Maidstone, St Michael's Church of England Junior School

Age group 7–11 Inspection date(s) 29 February–1 March 2012 Inspection number 379651 St Michael’s C of E Junior school Inspection report

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Unique reference number 118625 Local authority Kent Inspection number 379651 Inspection dates 29 February–1 March 2012 Lead inspector Wendy Simmons

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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 Controlled Age range of pupils 7–11 Gender of pupils Mixed Number of pupils on the school roll 143 Appropriate authority The governing body Chair Jeanette Ardley Headteacher Lorna Priddle (Executive Headteacher) Date of previous school inspection 29–30 November 2010 School address Douglas Road Maidstone Kent ME16 8ER

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Telephone number 01622 751502 Fax number 01622 685004 Email address office@st-michaels-junior.kent.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 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.

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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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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 visited 14 lessons. Some observations lasted more than 25 minutes and others included shorter visits to classes, including group activities. Nine teachers were observed and discussions were held with teachers and assistants. The inspector held meetings with different groups of pupils and scrutinised samples of their work. Meetings were held with the senior management team and other members of staff. The inspector met with two representatives of the federated governing body.

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Introduction

The inspector took account of the responses to the online questionnaire (Parent View) in planning the inspection, observed the school’s work and looked at documentation; especially that linked to assessment data, governors’ minutes and evidence concerning the quality of teaching. The inspector evaluated the responses to the questionnaires from pupils, staff and 81 parents and carers.

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Information about the school

This school is smaller than the average-sized primary school. The proportion of disabled pupils and those with special educational needs is above average, as is that of those who are known to be eligible for free school meals. Most pupils come from White British backgrounds. The proportion of pupils who speak English as an additional language is above average. Some pupils come from a local women’s refuge and it is not unusual for pupils to join and leave the school throughout the school year.

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Information about the school

At the time of the last inspection, the school was given a notice to improve. Following this, the headteacher of St Michael’s Infant School (graded outstanding in the past two inspections) took over as the executive headteacher. The school has recently been federated with the infant school and has a federated governing body. Within the last year, there have been many staff changes. The governing body manages a breakfast club on the site for junior-aged pupils. The school does not meet the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. 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

 In accordance with section 13 (5) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that the school no longer requires significant improvement. It has emerged from a period of considerable difficulty to be a satisfactory and rapidly improving school, which is very well led. It is not a good school, because the achievement of the pupils is no more than satisfactory. The outstanding vision and drive of the executive headteacher are well supported by the heads of school, staff and the governing body. The rigorous management of teachers’ performance has eradicated inadequate teaching and raised pupils’ achievement from inadequate to satisfactory.  Pupils behave well, are very proud of their achievements and are a credit to the school and themselves. They say that they feel very safe and that they are keen to learn. This represents an immense turnaround from the findings of the

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Key findings

last inspection when behaviour was inadequate. Parents and carers are unanimous in their appreciation of the improvements made. Pupils thoroughly enjoy the many activities that enrich their spiritual, moral, social and cultural development. The music provision is outstanding.  Pupils’ attainment by the time they leave is satisfactory. Evidence in all year groups confirms that standards will reach national averages in 2012 and possibly exceed them in the future. This is because of the impact of good teaching on pupils’ rapidly improving attainment in reading, writing and mathematics.  Teaching is now good overall and sometimes outstanding, but not enough is outstanding to ensure that pupils’ achievement is at least good. Leaders are fully aware of the need to maintain the focus on the development of pupils’ speaking, writing and mathematical skills.

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Key findings

Schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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What does the school need to do to improve further?

 Raise pupils’ achievement in English and mathematics to at least good overall, 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?

and make more teaching outstanding, by:  providing pupils with more opportunities to talk about their ideas before they write, using descriptive vocabulary and complex sentences  making greater use of practical activities such as drama in lessons  helping pupils, especially boys, to write more speedily and to undertake more extended pieces of writing which include complex sentences  making further links between literacy and mathematics in other subjects  providing more opportunities for pupils to explain their mathematical thinking when working on problem-solving activities.

