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What have been our successes this year?

What have been our successes this year?

The school has continued to grow in size and we now have 202 pupils on role.
We continue to enjoy our new school building extension which has greatly improved our facitilies and means that we now have seven permanent classrooms, a library, ICT suite and much larger playground.  It has been fantastic this year to be able to add an adventurous play trail to the playground (trim trail), which all pupils think is great.  The addition of Sun Sails to add shade to the playground and willow structures on the school field to enhance play experiences mean that the outdoor areas are significantly improved.  We have Level 4 Healthy School status and Healthy School week was again a great success as we made our own healthy packed lunches as a whole school and enjoyed a picnic on the field.   We continue to teach French from Reception through to Year 6, which is a huge benefit for all pupils. Perhaps the great success of the year for the whole school community was our Ofsted Inspection in July 2007 when our school was graded as 'outstanding'.  Inspectors commented that: 'It is an outstanding school where pupils flourish in an educational haven of excellence where nothing but the best will do'.

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What are we trying to improve?

What are we trying to improve?

Our current School Development plan outlines the school's priorities for 2006 - 2008.

During the academic year 2006 - 7, there were some clear priorities for improvement. There was a focus on developing our identification and provision for Gifted and Talented pupils in the school.   We now hold a register of pupils who are gifted in different areas of the curriculum such as Literacy and Numeracy and also of Talented
Pupils who excel in areas such as Music, Art or Sport.  We continue to work on the provision for these pupils which currently includes, working with the local secondary school to provide additional opportunties in Maths and ICT and identifying pupils to attend a Gifted Writers group.   Literacy and Numeracy targets derived from analysis of the Standand Assessment tests (SATs) included an additional focus in areas such as sentence construction and vocabulary choices in Literacy and Measure in Numeracy. 

Our main priorities for future development are to continue to improve and develop pupils writing skills.

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

Our school

Confidence interval

The above graph shows that pupils make very good progress between the end of Key Stage 1 and the end of Key Stage 2.  The above graph places the school in approximately the 24th percentile.  This indicates that the school is ranked in the top 24% of schools in the country in relation the added value it provides between the end of Key Stage 1 and the end of Key Stage 2 (according to data from test and examination results).

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How well do pupils achieve at age 11?

The school was again delighted with it's Key Stage 2 SATs results for 2007.  As the above graph shows, our Year 6 pupils achieved excellent results which were above Local and National results in English, Maths and Science.  The school continues to strive for the highest standards not only in terms of academic results but also in terms of the opportunities it provides for pupils in providing a wide and varied curriculum.  It also prides itself on providing the highest level of pastoral support and care which enables pupils to develop their personal, social and emotional skills in order to achieve their very best in all aspects of life.

Ofsted inspectors commented in the recent inspection (July 2007).  'Pupils get off to a cracking start in Reception where all make good progress due to high quality teaching and care.  The good progress continues across Key Stages 1 and 2, and as a result, pupils attain above average standards in all subjects.  Teaching is always good and often outstanding.'

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How have our results changed over time?

How have our results changed over time?

In 2005 pupils did exceptionally well. 100% of pupils achieved Level 4s in English, Maths and Science. 63% of pupils achieved Level 5 in English, 73% in Maths and 64% in Science.

In 2006 Key Stage 2 results were again very high with many pupils exceeding their expected targets. 100% of pupils achieved Level 4s in English and Science with 95% achieving Level 4s in Maths. 48% of pupils achieved Level 5 in English, 52% in Maths and 81% in Science.  The CVA which is the Contextual Value Added scores in Literacy and Numeracy placed us in the top 100 schools in the country in 2005.

In 2007 Key Stage 2 results were again high, although slightly lower than in 2006.  90% of pupils achieved Level 4s and above in English and Maths, with 97% achieving Level 4 and above in Science.  48% of pupils achieved Level 5 in English, 45% achieved Level 5 in Maths and 69% achieved Level 5 in Science.  All pupils achieved their targets and many exceeded these.

Our Key Stage 2  3 year rolling figures show that our results now place us in the top 5% of schools in the County for English, the top quarter of schools in the County for Maths and Science.

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

How are we making sure we are meeting the learning needs of individual pupils?

