Meltham CofE (VC) Primary School

Meltham CofE (VC) Primary School Inspection report

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Age group 4–11 Inspection date(s) 15–16 March 2012 Inspection number 377632 Unique Reference Number 107718 Local authority Kirklees Inspection number 377632 Inspection dates 15–16 March 2012 Lead inspector Jim Alexander

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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 4–11 Gender of pupils Mixed Number of pupils on the school roll 367 Appropriate authority The governing body Chair Paul White Headteacher Alex Beaumont Date of previous school inspection 1 October 2008 School address Holmfirth Road Meltham Holmfirth HD9 4DA Telephone number 01484 222610 Fax number Not applicable Email address office.meltham@edukirklees.net 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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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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

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Introduction

Jim Alexander Jane Alexander Additional inspector Additional inspector Janet Keefe Additional inspector

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Introduction

This inspection was carried out with two days' notice. The inspection team observed 21 lessons taught by 16 teachers and listened to individual pupils read. Inspectors held meetings with members of the governing body, staff and groups of pupils. Inspectors took account of the responses to the on-line questionnaire (Parent View) in planning the inspection, observed the school’s work, looked at the documents relating to safeguarding, pupils’ attainment and progress and the way in which the school evaluates its own performance. The inspectors analysed the views of staff and pupils and the 151 questionnaires from parents and carers.

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Information about the school

This is a larger-than-average-sized primary school. A large proportion of pupils are from a White British heritage and a smaller than average number are from minority-ethnic groups; very few speak English as an additional language. The proportion of pupils who are disabled or who have special educational needs is below average. The number of pupils who are known to be eligible for free school meals is under half the national average. The school meets the current floor standard. Since the time of the last inspection a new Chair of the Governing Body has been elected. The school has been awarded Healthy School status, Food for Life (Bronze), and Activemark.

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Information about the school

A privately run before- and after-school club operates on the school site. This provision is subject to a separate inspection and a report about its quality can be found on the Ofsted website. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Key Findings

 This is a good school. It is not outstanding because, while achievement is good, attainment is not as high in mathematics as it is in English. Also, while teaching is good overall and a small amount is outstanding, there remains some which is no better than satisfactory.

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Key Findings

 Typically, most children start school with skills that are below those expected for their age, although this can vary from year-to-year. Whatever their starting point, children make good progress in the Early Years Foundation Stage and their language development is much closer to expectations as they start Year 1. This good progress continues through Key Stage 1 and 2, so pupils leave Year 6 with attainment which is above average in English and broadly average in mathematics.

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Key Findings

 The quality of teaching is typically good. The large majority of lessons observed were good or better and pupils enjoy positive relationships with their teachers. Work seen in pupils’ books and school data confirm that pupils make good progress as they move through school. However, in a small minority of satisfactory lessons, the best practice in the school is not evident.

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Key Findings

 From an early age, children develop good social skills and positive attitudes to their learning. Pupils are happy to come to school and, as a result, attendance has been consistently above average for many years. Pupils behave well and demonstrate maturity in quickly resolving the few incidents that occur. Pupils also enjoy the many ways they are actively involved in school life, for example acting as Playground Champions.

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Key Findings

 Leaders, including the governing body, know the school’s strengths and weaknesses well. They use evidence from a wide range of monitoring activities to identify accurately the priorities for further development. They have also effectively used performance-management processes to improve the quality of teaching over recent years. 

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What does the school need to do to improve further?

 Raise attainment in mathematics so it is at least in line with that in English by:  accelerating the rate of progress all pupils make in their lessons, particularly the more able in some year groups  ensuring pupils are better informed about how to improve the quality of their work and then providing opportunities to practise the skills learned  enhancing opportunities across the curriculum to consolidate and extend mathematical skills.

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What does the school need to do to improve further?

 Share best practice to ensure all teaching is as good as the best, so that all teachers:  deploy teaching assistants to best effect so that all their time is used to accelerate pupils’ learning  provide a range of activities to meet the needs of all pupils within every class  ensure pupils do not spend too much time listening to lengthy introductions or engage in extended question and answer sessions, but quickly settle to independent work.

