Cramlington Shanklea Primary School

Cramlington Shanklea Primary School Inspection report

p.1

Age group 3–11 Inspection date(s) 28–29 February 2012 Inspection number 380419 Unique Reference Number 122194 Local authority Northumberland Inspection number 380419 Inspection dates 28–29 February 2012 Lead inspector Clive Petts

p.1

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

p.1

Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 401 Appropriate authority The governing body Chair Gareth Pearson Headteacher Helen Brown Date of previous school inspection 25 June 2009 School address Nairn Road Parkside Chase Cramlington NE23 1RQ Telephone number 01670 715205 Fax number 01670 590610 Email address admin@shanklea.northumberland.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.

p.1

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

p.2

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.

p.2

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.

p.2

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

p.2

You may copy all or parts of this document for non-commercial purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

p.2

To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'.

p.2

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

p.2

Introduction

Clive Petts Anne Vernon Additional inspector Additional inspector Patrick Hargreaves Additional inspector

p.3

Introduction

This inspection was carried out by three additional inspectors. The inspectors observed teaching and learning in 23 lessons taught by 17 class teachers and two nursery nurses. They also observed a range of intervention activities for small groups of pupils, observed a pre-school session, talked to different groups of pupils about their learning and scrutinised in detail the work in pupils’ books. Inspectors checked pupils’ reading across the age range. In addition, inspectors held discussions with pupils, a parent of a newly admitted child, members of the governing body and staff, and spoke to the designated local authority school adviser. The inspectors observed the school’s work and examined a range of documentation, including the school’s records relating to pupils’ progress and achievement, evidence relating to leadership and management, monitoring and evaluation, behavioural records and safeguarding. They also took into account the questionnaires returned by 148

p.3

Introduction

parents and carers, 84 pupils and 60 staff. Inspectors looked at the on-line questionnaire (Parent View), but too few responses were recorded for the lead inspector to access these.

p.3

Information about the school

This is a larger than average-sized primary school. Almost all pupils are of White British heritage with none at the early stages of learning English as an additional language. A below average proportion of pupils is known to be eligible for free school meals. The proportion of disabled pupils and those with special educational needs is above the national average. An increasing number have a statement of special educational needs. The school meets the current floor standard. The school extends its services in that it provides before- and after- school care. The school has achieved the International School and Anti-Bullying accreditation award. In January 2011, a new headteacher was appointed. 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

p.3

Key Findings

  Shanklea is a satisfactory school which has made exceptional progress in the last 12 months, eradicating a legacy of underachievement. Outstanding features are the drive of the inspirational headteacher and the high quality of pupil care and support. Almost all parents and carers agree. The school is not good because, despite effective action to enable all pupils to reach their potential, a sustained pattern of above-average attainment at the end of Year 6 has yet to be achieved.

p.4

Key Findings

 Children enter the Nursery keen to learn and make good progress in their early communication, social and emotional development. Over time, pupils make satisfactory progress across Key Stages 1 and 2 but it is accelerating rapidly because of the wide- ranging improvements in the quality of their learning. The most rapid progress is in writing, closing the gap with reading and mathematics. The current Year 6 pupils are on course to achieve well and to reach at least average attainment in English and mathematics.

p.4

Key Findings

 A large majority of teaching observed was good and sometimes outstanding, although over time its impact on pupils’ achievement is satisfactory. When progress in lessons is slower, activities are not always well matched to the range of needs and pupils are less clear about how to improve. The school recognises that the lively and inspiring teaching which already exists provides a model to improve the less challenging and engaging practice.

p.4

Key Findings

 The warm, nurturing school atmosphere promotes good and sometimes exemplary pupil behaviour. Pupils are considerate and display a good sense of how to recognise risk and stay safe. The overall pattern of above-average attendance reflects pupils’ enjoyment of school and the school’s excellent links with parents and carers.

p.4

Key Findings

 Leadership and management are good. The headteacher has driven school improvement very effectively. Teaching is highly effectively led and managed. The good curriculum provides an interesting range of often memorable experiences. It also encourages the pupils’ good spiritual, moral, social and cultural development. The reflective governing body are pro-active in shaping the strategic direction of the school. Schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

p.4

What does the school need to do to improve further?

