Swarland Primary School

Unique Reference Number 122240 Local Authority Northumberland Inspection number 359199 Inspection dates 29–30 September 2010 Reporting inspector Irene Cochrane

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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 Community Age range of pupils 5–9 Gender of pupils Mixed Number of pupils on the school roll 59 Appropriate authority The governing body Chair Dr Liz Phillips Headteacher Mrs Janet Dyson Date of previous school inspection Not previously inspected School address Leamington Lane Felton, Morpeth Northumberland NE65 9JP Telephone number 01670 787346

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Email address Janet.Dyson@northumberland.gov.uk

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Age group 5–9 Inspection dates 29–30 September 2010 Inspection number 359199 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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Fax number

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 two additional inspectors. The inspectors visited six lessons and observed four teachers. In addition, they scrutinised pupils' work. Meetings were held with representatives of the governing body, staff and groups of pupils. Inspectors looked at the data the school had collected on pupils' progress, its policies, teachers' plans and school improvement planning. The team analysed 34 questionnaires from parents and carers, together with those from staff and pupils. The inspection team reviewed many aspects of the school's work. It looked in detail at the following:  The effectiveness of leaders at all levels in monitoring pupils' progress to improve outcomes.  The extent to which the school is succeeding in improving opportunities for pupils to use their mathematical skills and increase progress.  The robustness of assessment and tracking procedures to identify any

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Information about the school

Swarland First School is smaller in size than the average first school, with three classes. Almost all of pupils are of White British heritage. The proportion of pupils known to be eligible for free school meals is well below average. The proportion of pupils with special educational needs and/or disabilities is above average. The school has recently experienced a number of staff changes. Childcare provision is provided at the school but is not subject to this inspection. The school has recently gained a number of awards including Arts Gold, Bronze Food for Life and the Activemark.

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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

Swarland First School is a good school. It promotes pupils' healthy lifestyles exceptionally well and pupils' behaviour is outstanding. Parents and carers value the care and support that their children receive in this friendly and inclusive school. Pupils enjoy coming to school and this is reflected in their exemplary attendance. They feel safe in school because they have trust in the adults who look after them. Pupils make good progress from their respective starting points and by the time they leave at the end of Year 4, their attainment is mainly above the expected level for their age. Teachers plan work that engages pupils well with a key focus on practical activities, but the rate of progress varies between classes and cohorts. The quality of teaching is good but there are some missed opportunities to increase the pace of learning to further challenge pupils in some lessons. This is particularly the case in writing and mathematics.

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Main findings

Progress is satisfactory and improving in the Early Years Foundation Stage as a result of a strong focus on letters and sounds through daily phonic teaching, although there are too few opportunities for children to spend time in outdoor learning. The school provides a good range of opportunities for learning within and beyond the school. These contribute well to pupils' enjoyment of learning and deepen their understanding through first-hand experiences. The school has an accurate understanding of the main priorities for development and action taken is improving pupils' progress. The school has worked systematically since the last inspection to address the area identified for further improvement. Plans are in place to support the recent changes in staffing and focus on continuing to develop leadership skills. For these reasons, the school has good capacity for further improvement. The governing body is supportive and knowledgeable of the school's work but has not always fully

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Main findings

checked the impact of actions undertaken.

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What does the school need to do to improve further?

 Raise achievement in writing and mathematics by increasing the level of pace and challenge in lessons.  Further improve progress in the Early Years Foundation Stage by increasing children's opportunities to learn outdoors.  Increase the involvement of the governing body in holding the school to account for its performance by ensuring it regularly evaluates the impact of school plans and actions.

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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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Outcomes for individuals and groups of pupils 2

The positive relationships that exist across the school enable pupils to grow in confidence and contribute actively in lessons. They are keen to learn and work consistently well on their own or with others. They enjoy a challenge, although sometimes there are not enough opportunities for them to extend their learning at a higher level, particularly in mathematics and in their writing. Data shows that children currently enter the school with skills that are broadly typical for their age. There is some variation, with lower than expected levels in their communication, language and literacy skills. Attainment overall is above average, with particular strengths in reading, and pupils' progress is good, including that of pupils with special educational needs and/or disabilities. In Year 2, standards were significantly higher in 2009 than in previous years and particularly so in writing. This was attributed to the impact of the 'Big

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Outcomes for individuals and groups of pupils 2

Write' and daily phonic sessions. Attainment dipped in 2010 because of the individual nature of the cohort of pupils that year. In Year 4, attainment increased in reading and mathematics and remained the same in writing. Outcomes in reading have been consistently high over the last three years. There are inevitable fluctuations over the years between groups of pupils because class sizes are so small and there has been some variation in children's starting points. Pupils with special educational needs and/or disabilities make good progress because their needs are accurately identified and effective interventions implemented. Partnerships with other agencies ensure that they receive the support they need. Pupils' behaviour is excellent. They are very polite, considerate and friendly. They feel safe, not only because of the support they receive from staff but also because they take considerable care of one

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Outcomes for individuals and groups of pupils 2

another. Pupils have an exceptional understanding about healthy living and make an active contribution through growing vegetables in the school garden, which are used for their school meals. They participate well in the life of the school through involvement as Swarland School organisers. Pupils' attendance is outstanding. They take part in charity events to raise money for global charities, which contributes well to their understanding of cultures and communities that differ from their own. The personal skills that pupils develop and their ability to apply basic skills effectively ensure that they are well prepared for the next stage of learning and future citizenship.

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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 2

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of pupils' learning and their progress 2

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Pupils' achievement and the extent to which they enjoy their learning 2

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

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2

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?

