Ridgmont Lower School

PROTECT – INSPECTION

Age group 3–9 Inspection date(s) 27–28 February 2012 Inspection number 377927 Ridgmont Lower School Inspection report

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PROTECT – INSPECTION

Unique reference number 109476 Local authority Central Bedfordshire Inspection number 377927 Inspection dates 27–28 February 2012 Lead inspector Derek Watts

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PROTECT – INSPECTION

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

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PROTECT – INSPECTION

Type of school Primary School category Community Age range of pupils 3–9 Gender of pupils Mixed Number of pupils on the school roll 37 Appropriate authority The governing body Chair Bernie Ryan Headteacher Jim Smart (Interim headteacher) Date of previous school inspection 10 September 2008 School address High Street Ridgmont Bedford MK43 0TS Telephone number 01525 280236 Fax number 01525 280236 Email address ridgmont@cbc.beds.sch.uk 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

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after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspect ion reports, please visit our website and go to ‘Subscribe’.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.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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PROTECT – INSPECTION

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.ofsted.gov.uk

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Introduction

This inspection was carried out with two days’ notice. The inspector observed teaching and learning in 10 lessons or part lessons, taught by four different teachers. He held discussions with the acting headteacher, the staff, members of the governing body, parents and carers and pupils. Pupils in Year 2 were heard to read. The inspector took account of the responses to the on-line questionnaire (Parent View) in planning the inspection, observed the school’s work, and looked at the school’s policies, assessment information, pupils’ work, teachers’ plans and school improvement planning. The inspector analysed 17 questionnaires completed by parents and carers, eight from Key Stage 2 pupils and nine from staff.

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Information about the school

Ridgmont Lower is a much smaller than average sized primary school. The vast majority of the pupil population are of a White British heritage. The proportion of disabled pupils and those who have special educational is broadly average. The proportion of pupils known to be eligible for free school meals is also average.

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Information about the school

Since autumn 2010, the school has had three interim headteachers. The current interim headteacher has been in post since October 2011 and is in school three days per week. The school is led by a senior teacher on the two other days. The governing body is in the process of appointing a permanent headteacher. There has been a total change of the teaching force since the previous inspection. Breakfast provision is organised and managed by the school and managed by the governing body. 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

 Ridgmont Lower is a good school. Despite leadership and staffing changes, the school has maintained the good aspects identified in the previous inspection report. The quality of teaching and pupils’ achievement, particularly in mathematics, currently prevent the school from being outstanding.

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Key findings

 Attainment by the end of Year 4 fluctuates because of the very small pupil numbers in each year group. Children in the Early Years Foundation Stage make good progress from their starting points. Good progress continues through Key Stages 1 and 2. Progress in mathematics is less strong than reading and writing but action is being taken to tackle this. There are some good examples of investigative and problem-solving work in mathematics but this approach is not consistent across all year groups. Opportunities are sometimes missed for pupils to apply numeracy skills in other subjects.

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Key findings

 Teachers convey clear expectations of learning and behaviour. Explanations, demonstrations and questioning promote learning and engage pupils well. Assessment is used effectively to plan teaching and to match tasks to pupils’ abilities. Just occasionally, learning can decline to satisfactory levels when lessons lack pace. Some learning resources are tired, worn out and in need of replacement. On occasions, pupils are not given enough opportunities to plan and organise their own work.

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Key findings

 Pupils enjoy school and show positive attitudes to learning. Behaviour is good in lessons and around the school. Pupils are friendly, polite and show respect for others. They know how to keep themselves safe. Attendance is above average.

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Key findings

 The interim headteacher and staff work well as a team to ensure that pupils do as well as they can. Teachers have taken on additional responsibilities in the absence of a full-time permanent headteacher. Good emphasis is given to developing teaching and teachers’ performance management. 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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What does the school need to do to improve further?

 Accelerate pupils’ progress in mathematics to that of reading and writing by:  extending the good examples of investigative and problem-solving work  increasing opportunities for pupils to apply numeracy skills in other subjects.

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What does the school need to do to improve further?

 Improve elements of teaching and learning by:  extending opportunities for pupils to plan and organise their own work  ensuring that in all lessons learning proceeds at a quick pace  securing the replacement of worn out learning equipment and resources.