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Achievement of pupils

An overwhelming majority of parents and carers who responded to the questionnaire consider their children are helped to make good progress during their time at school and inspection findings agree. Pupils are motivated and keen to learn. An example of this was seen in a Year 6 literacy lesson, where pupils were using the poems of Rudyard Kipling to stimulate their own writing. High expectations and strong relationships ensured the lesson moved on at a brisk pace so that pupils achieved well in the time available; the teacher understandably described some of their work as ‘jaw dropping’. This good progress was not found in a number of mathematics lessons observed, where challenge for the more-able pupils was not so high. Children in the Early Years Foundation Stage are provided with a variety of carefully considered activities to extend well all areas of their learning.

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Achievement of pupils

Attainment is above average in English by the end of Year 6. The school’s cohesive approach to improve pupils’ writing in recent years has ensured gaps in performance are closing. Pupils make particularly good progress in their reading, owing to the well-structured support they receive. As a result attainment in reading by the end of Year 2 and Year 6 is above average. Attainment in mathematics is broadly average by the end of Key Stage 2. Across the school the achievement of pupils who are disabled or who have special educational needs is good, owing to the effective support they receive. The small proportions of pupils who are from minority-ethnic groups are helped to make equally good progress as others in the school. The very small numbers of pupils who are known to be eligible for free school meals are supported to make satisfactory progress, so that any gaps in their performance are starting to close.

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Quality of teaching

The overwhelming majority of parents and carers consider teaching to be good; inspection evidence confirms this view to be accurate. A wide variety of evidence demonstrates that the vast majority of teaching is good or better. In the best lessons teachers pitch the work so that pupils of all abilities have tasks which challenge and engage them. Sessions are well paced so pupils do not spend too long on any particular activity, rather developing their skills in a range of independent tasks. Experienced teaching assistants are well deployed and effectively use a range of questions to consolidate and extend understanding. The teaching of reading, and increasingly of writing, is a key strength of the school. While some teaching remains satisfactory, none is inadequate. In satisfactory lessons, work can occasionally be pitched too generally and, as a result, some of the more-able pupils can find work too easy,

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Quality of teaching

finish quickly and then wait for others to catch up. Pupils can also spend too long listening to lengthy introductions or extended question and answer sessions; this limits the time available for them to work independently. During these times some pupils become restless or mischievous and teaching assistants’ attention is taken up managing behaviour rather than focusing on accelerating learning.

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Quality of teaching

The well-planned curriculum ensures pupils have plenty of practical opportunities to learn in fun and engaging ways, making good use of the splendid grounds. They have many occasions to reinforce effectively their writing skills across a range of subjects. The planning of mathematics is not so well refined. Opportunities to use mathematical skills in other subjects are more limited. In some classes, pupils can jump from one area to another without time to consolidate their understanding before they move on. The quality of marking is also varied. In some classes it provides pupils with clear guidance about how to improve the quality of their work; in the best examples teachers then provide opportunities for pupils to practise these skills. However, in other classes while marking is congratulatory it offers little in the way of effective guidance, so pupils are not so clear about the steps they need to take to improve their work.

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Quality of teaching

Throughout the school the impact of teaching on pupils’ spiritual, moral, social and cultural development is evident. For example, teachers use paired talk regularly to support pupils’ speaking and listening skills effectively, developing their social skills through negotiating ideas and sharing opinions.

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Behaviour and safety of pupils

The overwhelming majority of parents and carers reflect the pupils’ positive views about behaviour, and all say their children are kept safe in school. Children in the Early Years Foundation Stage are helped to settle quickly and soon make good friends; they play and learn well together. Pupils across the school say they get on well together and have a good understanding of how to keep themselves safe, for example, though sensible use of the internet. Incidents of bullying, mainly name-calling, have reduced and are now rare. Fixed- term exclusions have also been successfully eliminated. Pupils who have been appointed to act as Playground Champions have been well trained and help to keep break times happy and enjoyable occasions. The school has recently introduced the opportunity for pupils to have regular access to a mentor each week; they can discuss any concerns regarding lessons, homework or particular friendships issues. In discussion with an inspector, one

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Behaviour and safety of pupils

pupil said of the mentoring, ‘Oh, it is really helpful and makes me feel so much better about myself and what I am able to do.’ Other pupils quickly agreed. There is a strong emphasis on enriching pupils’ spiritual, moral, social and cultural development and this also helps to improve pupils’ self-esteem and confidence. Pupils are well prepared for the next stage of their education.