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Achievement of pupils

The inspection endorses parents’ and carers’ views that pupils are doing better than in the recent past. Until the early part of 2011, many pupils were more than two years behind the level expected for their age. This underachievement was most marked for boys, pupils who are known to be eligible for free school meals and those who speak English as an additional language. It was not uncommon for disabled pupils and those with special educational needs to have made no progress in their learning for more than two years. The lessons and work seen during this inspection confirmed that all groups are now catching up quickly and that pupils’ reading, writing and mathematics are improving so that pupils are more suitably prepared for life in secondary school. Pupils are often extremely proud of how well they are doing. As one boy explained, ‘I have made more than two years’ progress in six months.’

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Achievement of pupils

The very strong support for reading, which includes some very effective teaching of phonics (letters and their sounds), enables pupils to read accurately. Pupils know how to blend sounds together to read and to segment them to help them with their spelling. For example, targeted support for boys in Year 6 quickly helped them to read and spell, independently, words that they had been unable to do in the past. Pupils enjoy reading. Year 6 pupils explained that, although a challenge at first, they just wanted to read more and more each day of Michael Morpurgo’s book, Why the Whales Came. Evidence from lessons and the school’s own data indicate that by the time Year 6 pupils leave in July 2012, their reading skills are likely to have reached the national average. Nonetheless, pupils often still find it hard to explain subtle parts of text that rely on inference.

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Achievement of pupils

Pupils’ handwriting is neatly formed, although some boys are still struggling to write quickly. Pupils enjoy plenty of opportunities to write creatively and some good work is underway to enrich their vocabulary. However, pupils often find it hard to write using complex sentences. Signs of improvement are evident, such as when Year 3 pupils worked hard on finding and using different adjectives to enliven their sentences, and when Year 4 pupils used the thesaurus to find many alternative words to describe the feeling of unhappiness. Opportunities are missed for pupils to do extended pieces of writing in a range of subjects. 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

In mathematics, pupils are learning basic skills well and enjoy problem-solving activities. Nonetheless, some opportunities are missed to use mathematics within different subjects. Interventions, such as ‘numbers count’, ensure that pupils have a strong grasp of basic numeracy. Pupils in Year 3 were totally absorbed when doing interesting mathematical word-based problems and Year 5 pupils worked hard adding mixed numbers and improper fractions. However, pupils are still finding it challenging to explain verbally each step of their workings even when they have made some useful jottings to help them. For example, pupils in Year 6 needed a great deal of help to explain why, based on probability, different football teams were likely to be high up in the league table.

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Quality of teaching

Parents and carers feel that teaching is good; inspectors fully endorse this view. Discussions with pupils in Years 5 and 6 revealed that lessons, in the past, had often been boring. Now, pupils said that learning is often fun. Teachers have very good relationships with pupils. Lessons are planned exceptionally well to take account of pupils’ different needs and abilities. As a consequence, work is neither too easy nor too difficult for pupils and this is helping to accelerate their progress. The pace of teaching is brisk.

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Quality of teaching

The impressive use of information and communication technology is having a very positive impact on pupils’ progress. For example, boys were observed concentrating very hard when typing because the technology enabled them to hear their writing being read back to them. This helped them to rethink ideas and correct their punctuation. Strong one-to-one support and catch-up groups mean that pupils understand what they are doing and have the skills to work independently.

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Quality of teaching

Teachers understand that pupils still need more time and opportunity to talk using descriptive vocabulary. Year 6 pupils enjoyed watching a DVD clip about a fantasy dinosaur world and the teacher talked vividly about ‘Soaring through the sky, then sweeping through the forest through the cascading waterfall.’ However, chances are missed to use practical activities, such as drama, to reinforce and extend pupils’ use of this kind of high-quality vocabulary to help them with their own writing.

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Quality of teaching

Teachers have strong knowledge of the subjects being taught. The provision for pupils’ spiritual, moral, social and cultural development is often very evident in lessons so that pupils develop a sense of joy and pride when mastering a new skill or overcoming past difficulties. The teaching of music is exceptionally good because singing skills are skilfully taught and pupils can learn to play many instruments.

