Hannah Ball School

Age group 4–8 Inspection date(s) 1–2 March 2012 Inspection number 378081 Hannah Ball School Inspection report

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Unique reference number 110324 Local authority Buckinghamshire Inspection number 378081 Inspection dates 1–2 March 2012 Lead inspector Paul Edwards

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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 Foundation Age range of pupils 4–8 Gender of pupils Mixed Number of pupils on the school roll 78 Appropriate authority The governing body Chair Sebert Graham Headteacher Maggie Moore Date of previous school inspection 12–13 January 2011 School address Philip Road High Wycombe Buckinghamshire HP13 7JS Telephone number 01494 522476 Fax number 01494 522476 Email address head@hannahball.bucks.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 inspection 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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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 nine lessons taught by four teachers, visited an assembly and listened to pupils reading. Meetings were held with the headteacher, subject leaders, members of the governing body and groups of pupils. Formal meetings were not held with parents and carers although the inspector took the opportunity to talk to them before school. 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 governing body minutes, the systems for assessing and monitoring pupils’ progress, safeguarding procedures, pupils’ work, and teachers’ planning and marking. He took note of the questionnaires completed by 48 parents and carers and those completed by staff.

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Information about the school

This school is much smaller than average. Its future had been unsettled, but its designation changed from infant school to that of a primary school. The first intake of Year 3 pupils entered the school in September 2011 and this is currently the oldest year group. The school was given a notice to improve at its last inspection in January 2011. A new teacher and leader of the Early Years Foundation Stage was appointed in September 2011, together with a teacher for the new Year 3.

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Information about the school

The proportion of pupils from minority ethnic groups, who come from a wide range of ethnic backgrounds, is much higher than usually found. The largest groups have Pakistani or White British heritage. A much higher-than-average proportion of pupils speak English as an additional language. The proportion of pupils known to be eligible for free school meals is above average. The percentage of disabled pupils and those with special educational needs is above average. Children in the Early Years Foundation Stage are taught in a single Reception class. 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.  This is a satisfactory school that has improved the quality of provision in the Early Years Foundation Stage and the quality of teachers’ marking. It is not yet better than this because teaching has no more than a satisfactory impact on pupils’ progress overall.  Pupils’ achievement is satisfactory. Children are now making good progress in the Early Years Foundation Stage and satisfactory progress throughout the rest of the school. Pupils’ attainment is broadly average by the end of Year 2.  Some good teaching was observed during the inspection but overall it is satisfactory. Teachers are not consistently making good use of what they know pupils can already do, to pitch work at the correct level, particularly for the more able. Occasionally, too long is spent on explaining tasks with too little

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Key findings

time left for pupils to complete work. Teachers are successful in engaging pupils and manage their behaviour well.  Pupils’ behaviour is mostly good but there are a few occasions when the flow of lessons is disrupted by pupils’ failure to adhere to classroom rules. Pupils feel safe in school and have a good understanding of safety issues. Pupils of all backgrounds cooperate well in lessons and they play together happily. Although a little below average, pupils’ attendance has improved significantly since the previous inspection.  School leaders and the governing body have been successful in improving the school and addressing the issues identified at the last inspection. Support from a linked school and the local authority has helped to improve the leadership and management of teaching. This has led to improvements in its quality, through checks on teachers’ performance and through professional development

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Key findings

including mentoring and coaching. The introduction of a computerised system for tracking pupils’ progress is providing leaders with good information. However, subject leaders are not yet sufficiently adept at identifying strengths and weaknesses in teaching and identifying what needs to be improved. 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

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?

 Accelerate pupils’ progress, and improve the proportion of good and better teaching by January 2013 by ensuring teachers:  make more effective use of assessment information when planning lessons  provide opportunities for more-able pupils to move on to more challenging work sooner in lessons  improve the balance of time teachers spend explaining to pupils what they are to do and the time pupils have to complete their work  give pupils more opportunities to find things out for themselves and so develop their independent learning skills  increase opportunities for pupils to practise writing skills in a range of other subjects.

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What does the school need to do to improve further?

 Develop the roles of subject leaders by:  providing them with more opportunities to monitor and evaluate the quality of teaching and learning in their subjects  developing their understanding and use of the school’s assessment tracking procedures.

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What does the school need to do to improve further?

 Improve leaders’ and managers’ overview of teaching and learning, and identify clearly what needs to be done in order to improve.

