2 D R U M B R A E P R I M A R Y S C H O O L

solving and enquiry skills required further development

Pupils’ attainment in their environmental studies coursework was good. Most pupils were attaining appropriate standards in the aspects of science , geography , and history they had studied. Their knowledge and understanding of health education and information and communications technology (ICT) were good. In technology pupils had some understanding of the design process, but their knowledge of applications of technology in society required further development. At all stages pupils had a good knowledge and understanding of procedures designed to ensure their health and safety.

Parents’ views Less than half of parents who received a questionnaire responded. Most of the parents who responded expressed high levels of satisfaction with the work of the school and the nursery class.

· All thought the school was well led and were confident that if they raised a concern the school would do something about it.

· All thought that their children were encouraged to work to the best of their ability, were treated fairly and would be helped if they had difficulties.

· Almost all thought that their children enjoyed school and were stimulated, and

3. How effective is the school?

that meetings with teachers had been useful.

However, some parents of children in both the nursery class and primary classes wanted better information about their children’s progress.

Ethos The school and nursery class had a very good ethos. Staff had a positive approach and worked well as a team to support pupils. Most pupils were proud to be identified with the school. Appropriate steps were taken to ensure that pupils’ achievements were recognised and to raise expectations that everyone could achieve. Many pupils were involved in extra- curricular activities.

School and community The school had very good links with parents and the wider community. Pupils participated in a wide range of local activities.

· The School Board and Parent-Teacher Association (PTA) supported the work of the school very well.

· A range of newsletters gave parents information about school and nursery events and about what pupils were learning.

· Parents received regular feedback on their children’s progress through written reports and meetings with teachers.

· Parents and teachers worked in partnership in supporting pupils’ behaviour and their learning, in particular their reading.