St Andrew's Church of England (VA) Infant School

St Andrew's CE (VA) Infant School Inspection report

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Age group 4–7 Inspection date(s) 1–2 February 2012 Inspection number 377599 Unique Reference Number 107548 Local authority Calderdale Inspection number 377599 Inspection dates 1–2 February 2012 Lead inspector Elaine Murray HMI

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Primary School category Voluntary aided Age range of pupils 4–7 Gender of pupils Mixed Number of pupils on the school roll 179 Appropriate authority The governing body Chair Sue Empson Headteacher Naomi Wood Date of previous school inspection 16 October 2006 School address Lightcliffe Road Brighouse HD6 2HH Telephone number 01484 714964 Fax number 01484 723631 Email address admin@st-andrews-inf.calderdale.sch.uk You can use Parent View to give Ofsted your opinion on your child's school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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T: 0300 123 4234 Textphone: 0161 618 8524 enquiries@ofsted.gov.uk www.ofsted.gov.uk

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Introduction

Elaine Murray Peter Allen Her Majesty's Inspector Additional inspector

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Introduction

This inspection was carried out with two days' notice. Inspectors observed 13 lessons taught by seven teachers. Meetings were held with parents, carers and pupils, representatives of the governing body, and a wide range of staff. Inspectors observed the school’s work, and looked at a wide range of documentation including self-evaluation documents, strategic plans and other development plans. Inspectors also heard a small number of children from Year 1 and Year 2 read individually. There were no responses to the on-line questionnaire (Parent View) to take account of when planning the inspection. Inspectors scrutinised 92 questionnaires returned by parents and carers and those returned by staff and pupils.

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Information about the school

This is a larger than the average sized infant school. Almost all pupils are of White British heritage. The proportion of pupils known to be eligible for free school meals is average. The proportion of disabled pupils and those with special educational needs is below average. There are two classes for each year group. In September 2011, the school senior leadership team changed with the appointment of a new headteacher and deputy headteacher. The school has recently gained the gold level Inclusion Quality Mark. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Key Findings

 This is a good school. ‘’My child loves going to school. As a family we all feel that we are part of the school.’ This reflects the largely positive responses made by parents and carers.

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Key Findings

 Pupils make good progress overall and achieve well. All groups of pupils make good progress from often low starting points and reach broadly average attainment in reading, writing and mathematics.

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Key Findings

 Children make good progress in the Early Years Foundation Stage, with the exception of creative development, where progress is slower.

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Key Findings

 The quality of teaching is good overall. Where teaching is not as effective there is an over emphasis on teacher direction of activities, which limits pupils’ motivation and their ability to use their initiative to develop and extend their learning.

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Key Findings

 Teachers assess pupils’ progress in learning effectively and use this information to plan activities to meet the needs of different ages and abilities.

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Key Findings

 At times guidance given to pupils through marking is not fully effective in ensuring that they are clear about how to take the next steps in their learning for themselves.

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Key Findings

 Behaviour is good. The school values all pupils, who say they feel safe and enjoy being at school.

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Key Findings

 Leadership and management are good. The headteacher and senior leadership team provide strong leadership and there is a shared commitment to further improvement.

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Key Findings

 The school has established an effective partnership with parents and carers, which has a positive impact on pupils’ good level of achievement.

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What does the school need to do to improve further?

 Raise achievement further by:  increasing pupils levels of enthusiasm, engagement and motivation by providing more opportunities for them to use their initiative to develop and extend learning  developing guidance to pupils so that they know how to take the next steps in learning for themselves  extending children’s opportunities to develop creativity in the Early Years Foundation Stage.

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Achievement of pupils

Parents and carers believe their children do well in this school and inspection findings endorse their views. Pupils are keen to learn and engage well in most lessons. They work with concentration and pay careful attention to instructions.

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Achievement of pupils

Pupils enter school with skill levels, which while wide ranging, are often below the level expected for their age, particularly in communication, reading, writing and calculating skills. Attainment in reading, writing and mathematics, by the end of Year 2, is broadly average which represents good progress. Children make good progress in the Early Years Foundation Stage and many reach above expected levels in some areas, such as personal, social and emotional development. Progress is slower in creative development. Different groups have also attained similar levels to those nationally. The school can demonstrate that it has made good progress in closing the gap between groups of children who joined the school in Year 2 at a low level of attainment and other pupils at the school. Current tracking information, lesson observations and samples of pupil’s work confirm that in Year 1 and 2 pupils make good progress. Disabled pupils and those with special educational needs are identified at an

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Achievement of pupils

early stage. With good quality support provided they make similar progress to their classmates.

