Minster Church of England Primary School

Minster Church of England Primary School Inspection report

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Unique Reference Number 118696 Local Authority Kent Inspection number 358423 Inspection dates 27–28 September 2010 Reporting inspector Mike Capper

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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 411 Appropriate authority The governing body Chair George Box Headteacher Wendy Stone Date of previous school inspection 7 November 2007 School address Molineux Road, Minster-in-Thanet Ramsgate CT12 4PS Telephone number 01843 821384 Fax number 01843 821653 Email address office@minster-thanet.kent.sch.uk

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Age group 4–11 Inspection dates 27–28 September 2010 Inspection number 358423 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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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 1234 234, or email enquiries@ofsted.gov.uk .

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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 documentation 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'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by four additional inspectors. Inspectors observed 14 lessons with 13 teachers being seen. Meetings were held with parents and carers, members of the governing body, staff and groups of pupils. The inspectors observed the school's work and looked at school documentation, including teachers' planning, assessment information, safeguarding polices and samples of pupils' work. Inspectors analysed 231 questionnaires from parents and carers, 43 from staff and 42 from pupils in Years 3 to 6. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  Pupils' progress in mathematics across the school.  Pupils' responsibility taking, their community involvement and their engagement in learning  The effectiveness of teaching at providing the right level of challenge for all, especially in mathematics.  The impact of leadership and management in raising attainment.

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Information about the school

This is a larger-than-average sized primary school which takes most of its pupils from the local village, although some travel from outside Minster. The proportion of pupils identified as having special educational needs and/or disabilities is broadly average. Most, but not all, of these pupils have moderate learning difficulties. The proportion of pupils known to be eligible for free school meals is below average. Children in the Early Years Foundation Stage are taught in two Reception classes. The school has a number of awards, including Healthy School accreditation and an International School award.

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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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Main findings

This satisfactory school is moving forward at a steady pace under the clear guidance of senior leaders. The school is particularly successful at supporting pupils' personal development. Pupils are happy at school, behave well and are very thoughtful about the needs of others. They keenly take on responsibility and make a good contribution to the community. They participate very enthusiastically in local events, such as the art festival and archaeological digs. Pupils' achievement is satisfactory. Pupils make satisfactory progress in the Early Years Foundation Stage, and this is then maintained in the rest of the school, with attainment remaining broadly average by the end of Year 6. Although there is some good teaching, much of it is satisfactory. Teachers are enthusiastic and hard-working but they do not always meet differing needs well enough, especially in mathematics where progress, while satisfactory, continues to be more uneven than in English. Teachers do not always give

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Main findings

pupils enough opportunities to take responsibility so that they take an active part in lessons. In Year 6 in particular, the curriculum includes good links between subjects so that learning is made relevant and purposeful but this is not as strong in the rest of the school. Consequently, there are occasions in lessons when pupils are not engaged or motivated well enough. Pupils benefit from good pastoral care, supported by the school's effective links with other agencies. These ensure that pupils' social and emotional needs are being met well. Consequently, pupils feel safe and they are confident that they can approach any member of staff if they have a concern and know that they will be listened to and appropriate action taken. There are satisfactory systems for evaluating school effectiveness. This means that leaders are clear about what needs improving. A restructured management team has made a good start to improving attainment, and there have been many new initiatives that are

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Main findings

beginning to ensure that progress is more even across the school. For example, new strategies for teaching spelling are already helping to improve skills. However, not all aspects of development planning have clear criteria for measuring success and this makes it difficult to check rigorously whether they are having the desired effect. Subject leaders play a good part in driving improvement but they do not have enough opportunities to visits lessons so that they can have a greater effect on improving teaching and learning. Nevertheless, the school has successfully demonstrated that it has a satisfactory capacity to improve in the way that it has improved attainment in English over the last two years and has reviewed and then strengthened provision for pupils with special educational needs and/or disabilities so that they are learning more quickly. The school's contribution to community cohesion is good. Leaders respond well to local

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Main findings

needs and engage well with parents and carers to promote learning.

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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?

