Grafton Primary School

Unique Reference Number 101206 Local Authority Barking and Dagenham Inspection number 354960 Inspection dates 28–29 September 2010 Reporting inspector Kath Beck

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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 7–11 Gender of pupils Mixed Number of pupils on the school roll 408 Appropriate authority The governing body Chair Mr Ray Phillips Headteacher Martin Nicholson Date of previous school inspection 8 May 2008 School address Grafton Road Dagenham RM8 3EX Telephone number 020 82706445 Fax number 020 8270 6451 Email address office@grafton-j.baradglea.org.uk

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Age group 7–11 Inspection dates 28–29 September 2010 Inspection number 354960 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

This inspection was carried out by four additional inspectors. Sixteen teachers were observed teaching 20 lessons. Meetings were held with parents, groups of pupils, governors, staff and representatives of the nearby infant and secondary schools. Inspectors observed the school's work, and looked at documentation that included information about pupils' progress, examples of pupils' work, procedures for safeguarding pupils, records of monitoring the quality of teaching, the school development plan, minutes from the meetings of the governing body, a report from the school improvement partner and the school's self-evaluation form. In addition, the responses from questionnaires from staff, pupils and 16 parents were considered. The inspection team reviewed many aspects of the school's work. It looked in detail at the following:  how the significant changes in the school, especially to the leadership and

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Introduction

management, are improving the outcomes for pupils  the effectiveness of the provision for pupils with special educational needs and/or disabilities  the impact of the school's initiatives to improve standards of writing  improvements to the partnerships with parents and the school's action to reduce the amount of persistent absence.

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Information about the school

This is a larger than average school that serves a diverse community. The majority of pupils are White British, while others come from a range of minority ethnic groups, especially Black African, Black Caribbean, Asian and other White backgrounds. The percentage of pupils for whom English is an additional language or who are known to be eligible for free school meals is above the national average. The percentage identified as having special educational needs and/or disabilities is broadly similar to that found in schools nationally. Most pupils transfer into the junior school from the infant school that shares the same site. In the past year, with the appointment of a new headteacher, changes have been made to the way the school is organised and the manner in which leaders and managers carry out their roles. The school has recently been awarded Extended School Status.

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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

Grafton Junior is a good school. Changes over the past year with regard to the way the school is organised and how leaders and managers, including the governing body, carry out their roles are having a significant impact on outcomes for pupils. Strong teamwork and a shared sense of purpose underpin the school's good capacity to improve. Most staff respond very well to the high expectations of leaders and managers and accept their responsibility for helping pupils to do as well as they can. Effective self-evaluation procedures, involving the views of staff, governors and parents, have identified key areas for improvement, and determined action has been taken. For example, developments to raise the quality of teaching and learning are proving successful. Much of the teaching is good, and sometimes outstanding, enabling pupils, including those with special educational needs or with English as an additional language, to make good progress,

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Main findings

especially in mathematics. Consequently, pupils are reaching broadly average standards in English and mathematics by the time they leave the school. The main reasons for pupils' good and outstanding progress stem from the implementation of key teaching strategies and from pupils' positive attitudes to learning. These include:  teachers' high expectations of what pupils know and can do  clear explanations of what pupils are to learn and achieve at the end of the lessons  good use of assessment to pitch work at the right level of challenge  effective questioning to gauge pupils' understanding, and adapt the lesson as necessary  the active involvement of pupils in group work, the chance to discuss their ideas and demonstrate them to the class  pupils' enthusiasm, good behaviour and willingness to work hard and take a pride in their work  opportunities for pupils with special educational needs to work with teaching staff as

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Main findings

well as effective support assistants, who know how to ensure these pupils develop their independence. That said, these features are not consistent in all classes across each year group. This is because teaching in some classes is no better than satisfactory. Action taken to improve standards in reading and spelling is also proving successful. Staff do not demonstrate or expect pupils to use a joined script sufficiently to raise standards further in writing. In their questionnaires, some pupils stated that they were not always clear about what they needed to do to improve. While staff tell pupils the targets they are to achieve, these are not always written or explained in a way that pupils find easy to understand. The

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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

curriculum is rich, enabling pupils to make many links across the different subjects, learn a musical instrument, and apply their literacy and numeracy skills. There are fewer opportunities to extend their information and communication technology skills. Parents are particularly appreciative of their strengthening partnership with the school. They praise the way staff listen to and resolve their concerns. This close partnership, together with improvements to the quality of teaching, has enabled senior leaders to support families and reduce significantly the amount of persistent absence. Extended School Status has provided funding for an extensive range of clubs and safeguards.

