Holywell Village First School

Holywell Village First School Inspection report

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Unique Reference Number 122195 Local Authority Northumberland Inspection number 359185 Inspection dates 28–29 September 2010 Reporting inspector Margaret Shepherd

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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 First School category Community Age range of pupils 4–9 Gender of pupils Mixed Number of pupils on the school roll 154 Appropriate authority The governing body Chair Mrs Eva Coulson Headteacher Mrs Sarah Brett Date of previous school inspection Not previously inspected School address Holywell Whitley Bay Tyne and Wear NE25 0LN Telephone number 0191 237 0384 Fax number 0191 237 0384 Email address sarah.brett@northumberland.gov.uk

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Age group 4–9 Inspection dates 28–29 September 2010 Inspection number 359185 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

The inspection was carried out by three additional inspectors. They visited 10 lessons observing six teachers; held meetings with a group of with parents and carers, groups of pupils, governors and staff. They observed the school's work, and looked at documents related to the school's self-evaluation, safeguarding, tracking information, teachers' planning and assessment. They scrutinised pupils' work and analysed 82 parental questionnaires. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  The reasons for the differences between standards and progress in writing and mathematics.  Whether the aspects of feeling safe and behaviour are better than other aspects of personal development.  The key features of the new senior leadership team.  The impact of the new Nursery provision on the progress of children in the Early Years Foundation Stage.

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Information about the school

The school serves the families of the local village with a small number of pupils from further afield. It is smaller than most first schools and has a lower proportion of pupils known to be eligible for free school meals. The great majority of pupils are of White British heritage. The percentage of pupils with a statement of special educational needs is above average. The overall proportion of pupils with special educational needs and/or disabilities is lower than average. The school has the Activemark and Healthy School Status. The school has undergone considerable change in leadership and management since the previous inspection. There have been four different headteachers, the current one having been in post for five terms. There is a new deputy headteacher, who is at the beginning of her second year in the school. The school's provision has been extended to include a Nursery class which has been open for a year. There is a before- and after-school club 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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Main findings

This is a good school. Despite the high number of headteachers since the previous inspection, the high expectations and skilful leadership and management of the current headteacher is ensuring that there is systematic improvement across all aspects of provision. She works in a close and effective partnership with the deputy headteacher and the governing body. All staff are keen to be part of the clear and accurate self-evaluation processes and to play their part in improving the school's work. These features give the school a good capacity to succeed in future. Children make a good start in the Early Years Foundation Stage. The new Nursery is very effective in ensuring that they move on confidently to Reception. Progress is particularly good in personal development. It is not consistently good for more-able children because they do not always receive enough challenge, particularly in their independent learning.

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Main findings

Pupils build consistently on their good start and progress well through the school, and by the time they leave standards overall are above the expected level. This good progress is due to the school's very thorough assessment systems and to good quality teaching. There has been a very effective programme of whole-school staff development for improving pupils' writing, which has resulted in higher standards. Although standards in mathematics are above the expected level, they are not as high as in writing. Pupils' personal development is consistently good. Their sense of feeling safe is outstanding. This is due to a strong emphasis on safety across the curriculum; the high priority given by all staff to supporting and caring for pupils, and the good quality safeguarding systems. Pupils take their responsibilities very seriously and their contributions to the school community are excellent. The school has worked very hard to improve the curriculum, which was satisfactory at the

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Main findings

time of the previous inspection. It is now good and the creative curriculum is particularly effective. The school supports those pupils whose circumstances have made them vulnerable very well. Everyone takes their responsibility to individual pupils very seriously and leaders ensure that they take advantage of the small size of the school to make communication very effective. Pupils with special educational needs and/or disabilities, including pupils with a statement, benefit from these features. They are fully included in the school's provision, with teachers and teaching assistants providing well-matched programmes of work and sensitive care and support. This ensures that they make good progress.

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What does the school need to do to improve further?

 Raise standards further in mathematics, by:

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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

 – using questions in lessons and the detailed assessment information more effectively to target pupils' individual needs and provide more specific feedback of how to improve  – identifying and then using more opportunities to extend mathematical learning in other curriculum subjects  – applying the successful model of whole-school development that improved writing standards across to mathematics.  Increase the progress of more-able children in the Early Years Foundation Stage by challenging them consistently, particularly in activities that they choose for themselves.

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Outcomes for individuals and groups of pupils 2

Achievement is good throughout the school. Children enter the school with skills that are broadly at the expected level. They progress well and enjoy their learning. This is particularly evident when they play different roles, such as writing a letter to try to persuade the council not to take a grandfather's allotment away from him. They are eager to learn and listen carefully to staff. They take a pride in their work and settle quickly to their tasks. By the end of Year 4, they write confidently across a range of different styles. Pupils working on programmes specifically tailored to meet their needs make good progress. The individual tuition for older pupils in writing is particularly good. Pupils' knowledge and understanding in mathematics, although above average, is not as thorough and assured as in their writing. Pupils' understanding of how to stay safe is excellent. They explain in detail what to do in the event of fire, or the dangers in crossing

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Outcomes for individuals and groups of pupils 2

roads or in ponds and lakes. They say very confidently that they feel safe and can go to anyone for support or guidance. Pupils are very keen to play their part in the school's decision-making and in playing their role in the school community. They are proud to be play leaders, supporting others in the playground, being school councillors representing their classmates, or food champions checking that the packed lunches are healthy. Their contributions to the wider community are not as well developed. Pupils show great respect for each other, particularly for pupils with a statement of special educational needs. Their behaviour is good and they interact courteously with 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

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?