During the academic year 2006/7 the school continues to use a  system of Teacher Assessment which works alongside Statutory Assessment to enable teachers to track the progress of individual pupils. A Layered Target setting system is in operation in Literacy and Numeracy. All pupils are aware of their targets and these are communicated to parents at Parent's Evenings. If a child is not achieving as expected support is given through differentiated activities, support from our team of Learning Support staff or through the many intervention programmes run by the school. When a pupil is achieving beyond expectation pupils are extended within the classroom setting and there are opportunities for extended work linked with our local Secondary School, such as a Gifted and Talented Maths group.
The Governors' Curriculum Committee is responsible for monitoring the school's standards of academic achievement.
Pupils with individual Special Educational Needs have an Individual Education plan which is drawn up with Teachers, Teaching Assistants,Special Educational Needs co-ordinator, parents and the pupils themselves. Reviews of these plans are held regularly.

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How are we working with parents and the community?

How are we working with parents and the community?

The school actively works with parents in a numbers of ways. There is a Friends of the School assocation led by a committee of parents who raise money and organise Social events. The school also has a Parent Helper directory and parents help out in and around the school in many ways.   The Community Playgroup operates within the school building and now provides After School Care for pupils.  Parents are issued with a bi-annual questionnaire which gives them the opportunity to comment on many areas of school life.  Last year a Parent Focus Group was set up in order that parents, governors and staff could discuss key issues raised in the questionnaires.   The school is always looking for ways to improve communication and to this end the Fortnightly newsletter has a communications page which gives parents information on topics linked to their children's learning. The School involves itself in the local community at many levels. Several retired people from the locality offer their services to listen to pupils read. The school takes part in as many of the Inter-schools sports events as possible. 

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

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

The school has a thriving School Council. This group gather ideas and suggestions from their peers on a variety of topics. These are then discussed at Council meetings with the Head Teacher. Last academic year the School Council continued to develop their ideas for the development of the outdoor areas of the school and as a result chose an adventure Trim Trail which has now been installed on the school playground.
A group of Playground Friends was continued  following suggestions from pupils. These pupils are trained to help others with problems at play-time and help to organise equipment.

Following discussions with older pupils regarding changing for P.E, the school has now purchased a large folding screen that can be used to ensure privacy for boys and girls when changing for P.E lessons.
Pupils expressed a dislike of the whistle being blown at playtime and following discussions, the School Council raised money to purchase a school bell which is now rung at the beginning and end of playtimes.  The School Council also raised money by creating a school newspaper and running a stall at the Summer Fayre.

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

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

Good behaviour, politeness and respect towards others is a strong part of the schools ethos.
Developing a Healthy and active lifestyle is an important part of school life. All pupils have two timetabled P.E sessions a week. There are many extra-curricular sporting clubs. The school holds an annual Healthy School week. In May 2006, every pupil in the school participated in 'Make your own Healthy Packed Lunch day'.
Only fruit or vegetables are eaten at break-times and pupils have access to drinking water at all times.
The School has been awarded 'Healthy School' status.
A large number of our pupils walk or cycle to school.

The school places great importance on the effective Pastoral care and support of all its pupils.  Pupils with particular personal, social or emotional issues are identified and targeted support from a Teaching Assistant in small groups is often provided to allow these pupils to talk through their problems and to find solutions.
A group of Playground Friends help to look after others on the Playground. There is an active School Council with democratic elected members.

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How do our absence rates compare with other schools?

As indicated by the graph above, the schools absence rate is below that of the local authority and of all schools nationally.  The percentage of half days missed through authorised and unauthorised absence by all pupils has risen slightly.  In the academic year 2006/7 the percentage of authorised and unauthorised absences stood at 4.7%.  With an attendance percentage of 95.3% the school has very few unauthorised absences and encourages parents not to take holidays during term-times.

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What activities and options are available to pupils?

What activities are available to pupils?

A wide variety of Sporting opportunities are available. In the academic year 2006/7 these included football, tag rugby, golf and netball. The school took part in many Tewkesbury Schools sporting events.
Music is also becoming a great strength of the school. The school is now able to offer tuition for individuals and small groups on woodwind, guitar, violin and brass instruments. There is a thriving School Choir which sings at events such as the Christmas Fayre.  There is a small recorder group for Junior pupils.  Other clubs and activities include Wildlife Club, Chess Club, Art Club, Gardening Club and Wakey Shakey Clubs.
In all classes pupils work is planned through topics.  Pupils have many opportunties to go on day trips to enhance this work.  For example, pupils in Year 4 visit 'Steam Museum' in Swindon to experience life as exacuees, Year 2 pupils visit the Folk Museum in Gloucester to experience a Victorian classroom and Year 5 have a Tudor day in school to further their knowledge about this period of history.

