Headteacher: Jacqui Wright, appointed in September 1995.
Staff 5 (women 5).
Background: Stoke-on-Tern Primary was built in the 1960's.
It consists of a 'large' Victorian hall and five 'spacious'
classrooms, each with a door to a paved outside area. The
school is situated in 'delightful' grounds and has facilities
for netball, rounders, cricket, volleyball and athletics,
in addition to a conservation area with pond, and climbing
play equipment for the reception class. The school has a
'strong arts ethos' particularly in drama and music. Children
can participate in recorder or keyboard groups and tuition
is available in wind instruments and violin. Extra-curricular
activities offered vary from season to season, but might
include art, pottery, drama, French, music, cricket, football
and athletics. All children take part in termly educational
visits related to their class themework. The school maintains
a 'strong community link'. Stoke-on-Tern aims to 'provide
quality learning within a caring, community environment'.
Approach to discipline: 'A clear behaviour policy is embodied
in the school's agreed code of conduct. Early warnings of
misdemeanours are closely monitored through a home/school
link book. Children are allocated to Houses to promote a
sense of shared values and achievements.'
Uniform: Red sweatshirt, white polo-shirt, grey trousers/skirt.
Inspection: July 1999: 'The standards achieved by pupils
at the end of Key Stage 2 in the three core subjects have
risen sharply since the last inspection. In the National
Curriculum tests in 1998 the proportion of pupils reaching
Level 4 in English was very high compared to other similar
schools nationally. Using the same index, standards were
well above average in science and above average in mathematics.';
'Pupils with special educational needs reach standards that
are appropriate to their abilities in the core subjects and
in information technology. As is the case at Key Stage 1,
they attain especially well in English thanks to the high
quality of the individual support that they receive.'; 'Pupils
show considerable interest in their work and in most instances
maintain their concentration well in lessons. All pupils,
including the youngest ones, respond especially well when
they are given the opportunity to work collaboratively, for
example in the literacy hour and when sharing a computer.';
'The broad intention to promote pupils' spiritual, moral
and social development is appropriately contained within
the school aims. However, the more precise objectives and
the expectations of success have not been defined with any
precision within policy statements at whole-school or subject
level.'; 'The headteacher and the governors provide a clear
educational direction for the school. This is evident from
the very positive ethos that exists and the many substantial
improvements that have taken place over the past five years.
The great majority of parents are highly approving of the
way in which the school is led and managed.'
Secondary schools: The Grove Comprehensive; Sir John Talbots.
Year
|
Key Stage 2
|
| English |
Mathematics |
Science |
| 1998 |
93% |
71% |
86% |
| 1999 |
82% |
65% |
82% |
| 2000 |
83% |
67% |
92% |
| 2001 |
80% |
80% |
85% |
| 2002 |
84% |
74% |
89% |
|
2002 Facts
|
| Eligible 11-year-olds |
19 |
| Authorised absences (% of half-days missed) |
7% |
| Unauthorised absences (% of half-days missed) |
0% |
| Number of special needs pupils with statements |
0 |
| Number of special needs pupils without statements |
25 |
Information obtained from Schoolsnet
