Sheet Primary School

Unique Reference Number 115946 Local Authority Hampshire Inspection number 357851 Inspection dates 30 September 2010–1 October 2010 Reporting inspector Joy Considine

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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 4–11 Gender of pupils Mixed Number of pupils on the school roll 107 Appropriate authority The governing body Chair Mark Harvey Headteacher Kathy Iles Date of previous school inspection 18 March 2008 School address School Lane Petersfield, Hampshire GU32 2AS Telephone number 01730 263310 Fax number 01730 269738 Email address kathy.iles@sheet.hants.sch.uk

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Inspection dates

30 September 2010–1 October 2010 Inspection number 357851 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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Inspection dates

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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Inspection dates

You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by two additional inspectors. They observed eight lessons taught by five teachers. They held meetings with members of staff, two members of the governing body and pupils. They observed the school's work and looked at school development planning, minutes from governors' meetings, assessment records held by the school, pupils' work and other documentation relevant to the inspection. They analysed 49 questionnaires completed by parents and carers. The inspection team reviewed many aspects of the school's work. It looked in detail at the following:  Attainment and progress of all pupils to ensure they were doing as well as they could in English and mathematics.  How well teaching and the curriculum meet the needs of all pupils, particularly boys and those who are in Key Stage 1.  The impact leaders and managers have in ensuring that all groups of pupils, including those who have special educational needs and/or disabilities, make at least

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Information about the school

The school is much smaller than most primary schools and serves the local village and surrounding area. Most pupils are of White British heritage with few who speak English as an additional language. The proportion of pupils who have special educational needs and/or disabilities is broadly average. Most of these pupils have specific learning difficulties or dyslexia. The proportion of pupils who are eligible for free school meals is much lower than average. The school has gained the award of Advanced Healthy Schools.

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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

The school has successfully addressed the issues for improvement from the last inspection and now provides a good quality of education for pupils. Staff and governors work closely as a team and have created a delightful environment in which pupils feel safe and secure and make good progress in all aspects of their development. One parent wrote, 'The school offers a very effective learning environment where children feel comfortable and are able to learn and develop.' Pupils are happy and confident and they enjoy the wide range of responsibilities they have in the school and the wider community. For example, older pupils help in the school office and the library and all pupils take part in the Petersfield Festival of Youth. The school council has been actively involved in developing the playground and it organised a fund raising event to support victims of the Haiti earthquake. Pupils say that all adults are very

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Main findings

caring and take the time to listen to them. The school has worked hard with parents and carers and the education welfare officer and attendance is now well above average. Attainment at the end of Year 6 has improved and is now significantly above average in English and mathematics. This is because the school has systematic procedures in place to record and track pupils' progress and to ensure that they meet their challenging targets. The quality of teaching is good overall with some that is outstanding and this has helped pupils to make good progress in these subjects. Pupils who have special educational needs and/or disabilities although working at lower levels than their peers make excellent progress because they have good support targeted at their specific needs. Scrutiny of pupils' current work showed that learning activities in some subjects do not build on previous learning and this slows the progress that pupils make. This is because

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Main findings

teachers do not always make enough use of assessment information to plan lessons which meet the needs of all pupils. Attainment in reading, writing and mathematics at the end of Year 2 has improved and is now broadly average with little variation between subjects and groups of pupils. The school provides excellent care, guidance and support for all pupils and as a result, pupils' learning and development are good and sometimes outstanding. Staff know pupils well and they are able to put into place support when difficulties arise. The curriculum is broad and balanced and is well planned to incorporate learning skills such as perseverance, cooperation and teamwork. However, teachers have not identified how pupils' skills develop progressively in some subjects such as mathematics and science and this slows the progress that pupils make. The headteacher leads a strong team of staff who are ambitious for pupils. They are

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Main findings

reflective and they strive to improve their own skills through a planned programme of professional development. School leaders monitor teachers' lessons and their planning and

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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

they provide feedback which has led to improvement in teaching since the last inspection. However, they do not carry out scrutiny of pupils' work and this means that they do not always gain a full picture of where further improvements are needed. All staff and governors are involved in self-evaluation and so they have a good understanding of the school's strengths and areas for development. Consequently, the school has good capacity to improve further.

