Henry Whipple Primary School

Henry Whipple Primary School Inspection report

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Unique Reference Number 131017 Local Authority Nottingham Inspection number 360189 Inspection dates 10–11 February 2011 Reporting inspector Kenneth Thomas

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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 202 Appropriate authority The governing body Chair Helen Lloyd Headteacher Ken Dearden Date of previous school inspection 3 March 2008 School address Padstow Road Bestwood, Nottingham NG5 5GH Telephone number 0115 9155723 Fax number 0115 9155724 Email address headteacher@henrywhipple.nottingham.sch.uk

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Age group 3–11 Inspection dates 10–11 February 2011 Inspection number 360189 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 123 4234, 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 123 4234 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 three additional inspectors. They observed eight teachers, and saw 18 lessons. Inspectors observed a school assembly and held discussions with staff, groups of pupils and the Chair of the Governing Body. They looked at pupils' books and viewed a wide range of documentation including school policies, curriculum planning, self-evaluation information, improvement planning, safeguarding and welfare arrangements, and records of pupils' progress. Inspectors also visited the breakfast club. Questionnaires returned by 74 parents and carers, 55 pupils and 18 members of staff were analysed. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  What progress do pupils make throughout the school and what are the current levels of attainment, particularly in English?  How well do teachers use assessment information to plan learning tasks that

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Introduction

challenge and extend pupils of all abilities?  What is the quality of support for pupils whose circumstances make them vulnerable and those with special educational needs and/or disabilities?  What contribution do middle leaders and the governing body make to school self- evaluation and the drive for improvement?

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Information about the school

This is a below-average-size primary school. The proportion of pupils known to be eligible for free school meals is more than double the national average, while the proportion with special educational needs and/or disabilities is almost three times the national average. The proportion of pupils from minority ethnic backgrounds is below average as is the proportion who speak English as an additional language. The school provides a breakfast club that is managed by the governors. The school operated in temporary accommodation for most of the 2009 to 2010 school year while major rebuilding work was in progress. During this period a number of teaching days were lost as a result of enforced school closure. The refurbished building was occupied in October 2010. The school has experienced a high rate of teacher turnover since the last inspection. National recognition has been gained for the school's work in several areas, including Healthy Schools status

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Information about the school

and the Activemark award for physical education and exercise.

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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

Henry Whipple Primary School provides a satisfactory standard of education for its pupils. The school has some noteworthy strengths. It is a welcoming school and relationships throughout the school are good. Staff know the pupils really well and provide good levels of care. Pupils enjoy coming to school where they benefit from an attractive and supportive learning environment. The school has good and strengthening links with parents and carers. This is reflected in the effectiveness of the school's strategies to improve attendance, which although below average, is rising. A further strength is the good promotion of healthy lifestyles, evidenced in the school's achievement of Healthy School status and the Activemark award. Most pupils participate in regular physical exercise and understand the importance of diet to health. Attainment at the end of Year 6 is broadly average and achievement is satisfactory given

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Main findings

pupils' original starting points. The school is implementing well-considered strategies to raise standards in mathematics and has identified areas of English, especially boys' writing, that require significant improvement. However, not enough attention is being given to the application and development of pupils' handwriting, spelling and grammar skills, in all subjects. Learning, progress and teaching, although consistently good in the Early Years Foundation Stage, are inconsistent in other years. This is the main reason that progress is satisfactory rather than better. There are examples of good lessons, where pupils are making good progress because they are actively engaged in well-planned learning activities. However, in some lessons the best use is not made of the support available from teaching assistants because introductory and other teacher-led activities are too long and lack pace. In addition, teachers do not always use questioning effectively or

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Main findings

set suitably challenging work that matches the abilities of different groups of pupils. They do not provide enough guidance to pupils, through the marking of their work, on what they must do to in order to improve. Progress since the last inspection has been slowed by the disruption caused by the rebuilding programme and the high turnover of staff, both of which have absorbed a considerable amount of school management time. Nevertheless, school self-evaluation identifies the correct areas for improvement. The headteacher is in the process of completing a thorough evaluation of the school's performance and undertaking a systematic review of how the quality of teaching and learning is evaluated. There is a clear drive for improvement and staff with coordinating roles are keen to develop their monitoring and evaluation skills so that good practice can be identified and shared more widely. Challenging targets are being set and recent developments in the use of

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Main findings

assessment information to check pupils' progress are enabling targeted support to be provided where needed. This is particularly beneficial to the progress of pupils with special educational needs and/or disabilities. One notable aspect of the school's effective care for

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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

individual pupils is the support provided for any whose circumstances make them vulnerable to ensure that they keep up with their classmates. Governance is satisfactory. While the school benefits from the full support of governors, they are not sufficiently involved in the direct monitoring and evaluation of school performance to offer sufficient challenge to leaders. Nevertheless, the determination of the headteacher and staff to move the school forward is seen, for example, in the willingness of all to seek and adopt best practice from other schools and external agencies. This, together with the improvements seen since the last inspection, more stable staffing and enthusiasm of staff and governors to tackle weaknesses, gives the school satisfactory capacity for continued improvement. Up to 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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What does the school need to do to improve further?