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Leadership and management

Good leadership and a focus on the correct priorities have resulted in improvements in recent years. For example, the quality of pupils’ writing has improved and there are plenty of opportunities for pupils to use their skills well in other subjects. There are now greater opportunities for parents and carers to be involved in their children’s learning. The Year 1 Twitter-feed is a good example of the how the school is not only helping pupils write for a specific audience, but also keeping parents and carers informed. The effective professional development of staff continues to be a high priority and, as a result, the vast majority of teaching is at least good. Sharing best practice to improve the quality of satisfactory teaching is yet to be undertaken. The whole-school commitment to do the best for pupils is clearly evident in all that leaders seek to do. The school gathers a range of data to monitor

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Leadership and management

pupils’ progress and measure their attainment. The headteacher and governing body have recently introduced a new leadership strategy in school. This is enabling staff to work together to monitor the progress in all areas of learning. The governing body brings a wide range of skills and meets all its statutory requirements. It challenges and its members ask pertinent questions. The recently elected Chair leads the governing body well and through fortnightly meetings with the headteacher has a good knowledge of the school’s strengths and areas for development.

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Leadership and management

The curriculum is well planned, with an accurate focus on developing key areas of learning. There is also a good range of well-attended extra-curricular clubs. The school provides many opportunities for pupils to learn from visitors to school or by enjoying many trips. Leaders ensure that all pupils have equal opportunities so that no one is disadvantaged. There are good systems in place to ensure there is no discrimination. The enrichment of pupils’ spiritual, moral, social and cultural development is also well provided for through the curriculum and strong links with the local church support this aspect well. The school is aware of the need to further broaden pupils’ understanding of other faith groups and cultures. The school ensures a safe, secure and happy environment for the pupils; safeguarding arrangements meet requirements. School self-evaluation is robust, provides accurate information for the development plans and rightly focuses on raising standards

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Leadership and management

even further. The high attendance and good achievement, which have been consolidated since the time of the last inspection, demonstrate the school has a good capacity to improve.

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Grade Judgement Description

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

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Type of school Outstanding Good Satisfactory Inadequate

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

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Type of school Outstanding Good Satisfactory Inadequate

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

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Type of school Outstanding Good Satisfactory Inadequate

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

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Type of school Outstanding Good Satisfactory Inadequate

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

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Type of school Outstanding Good Satisfactory Inadequate

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

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Type of school Outstanding Good Satisfactory Inadequate

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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

findings from the inspection of their school.

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Inspection of Meltham CofE (VC) Primary School, Holmfirth HD9 4DA

Thank you for the welcome we received when we came to inspect your school recently. This letter explains what we found out.

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Inspection of Meltham CofE (VC) Primary School, Holmfirth HD9 4DA

Meltham CofE Primary is a good school. You obviously enjoy coming, which explains why your attendance is so good. From when you start school you make good progress and, as a result, your attainment is above average in English and broadly average in mathematics by the time you leave Year 6. This means you are well prepared for life at secondary school. However, as you make better progress and reach higher standards in your reading and writing than you do in your mathematics, we have asked the school to ensure the standard you reach in mathematics improves.

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Inspection of Meltham CofE (VC) Primary School, Holmfirth HD9 4DA

We were impressed with your attitudes in lessons and your behaviour around school. You explain how any minor upsets are quickly resolved. Many of you say what a difference the Playground Champions have made, ensuring your break times are happy and fun occasions.

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Inspection of Meltham CofE (VC) Primary School, Holmfirth HD9 4DA

Teaching is good overall and some is outstanding. However, a small number of lessons are only satisfactory. We have therefore asked leaders to make sure all teachers learn from the best, to ensure the progress you make in mathematics improves still further.

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Inspection of Meltham CofE (VC) Primary School, Holmfirth HD9 4DA

I hope you keep on working hard and playing well together, as you also play a big part in making your school even better.

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Inspection of Meltham CofE (VC) Primary School, Holmfirth HD9 4DA

Jim Alexander 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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