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What does the school need to do to improve further?

 Improve the quality of teaching by: raising teachers' expectations of what pupils can achieve making more use of assessment information to plan lessons that are better matched to the needs of all pupils making use of the good examples of teaching already in the school as models for improvement monitoring the quality of pupils' work in their books to make sure it is as good as it could be.  Ensure that pupils' skills in some subjects such as mathematics and science develop progressively so that pupils can make more progress.

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Outcomes for individuals and groups of pupils 2

Pupils appreciate school and this is reflected in their positive attitudes and good behaviour in and around the school. They have a good understanding of the need to adopt a healthy lifestyle. They say school meals always have fruit and vegetables and they enjoy the wide range of physical activities available for them. The school has gained the award of Healthy Schools in recognition of its work. Children enter school with skills that are broadly expected for their age and they make good progress so by the end of Year 6, their attainment is significantly above average. Pupils' progress in English and mathematics is good rather than outstanding because some teachers do not provide pupils with enough challenge in lessons. For example, in some lessons seen during the inspection, pupils had to present their work on photocopied worksheets leaving little opportunity for them to develop their recording skills

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Outcomes for individuals and groups of pupils 2

independently. There is little variation in attainment or progress between subjects or groups of pupils. Teachers set targets for pupils in English and mathematics and pupils are aware of how well they are doing in lessons. As one pupil said in a literacy lesson, 'It is challenging, but we are more than capable of doing it.' The curriculum makes a strong contribution to pupils' good spiritual, moral, social and cultural development. For example, pupils in all classes studied South Africa and that enabled them to explore the differences in lifestyles between themselves and children from communities very different to their own.

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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 1

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 1

The quality of pupils' learning and their progress 2

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Pupils' achievement and the extent to which they enjoy their learning 1

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?

There has been an increased focus on pupils' understanding of their own learning and this has inspired them to work hard in lessons and make good progress as they move through the school. Most teachers have good subject knowledge and they use imaginative methods to capture pupils' interest. For example, in one lesson, the teacher used drama to explore a story told through a different point of view. This allowed pupils to think about how a dilemma could be resolved when looking at the problem in a different way. However, there are variations in the quality of teaching seen. Not all teachers make enough use of assessment information to plan lessons that match the needs of pupils and this slows their progress. Relationships between adults and pupils are good. In lessons, most teachers use questioning effectively to assess pupils' understanding and to adjust their lessons accordingly. In some lessons, teachers use information and communication

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How effective is the provision?

technology (ICT) well to develop learning but there are some instances where pupils' own use of ICT to record their work is a simple repetition of what they have already done. The curriculum is enhanced by a wide range of visitors to school. For example, a visit by the fire and rescue service made a valuable contribution to pupils' understanding of safety. Pupils visit local places of interest such as Southsea Castle and the Weald and Downland Museum. Partnerships with local schools provide opportunities for pupils to learn French and to compete in inter-schools sporting events.

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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 provides a very safe, secure and welcoming learning environment in which pupils are very well cared for. Procedures for checking staff and visitors are thorough and health and safety assessments are carried out regularly. There are good arrangements for child protection in place. The school makes good use of external partners such as the education welfare officer and the behaviour support service to provide extra support for those pupils who have additional needs. There are excellent transition arrangements in place for pupils entering the school and for those leaving the school at the end of Year 6.

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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?

