Setting

Mr P Turner Headteacher Green Haworth Church of England Primary School School House Lane Green Haworth Accrington Lancashire BB5 3SQ

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Haworth Church of England Primary School

Thank you for the help which you and your staff gave when I inspected your school on 17 January 2012 and for the information which you provided during the inspection.

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Haworth Church of England Primary School

Since the previous inspection the acting headteacher has been formally appointed as permanent headteacher. There has also been a change in the Chair of the Governing Body.

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Haworth Church of England Primary School

As a result of the inspection on 23-24 September 2010, the school was asked to address the most important areas for improvement which are set out in the annex to this letter.

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Haworth Church of England Primary School

Having considered all the evidence I am of the opinion that at this time the school has made satisfactory progress in making improvements.

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Achievement of pupils at the school

Unvalidated data for 2011 show a broad picture of improvement at both Key Stage 1 and Key Stage 2, although there is still some way to go to secure consistently good achievement. Standards of attainment at the end of Key Stage 1 improved well in 2011, especially in reading and mathematics where the standards reached were about average. Standards in writing also improved, but remained below average. At the end of Key Stage 2 there was a substantial improvement in the proportion of pupils achieving the level expected for their age in both English and mathematics. Rates of progress in mathematics were also accelerated. Very few pupils reached the CfBT Inspection Services Suite 22 West Lancs Investment Centre Maple View Skelmersdale WN8 9TG T 0300 123 1231 Text Phone: 0161 618 8524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Direct T 01695 566932 Direct F 01695 729320 Direct email :hcarnall@cfbt.com January 2012 Page 2

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Achievement of pupils at the school

higher Level 5 in either English or mathematics. The headteacher and staff recognise that literacy skills, including writing and spelling, are not strong enough across the school and there are plans in place to address this. In lessons rates of progress are improving. School assessment data for the different year groups show that more pupils are now making at least the expected rates of progress, but this is not consistent across all subjects, classes and age groups.

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The quality of teaching

The quality of teaching is improving as a result of targeted work to develop teachers’ skills. Historically, the pattern of mixed-age classes and staff changes has left some children with gaps in their knowledge. Teachers are now more experienced in identifying these and ensuring that they are addressed. Explanations and instructions are clear. Lessons include an appropriate range of activities which engage interest and usually promote learning effectively, but the pace is sometimes steady rather than rapid. Activities are adapted to suit the needs of pupils of different abilities and work to ensure that more-able pupils are sufficiently challenged is beginning to have an impact. Assessment for learning strategies that involve pupils in assessing their own learning are now better understood and used in lessons. Teachers are becoming more astute at identifying misconceptions and adapting their teaching to take account of this. Teaching assistants generally provide

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The quality of teaching

effective support. Where teaching is weaker, teachers sometimes talk for too long to groups with a wide range of ages or abilities so that some pupils have difficulty following, while others who have already grasped the material learn little. On occasion, lack of adult supervision in group work can result in some pupils making slow progress because do not get help quickly. Pupils generally know their targets and how well they are doing towards these as a result of regular assessments, but there are few references to targets in pupils’ books. Writing skills are being developed through other subjects, such as history and science, and an increase in the number of opportunities for pupils to practise extended writing.

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Behaviour and safety of pupils

Actions to improve behaviour include reviewing the resources available at break and lunchtime and training for staff in dealing with specific behaviour issues. In addition, through improvements in the quality of teaching, staff have sought to promote independence in learning, especially among the older pupils. Relationships are good and teachers know their pupils as individuals very well. In the lessons observed pupils were engaged and motivated and displayed good attitudes to learning. Pupils who met with the inspector spoke confidently about their learning and enjoyment of school. They reported that there is virtually no bullying and they feel safe. Pupils are respectful towards adults and each other and supportive of those with particular difficulties. Pupils’ positive attitudes are reflected in the significant improvement in attendance since the previous inspection. On the few occasions when attention

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Behaviour and safety of pupils

wanders, this is usually associated with teaching which does not directly meet pupils’ needs. January 2012 Page 3

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The quality of leadership and management of the school

The headteacher has a clear vision and a strong focus on school improvement. Specific action plans have been drawn up to address the areas for improvement identified at the previous inspection. The monitoring and evaluation of teaching and learning are thorough. Much work has been done to improve the quality of teaching and to improve the accuracy of assessment and tracking data. This is beginning to have an impact. Subject leaders have had some relevant training. Training in assessment for learning strategies is helping teachers to get rapid feedback on pupils’ understanding, enabling them to adapt their teaching in response. Weaknesses are being tackled competently and rigorously. Teamwork among teachers and support staff is an important factor and a culture of collective responsibility is being developed to ensure that every child achieves. Regular individual progress meetings are held to ensure that underachievement is picked up

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The quality of leadership and management of the school

quickly. Plans to deal with staffing issues, such as retirement and maternity leave, and well thought out with plenty of opportunities for the staff who will take over to develop their knowledge of the classes and relevant skills.

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The quality of leadership and management of the school

There have been further changes to the membership of the governing body since the previous inspection. Training for new members is ongoing and includes relevant local authority courses. Headteacher reports to full governing body and committee meetings are comprehensive and several members of the governing body have worked in education. These factors are important in enabling the governing body to gain a clear understanding of the issues facing the school and their role in its improvement. The governing body has set performance management targets for the headteacher that are closely linked with the school’s immediate priorities.

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The quality of leadership and management of the school

The school has an appropriate action plan to promote community cohesion. Activities, such as multicultural week, enhance work done in religious education lessons and there are plans to develop links with a school with a more culturally diverse intake.

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The quality of leadership and management of the school

The local authority has provided effective support, for example, through adviser support to the governing body, headteacher and other school staff. In addition, the work of advanced skills teachers is helping to improve teaching skills.

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The quality of leadership and management of the school

I hope that you have found the inspection helpful in promoting improvement in your school. This letter will be posted on the Ofsted website.

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The quality of leadership and management of the school

Ruth James Her Majesty’s Inspector January 2012 Page 4

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place in September 2010

 Raise pupils’ attainment and accelerate their progress in English and mathematics by ensuring: - teachers effectively use assessment and tracking data to identify and address gaps in pupils’ individual learning - teachers consistently plan and deliver lessons which challenge individual pupils and, particularly the more able, to achieve their full potential.

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place in September 2010

 Improve the quality of leadership and management by: - developing the leadership skills of subject leaders so that they have a greater impact on raising pupils' attainment and accelerating progress - provide further opportunities for new members of the governing body to develop their knowledge and understanding of their roles and responsibilities.

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place in September 2010

 Enhance the promotion of community cohesion by: - providing pupils with more opportunities to engage with pupils from different religious, ethnic and cultural backgrounds in the wider world - monitoring the impact on pupils’ attitudes of strategies put in place to extend community cohesion.

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