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What do our pupils do after leaving this school?

What do our pupils do after leaving this school?

After leaving The John Moore Primary School the majority of our pupils choose to transfer to Tewkesbury School. Every year one or two pupils sit the entrance tests for Grammar Schools such as Pates, Thomas Riches or Crypt. In 2007, 27 of our 29 pupils went on to Tewkesbury School, one to Hanley Castle School  and one to Thomas Riches.

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Ofsted's view of our school

A young child spontaneously said, 'Nothing could make John Moore Primary School better, it is great already!' A parent reported, '…this is a happy and caring environment… our child is thriving there'. Another commented, 'I am very impressed by the dedication and commitment of all the adults…' These remarks accurately reflect the views of most pupils and their parents and they are right! It is indeed an outstanding school where pupils flourish in an educational haven of excellence where nothing but the best will do. As a consequence, their personal development and care are outstanding. Every child really matters to every adult working at The John Moore Primary School. Together, all try exceptionally hard to ensure the school's vision, 'providing an excellent education in an environment where everyone is valued and respected', becomes a reality in practice. And it does permeate the life of the school, so superbly. The children get off to a cracking start in Reception where all make good progress due to high quality teaching and care. This good progress continues across Key Stages 1 and 2 and, as a result, pupils attain above average standards in all subjects, although not always consistently at the higher levels. Pupils with learning difficulties and/or disabilities make good progress across the school due to the excellent support they receive. Throughout the school, the pupils' speaking and listening skills are well developed because the school provides a wealth of opportunities for them to express their ideas. Teaching is always good and often outstanding. Pupils who join the school at different times are integrated sensitively by the adults who care for them and they quickly adjust to their new class. A parent wrote, '...we were worried about moving our eldest child into Year 6 at such a late stage – however, we are so glad we did!' Another commented, 'My child transferred in Year 4 and has made fantastic progress both academically and socially...' These are fitting tributes to the school, which has coped well with such a high level of change in its intake of pupils. The curriculum is impressive. Every effort is made to provide the children with practical, stimulating experiences which whet their appetite for learning. The school grounds are aesthetically pleasing with wonderful creative areas to bring learning alive, many of which have been designed by the pupils. Community links are strong and there is an excellent range of visits and clubs on offer which the pupils and their parents appreciate. 'We get loads of opportunities to learn in fun ways and there are lots of trips and clubs,' remarked the pupils, and they are so right. Leadership and management are outstanding. The school knows itself very well and sets the right targets to make it even better. There is no room for complacency and weaknesses, including the issues identified in the last inspection, are tackled diligently. The way the school has managed the recent staffing difficulties due to unforeseen circumstances is a testament to its steely resolve to recruit the best possible staff to ensure minimum disruption to the pupils' learning. Without exception, everyone is working tirelessly to ensure new temporary staff receive an excellent induction. As a consequence, the transition has been seamless. The school goes out of its way to consult with parents, carers and the pupils and their voice matters. The inspection team could find no evidence to support the few concerns expressed by a small proportion of parents, especially in relation to behaviour. This was exemplary throughout the inspection. The John Moore Primary School has excellent capacity for continued improvement.

Date of last inspection: 12-Jul-2007

Ofsted graded our school as outstanding

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?

What have we done in response to Ofsted?

Our last Ofsted Inspection was in July 2007, when the school was graded as 'Outstanding'.

The Ofsted Inspection Team did not identify any key issues for improvement. 

Ofsted praised the schools approach to supporting temporary staff following five staff taking Maternity Leave during the year 2006/7.  The school continues to support these temporary teachers and to monitor the pupils' progress assiduously in these classes. 

The Ofsted Inspection team also recognised that the school is also rigorously checking the progress made by boys and girls across the school to ensure they attain equally well and that the school has robust systems in place to ensure that more pupils achieve at the higher levels.

The school continues to be effective in it's rigorous Self Evaluation processes and its desire to continually improve. There is a detailed School Development Plan for 2006 - 2008, which clearly defines the school's priorities for it's continued improvement.  All partners in the school community remain dedicated and committed to maintaining and further raising standards in all areas of school life.

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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: 01684 291661

Our website: http://www.thejohnmooreprimary.ik.org

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