School leaders share a common sense of purpose which is to ensure that all pupils 'know how to learn and are ambitious for themselves and for others'. This is reflected in the pursuit of excellent teaching and a curriculum which engages the interest of all pupils. Monitoring of teaching is fully embedded and closely linked to professional development. However, there is not enough focus on monitoring the quality of pupils' day-to-day work in lessons and this means that progress is not as good in some classes as it is in others. Governors ensure safeguarding procedures are effective, know the school well and have a good understanding of the school's strengths and areas for development. The school promotes community cohesion well. Governors have evaluated the school's context and have an action plan showing how this work is to be developed further. The school places equal opportunities at the heart of its work and, consequently, gaps in attainment

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How effective are leadership and management?

between different groups of pupils are closing rapidly. The school's work with those who are particularly vulnerable has largely eradicated any discrimination. The school deploys staff and resources well in order to provide good value for money and is well set for future development.

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

Please turn to the glossary for a description of the grades and inspection terms

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

These are the grades for leadership and management

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2

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

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Early Years Foundation Stage

Children are welcomed into a bright, attractive environment in which they move freely between the classroom and the outdoor area. Although most children make good progress, there are some boys who are slower to develop their skills in language, literacy and communication. Staff are aware of this and they have put in additional support to help these children. Adults make good use of assessment information to plan activities that are well matched to children's developmental needs. Children are motivated and they confidently approach adults and demonstrate that they are happy and safe. They get on very well together and are able to share, to take turns and to listen and respond appropriately to each other. There is a good balance of activities for children. Some of these are led by adults and some are where children are able to select for themselves. Adults use good questioning skills to challenge children and to extend their understanding.

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Early Years Foundation Stage

There is a wide range of good quality resources that are thoughtfully arranged. The outdoor area is particularly well used for children who are able to work and play freely and safely. The leader of the Early Years Foundation Stage is a skilled practitioner and has carried out a full evaluation of provision. From this she has identified appropriate plans for further development. She has high aspirations and a determination to provide the highest quality experiences for children.

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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

Most parents and carers are pleased with the overall quality of education that the school provides. They feel that teaching is good and that their child is making good progress. A few had concerns that unacceptable behaviour was not well managed by the school and that the school did not always listen to parents' and carers' views and concerns. During the inspection, pupils behaved well both in lessons and around the school and pupils themselves say that most pupils behave well. The school is aware that communications between parents and carers and themselves need to be improved and have plans to make the website more interactive. A very small minority of parents and carers feel that their child is not safe but did not give details to support their view. During the inspection, inspectors found no evidence to support this view and pupils themselves said that they felt very safe in school.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Sheet 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 49 completed questionnaires by the end of the on-site inspection. In total, there are 107 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 34 69 14 29 0 0 0 0 The school keeps my child safe 28 57 16 33 5 10 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 21 43 24 49 3 6 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 19 39 26 53 2 4 0 0

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Total % Total % Total % Total %

The teaching is good at this school 25 51 21 43 1 2 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 25 51 23 47 1 2 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 24 49 23 47 1 2 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) 25 51 16 33 1 2 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 20 41 25 51 3 6 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 13 27 23 47 8 16 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 16 33 23 47 6 12 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 18 37 24 49 5 10 1 2

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 27 55 19 39 0 0 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 Sheet Primary School, Petersfeld GU32 2AS

Thank you for making us so welcome when we visited your school recently. We enjoyed meeting you all and hearing what you had to say about your school. You told us that you enjoy your lessons because teachers make lessons fun. There is also a wide range of extra-curricular activities for you to do. You said that you felt very safe in school because adults care very much for you. We judge that yours is a good school because you are reaching high standards in English and mathematics at the end of Year 6. In your lessons most of you work hard and make good progress but some of you could be making even more progress and this is what we have asked your school leaders to do.  Make teaching even better by using assessment information to plan lessons that challenge you more and that are better matched to your needs.  Improve the curriculum by ensuring that key skills and knowledge in each subject build on each other so that you make better progress.

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Inspection of Sheet Primary School, Petersfeld GU32 2AS

I know that you will do all you can to make Sheet Primary an even better school and I wish you all the best for the future.

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

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

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