 Move satisfactory teaching and learning to good by: ensuring that teachers consistently plan work that is pitched at the right level for all pupils giving pupils more responsibility so that they are less passive in lessons giving pupils clear targets so that they know how to improve.  Improve the effectiveness of leadership and management by: setting clear success criteria for initiatives and monitoring them rigorously so that leaders can be sure that they are having the desired effect on pupils' learning and progress giving subject leaders more opportunities to visit lessons so that they can contribute to improving the quality of teaching and learning.  Improve pupils' engagement and motivation by reviewing the curriculum to ensure that work is always interesting and relevant.

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Outcomes for individuals and groups of pupils 3

Pupils' thorough enjoyment of school is reflected in above average rates of attendance. When pupils start school in the Reception Year, most are working at the expected levels for their age. From these starting points, pupils' satisfactory achievement means that they are prepared soundly for the next stage of their education and later life. In lessons, pupils make largely satisfactory progress. They do best in lessons when there is good challenge and opportunities to work independently. For example, in a good numeracy lesson, pupils tried hard and developed new skills quickly. This was because learning was purposeful and there were good opportunities for pupils to think like mathematicians as they quickly improved their problem solving skills. Where progress in lessons is satisfactory, it is because work is not matched well enough to differing needs. In a geography lesson where pupils learnt about climates, all pupils worked on the same task so that some were not

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Outcomes for individuals and groups of pupils 3

challenged well enough. Pupils are not always motivated and engaged in lessons. For example, in a literacy lesson where pupils looked at poems, the task did not engage all pupils sufficiently and some lost interest and became noisy. There is well-planned support for pupils with special educational needs and/or disabilities and this ensures that they do at least as well as others in lessons. Additional support outside lessons has a positive effect in Years 3 to 6 for these pupils, especially in English where they make good progress. The pupils are a credit to the school. They write prayers for others and develop a strong sense of fairness. Pupils have a good understanding of cultures other than their own. They are respectful of each other's backgrounds and talk knowledgably about life in different countries. They very keenly adopt healthy lifestyles and this is reflected in the Healthy School accreditation.

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 3

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 3

The quality of pupils' learning and their progress 3

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Pupils' achievement and the extent to which they enjoy their learning 3

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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3

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

Members of staff work successfully to provide high-quality pastoral care. There are good links with outside agencies to secure extra help for pupils when it is needed. Pupils with special educational needs and/or disabilities are provided with increasingly good support. Additional adults are employed to support pupils who are having problems and they provide sensitive and effective help when it is needed. Teachers make good use of resources, such as interactive whiteboards to introduce new skills. Teachers assess learning carefully and, where teaching is good, they use this information to plan what to teach next and to ensure that there is a good pace to learning. Such good practice is not evident in all lessons, especially in mathematics, and this is the main reason why much of the teaching is satisfactory. Marking often gives clear guidance to pupils about what they have done well and what they need to do better.

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How effective is the provision?

However, target setting is not embedded across the school and this means that many pupils are unclear about the next steps in their learning. The curriculum soundly promotes basic skills in literacy, numeracy and information and communication technology, but work does not always take account of pupils' interests or the different ways that they learn so that it is relevant and purposeful. This is an important factor in the lack of motivation and engagement seen in some lessons. Clubs and visits enrich the curriculum and successfully promote pupils' personal development and enjoyment. Good partnerships with other schools have a good effect on

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

learning. For example, more-able mathematicians have been able to go to workshops in a nearby secondary school.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

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The quality of teaching 3

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

Senior leaders have ensured that their ambitions and drive for improvement are satisfactorily shared by staff and the governing body. There is a good understanding of priorities and a start has been made to tackling them. However, written development planning does not set clearly measurable targets to help with checking progress. Consequently, monitoring is not rigorous enough to check that improvements have a sustained impact over time. Subject leaders are enthusiastic but are not sufficiently involved in visiting lessons so that they can help to iron out inconsistencies in teaching and learning. The governing body is supportive and is beginning to provide more challenge to the school. Governors know that they need to be more rigorous in monitoring safeguarding procedures to ensure that best practice is followed. These are satisfactory with minor discrepancies in paperwork having been resolved by the end of the inspection.

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How effective are leadership and management?

The school promotes equality and tackles discrimination satisfactorily. Leaders are rigorous in dealing with discrimination and are making increasingly sharp use of data to check the progress of different groups so that any underachievement can be tackled more quickly. Links with schools in other parts of the United Kingdom and beyond mean that pupils gain a good knowledge of their place in the wider world. This good aspect of the school's work is reflected in its well deserved International School Award.