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Achievement of pupils

Achievement in reading is good. Pupils show enjoyment of reading and like the variety of books they have to choose from. They use a range of strategies, including their knowledge of sounding letters to help them work out unfamiliar words. By the end of Year 2, pupils attainment in reading is broadly average. Pupils make good use of their reading, writing and mathematical skills in other subjects. For example in class observations, Year 1 pupils were seen to enjoy using their reading and writing skills to devise a caption to accompany a picture of foods which are healthy to eat.

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Quality of teaching

All the parents and carers who responded to the inspection questionnaire consider that their children are well taught. Inspectors endorse their views. The quality of teaching is good overall. In the best lessons, children are questioned effectively to develop their learning. For example, in a session focusing on phonics (the sounds that letters make) in a Reception class, children were encouraged to explain the meaning of words they had been shown or had thought of themselves. Teachers give clear explanations and make sure that pupils know what they will be learning. The planned curriculum has a positive impact on teaching and pupils’ learning. Teachers assess pupils’ learning effectively and plan activities which meet the needs of different abilities and provide a suitable level of challenge. Staff establish positive relationships with pupils which impacts positively on their social development and

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Quality of teaching

self-esteem. Where pupils are actively involved in their learning they show a high level of engagement and enthusiasm and so make good progress. For example, in a Year 1 lesson, pupils enjoyed a practical activity of balancing numbers on a scale to make 10 or 20, and using a variety of objects to make different weights. However, at times teaching focuses on adult lead activities, which means that pupils have fewer chances to use their initiative and take responsibility for their learning. As a result, pupils are not as fully engaged or motivated and their progress in these lessons is satisfactory. Pupils are familiar with their targets for developing their learning. However, guidance given through marking does not always make clear what pupils need to do to improve.

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Quality of teaching

In the Reception classes, teaching ensures that children have access to a broad range of indoor and outdoor activities through which effective learning is developed. Good teaching ensures that children make good progress in most areas of learning, including early phonic knowledge and understanding of number. For example, children show an interest in and enthusiasm for number as they identify numbers on dice and then build towers using blocks. They enjoy ‘feeding’ box model ‘sound monsters’ with cards showing the matching phonic sounds. Teaching is not as effective in promoting children’s learning through exploring and using their imagination in their play.

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Behaviour and safety of pupils

Most parents and carers who replied to the inspection questionnaire consider behaviour in the school is good. All parents and carers who responded said that their children feel safe in school. Inspectors found that behaviour and safety are good.

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Behaviour and safety of pupils

The school has a welcoming and caring ethos. Relationships are positive and pupils show courtesy and respect for staff and each other. Behaviour is good in lessons and outside. Pupils are very familiar with the school’s well established routines and expectations for good behaviour. They appreciate receiving certificates for positive attitudes and caring behaviour. As a result, break and lunch times are well ordered and lessons flow without disruption. This has a positive impact on their understanding of right and wrong and their moral development. Attendance has improved since the last inspection and is now above average. The school monitors this carefully and pupils respond well to the reward system which encourages regular attendance. Pupils report that behaviour is good and that there are few incidences of any types of bullying in the school. Pupils know that if there is unacceptable behaviour that staff will deal with it promptly.

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Behaviour and safety of pupils

Pupils show a good awareness of safety issues. They speak confidently about how they follow road safety rules as they walk to the local church with school, and how they respond to fire evaluation drills. They say that they feel safe in school and are confident that any issues or problems they have would be dealt with by staff.

