is another good example of the improvements being made, although this system is too new to be fully effective as yet. At the heart of the good progress that pupils are making is the detailed knowledge that staff have of each pupil’s needs. In this successful small school, each person is clearly valued and nurtured. Pupils are growing in self-confidence and are fully involved in decision-making; as one pupil said, ‘We decide things and they do happen’. These skills, the good progress they are making and the learning of a good work ethic are preparing pupils well for the next stage of their education and their future lives. There is an area for development in this positive picture. Although pupils know the clear targets that are set for them, they do not know the National Curriculum levels that match these targets and therefore do not fully understand how they can best raise the standards of their work. Provision for the children of Reception age is good. They are taught with the pupils in Years 1 and 2, but the teacher’s planning takes their needs into account. The other adults are fully involved in this planning and play their part to ensure that these children make good progress across the range of areas of learning. Throughout the school, planning is sufficiently flexible to allow those children who are ready to do so, to work with older children and this is allowing the more able to make good progress. The contribution that pupils make to the school and wider community is outstanding. One member of the school council said that, ‘We have a lot to do with the running of the school’. The school is regarded as a hub of the local community. Pupils have hosted lunch for local residents and regularly join in with Village Hall functions. Older pupils devised Café Preen, a venture occasionally run at the end of the school day for pupils, parents and others, with the express purpose of raising money for both local charities and worthy causes further afield. Relationships within the school are excellent. Older pupils care very well for younger ones and there is a sense of a ‘family community’ that pervades the school. A further feature of the success of the school is pupils’ enjoyment of all that the school has to offer. Rates of attendance are above average, although they have declined a little in recent years, largely because of an increased number of holidays taken during term time. Pupils work hard and many take part in a wide range of extra-curricular opportunities, particularly musical and sporting. The school benefits from links with a local secondary school which has performing arts status. These links have raised the profile of drama and dance within the school and the pupils speak enthusiastically about the opportunities available. The pupils, through the school council, have developed a new code of behaviour. Parents and governors were also brought into the consultations for this and the new code is good. However, some pupils do not always follow the new code and are sometimes not corrected sufficiently promptly. Pupils have a good understanding of how to lead a healthy lifestyle. As well as the good opportunities within the curriculum, many take part in extra-curricular sports clubs. Pupils also make full use of playtime to take further exercise in the good and well-equipped space available. They are well aware of what constitutes a healthy diet and say they have noticed an improvement in the school lunches, with more salads and less unhealthy food, for example. Pupils feel this is a healthy school, but the school council is concerned that some children still bring unhealthy snacks to school. They have a good understanding of the choices that they will have to make in their future lives and are well prepared to make sound decisions. Pupils are well aware of how to act safely. They are very conscious of the needs of others, although there are times at breaks when those playing ball games are more intent on the ball than the safety of others. Formal sanctions are rarely needed and children say that the very rare incidences of bullying are dealt with very well by both adults and children.

Date of last inspection: 05-Jun-2006

Ofsted graded our school as good

Inspectors made judgements on a scale: outstanding (grade 1); good (2); satisfactory (3); inadequate (4).

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What have we done in response to Ofsted?

In response to Ofsted we have:-

• matched NC levels to the termly targets on display in each classroom, to increase children's awareness of what level they are working at
• in the new termly reporting system, we have informed parents of their child's current NC levels. This report is intended to be shared by parents with their child.
• encouraged children playing football to be more aware of others e.g. there are no ball games in the morning before school when parents are arriving with younger children, and we have restricted football playing to certain areas of the playground.
• constantly reinforced the golden rules re. behaviour in and out of school

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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: 01694 771359

Our website: http://www.churchpreenschool.org.uk

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