Teaching and learning are good. Pupils enjoy lessons when teachers make learning fun through carefully selected practical activities that motivate them well. This was observed in a mathematics lesson when pupils had the help of 'Scaly' the dragon to help them count in sets of ten. As a result, pupils were keen to take part and worked well to achieve the task in hand. Although teachers are effective in using a range of practical strategies, opportunities to challenge and extend pupils' learning in mathematics and writing are not consistently carried out in all lessons. Teachers use assessment information to match work accurately to pupils' differing needs and to provide clear guidance to support improvement. The curriculum is organised around a theme approach, with a wide range of practical activities to develop pupils' skills and interests. The introduction of a range of strategies to support writing, such as the 'Big Write' and increased phonics are having a positive impact

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How effective is the provision?

on outcomes, as are practical problem-solving activities in mathematics. Pupils are keen to take part in the after-school clubs and activities and effective partnerships with other agencies contribute well to pupils' understanding of keeping safe and living healthy lives. There is strong sense of community across the school because all adults know pupils well and take responsibility for their well-being. Consequently, pupils feel safe and well supported and effective partnerships with parents and carers and other professionals ensure that vulnerable pupils receive the help they need. Older pupils readily take an

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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

active part in caring for the younger members of the school at lunch time and playtimes. Parents and carers comment positively about the welcoming climate that exists in 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 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The headteacher provides strong leadership and a clear direction for school improvement. She knows each pupil well and this contributes significantly to the care and support they receive. She has an accurate understanding of the school's strengths and areas for improvement. Actions taken to increase opportunities for problem-solving in mathematics have resulted in improved outcomes in this subject, as well as those actions taken to improve writing. Systems for tracking progress are used well to ensure that those pupils who require extra support to improve their learning receive the help they need. The school promotes equal opportunities well and its procedures for tackling all forms of discrimination are effective. Good systems are in place to regularly monitor and evaluate teaching, but due to recent staff changes, this responsibility remains largely with the headteacher. Pupils' outcomes are analysed and pupils' progress data is used effectively to inform school improvement

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How effective are leadership and management?

planning. The governing body is highly supportive of the school and has a good understanding of the key priorities for improvement. It has developed its monitoring role and is aware of the need to evaluate the impact of school priorities. Safeguarding arrangements are in place and staff have the necessary skills to identify those pupils who may be at risk, in order to take action to secure their welfare. The school has a structured approach to community cohesion and as a result, pupils find out about a range of cultures and have a good understanding about the diverse nature of society.

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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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2

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

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Early Years Foundation Stage

Children make satisfactory and improving progress in the Early Years Foundation stage. By the end of the Reception Year the majority of children have reached outcomes that are broadly average. There has been an improving trend in communication, language and literacy skills as a result of a daily focus on phonic development. Children settle readily into school through well planned opportunities to become familiar with their new surroundings and effective transition arrangements are in place with the pre-school provision on site. Relationships and behaviour are good. Children are confident, have good levels of independence and select sensibly from the resources available to them. Staff use their knowledge of children to plan activities that reflect their interests and stage of development, but do not use this information consistently to ensure that activities build well on prior learning. During the inspection, children were observed enthusiastically

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Early Years Foundation Stage

participating in designing a travelling machine in the school playground, but there are too few opportunities provided for children to learn and play outdoors. The recently appointed Early Years Foundation Stage leader has quickly addressed the key priorities for development resulting in the establishment of more focused assessment systems and increased parental liaison.

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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

The majority of parents and carers made comment about the school's performance by completing questionnaires. The vast majority of parents and carers are highly positive about the work the school does. Inspectors agree with this view. Very few parents expressed issues of concern, but the inspectors found no evidence to support these views.

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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 Swarland First 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 inspection team received 34 completed questionnaires by the end of the on-site inspection. In total, there are 59 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 19 56 14 41 0 0 1 3 The school keeps my child safe 25 74 8 24 0 0 1 3

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Total % Total % Total % Total %

My school informs me about my child's progress 15 44 18 53 0 0 1 3

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Total % Total % Total % Total %

My child is making enough progress at this school 12 35 21 62 0 0 1 3

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Total % Total % Total % Total %

The teaching is good at this school 16 47 17 50 0 0 1 3

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Total % Total % Total % Total %

The school helps me to support my child's learning 17 50 15 44 0 0 1 3

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 19 56 14 41 0 0 1 3

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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) 20 59 10 29 0 0 1 3

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Total % Total % Total % Total %

The school meets my child's particular needs 19 56 14 41 0 0 1 3

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 16 47 16 47 1 3 1 3

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 18 53 14 41 0 0 1 3

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Total % Total % Total % Total %

The school is led and managed effectively 24 71 9 26 0 0 1 3

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 24 71 9 26 0 0 1 3

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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 in clude 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 Swarland First School, Morpeth, NE65 9JP

Thank you very much for the welcome you gave to me and my colleague when we inspected your school. We enjoyed working with you and looking at your work and it helped us to understand what you think about all the interesting things that you do in your school. We think your school is good and it has some parts that are excellent. Teachers plan activities that really interest you and you told us how much you enjoy your learning and practical activities. We were impressed with how you solve your problems in mathematics and with your reading development, which is particularly good. You told us how much you like growing your own vegetables and eating them for lunch, despite the disappointment of the rabbit nibbling some of them, and we agree that these opportunities are excellent. Your behaviour is also excellent, and the older pupils take very good care of the younger children. We have asked your school to help improve your work, by:

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Inspection of Swarland First School, Morpeth, NE65 9JP

 making sure that teachers give you extra challenges and timescales in your writing and mathematics  making sure that the children in the Early Years Foundation Stage get more time to learn outdoors  ensuring that the governing body checks out how well school priorities are progressing. Once again, thank you very much for your help and we wish you every success for the future.

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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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