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Behaviour and safety of pupils

Discussions with pupils confirmed that they feel very safe at school now that behaviour has improved; parents and carers agree. Pupils commented that there had been ‘loads of punch ups and fights’ and now, they say, these never happen and ‘everyone is friendly’. There has not been a recent exclusion and rates of attendance 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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Behaviour and safety of pupils

are above average. The learning mentor, and the family liaison officer appointed by the executive headteacher, have had a significant impact on pupils’ attitudes. Behaviour management is very positive and pupils thoroughly enjoy working towards the special, individual behaviour prizes. In lessons, there are plenty of examples of pupils showing sustained concentration and curiosity. The help for pupils with behavioural difficulties has been especially successful. The breakfast club provides a welcoming start to the day and enriches pupils’ sense of well-being.

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Behaviour and safety of pupils

Pupils know much about cyber-bullying as a result of the recent work of a police visitor. When reading the children’s newspaper, First News, in Year 5, the teacher highlighted for pupils an article about internet bullying. Pupils confirmed that there are few incidences of bullying and action to reduce it has been concerted and effective. Pupils show respect for different cultures, religions and family circumstances. They know that it is unacceptable to use name-calling words that may offend gay or lesbian people. Behaviour is not outstanding because occasionally there are incidences of name calling which upset disabled pupils and those with special educational needs. Leaders are focused on eliminating this.

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Behaviour and safety of pupils

There has been a concerted effort to appoint highly-skilled staff and raise expectations about what pupils can achieve. Notably, everyone is focused on ensuring equal opportunities for all pupils, and discrimination is not tolerated. The professional development of staff is very regular and focused on improving specific skills. For example, staff training has had a notable impact on the support given to pupils who speak English as an additional language and on the teaching of phonics and basic mathematical skills for all pupils. The positive impact of leaders’ work, at all levels, confirms that the school has a strong capacity to continue improving.

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Behaviour and safety of pupils

The school’s leaders rigorously check lessons and link the findings with evidence from pupils’ books and data about their progress. Leaders have plenty of high- quality, carefully-assessed data to aid their analysis of the work of the school. The executive headteacher shows immense determination to drive school improvement forwards. Her vision is underpinned by high-quality self-evaluation and effective, phased development planning.

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Behaviour and safety of pupils

The governing body is going through a period of transition due to federation. Governors are fully involved in the daily life of the school and have taken decisive action to improve it. They know about the progress of learners and monitor it closely, and they ensure that safeguarding procedures are rigorous so that requirements are fully met. Leaders know that in the drive to make leadership outstanding in the future, the newly federated governing body needs to be more established. Added to this, the school needs to be able to demonstrate a sustained trend for at least good achievement. Leaders are ambitious to do as well as possible for pupils so that they have the best possible life chances. They have worked effectively to enrich and extend the curriculum, so that it is good for basic skills, the arts and sports; the school promotes pupils’ spiritual, moral, social and cultural development well.

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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 St Michael’s C of E Primary School, Maidstone ME16 8ER

I am writing to thank you for helping me to find out all about your school. It was a pleasure to read your questionnaires and talk to so many of you. I am extremely impressed by the way in which you have all improved your behaviour so much; many congratulations and please keep it up! Your parents and carers are pleased with your school and everyone agrees that it has improved immensely. Those of you who had made slow progress in the past are being helped to catch up very well. You told me how proud you are of your progress in reading, writing and mathematics. You are achieving satisfactorily now because teaching is good. Your musical work is outstanding. I really enjoyed your singing and the talent show.

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Inspection of St Michael’s C of E Primary School, Maidstone ME16 8ER

The executive headteacher is doing an amazing job at inspiring everyone to do the best that they can for you. We all agree that the following things still need to be done to help you to do even better in English and mathematics.

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Inspection of St Michael’s C of E Primary School, Maidstone ME16 8ER

 All lessons need to be as exciting and outstanding as possible. This will mean more opportunities for you to talk about your ideas, do practical activities like drama before you write, and do more extended pieces of writing. There will be even more help (especially for the boys) to help you to write more quickly. Please try to use more descriptive words when explaining your ideas for writing.  We know that you will enjoy making even more links with different subjects when doing English and mathematics. Please try to keep using your targets whatever subject you are working on. Your teachers will be helping you to explain how you solve mathematical problems as carefully as possible.

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Inspection of St Michael’s C of E Primary School, Maidstone ME16 8ER

I wish you all much further success in the future.

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Inspection of St Michael’s C of E Primary School, Maidstone ME16 8ER

Wendy Simmons 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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