 Ensure teaching is consistently at least good to boost achievement further and raise attainment by: - using and building upon existing imaginative and inspiring practice in school to ensure a high level of challenge, pace and interest in lessons - ensuring that all activities are constantly adapted to match the age, ability and needs of pupils to ensure a relentless focus on raising achievement - making certain that teachers’ written guidance in books provides well-defined steps for improvement - continuing to embed the effective teaching of letter and sound relationships in all teaching.

p.5

Achievement of pupils

Over time pupils’ achievement is satisfactory from their typically average starting points. Currently, it is rising rapidly for pupils of all abilities, especially in Years 1 to 6, as essential improvements in the quality of learning are successfully embedded. For example, reading skills and the enjoyment of reading are promoted extremely effectively. Rigorous systems to measure and check pupils' progress quickly identify where pupils need additional help and support including for those pupils whose circumstances make them vulnerable. Concerted action has improved writing skills, especially of boys, so that there are no significant differences between pupils’ performance in writing and that in reading and mathematics. This improvement is firmly underpinned by highly effective teaching of letter and sound relationships to promote skilled and confident early reading and writing. In a Year 6 lesson, excellent use of thought-provoking questions was observed which demanded accurate use

p.5

Achievement of pupils

of mathematical language. Despite the rapid pace of improvement in all subjects, pupils’ progress remains satisfactory, because the higher achievement has yet to be maintained over time and in a few lessons the challenge and pace of learning are sometimes variable. However, in most lessons, pupils learn well and make good progress.

p.5

Achievement of pupils

Children’s skills on entry into Nursery are broadly those expected for their age, although speech, language and social skills are sometimes underdeveloped. They settle quickly to make good progress, because imaginative approaches encourage pupils to explore, investigate and think for themselves. Clear expectations for classroom routines promote self- control well. The innovative curriculum promotes key skills well as pupils develop their talents and interests. Yet, at times, not all activities are shaped well-enough to meet the needs of all pupils. Increasingly, the richness of their learning is effectively enhanced by the linking of subjects together in imaginative ways, such as when visiting nearby Beamish Museum and acting out the emotional experiences of child evacuees during World War Two. This generates much enjoyment in their learning.

p.5

Achievement of pupils

By the end of Year 6 in 2011, attainment in national tests was below average in English and average in mathematics. This represents satisfactory progress overall from pupils’ starting points. Current Year 6 pupils are achieving well and attainment is rising with no gaps in subject attainment. For example, attainment in English has risen to match that in mathematics, because there is now a consistent pattern of challenge and pace in lessons. This good achievement is confirmed by inspection evidence. Pupils’ attainment in reading by the age of six and at the end of Year 2 is typically that expected for their age. A coordinated approach to the teaching of sound and letter relationships, making sense of words and taking advantage of reading to discover, visualise and examine is bringing learning to life. In Year 6, much improvement is being made fostering an interest in reading, such as studying Shakespeare to promote the enjoyment of his dramas and comedies. As a result, skills are

p.5

Achievement of pupils

improving and are in line with those expected for their age. Disabled pupils and those with special educational needs make satisfactory progress. This is accelerating quickly as intervention programmes provide close attention and systematic challenge and support. Parents and carers appreciate the quality of support their children are given. Increasingly, they are involved in helping their children to develop, such as regularly listening to their children read.

p.6

Quality of teaching

Although the impact of improved teaching on pupils’ achievement has yet to be sustained, inspectors found a strong staff commitment to professional development. Effective strategies are firmly in place to foster sustained improvement in the quality of teaching. Consequently, a large majority of teaching observed is good and sometimes outstanding, because teachers set high expectations, make good use of the planned curriculum and encourage pupils of all abilities to achieve their potential. Almost all parents and carers agreed that their children are well taught and this is what inspectors saw in most lessons observed, although the impact of teaching over time is satisfactory. As a result of professional development, the teaching of reading and writing has improved rapidly in the last year and matches the good quality found in the teaching of mathematics. When progress is quickest, effective use of assessment ensures tasks are well matched to pupils’

p.6

Quality of teaching

abilities and teachers’ questioning is thought-provoking. For example, pupils were seen absorbed working out lines of symmetry, with the teacher demanding accurate use of correct vocabulary to explain their thinking. Highly effective teaching of sound and letter relationships to younger pupils provides good opportunities for pupils to develop good speaking, listening and thinking skills. This enables pupils to continually develop and reinforce these skills in all subjects. When teaching is occasionally satisfactory, the challenge and pace of learning is slower, tasks are not well-enough matched to pupils’ needs and interests and too much time is spent on the same task. As a result pupils can sometimes become restless as concentration slips.

p.6

Quality of teaching

When teaching is outstanding, lively approaches engage pupils’ appetite to think for themselves, analyse a problem and describe their solutions. No opportunities are missed for pupils to practise their literacy and numeracy skills in meaningful ways. Probing questioning envisages the next steps in pupils’ thinking, thereby accelerating their learning. Careful planning for disabled pupils and those with special educational needs ensures that there are no achievement gaps between them and other groups. The more-able pupils relish the opportunities to work independently or in groups when they can challenge each other. The willingness and the skills necessary to work together are strong features of their good spiritual, moral, social and cultural development. Pupils are familiar with the levels at which they are working and although marking is helpful, it does not constantly provide clear written pointers for improvement. In the Nursery and Reception children’s development is