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What does the school need to do to improve further?

 Raise standards in writing further by: showing pupils how to write well, especially by joining their letters consistently giving pupils targets and clear advice about how to improve their work in a way that they can easily understand  Increase the amount of good and outstanding teaching by ensuring all staff: have high expectations of what pupils know and can do and set challenging tasks enable pupils to play an active role in their lessons check the progress pupils are making and adapt lessons if they are finding the work too hard or too easy  Provide more opportunities for pupils to develop their information and communication technology skills.

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Outcomes for individuals and groups of pupils 2

Pupils enter the school with attainment that is below the national average, especially in writing. Improved rates of progress, as a result of overall good teaching of specific literacy and numeracy skills mean that standards when pupils leave the school are broadly average. Provision for pupils with special educational needs during lessons in mathematics and English meets their needs well. In other areas of the curriculum, they are supported effectively by teachers or well-qualified teaching assistants, so that they are independent and play a full part in lessons. In many lessons, pupils' achievements and enjoyment of school are enhanced by the opportunities for them to work collaboratively in small groups or to work with a partner. This gives pupils the chance to share their ideas or think of different ways to solve problems. Pupils know their views are valued by staff. These good qualities were noted,

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Outcomes for individuals and groups of pupils 2

particularly in a mathematics lesson where pupils were asked to solve a complicated problem to share out money won in the lottery, and in an English lesson about writing a diary. Pupils' positive attitudes to learning, good behaviour and support for each other in a harmonious atmosphere contribute much to their good progress. This was confirmed by a pupil who said it was a great school because pupils respected each other. Determined action to ensure pupils attend school regularly has resulted in improved attendance, so that overall it is average. A large proportion of pupils attend clubs that include sporting,

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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

musical, sewing, crochet or artistic activities that take place at lunchtime or after school. These contribute well to their healthy lifestyles and spiritual, moral, social and cultural development. Pupils attending the sewing and crochet club sell finished items and choose how to use the money to benefit other children. Pupils are pleased to be school councillors and play leaders in the playground. They are aware that these are important roles that they must carry out responsibly. In addition, pupils contribute well to the wider community. For example, through fundraising, attendance at local events, competing in national competitions, and developing links with schools abroad.

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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?

A good rich curriculum that has recently been reviewed is designed to meet children's interests and needs as well as promote the skills pupils need for their future lives. It gives them broad experiences in understanding how people live in other parts of the world and the diverse cultures and religions within the school. Visits out and visitors to the school add to pupils' understanding of life now and in the past, and how to keep themselves safe. Residential visits in Year 6 and the chance for all pupils to learn a musical instrument in Year 5, add much to pupils' social and personal development. Staff use assessment, together with the curriculum, to plan activities that are relevant to pupils' interests and needs. They make links between the different subjects so that learning is purposeful. However, there are not enough opportunities for pupils to use

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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

information and communication technology to carry out research or record their notes. At the beginning of lessons, pupils receive clear information about what they are to learn and achieve. Staff use skilful questioning to enable pupils to think hard about what they are doing and whether they are being successful in achieving the task. Good lessons are usually pitched with the right level of challenge and amended where pupils finish quickly or need more time to grasp what they are learning. Staff are patient and because behaviour is good, they can give pupils individual attention. In some lessons pupils lose time when they become distracted because expectations of what they can do are not high enough and their abilities are not challenged. Marking and oral feedback in lessons give pupils a good view of how well they are doing. Individual targets are not always written in a way that pupils can understand clearly and this means some feel they do not know

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

enough about how to improve. Arrangements to help pupils transfer from the infant school or to the secondary school are of high quality. These very close links ensure pupils' continuity of learning and provision, particularly for those with special educational needs. The infant and junior schools collaborated effectively to gain Extended School Status. This has brought increased provision for out-of-school clubs, better safeguarding and a breakfast club for pupils in both schools. In-service training for staff in the primary and secondary school has brought about greater understanding of the differences in expectations and the ways pupils learn. This has enabled the three schools involved to improve the care, guidance and support to pupils when they transfer. In addition, the school works effectively with other agencies, such as social services and behaviour support, to ensure provision is designed to meet pupils' needs and overcome

