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Please read our OFSTED Report 2010  Introduction This inspection was carried out by one additional inspector. The majority of inspection evidence was gathered through observation of teaching and learning. Five teachers were observed at different times over the two days. Meetings were held with groups of pupils, governors and staff. The school's work was observed. Documentation was scrutinised including the school development plan, governors meeting minutes and assessment data. Sixteen parental questionnaires and letters expressing parents' views were taken into consideration. The inspector reviewed many aspects of the school's work. She looked in detail at the following: how effectively leaders and managers have provided direction for the school through a period of transition how well the provision for children in the Early Years Foundation Stage meets their needs the quality of teaching and learning across the school in mathematicimprovements. Main findings Loxley CofE Primary is a satisfactory school. It has a number of good features. These include pupils' attendance and good attitudes to work, their awareness of how to keep healthy and their good community spirit. Parents are strong supporters of the school and value the work it does. Staff know the pupils' pastoral needs very well and they provide good support where needed. Children in the Early Years Foundation Stage make satisfactory progress in their learning and development. However, the programme of study for this age group is not implemented in such a way as to fully develop children's skills of independence in their learning. In part this is due to the organisation of the indoor and outdoor areas, but also to the constraints of these children being taught with pupils in Key Stage 1. Throughout Key Stages 1 and 2, progress is also satisfactory and pupils attain standards that are in line with the national average by the end of Year 6. However, progress and attainment in mathematics, while broadly average, are not as strong as in English and science. The headteacher and governors are aware of this and, as a result, mathematics is now a focus for improvement in the school development plan. Pupils with special educational needs and/or disabilities make satisfactory overall progress. Those with a statement of special educational needs make good progress because of the targeted support they receive.
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