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Leadership and management

The recently established senior leadership team communicates high expectations and ambition. The headteacher, who was part of the previous senior leadership team, shows determination and commitment to further improvement. Since the last inspection, the school had developed an effective system for tracking pupils’ progress. This has been used to ensure that any pupils who may not be making expected progress are identified early and interventions put in place to remedy this. As a result, all groups of pupils make good progress over time, and the school can give examples of where is has worked effectively to narrow the achievement gap between lower attaining pupils and the rest. The school has also taken effective action to improve attendance. The governing body has an appropriate awareness of the strengths and weaknesses of the school. It provides a good level of support and is developing further its ability to provide challenge. Overall, the capacity to

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Leadership and management

The school's senior leadership team has a good understanding of the strengths and weaknesses of the school. Newly appointed subject coordinators are establishing their roles and are keen to develop their subjects to improve pupils’ achievement. Professional development is well managed by the headteacher and staff have clear targets to raise the quality of teaching further.

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Leadership and management

Equality of opportunity is promoted well and ensures that pupils receive a supportive curriculum and good quality teaching. Safeguarding arrangements meet requirements. The curriculum provides a broad range of cross curricular links to develop learning. Pupils have chances to learn and practise their reading, writing and mathematical skills across a range of subjects. They are developing confidence in using individual small laptop computers to develop learning. Pupils’ spiritual, moral, social and cultural development is good overall. Spiritual and cultural development are areas of strength. Regular worship times encourage children to reflect and pupils show a good awareness of other faiths.

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Leadership and management

Communication with parents and carers is good. They praise the quality of communication, the openness of staff and the positive impact of the schools initiatives to encourage them to develop their children’s learning at home. Family learning sessions have developed parents’ and carers’ understanding of the teaching of phonics and enabled them to better support their children’s learning. Positive links with the nearby junior school ensure greater consistency of provision as pupils move to the next stage in their education.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 46 46 8 0 Primary schools 8 47 40 5 Secondary schools 14 38 40 8 Special schools 28 48 20 4 Pupil referral units 15 50 29 5 All schools 11 46 38 6

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors make judgements that were not made previously.

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Type of school Outstanding Good Satisfactory Inadequate

The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent judgements that were made under the school inspection arrangements that were introduced on 1 September 2009. These data are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ).

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Type of school Outstanding Good Satisfactory Inadequate

The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools.

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Type of school Outstanding Good Satisfactory Inadequate

Primary schools include primary academy converters. Secondary schools include secondary academy converters, sponsor-led academies and city technology colleges. Special schools include special academy converters and non-maintained special schools.

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Type of school Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and development taking account of their attainment.

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Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Behaviour how well pupils behave in lessons, with emphasis on their attitude to learning. Pupils' punctuality to lessons and their conduct around the school.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving based on its self-evaluation and what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the governors and headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

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Common terminology used by inspectors

Safety how safe pupils are in school, including in lessons; and their understanding of risks. Pupils' freedom from bullying and harassment. How well the school promotes safety, for example e-learning.

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to share with their children. It describes Ofsted's main

findings from the inspection of their school.

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Inspection of St Andrew's CE (VA) Infant School, Brighouse HD6 2HH

Thank you very much for making the inspectors so welcome when we visited your school recently. We enjoyed talking to you and listening to your ideas. Thank you for reading to us and for talking about your work and what it is like to be a pupil at your school. This letter is to tell you what we found out.

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Inspection of St Andrew's CE (VA) Infant School, Brighouse HD6 2HH

There are many things we like about your school.

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Inspection of St Andrew's CE (VA) Infant School, Brighouse HD6 2HH

 Your school is a good one, and your headteacher and staff are working well together to make sure it keeps improving.  You behave well in lessons and around the school.  Teaching is good overall.  You feel safe in school and trust adults to help you if you need it.  Your parents and carers are happy with the school and say that it shows them how to help you with your learning.

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Inspection of St Andrew's CE (VA) Infant School, Brighouse HD6 2HH

These are the things we have asked the school to do to make it even better:

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Inspection of St Andrew's CE (VA) Infant School, Brighouse HD6 2HH

 to make your learning more interesting by providing you with more chances to use your own ideas  to make sure you know how you can make your learning even better  to make sure that children in the Reception class can learn more by exploring and using their imagination in their play.

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Inspection of St Andrew's CE (VA) Infant School, Brighouse HD6 2HH

You can help by doing your best and talking about your own ideas in lessons.

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Inspection of St Andrew's CE (VA) Infant School, Brighouse HD6 2HH

Elaine Murray Her Majesty's Inspector procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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