Upton Primary School

Unique Reference Number 130862 Local Authority Wakefield Inspection number 360137 Inspection dates 30 November 2010–1 December 2010 Reporting inspector Andrew Clark

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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 419 Appropriate authority The governing body Chair Mrs Sue Bolton Headteacher Mr Paul Franklin Date of previous school inspection 19 November 2007 School address Waggon Lane Upton, Pontefract West Yorkshire WF9 1JS Telephone number 01977 723845 Fax number 01977 723845 Email address headteacher@upton.wakefield.sch.uk

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Inspection dates

30 November 2010–1 December 2010 Inspection number 360137 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 four additional inspectors. The inspectors visited 15 lessons and observed 13 teachers. The inspectors held meetings with representatives of the governing body, staff and groups of pupils. They observed the school's work and looked at a range of documentation, including policies, the school improvement plan and pupils' progress and attainment data. The inspection team analysed 33 completed questionnaires from parents and carers as well as questionnaires completed by pupils and staff. The inspection team reviewed many aspects of the school's work. It looked in detail at the following:  The level of skills of the children as they enter the Early Years Foundation Stage.  The progress different groups of pupils make through Key Stage 2.  Whether pupils effectively develop their literacy and numeracy skills through their work in other subjects.  The quality and consistency of leadership at all levels.

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Information about the school

This is a larger than average sized primary school. The majority of pupils are from White British backgrounds. The proportion of pupils known to be eligible for free school meals is average. The percentage of pupils with special educational needs and/or disabilities is above average. The school has achieved Arts Mark Gold, Active Mark, Healthy School's Status, Investors in People and an Advanced Inclusion award. The school has a Children's Centre and pre-school on site. They are managed by private providers and were not a focus for this inspection.

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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. The outstanding curriculum combined with an excellent partnership with parents and carers ensures high levels of pupils' personal development. Pupils of all abilities, including those with special educational needs and/or disabilities, progress well as a result of good teaching and learning. The headteacher and his leadership team are ambitious for their pupils to achieve and provide a very good role model for other staff to follow. The school's self-evaluation is accurate and built on robust evaluation procedures, although some opportunities are missed to ensure teachers are accountable for pupils' progress. The governing body is well-informed and provides challenge and support to the leadership team. Highly effective partnerships with local businesses and other education providers contribute to the excellent community cohesion the school promotes. Pupils' achievement, personal development and the quality of provision and leadership are good

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Main findings

and, as a result, the school is well-placed to continue to improve. The following comment reflects many parents' and carers' views, 'I cannot praise the school enough for the support for my child. The staff create a fantastic learning environment which is diverse and yet has structure and flexibility.' Pupils of all abilities make good progress because lessons are often exciting and challenging. They leave Year 6 with standards which are average overall. Writing skills are particularly well-developed because of teachers' high expectations. Very occasionally, teachers do not make the fullest use of marking to promote literacy and numeracy skills in other subjects to ensure the fastest progress. Pupils' skills in information and communication technology (ICT) are very good. Pupils make an outstanding contribution to the school and wider community. As well as eagerly taking responsibilities as councillors

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Main findings

and play leaders, they are involved in local history projects and international links which enrich family lives at home and abroad. Pupils are polite and well-behaved. They feel safe. They are very mature and mix easily with others. Thrilling and high quality art work enthrals pupils and deepens their outstanding spiritual, moral, social and cultural development. Teachers make very good use of ICT to motivate and inform pupils in their lessons. Relationships are excellent. Very occasionally, teaching is not fast-paced and sharply- focused enough. The outstanding curriculum is exciting and challenging and at the heart of much of the school's development. Activities are practical and involve real-life study. Very good links between subjects, many visits and visitors and a wide range of clubs and societies deepens pupils' learning and broadens their experiences. The school has robust procedures to guide and support vulnerable pupils and to protect them from harm. Pupils

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Main findings

respect this, 'Our teacher says she has two jobs. One is to teach us, the other is to keep us safe.'

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

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

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What does the school need to do to improve further?

 Ensure the quality of teaching is consistently as good as it can be and hasten pupils' progress to higher levels, by: making all lessons fast-paced and that the expectations for all groups of pupils are clear using marking effectively in all subjects to promote pupils' literacy and numeracy skills.  Make full use of monitoring and evaluation procedures to ensure teachers are accountable for their pupils' progress.

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Outcomes for individuals and groups of pupils 2

Pupils take enormous pride in presenting their work well. They set written work out neatly and write imaginatively at length. They often work quickly. Pupils are eager to learn and enjoy their lessons because of the relevant and exciting curriculum. They are curious about the world and have well-developed investigative skills. Children start the Early Years Foundation Stage with skills which are generally well below those typically expected for their age. By the time they leave in Year 6 their attainment is average. The results of national tests and assessments reflect this and there is a good trend of improving standards by Year 6. Pupils of all abilities make good progress overall. Achievement in both English and mathematics has improved well since the last inspection through intensive programmes of work and outstanding links with other subjects. Pupils make good use of individual and group targets to improve their own learning and to increase