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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3

Taking into account: The leadership and management of teaching and learning

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Early Years Foundation Stage

Children in the Early Years Foundation Stage were all in school together for the first time at the start of the inspection. Parents and carers are very pleased with the way that children have settled so quickly, with one commenting that, 'This is due to the positive attitude of staff.' Satisfactory teaching ensures that children make steady progress and their attainment is broadly average by the end of the Reception Year. Children learn to work together well and they quickly develop positive attitudes towards learning. This is because adults provide good-quality care and sensitive support to individuals. Teachers plan many interesting activities and, when learning is good, they use questioning well to extend learning. However, work is not always pitched at the right level for all children, and this slows the speed at which skills improve. New leaders have a clear understanding of what needs improving. For example, there are

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Early Years Foundation Stage

clear plans to improve the outdoor area which is not used well enough to support learning. There has been some good work done over the last two years to ensure that assessments are more accurate than they were in the past. Leaders are beginning to use these assessments more sharply so that any areas of strength or weakness can be identified more quickly and action taken more promptly.

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 3

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 3

The quality of provision in the Early Years Foundation Stage 3

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Overall effectiveness of the Early Years Foundation Stage 3

The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

There was a high return of questionnaires. Most parents and carers are pleased with the work of the school. Positive comments included, 'Staff have always been very approachable' and, 'My child is very happy and excited about going to school each day.' Some parents and carers are concerned about their children's progress and how the school tackles unacceptable behaviour. Inspectors saw no unacceptable behaviour and found that the school has satisfactory systems for tackling it on those occasions when it does occur. The inspection team found that progress, while satisfactory overall, is still uneven across the school.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Minster CE Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.

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Responses from parents and carers to Ofsted's questionnaire

The inspectors received 231 completed questionnaires by the end of the on-site inspection. In total, there are 411 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 128 55 92 40 8 3 0 0 The school keeps my child safe 137 59 88 38 3 1 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 78 34 122 53 16 7 4 2

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Total % Total % Total % Total %

My child is making enough progress at this school 74 32 111 48 22 10 6 3

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Total % Total % Total % Total %

The teaching is good at this school 94 41 110 48 11 5 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 91 39 107 46 17 7 1 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 112 48 102 44 4 2 1 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 93 40 100 43 9 4 1 0

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Total % Total % Total % Total %

The school meets my child's particular needs 81 35 112 48 17 7 2 1

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 73 32 103 45 22 10 7 3

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 77 33 110 48 18 8 1 0

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Total % Total % Total % Total %

The school is led and managed effectively 84 36 114 49 10 4 4 2

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 115 50 88 38 8 3 5 2

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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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.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

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

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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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

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on 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 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. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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

main findings from the inspection of their school.

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Inspection of Minster CE Primary School, Minster-on-Thanet CT12 4PS

Thank you for welcoming us to your school and for showing us your work and completing the questionnaire. You were very polite and friendly. At the moment, your school provides a satisfactory education. This means that we found some good things in the school but also some things that need improving. Some of the things we found out about your school.  Children in the Reception classes have settled quickly and are looked after well.  Satisfactory teaching means than you make steady progress as you move through the school.  Your behaviour is good and you get on well together.  All adults in school are kind and caring and they give you suitable help when you find work difficult.  You happily take responsibility for many things. The eco-warriors do a great job in helping you to look after the environment. Well done!  Most of your parents and carers are pleased that you come to this school.  The headteacher and other leaders know what needs improving and are taking the

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Inspection of Minster CE Primary School, Minster-on-Thanet CT12 4PS

right steps to move things forward more quickly. What we have asked your school to do now.  Make sure that work is pitched at the right level for all of you, and give you targets to help you to know how to improve.  Make sure that leaders are checking that all the things they are doing to help you do better are having the desired effect and also to give those in charge of subjects more opportunities to visit lessons.  Make sure that teachers always plan work that is interesting and gives you more opportunities to take responsibility for your own learning. We wish you all well for the future. We hope you will help your teachers by working hard and trying to take a more active part in lessons.

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www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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