 Improve standards of writing, particularly those of boys, by: providing more opportunities for pupils to build their basic handwriting, punctuation and spelling skills through writing at length and for a variety of purposes in all subjects ensuring that in the marking of pupils' work, all spelling and grammatical errors are corrected, clear guidance is given to pupils on what they must do to improve and they are expected to respond to the advice given.  Make all teaching good or better and accelerate progress by ensuring that: lesson introductions are not too long and the best use is made of teaching assistants during teacher-led parts of lessons the pace of learning is brisk and tasks are appropriately challenging for all groups of pupils more effective use is made of questioning to assess, challenge and extend pupils' thinking and reasoning skills.  Improve the effectiveness of leadership and management by ensuring that:

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What does the school need to do to improve further?

monitoring and evaluation are clearly focused on pupils' learning and the impact of strategies to raise attainment middle leaders have the skills necessary to identify what individual teachers need to do to make sure that pupils' progress is consistently good governors have the skills and information needed to offer challenge and support in equal measure.

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Outcomes for individuals and groups of pupils 3

Most children's skills and experiences are well below those expected for their age when they start in the nursery, particularly in communication, language and literacy. Because provision in the nursery and reception classes has improved, standards are rising and more children are attaining age-related expectations by the time they enter Year 1. Pupils' work in lessons and in their workbooks indicates that standards are improving and broadly

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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

average, although boys' attainment is slightly below that of girls. Most pupils of all ethnic backgrounds are making satisfactory and some good progress, although it is uneven through the school. Pupils enjoy and achieve well in their learning when lessons are stimulating and engaging. In these lessons they also show good behaviour and enthusiasm for learning. This was exemplified in a Year 2 numeracy lesson where pupils made good progress because they enjoyed the challenge of solving problems involving multiplication and division. Pupils with special educational needs and/or disabilities make satisfactory progress because they are well supported in class or receive specialist support. A feature of the school is the good quality of pupils' singing and the artwork displays that contribute much to the attractive learning environment. Pupils are aware of how to avoid risks, whether on the internet or during their journeys to

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

and from school. They also understand the importance of exercise and a balanced diet to their healthy development. The school council provides a useful forum for pupils' voices and pupils contribute to the school and wider community in other ways, for example by acting as mentors and raising money for worthwhile causes. Pupils relate well to those from different cultural and religious backgrounds. They leave the school adequately prepared for their future and with a developing understanding of the range of opportunities available to them in later life.

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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 3

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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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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How effective is the provision?

All lessons are characterised by good relationships between teachers and pupils. In the best lessons, pupils make good progress because assessment information is used well to guide the planning of learning tasks and pupils are expected to work independently, stretching themselves and others as they talk things through. Perceptive questioning is used to extend pupils' thinking and encourage the use of more varied vocabulary in their answers. This was seen in a Year 3 literacy lesson, for example, where pupils made good progress in constructing sentences using appropriate connectives and adjectives. However, in some lessons, pupils are given work that is too easy and this slows the progress they make. In many lessons, teachers take too much time introducing learning, which gives pupils too little time to practise, extend and apply their learning and skills. This also limits the work of teaching assistants who spend too much time listening to the

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How effective is the provision?

teacher and not enough on supporting learning. The curriculum provides pupils with a satisfactory range of learning experiences. A topic- based curriculum is being introduced to make more meaningful links between subjects, while maintaining an emphasis on literacy and numeracy. However, pupils are not provided with enough opportunities to apply and develop these skills across the curriculum. Curriculum strengths include good provision for music and for pupils' personal and social development, including health education. The curriculum is enhanced well through partnerships with local schools and other providers. These links broaden pupils' experiences. Pupils benefit from a well attended range of extra-curricular activities. These contribute much to pupils' enjoyment, as do trips out of school, including residential visits. The vast majority of parents and carers say that the school is very caring. This is borne

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How effective is the provision?

out by inspection findings. Pupils are well looked after. Staff effectively identify pupils whose circumstances may make them vulnerable and help them to overcome barriers to learning. Well-targeted interventions support pupils with special educational needs and/or disabilities. Pupils enjoy good-quality care in the breakfast club, provided by the governing body. Staff work hard to involve parents in their children's learning. Attendance is improving because procedures to support regular attendance and reduce the number of persistent absentees are effective.

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How effective is the provision?

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?