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Achievement of pupils

Children in the Early Years Foundation Stage and pupils in Key Stages 1 and 2 are making good progress overall and this is the view of the vast majority of parents and carers. Children enter the Early Years Foundation Stage with a range of knowledge and skills. Attainment on entry varies from below to above expectations. Children make good progress in all areas of learning. Many talk confidently about their learning. They are fully engaged in a range of learning activities. In the shoe shop area, they counted shoes, recognised the different sizes and wrote down customer orders. Using felt and thread, they made shoes for the elves. Children use information and communication technology well to support their learning. They acquire and practise early writing skills well. The most able in Reception are beginning to write simple sentences.

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Achievement of pupils

Attainment by the end of Year 4 fluctuates because of the very small pupil numbers in each year group where one pupil’s performance has a considerable impact on a year group’s overall attainment. Pupils in Key Stages 1 and 2 make good progress in speaking and listening because of the frequent opportunities for them to discuss their work in pairs or small groups. For example, in Years 3 and 4, pupils had good opportunities to discuss their learning in pairs about life in the Blitz during the Second World War. They expressed their ideas and feelings through drama well. Pupils make good progress in reading because of the school’s discrete and regular approach to the teaching of reading. Pupils in Year 2 showed an enthusiasm for books when reading to the inspector. They possessed a secure knowledge and understanding of letter sounds. They knew and recognised tricky words such as ‘any’, ‘said’ and ‘people’. Attainment in reading fluctuates but is broadly average in

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Achievement of pupils

the current Year 2 and in line with national expectations in Year 4. Pupils write for a range of purposes and in different styles. For example, they write stories and descriptions of characters. By Year 4, pupils write play scripts and clear accounts of events. Grammar and punctuation are usually accurate. Pupils apply and develop their writing skills well in other subjects, particularly in topic work. 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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Achievement of pupils

Pupils’ progress in mathematics has been satisfactory rather than good. Positive action is being taken to increase their progress. Pupils in a Year 1 and 2 lesson made good progress because interesting tasks were well matched to their needs. Year 2 pupils used a computer programme confidently to solve a variety of problems involving addition and subtraction. However, pupils do not have sufficient opportunities to use and apply their numeracy skills in other areas of the curriculum.

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Achievement of pupils

In a successful physical education lesson, pupils in Years 1 and 2 made exceptional progress in practising and refining movements involving twists and turns after high quality demonstrations from the teacher. They applied concentration and physical effort in floor work and in using apparatus.

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Achievement of pupils

Most disabled pupils and those who have special educational needs make good progress because of accurate assessment of their needs and the well targeted guidance and support provided.

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Quality of teaching

Almost all of the parents and carers who responded to the questionnaire thought that their children were well taught. All parents and carers thought that the school helps their children to develop basic skills of communication, reading, writing and mathematics. Pupils told inspectors, ‘teachers help us’ and ‘teachers make lessons fun’. These positive views are reflected in inspection findings. Teaching effectively promotes good progress for pupils.

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Quality of teaching

The planned curriculum helps teachers to ensure lessons have a clear purpose, and so pupils know what they are expected to learn. Teachers promote spiritual, moral, social and cultural development well. They successfully create a positive classroom atmosphere for learning and establish positive relationships. They encourage pupils to be cooperative, considerate and supportive towards others. Good opportunities are provided for pupils to learn and work collaboratively.

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Quality of teaching

The teaching of basic skills such as letter sounds is effective. Teachers provide good opportunities for pupils to discuss their learning. Interactive whiteboards are used imaginatively to illustrate key teaching and learning points. Teachers use questioning skilfully to challenge pupils’ thinking and to check their understanding of new learning. In the Early Years Foundation Stage, there is a good blend of adult-led activities and those chosen by the children. Good opportunities are provided for children to explore and learn independently.

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Quality of teaching

Teachers use assessment information well to plan their teaching and to match tasks to pupils’ different abilities and needs. As a result, pupils are suitably challenged and their interest and engagement are sustained. Just occasionally, pupils’ learning is over directed when they complete copied worksheets and opportunities are missed for them to plan and organise their own work. Teaching assistants are effectively deployed and make good contributions to pupils’ learning, particularly for those who need additional help. In just a few lessons, the pace of learning slows with over long 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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Quality of teaching

teacher introductions and pupils are not sufficiently involved in their learning. The interim headteacher and staff recognise the need to replace some ‘worn out’ equipment and learning resources.