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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 senior leadership team and other leaders and managers, including the governing body, are inspiring the school community to share their ambitions to enable all pupils to do as well as they can. The leadership team and middle leadership team, established in the past year, enable all staff to contribute ideas to the developments to drive the school forward. Staff are clear about their roles and are held accountable. Morale is high and the strong teamwork is impacting on outcomes for pupils and improving provision. Parents speak highly of the much valued partnerships with the school, which have grown significantly. Rigorous monitoring is bringing about a consistency of approach in teaching, especially in mathematics and English. Through effective self-evaluation, leaders 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

managers are taking determined steps to drive up the quality of teaching where it is only satisfactory. The school gives close attention to equal opportunities so that there is little difference in the achievements of different groups. Pastoral care and innovations in the curriculum actively promote equality, and pupils' in-depth understanding of diversity. The school can identify key examples where, together with parents, it has helped pupils to improve behaviour and attendance and so make progress in their learning. The governing body play an important role in setting the strategic direction of the school. It is involved in evaluating the school by talking to staff and pupils about specific areas they would like to see improved. The governing body also consults parents and as a result action was taken to make the security of the building more robust. Procedures to safeguard pupils are good and are reviewed regularly. Recruitment procedures consist of

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

all the relevant checks. The provision for community cohesion is good. Leaders and managers have created a cohesive school with a strong sense of its importance in the community. They have a clear understanding of the religious, ethnic and socio-economic characteristics of the community. International food evenings, celebrations of festivals, Around the World week, studies during Black History Month, visits by parents of different nationalities to share their way of life, and a 'French Cafe' evening successfully raise pupils' awareness of their own and other cultures. Links with schools in Paris and Uganda give pupils an understanding of the wider world.

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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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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

Very few responses were received from parents at the time of the inspection. The inspection team looked at responses to the questionnaire sent out by the governing body recently and met with a group of parents. The vast majority of parents giving a view are very pleased with their child's experience at the school. They appreciate fully the manner in which the school has a strong partnership with them. It was mentioned that parents would like more information about how well their child is progressing. The school is looking into this. All other issues formed part of the inspection and are covered by the report.

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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 Grafton Junior 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 16 completed questionnaires by the end of the on-site inspection. In total, there are 408 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 6 38 10 63 0 0 0 0 The school keeps my child safe 9 56 7 44 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 6 38 10 63 0 0 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 6 38 9 56 1 3 0 0

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Total % Total % Total % Total %

The teaching is good at this school 7 44 9 56 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 4 25 10 63 0 0 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 7 44 9 56 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) 7 44 8 50 1 6 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 4 25 11 69 0 0 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 5 31 9 56 2 12 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 4 25 10 63 1 6 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 8 50 8 50 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 11 69 5 31 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 Grafton Junior School, Dagenham RM8 3EF

Thank you for being so friendly and helpful when we visited your school recently. We listened carefully to what you had to say. You told us that you enjoy being at the school because there are lots of fun things to do. You like going to the lunchtime and after-school clubs, particularly the sports and gymnastic clubs. You are also pleased about the new quiet areas in the playground that you helped to design. Your school is a good school. Most of you make good progress, especially in mathematics, because you are taught well. You behave well and help each other a lot when you work with a partner or a group because you respect each other. You are very good at sharing your ideas with the rest of the class when you demonstrate to everyone the way you solve a mathematical problem. All the adults in school care about you and you know that you can ask for help if you have a worry. Those of you who act as play leaders or school

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Inspection of Grafton Junior School, Dagenham RM8 3EF

councillors carry out your roles responsibly. We agree with the views in your questionnaires that you need to spend a bit more time using computers and receive more advice about how to improve your work. Everyone wants you to do as well as you can and so we have asked the adults to:  help you to do better in writing by showing you often how to write really well, especially by joining your letters all of the time  explain your targets and what you need to do to improve your work in ways that you can easily understand  give you more opportunities to develop your information and communication technology skills  make sure all teachers give you work that makes you think hard about what you have to do, and alter their lessons if you are finding the work too easy or too hard. We know you will help your teachers and continue to try to do your best.

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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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