Biddick Primary School

Biddick Primary School Inspection report

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Unique Reference Number 108816 Local Authority Sunderland Inspection number 356430 Inspection dates 18–19 October 2010 Reporting inspector Ann Wallis

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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 3–11 Gender of pupils Mixed Number of pupils on the school roll 236 Appropriate authority The governing body Chair Mr David Townsend Headteacher Mrs Susan Stothard Date of previous school inspection 20 September 2007 School address Kirkham Biddick Village, Washington Tyne and Wear NE38 7HQ Telephone number 0191 2193675 Fax number 0 Email address biddick.primary@schools.sunderland.gov.uk

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Age group 3–11 Inspection dates 18–19 October 2010 Inspection number 356430 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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Introduction

This inspection was carried out by three additional inspectors. Inspectors visited ten lessons and saw nine teachers teach. They held meetings with the vice-chair of the governing body, staff and pupils. They observed the school's work, and looked at pupils' books, pupils' progress data and other documentation. They analysed 66 questionnaires from parents and carers and also those from pupils and staff.  How much progress groups of pupils make, particularly boys, and is this sufficient to confirm the school's judgement that progress is outstanding.  Whether almost all other aspects of the schools work are of sufficiently high quality to confirm the school's judgements that they are outstanding.  How effective are assessment procedures and outdoor provision in the Early Years Foundation Stage during a period of transition in leadership and management.

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Information about the school

This is an above-average-sized primary school. An average proportion of pupils are known to be eligible for free school meals. A below-average proportion of pupils are from minority ethnic groups and a similar proportion speaks English as an additional language. The proportion of pupils who have special educational needs and/or disabilities is below average. The school has gained Healthy School status, Activemark, Artsmark and basic skills awards. The privately run on-site provision for childcare, 'Buddies', is subject to a separate inspection and will receive its own inspection report.

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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

Biddick Primary is a good school. Pupils achieve well in the welcoming atmosphere that the school provides, where the talents of both pupils and staff are valued and nurtured. The school has particular strengths, which are much appreciated by pupils, parents and carers, these include:  the outstanding care, guidance and support it gives to pupils  the excellent links it forges with parents and carers and other partners all of which support pupils' learning and their personal development very well  the way in which it develops pupils' personal qualities so their attendance and behaviour are good and they have an excellent understanding of how to stay safe and healthy. Children enter the Nursery class with skills which are below those expected for their age. During a period of change in leadership and staffing, and during a major refurbishment programme of the outdoor learning space, staff have ensured that children in the Early

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Main findings

Years Foundation Stage continue to achieve well. Pupils continue to make good progress as they move through the school to reach average standards when they leave Year 6. All pupils, both boys and girls and those with special educational needs and/or disabilities, make good progress in response to the consistently good teaching they receive. Teachers make lessons interesting by using varied resources and a variety of teaching methods. Lessons proceed at a brisk pace and work is challenging and well-matched to pupils' needs. Consequently, pupils enjoy learning and are keen to succeed. Although the school's self-evaluation is over generous in some areas, it is very rigorous. Teaching and learning are monitored regularly and the school knows its strengths and weaknesses very well. The school has a good track record of improvement since the last inspection. The headteacher has ensured that high quality staff development has led to

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Main findings

improvements in the quality of teaching and learning and in the curriculum. Leaders and managers have identified very clear priorities for development and consequently, the school has good capacity to improve further. The good curriculum is well matched to pupils' needs. Pupils have good opportunities to develop their literacy skills across a range of subjects, but opportunities to use their mathematical skills are less well developed and this is an area, as the school recognises, for further improvement. Pupils are given good opportunities to engage with those from other communities and cultures and hence, the school promotes community cohesion well. However, the systematic planning and detailed evaluation of this work is not yet fully developed.

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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?

 Further improve the school's promotion of community cohesion, by: planning more systematically the good opportunities the school provides for pupils to engage with other children from communities and cultures which differ from their own monitoring more fully the impact of this work.  Develop the curriculum, by: establishing links between mathematics and other subjects to give pupils more opportunities to develop their skills in using and applying and calculation.

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Outcomes for individuals and groups of pupils 2

Pupils make good progress in lessons in response to the consistently good teaching they receive. They work hard, concentrate well and are keen to succeed. In an English lesson, pupils were achieving well and enjoying learning as they worked out the possible owner of a fascinating range of possessions and began to tell the story of the person's life. All groups of pupils, including those with special educational needs and/or disabilities make good progress because they receive well-targeted and constructive individual help from teachers and teaching assistants. From below average starting points, pupils achieve well and reach average standards by the time they leave Year 6. Results in tests and assessments for pupils in Year 6 indicate that they reached average standards in English and mathematics over the last three years. Work in pupils' books and the school's tracking data confirm pupils' good progress.

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Outcomes for individuals and groups of pupils 2

Pupils behave well, both in lessons and around the school. They are keen to contribute to their school, work well in teams and share ideas and information sensibly. They have sound basic skills, are punctual and attend school regularly. All these attributes mean they are well equipped for future life. Pupils have an excellent understanding of how to stay safe and healthy. They speak very knowledgeably and enthusiastically about the benefits of exercise and healthy eating and through the school council have brought about improvements to, for example, school lunches and the provision of playground equipment which have improved school life.

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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 consistently good across the school. Teachers' use of interesting resources ensures that pupils really enjoy learning and make good progress. Lessons are carefully planned and results of teacher assessments are used effectively to plan future learning. Teachers check learning thoroughly and make sure that any pupil who is in danger of falling behind gets the extra help they need. Work is assessed regularly and teachers give pupils clear pointers for improvement. In a very few lessons, the pace of learning slows when tasks take too long and a small number of pupils begin to lose concentration. The curriculum is reviewed constantly to ensure it is interesting and relevant for pupils. Initiatives to increase opportunities for pupils to practise their writing skills in other subjects are already beginning to raise attainment. Opportunities for them to practise their number and calculation skills across a range of subjects are presently underdeveloped.