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Achievement of pupils

Children’s skills and abilities on entry to the school vary considerably year to year but are generally below those seen nationally. All groups of pupils are now making good progress throughout the Early Years Foundation Stage so that on entry to Year 1 attainment is broadly average. The regular, daily structured approach to the teaching of letter sounds (phonics) is providing children with a secure foundation in their early reading skills. Children clearly enjoy their work on letter sounds, joining in enthusiastically as the teacher encourages their correct enunciation and this enhances their progress well. Children eagerly take part in counting activities and enjoy learning simple addition and subtraction. They have good opportunities to develop their knowledge and understanding of the world, for example observing the bird life that visits their recently installed bird boxes and tables.

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Achievement of pupils

The consistency of approach in the teaching of phonics throughout the school 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

supports pupils’ reading skills well. Pupils thoroughly enjoy reading and they particularly like the opportunity to read books that are not part of the ‘scheme’. Older pupils are becoming skilled in using clues in the text to help them read, and ‘reading between the lines’, so that most become fluent and enthusiastic readers.

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Achievement of pupils

By the end of Year 2 pupils’ attainment is broadly average in reading, writing and mathematics. There is no significant difference in the attainment of boys and girls. Pupils from White British and Pakistani backgrounds are achieving at similar rates. The small number of pupils at an early stage of learning English is provided with satisfactory support so that they make secure gains, enabling them to progress in line with their peers. Bilingual assistants provide guidance, particularly for reading and writing activities, enabling these pupils to make good gains in their acquisition of English. While most parents and carers feel that their child is making good progress, a few, responding to the questionnaire, had concerns particularly about more-able pupils. Inspection evidence shows that all groups of pupils make satisfactory progress and it is true that some more-able pupils are not making the progress of

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Achievement of pupils

which they are capable. There are missed opportunities for pupils to practise writing skills in a range of subjects. Pupils who are known to be eligible for free school meals, and disabled pupils and those with special educational needs make satisfactory progress overall. An appropriate balance of in-class support and targeted, one-to-one interventions is providing the pupils who find learning difficult with a secure foundation for reading.

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Quality of teaching

Most parents and carers feel that their child is taught well. Inspectors found teaching to be typically satisfactory but there are elements of good teaching in most year groups. Significant improvements in the quality of teaching in the Early Years Foundation Stage, the result of improved planning and very focused assessments, which contribute to the children’s ‘learning journeys’, are having a good impact on their progress. Staff make good use of children’s favourite stories, such as the ‘Three Little Pigs’, to develop children’s writing, although they recognise there are insufficient opportunities to enhance writing skills in the outside learning environment.

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Quality of teaching

Staff have a good understanding of the teaching of phonics. Teachers provide a good level of challenge for most pupils, encouraging positive responses: pupils particularly enjoy the ‘games’, imitating the sounds made by the teacher. As a result, pupils’ progress in reading is increasing. Opportunities for pupils to read regularly to adults, particularly disabled pupils and those with special educational needs, are increased by regular visits from governors and parents and carers for this purpose.

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Quality of teaching

Teachers’ planning is detailed and identifies work for pupils of differing abilities. There have been improvements in the use of the accurate assessment information. However, the use of this is not consistent across the school and sometimes the work given simply reinforces the level that pupils are at rather than challenging them to achieve at a higher level. Teachers question pupils well and encourage them to 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

respond with extended answers. As a result, pupils are developing confidence in their speaking. Occasionally, teachers provide good opportunities for pupils to develop their independence: for example in a good Year 2 lesson, pupils’ understanding of electrical circuits was enhanced because the teacher planned for pupils to work in small groups and to find things out for themselves. These opportunities are not sufficiently frequent, particularly in mathematics.

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Quality of teaching

Teachers’ written marking of books and homework has improved significantly since the previous inspection. Most marking is now helpful and thorough although pupils do not always respond to comments. Most pupils have a good knowledge of their targets and what they need to do to achieve them. Teaching promotes pupils’ spiritual, moral, social and cultural development effectively by providing opportunities for pupils to work in pairs and groups and to reflect on their learning at the end of sessions. Curricular planning also includes visits and visitors that reinforce classroom learning in a range of subjects. Teaching assistants are well deployed and contribute effectively to lessons.