The headteacher provides effective leadership and has successfully negotiated the school through a challenging period in which there has been significant disruption to the life of

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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

the school. Having negotiated this period and with more stable staffing, the headteacher, with the full support of his deputy, is clearly focused on raising standards. The strengthening of the work of middle leaders is central to this drive for further improvement. However, their monitoring of provision is not yet developed well enough to sharpen the work of other teachers and so quicken pupils' progress. While the school benefits from the support of the governing body, governors have been too reliant on reports from the headteacher and not sufficiently involved in gathering first-hand information to challenge and support school improvement. Arrangements are secure for safeguarding the welfare of pupils and for making sure that those working with them are properly vetted. Responsibilities are clear, so that the school provides a safe environment for all. The procedures meet statutory requirements and

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

underpin the school's caring approach. The school is very mindful of the community it serves and promotes equality of opportunity satisfactorily. Appropriate measures are in place to tackle any form of discrimination. The school has a positive impact on the promotion of community cohesion within the school, where pupils from different backgrounds get on noticeably well with one another. As yet, however, plans are limited to promote engagement with a range of community groups beyond the school, particularly beyond the immediate community.

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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 settle quickly on entering the Nursery because of the well-organised induction arrangements and good adult care and support. As a result, children feel safe and enjoy their learning. A strong emphasis on children's personal and social skills ensures that they soon begin to share, to learn and to play together. All adults are vigilant in meeting the needs of children and welfare requirements are fully met. Teaching is good because adults

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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

have a good understanding of how children learn and they work well as an enthusiastic team. Adults provide a broad range of activities that promote good progress from starting points that are often low in most areas of learning. Assessment procedures have improved as a result of good leadership and management. The resulting information is used well to ensure provision is matched to children's needs. Parents and carers are increasingly engaged in children's learning and seen, for example, in the well-supported weekly 'stay and play' sessions. There has been significant improvement in provision since the last inspection because the new purpose-built accommodation provides a much improved learning environment and a stimulating variety of resources. These are used well to capture children's imaginations and build on their starting points. Attention is now being focused on the development of the outdoors so that outdoor learning activities reflect the

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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

Close to half of the parents and carers with children at the school returned the questionnaire. The very large majority of those who did and those who spoke to inspectors are generally pleased with the school. Inspection findings are consistent with respondents' views that pupils enjoy school, feel safe and that the school helps their children to lead healthy lifestyles. A few parents and carers would like more information on their children's progress and support in helping their children at home. Inspectors followed up these concerns and found that staff work hard to involve parents and carers in their children's education and they provide regular information on the progress their children are making.

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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 Henry Whipple 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. The inspection team received 74 completed questionnaires by the end of the on-site inspection. In total, there are 202 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 44 59 28 38 1 1 1 1 The school keeps my child safe 43 58 28 38 0 0 1 1

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Total % Total % Total % Total %

My school informs me about my child's progress 29 39 35 47 7 9 2 3

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Total % Total % Total % Total %

My child is making enough progress at this school 33 45 36 49 2 3 3 4

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Total % Total % Total % Total %

The teaching is good at this school 38 51 33 45 2 3 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 32 43 33 45 7 9 2 3

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 29 39 36 49 5 7 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) 29 39 32 43 4 5 2 3

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Total % Total % Total % Total %

The school meets my child's particular needs 33 45 36 49 1 1 2 3

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 26 35 32 43 7 9 2 3

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 25 34 36 49 6 8 3 4

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Total % Total % Total % Total %

The school is led and managed effectively 25 34 33 45 8 11 1 1

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 34 46 32 43 1 1 2 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 August 2010 and are consistent with the latest published official statistics about maintained school inspec tion outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 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. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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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 Henry Whipple Primary School, Nottingham, NG5 5GH

Thank you for the help you gave us with the recent inspection of your school and for the friendly way you received us. We spoke to many of you, and you were really helpful. We particularly liked the way you showed how much you appreciated the success of others in the achievement assembly and the good quality of your singing in your music lessons and choir practice. You receive a satisfactory education. You make good progress in the Early Years Foundation Stage and make satisfactory progress in other years. To help you make good progress in all years and reach higher standards we have asked your teachers to make sure that, in all of your lessons, you are actively engaged in learning and really stretched so that you make the best progress you possibly can. You enjoy school and listen carefully to what your teachers have to say. Most of you eat sensibly and take part in physical activities regularly. You learn to work and play well together and to help each other. Your

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Inspection of Henry Whipple Primary School, Nottingham, NG5 5GH

teachers also spend a lot of time marking your work and we have asked that when they do this they give you clear guidance on what you have to do to improve your work. You can all help yourselves to make more progress by making sure that you try hard to follow the advice you are given. Adults at school look after you well, so that you are safe and happy. Your headteacher, all the other staff and governors are determined to make things even better. To help this, we have asked that you are given more opportunities to develop your writing skills in all subjects and that particular attention is given to improving boys' writing skills. We have also asked that senior staff check more regularly how well you are doing in lessons and that governors are more closely involved in checking the work of the school. We think that everyone at Henry Whipple can work together to do these things and that you will all want

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Inspection of Henry Whipple Primary School, Nottingham, NG5 5GH

to play your part by working really hard in all of your 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 123 4234, or email enquiries@ofsted.gov.uk .

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