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Behaviour and safety of pupils

Pupils’ behaviour is good in lessons and around the school. In a number of lessons, particularly in Years 1 and 2, pupils’ attitudes to learning and their behaviour were exemplary. As one Year 2 pupil said, ‘I love writing and the arts.’ Adults establish positive relationships with pupils and convey clear expectations of behaviour to which most pupils readily respond.

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Behaviour and safety of pupils

All parents and carers who completed the questionnaire believe that their children feel safe at school. Pupils told the inspector that they are safe and well looked after at Ridgmont. Most parents and carers believe that lessons are rarely disrupted by poor conduct. Just a few expressed concerns about standards of behaviour and how well bullying was dealt with. Inspection findings show that most pupils are well behaved and incidents of bullying and inappropriate behaviour are rare but when these do occur, the school has devised clear strategies for dealing with them. There have been no fixed term or permanent exclusions during recent years. Pupils say that they thoroughly enjoy school and attendance levels are consistently above the national average.

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Leadership and management

The interim headteacher and staff are firmly focused on doing the best for all so that pupils make good progress in their academic and personal development. In this very small school, key areas of responsibility are effectively shared among very few teachers. Staff have worked well as a team to help ensure that the school continues to perform well and develop despite not having a permanent headteacher. Self- evaluation is accurate and the school has identified the correct areas for improvement. The monitoring and development of teaching is contributing to the good teaching and learning. Staff development and training are well organised. For example, plans are currently being implemented to further develop teaching and learning in mathematics.

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Leadership and management

Staff provide an interesting curriculum which promotes good academic achievement and positive personal outcomes for pupils. There are some good links between subjects which add enjoyment, meaning and relevance to pupils’ learning. Their spiritual, moral, social and cultural development is promoted well. Within the school’s positive atmosphere, pupils show considerable care and respect for others. Good opportunities are provided for pupils to participate in music and the performing arts. The school offers good breakfast club provision.

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Leadership and management

Members of the governing body show a good understanding of the school’s strengths and areas for development. They provide good support and constructive challenge to senior leaders. Good attention is given to safeguarding and there are effective 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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Leadership and management

policies and procedures to protect pupils. Safe practices for pupils are successfully promoted through the school’s teaching. All pupils have full access to the range of learning activities provided. Teaching and the curriculum meet the needs of all groups of pupils well. Equality of opportunity is well promoted and discrimination is effectively tackled.

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Leadership and management

The school engages well with its parents and carers. A few have expressed concern about communication between home and school. The interim headteacher and the governing body are taking steps to address this.

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Leadership and management

The school has maintained and built on the strengths identified in the previous inspection report. There is a good capacity for sustained improvement.

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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. 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 ). 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. 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

Attendance the regular attendance of pupils at school and in lessons, taking into account the school’s efforts to encourage good attendance.

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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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carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

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Inspection of Ridgmont Lower School, Bedford, MK43 0TS

Thank you so much for welcoming me into your school, giving me your views and showing me your work. I enjoyed my visit. Ridgmont is a good school. It has ‘kept up' the strengths identified in the previous inspection.

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Inspection of Ridgmont Lower School, Bedford, MK43 0TS

 You enjoy school and have positive attitudes to learning.  Attendance is above average.  Children in the Early Years Foundation Stage make good progress.  You are making good progress in Key Stages 1 and 2.  There is good teaching across the school.  You get on well with others and your behaviour is good.  You say you feel safe at school because teachers and other adults take care of you.  The school is well led and managed.

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Inspection of Ridgmont Lower School, Bedford, MK43 0TS

We have given your school a few points for improvement.

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Inspection of Ridgmont Lower School, Bedford, MK43 0TS

 Some of you could make more progress in mathematics. I have asked your teachers to give you more opportunities to carry out investigations in mathematics. Also, I have asked for you to have more opportunities to use your numeracy skills in other subjects.  I have asked the school to ensure, the teachers give you more opportunities to plan and organise your own work. In a few lessons learning could move along more quickly. Some of your learning equipment and resources are old and need to be replaced.

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Inspection of Ridgmont Lower School, Bedford, MK43 0TS

You can all help by continuing to work hard.

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Inspection of Ridgmont Lower School, Bedford, MK43 0TS

Derek Watts Lead 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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