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How effective is the provision?

Pupils speak enthusiastically about a range of extra-curricular activities they enjoy, particularly sports. Excellent partnerships with other schools and organisations support the curriculum well and ensure that pupils from the Nursery class onwards have access to high quality physical education and sporting opportunities. The excellent care, guidance and support the school provides is valued widely by the governing body, parents and carers, pupils and members of the community and makes an outstanding contribution to pupils' personal development. Excellent links with other

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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

schools ensure that pupils make a very smooth transition between different stages of their education. Very close and productive partnerships with specialist agencies ensure pupils, particularly those who are vulnerable, get exactly the right help when they need it. Pupils are introduced to possible career options to raise their aspirations for the future.

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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 Governing Body, headteacher, leaders and managers at all levels have a very clear vision for school improvement and this is shared by all staff. Leadership and management are good. All staff are firmly focused on providing a happy and caring learning environment where pupils will develop confidence and achieve well. Pupils' progress is tracked carefully, and challenging targets set. The Governing Body is effective because it knows the school well, is involved in its strategic direction and monitors its work carefully. Outstanding partnerships, both with parents and carers and other organisations provide excellent support for the pupils' learning and personal development. The school promotes equal opportunities well. Discrimination of any kind is not tolerated. Any gaps in learning between groups of pupils, for example, between boys and girls, are identified and action taken. As a result, the gap is now closing. The school adopts good practice in all areas of

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How effective are leadership and management?

safeguarding. Staff are well-trained and arrangements for child protection and all risk assessments are very secure. The school gives pupils a good range of opportunities to interact with those from communities and cultures which differ from their own. The systematic planning of these experiences and the detailed evaluation of the impact of this work are not yet fully developed.

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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

The newly appointed Early Years Foundation Stage leader, with the guidance of the headteacher, is developing a strong team with a clear understanding about future priorities. Children start nursery with skills that are below those expected for their age. This is particularly so in communication, language and literacy, numeracy and social and emotional development for boys. Children make good progress particularly in their social development, linking sounds and letters and in counting. They leave reception with standards, which although still below average, are now closer to the average. Teaching is good and staff are engaged in regular evaluation of their practice. Adults know the children well and use observational assessments effectively to provide meaningful learning opportunities with elements of challenge. As a result, children have an enthusiasm for learning and their enjoyment is evident. Children's personal development is good because

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Early Years Foundation Stage

of the warm, welcoming environment and the high quality care provided by the staff. Children are well aware of the importance of fruit and water in promoting health and the importance of personal hygiene. This is reinforced, for example, through singing a fun rhyme about washing away germs Effective management has significantly improved provision. Planning now reflects the needs and interests of the children with a sharp focus on developing their literacy and numeracy skills. Resources are good and an imaginative outdoor learning area is under construction. This will improve the ease of movement between indoor and outdoor learning. These improvements are too recent to have had any significant impact on outcomes for the children. All safeguarding requirements are fully in place. Children feel safe and settle well into school. Parents and carers are involved in their children's education through daily opportunities to meet staff as well as half-termly

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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 2

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

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Overall effectiveness of the Early Years Foundation Stage 2

The quality of provision in the Early Years Foundation Stage 2

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Overall effectiveness of the Early Years Foundation Stage 2

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

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Views of parents and carers

The overwhelming majority of parents and carers are pleased with the education the school provides. They are fulsome in their praise of the outstanding care, guidance and support their children receive, of how safe children feel, and of the excellent relationships the school forges with parents and carers. Inspectors entirely endorse these views. A few parents and carers expressed concerns about how the school deals with unacceptable behaviour. Inspectors judged behaviour to be good and observed teachers dealing effectively with minor incidents of poor behaviour.

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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 Biddick 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 inspection team received 66 completed questionnaires by the end of the on-site inspection. In total, there are 236 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 50 76 16 24 0 0 0 0 The school keeps my child safe 50 76 15 23 1 2 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 33 50 32 48 1 2 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 34 52 31 47 1 2 0 0

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Total % Total % Total % Total %

The teaching is good at this school 37 56 28 42 1 2 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 37 56 28 42 1 2 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 39 59 27 41 0 0 0 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) 34 52 29 44 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 40 61 24 36 1 2 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 35 53 27 41 3 5 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 37 56 28 42 1 2 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 45 68 21 32 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 49 74 16 24 1 2 0 0

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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 Biddick Primary School, Washington, NE38 7HQ

Thank you for the warm welcome you gave us when we inspected your school. A particular 'thank you' to those of you who spent time with us telling us about your work in class and all the things you enjoy doing at school. Please thank your parents and carers for filling in our questionnaire. This is what we have said about your school in our report.  Yours is a good school where you make good progress and reach average standards.  You behave well and have an excellent understanding of how to stay safe and healthy.  Your school gives you outstanding care, guidance and support.  Your school is well led and managed and the teaching you receive and the curriculum you follow are good. This is what we have asked the staff to do.  To further increase your understanding of other communities and cultures by:  planning more systematically the opportunities you have to find out about other communities and cultures and checking carefully how much you learn from these

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Inspection of Biddick Primary School, Washington, NE38 7HQ

experiences.  To improve your curriculum by:  giving you more opportunities to practise your mathematical skills in different subjects. You can help you school improve by continuing to behave well and working with your teachers to achieve the very best you can.

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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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