Teachers make lessons interesting and provide pupils with a range of contrasting activities. They use drama well to prepare for writing, such as creating a setting where there is a fire in a street, or taking pupils through a visit to the beach, feeling the sand through their toes. Planning is good and the different tasks in group work match pupils' different needs well. The use of questioning in whole-class sessions is good in literacy, but not as effective in mathematics, with a narrower range of questions used. Marking of pupils' work in writing is very good and exemplary in Year 4. It identifies ways to improve very clearly, in contrast to the mathematics' guidance which lacks detail. Good planning between teachers and teaching assistants ensures that assistants understand exactly and effectively what their groups of pupils are expected to learn. There are very thorough and efficient assessment systems in place. The curriculum is now a strength of the school.

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How effective is the provision?

Many links are made across subjects to extend literacy, although there are fewer in mathematics. There is a strong focus on pupils' personal development and an interesting range of visits and after-school clubs. There is a clear emphasis on analysing individual needs and then providing a programme tailored to these particular needs. The school works in close partnerships with parents and carers and outside agencies to provide comprehensive care, guidance and support for pupils.

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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 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 drives improvement and communicates ambition enthusiastically, considering initiatives systematically in order to improve provision for all pupils. There is a clear emphasis on the use of whole-school professional staff development to extend staff skills and understanding to create consistent systems through the school. The positive impact of this whole-school approach is apparent in the improved standard in writing, but has yet to be applied to mathematics. There are effective plans to extend the high quality of the leadership of the headteacher and deputy headteacher to other staff, for example, in extending their monitoring skills. There is a clear commitment to equal opportunities, which is carried out well in practice. The emphasis on safeguarding is strong, with some outstanding features, for example, the comprehensive forms that visitors are required to sign as they arrive. The governing body play an important role in decision making and

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How effective are leadership and management?

were particularly effective in steering the school through the difficulties in the changes of leadership. The school is working well to analyse and extend community cohesion outside the school to match the outstanding work within the school community.

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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

Overall, children's skills and experiences on entering the nursery are broadly at the levels expected for their age. The teaching team works well together to share the use of the accommodation both indoors and outdoors. The leader is very enthusiastic and communicates well with staff. The use of assessment information to identify areas for improvement is good. The team is particularly successful in promoting personal development and children make very good progress in this aspect, reaching higher levels than expected for their age. Staff build strong partnerships with parents and carers who appreciate the care that their children receive. There are good systems in place to identify children's skills and when adults lead a group task they focus effectively on individual needs. For example, when Nursery children were being introduced to a new giraffe puppet, everyone had a chance to whisper their name in her ear, which they thoroughly

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Early Years Foundation Stage

enjoyed. Some activities do not have enough scope to challenge more-able children, particularly in the independent learning. Arrangements for children to join the school in the Nursery and to move between the two age groups are very effective, with staff handling interactions with sensitivity.

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Early Years Foundation Stage

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 2

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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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Views of parents and carers

More than half the parents and carers returned their questionnaires. Most expressed positive views which the inspectors endorse, although a very small minority did not feel they received enough information about progress. Everyone agreed that the school is led and managed effectively, that teaching is good and that their children are helped to have a healthy lifestyle, to feel safe and enjoy school. Inspectors endorse these views. There were a good number of written comments from parents and carers that praised the work of the school. Key features were how their children love to come to school, how approachable all staff are and the family context that is created for learning. A typical comment was 'My children love going here. Lessons are fun and pupils have opportunities to be involved in lots of trips and extra-curricular activities.' Several parents and carers mentioned how well the school supports children with special educational needs and/or

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Views of parents and carers

disabilities, bringing in additional support where required.

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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 Holywell Village 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 82 completed questionnaires by the end of the on-site inspection. In total, there are 154 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 65 79 17 21 0 0 0 0 The school keeps my child safe 60 73 21 26 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 44 54 35 43 2 2 1 1

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Total % Total % Total % Total %

My child is making enough progress at this school 51 62 25 30 2 2 0 0

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Total % Total % Total % Total %

The teaching is good at this school 50 61 29 35 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 49 60 28 34 3 4 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 49 60 33 40 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) 50 61 28 34 1 1 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 47 57 31 38 2 2 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 50 61 28 34 1 1 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 44 54 32 39 2 2 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 57 70 21 26 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 61 74 20 24 1 1 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 Holywell Village First School, Whitley Bay, NE25 0LN

The inspectors and I would like to thank you very much for giving us such a warm welcome when we came to your school. We enjoyed talking with you and listening to your views. You helped us to understand what you think about your school. You go to a good school. Your headteacher, staff and the governing body all work hard together to keep making it a better place to learn. You make good progress as you move through the school and by the time you leave your standards are higher than expected for your age. You make a good start in the Nursery and Reception, particularly in your personal development. You build on this through the school. You told us all about the different ways that you feel safe and this is outstanding. We were particularly impressed with how much you know about the dangers of fire. You told us all about the different responsibilities that you have in school and these are excellent. Your teachers and

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Inspection of Holywell Village First School, Whitley Bay, NE25 0LN

teaching assistants work very well together. They support those of you with special educational needs and/or disabilities very effectively and you are all included in the interesting things that you do in school. You have a stimulating curriculum and interesting lessons that you enjoy. All the staff in your school believe that it is their own responsibility to care for you, to support you and guide you and they do this very well. Everyone in your school works hard to make their teaching and the curriculum better for writing and now you are particularly good at writing. Although you do well in mathematics, this is not as good as in writing. We have asked the school to use all the good things that they did to improve writing and to use them in mathematics. You can do your best to work even harder in this subject. In the Nursery and Reception classes, staff plan well together to make it a better place to learn. They are going to make sure that all the

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Inspection of Holywell Village First School, Whitley Bay, NE25 0LN

activities are challenging enough for the more-able children, particularly in those that you choose for yourselves. We wish you well for your future learning through your lives.

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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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