p.6

Behaviour and safety of pupils

Pupils’ good and sometimes exemplary behaviour, especially of older pupils, helps create a positive climate for learning. Nearly all pupils are attentive and respond quickly to changes of activity enabling time to be well-used in lessons. A large majority of parents and carers agree. However, a small minority of parents and carers did express some concern about minor disruption in lessons. When inspectors observed lessons they found that occasionally younger pupils become fidgety when tasks are mundane, but in a large majority of lessons the pupils’ whole-hearted attitudes made a strong contribution to their learning. Inspectors spoke to pupils, parents and carers. They reported that the school’s approach – to listen to any concerns raised and respond promptly and appropriately – resulted in very few incidents of inappropriate behaviour or bullying in any form. The school’s records show this to be the

p.7

Behaviour and safety of pupils

case over time. Pupils demonstrate consideration for others and respect for difference and this underpins their thoughtful attitudes about the diverse cultures in the world around them. Pupils show a good sense of how to stay safe, recognise danger and consider risk. This enables them to feel safe and secure. Pupils thrive on the responsibilities given to them, for example, acting as a playground buddy. The school council takes much pride in their positive contributions to school improvement, such as developing the quality of outdoor play. The school promotes good attendance and punctuality really well. This results in almost all of the older pupils having a pattern of high attendance. The well-organised and managed before- and-after-school club makes a positive contribution to pupils’ care, support and to their additional learning.

p.7

Leadership and management

The headteacher, ably supported by the deputy headteacher, has rejuvenated the whole school in a short space of time. Staff share her ambitions and are a cohesive team. Her resolute approaches have transformed leadership and management by establishing a strong vision, clear roles and excellent systems for improving the quality of learning. Self-evaluation is accurate. Middle leaders are increasingly effective in the drive to raise attainment and eliminate inconsistencies in the quality of teaching. As a result, the school has improved at a fast pace and across a wide front in the last year.

p.7

Leadership and management

Sharply focused professional development, making good use of partnership working, such as with local authority specialists, adds to the vigour and speed of improvement. Members of the astutely led governing body are rigorous in their monitoring of the school and in the challenge they provide for the headteacher. They bring much expertise, as well as determination to achieve the school’s high aspirations. Equality of opportunity is much improved as gaps in pupils’ learning are successfully closed, barriers removed and discrimination tackled effectively. The excellent care and support ensures that pupil and family needs are swiftly addressed. The emerging pattern of rapid progress, rising achievement and attainment demonstrates that the school has a strong capacity to sustain improvements.

p.7

Leadership and management

The curriculum is good, providing a wide range of interesting experiences. The re-shaping of curriculum by the headteacher following appointment has ensured that all members of the school community have an input into the school’s organisation, priorities and development. This had led to a sharper focus on basic skills, especially the teaching of early reading and writing to younger pupils and themed events throughout the year, such as employing a cartoonist during World Book week to inspire pupils’ writing, particularly that of boys. Topics are carefully planned to provide good opportunities for pupils to apply their literacy, numeracy and information and communication technology skills in new and different contexts. The excellent engagement of parents and carers ensures that they can play a part in school improvement. The increasing range of cultural experiences promotes the pupils’ good understanding of the diverse world in which they live. Safeguarding meets

p.7

Leadership and management

requirements with much good practice adopted; for example, child-protection procedures are exemplary.

p.8

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.

p.9

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

p.9

Type of school Outstanding Good Satisfactory Inadequate

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

p.9

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 ).

p.9

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.

p.9

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.

p.9

Type of school Outstanding Good Satisfactory Inadequate

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

p.9

Common terminology used by inspectors

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

p.10

Common terminology used by inspectors

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

p.10

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.

p.10

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.

p.10

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.

p.10

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.

p.10

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.

p.10

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.

p.10

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.

p.10

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

findings from the inspection of their school.

p.11

1RQ

We want to thank you all for the warm and friendly welcome that you gave the inspection team when we visited your school to see how well you were learning. We really enjoyed our time talking to you.

p.11

1RQ

Shanklea is a satisfactory and rapidly improving school. We were really impressed with the excellent relationships your school has with your parents and carers. You told us that your staff continually urge and support you to do as well as you can. We were pleased by your good behaviour and the high-quality staff support that you receive. You describe that you feel safe and happy as a result. You also told us of your pride in helping your school, such as your notable contributions to improving the quality of your outdoor play.

p.11

1RQ

The headteacher and the governing body are taking concerted action to ensure that the school continues to improve and this can be seen in your accelerating progress and improved skills, including in your writing. We have asked the school to reduce the variations in the quality of your learning in lessons. We have asked your teachers to provide more activities which interest you and test your thinking and understanding. We would like them to share their best practice to make certain all of your activities are well matched to your needs and interests. We have also asked that your teachers provide you with clear guidance for improvement to extend your skills.

p.11

1RQ

You can all play your part by attending regularly and continuing to work as hard as you can. All the very best for the future.

p.11

1RQ

Clive Petts 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 .

p.11