LEA Review

St Anne's participated in a 'School Review', undertaken by a number of Advisers from the Trafford School Improvement Service. There was much to celebrate and the Head, Staff and Governors wish to share this with you. The Review also contained a number of recommendations / suggestions and the senior management team are working to produce an action plan in order to address these issues, so that the School may continue to improve further.

The quality of teaching and learning in core and foundation subjects

• The percentage of lessons that were 'very good' was high.
• There were no 'unsatisfactory' lessons.
• Those lessons judged 'very good' were characterised by clear learning objectives, expressed in age-appropriate language, which were shared with the pupils so that they knew exactly what was required.
• The teachers' planning was, in all cases, detailed and thorough.
• The strategic approach to independent learning in the Foundation stage allows high quality learning to take place. A very happy relaxed atmosphere prevails, and young children have an exciting and stimulating experience which sets a very firm foundation for future learning.
• In almost all classes seen, the pupils' behaviour was very good, and they wanted to learn. This is a key feature of the school and deserved much praise.
• Very good behaviour management techniques were seen.
• The quality of handwriting was found to be high standard throughout the school.
• All work seen was neat and well presented.
• All work was marked up to date, sometimes very thoroughly. Comments to the pupils on their work were always encouraging and kindly expressed.

Higher attaining pupils

• There was plenty of evidence that the school provides a very full programme of enrichment and extension activities in this area.
• 'The Learning School': There is frequent reference to learning around the school. There was strong evidence of the use of visual, auditory and kinaesthetic approaches. Very good attitudes to learning were apparent in all classes, supported by good behaviour and concentration.

Assessment matched to task, enable pupils to make progress

• The school has effective tracking procedures. Tracking helps to identify pupils who require additional support, and the impact of the support.
• The match of work to the ability of pupils was good. Teachers planned carefully, and used ongoing assessment to inform appropriately differentiated work for pupils.