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Behaviour and safety of pupils

The behaviour of pupils is typically satisfactory overall, although there was good behaviour observed in lessons, particularly where lessons were particularly stimulating. Pupils understand what the limits of acceptable behaviour are, but a small minority occasionally engages in unruly behaviour at playtimes. Most parents and carers feel that behaviour is good and their child feels safe at school, but a small minority raised concerns about behaviour. Comments were mostly about occasional disruption of learning rather than bullying, which, according to pupils, is very rare. Pupils have a good understanding of what bullying is, commensurate with their age, and some were able to explain different types of bullying. They know who to go to if there is a problem. There have been no exclusions. Around the school, pupils are polite and orderly. They are keen to talk to visitors and always willing to discuss their

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Behaviour and safety of pupils

work. They are particularly enthusiastic when talking about their books and reading.

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Behaviour and safety of pupils

Attendance has been low in the past, and this has been partly associated with extended holidays and a small number of pupils with very poor attendance. Attendance has improved and it is now closer to the national average with a rising trend. There are no significant issues with punctuality.

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Leadership and management

School leaders are now more focused on securing improvement and the areas requiring significant improvement at the time of the previous inspection have been addressed successfully. For example, the Early Years Foundation Stage provision has been improved through the appointment of an experienced and skilled leader, resulting in accurate assessment information. The quality of marking has improved through closer adherence to the school’s policy. Leaders at all levels, and teachers, are now far more accountable for the standards achieved. The introduction of a new system for tracking pupils’ progress is providing early warning of underachievement 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

of individual and groups and suitable interventions have been put in place. However, subject leaders have not had sufficient opportunity to check this information to enable them to use it effectively or to monitor the quality of teaching in their subjects.

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Leadership and management

Good quality professional development has a strong impact on all aspects of the school’s work. It has had a good impact, for example, on developing teachers’ skills in the teaching of phonics. Improvement in teachers’ subject knowledge and their effectiveness in teaching basic skills are having a positive impact upon pupils’ attainment. The school improvement plan and self-evaluation document are increasingly underpinned by a sharper analysis of pupils’ progress. Self-evaluation is generally accurate but occasionally lacks a sufficiently sharp analysis of how teaching and learning can be improved. The governing body has a good level of commitment. It has a sound understanding of the school’s strengths and weaknesses. Governors are improving their skills of challenging the leadership about the school’s performance. Safeguarding procedures meet government requirements and follow good practice.

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Leadership and management

The curriculum adds to pupils’ enjoyment of school and promotes their spiritual, moral, social and cultural development effectively. The richness and diversity of cultures in the school are celebrated through ‘Multi-faith’ events. Leaders of different faiths visit the school for assemblies and help to promote tolerance and harmony. Links with two rural schools and reciprocal visits provide pupils with a developing awareness of people from different social and ethnic backgrounds.

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Leadership and management

The school is inclusive and promotes equality of opportunity effectively as demonstrated by the narrowing of the gap between the school’s performance and national standards. Discrimination is tackled effectively through, for example, the positive way in which the school integrates pupils new to the school from a diverse range of cultures. Improvements to date show the school has made significant improvement since the last inspection, in the Early Years Foundation Stage, in the quality of teachers’ written marking, and in pupils’ attendance. It is therefore well placed to sustain further 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 Hannah Ball School, High Wycombe HP13 7JS

Thank you for making me so welcome when I visited your school recently. I really enjoyed talking to you, watching you work and listening to some of you read.

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Inspection of Hannah Ball School, High Wycombe HP13 7JS

These are some of the strengths of the school.

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Inspection of Hannah Ball School, High Wycombe HP13 7JS

 You school has improved and now provides you with a satisfactory education.  You are polite and friendly and you enjoy school. You say you feel safe and that the staff look after you well. Although slightly below what we see in other schools, your attendance has improved greatly.  Those in charge of the school and the teachers are working hard to make it better. They look after you well, so you feel safe and happy.

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Inspection of Hannah Ball School, High Wycombe HP13 7JS

I have asked those in charge of the school to make it better by:

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Inspection of Hannah Ball School, High Wycombe HP13 7JS

 making sure teaching gets better by:  giving you enough time in lessons to complete more work  allowing those of you who find work a little easy to move on to more challenging activities sooner in lessons  giving you more opportunities to find things out for yourselves  providing more opportunities for you to practise writing skills in other subjects  helping those teachers who have responsibilities for leading subjects in the school to get better at helping you to make quicker progress  making sure those in charge of the school identify clearly how they are going to make the school better.

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Inspection of Hannah Ball School, High Wycombe HP13 7JS

Thank you once again for talking to me. You say how much you enjoy your reading and I hope you continue to do so. You can help to make the school better by letting your teacher know if you find the work too easy.

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Inspection of Hannah Ball School, High Wycombe HP13 7JS

Paul Edwards 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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