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Outcomes for individuals and groups of pupils 2

their knowledge in literacy and numeracy. Work seen in many other subjects such as art, history and ICT is of a high quality. Whilst pupils of all abilities make increasingly good progress, there are occasionally inconsistencies. This is largely when teachers do not explain precisely enough what different groups are expected to achieve in their lessons or make best use of marking. The school takes strong steps to break down any barriers to achievement. Highly-trained teaching assistants provided sharply-focused interventions to support learning further. As a result, pupils with special educational needs and/or disabilities make good progress. The small number of pupils with English as an additional language make good progress because of the strong focus on English running through the curriculum and the good support from specialist staff. The pupils feel safe. They trust the staff to care for them and are well-informed about

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Outcomes for individuals and groups of pupils 2

how to avoid unsafe situations in and out of school. Their attendance is average. Pupils of all abilities have a good understanding of how to live healthy lifestyles and this is reflected in their involvement in many inter-school physical activities such as football, swimming and cross-country. A display cabinet of recent cups and trophies is testimony to their success. Pupils' eagerness to be involved in all the school offers underpins their good learning. They take their many responsibilities seriously. They often take the initiative in planning and organising fund-raising activities reinforcing their strong links with schools in South Africa. The pupils have designed Christmas cards and trial products such as outdoor play equipment for local businesses in a project which benefits many in the community. They are very proud of their outstanding involvement in developing the curriculum and in many initiatives to improve the school. The 'Inspire' project gives pupils an excellent

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Outcomes for individuals and groups of pupils 2

chance to work with parents and carers and contribute to shaping and developing 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 and their own learning. Pupils' behaviour is good. They are polite, tolerant and thoughtful towards others, because of thought-provoking assemblies and good opportunities to explore personal and social issues. Their debating skills are developed well through philosophy lessons. Frequent studies of multicultural history and of life in the local area, often with local artists, drama groups and historians, make a strong contribution to pupils' outstanding spiritual, moral, social and cultural development. They develop a strong understanding of the inequalities of life linked to poverty and deprivation. These initiatives also contribute to the high quality of work seen in many subjects.

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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 1

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?

The quality of teaching and the use of assessment is good overall. Relationships and the management of behaviour are consistently good. Teachers make excellent use of ICT to inform, motivate and challenge pupils. Teachers' fast-paced and challenging questions give pupils many good opportunities to work together and think deeply about what they are learning. The purpose of lessons is shared with pupils and they use good strategies to engage pupils in improving their own work. The teachers present different levels of expectations for all ability groups. However, occasionally, they do not make it clear to pupils which are the minimum levels they expect them to reach and how they can work towards higher ones. This hinders the fastest rates of progress. Teaching assistants provide sharply-focused support to meet pupils' needs, especially those with special

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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

educational needs and/or disabilities. Good marking is consistently very thorough and detailed in literacy and frequently so in mathematics. It gives pupils clear indications of how they can improve. However, some chances are missed to reinforce progress in literacy and numeracy skills when marking work in other subjects. The curriculum is very exciting. It is the life blood of the school. Very well-planned programmes of work in literacy and numeracy are increasingly driving standards higher. English and mathematical skills are used throughout the curriculum, often at a high level. For example, pupils made excellent use of their data-handling skills and written accounts in their studies on local settlements in Year 6. Pupils regularly use ICT in informed and effective ways in many subjects, for example in the production of podcasts and animated films. Good quality children's fiction often forms the backdrop to learning and is evident in

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

the many high quality of displays around school. A very wide range of visits, visitors, and activities before and after school, bring learning to life and contribute to many aspects of the pupils' personal development. The significant 'Golden Funding' from school funds and partnerships with local businesses contributes to the breadth and accessibility of all activities. The regular residential visits are greatly valued by pupils. The highly successful 'Inspire' project regularly draws a large number of parents and carers into specially- prepared lessons. This, along with other adult training opportunities, not only helps them support their children but makes a valuable contribution to their own lifelong learning. The Wider Opportunity programmes, supported by high quality resources, raise pupils' aspirations, especially in music. The school takes good care of all pupils. The good standards of record-keeping and

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

monitoring contribute to the safe working environment and ensure good standards of behaviour and improving attendance. The school has good systems to support the more vulnerable pupils through the work of the learning mentor and special educational needs coordinator and liaison with local authority support agencies. The school provides strong educational opportunities for parents and carers to enable them to support their children's learning.

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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 provides decisive and reflective leadership which motivates the whole school community. As a result, parents and carers are extremely supportive and involved in school development and staff morale is high. The headteacher and his senior staff lead by example through their teaching roles and the training they offer. They provide a benchmark for high-quality provision, especially in curriculum development. The regular

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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

and incisive monitoring of teaching and learning is central to a trend of improving standards. However, procedures to make sure all teachers are fully accountable for their pupils' progress are less well-established. This is largely a result of a period of staffing difficulties beyond the school's control which have been rigorously addressed. Several members of staff take leading roles within the local authority, for example, in Early Years curriculum and leadership training. The school is very committed to sustainable development through a number of local and global projects. This, combined with the very strong links with schools in South Africa, contributes to the outstanding community cohesion. The school is inclusive and promotes equality of opportunity and understanding of diversity well for both pupils and staff. Robust policies and record keeping contribute to good quality procedures for safeguarding. The governing body has good systems in place

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

to monitor provision and contribute to school's self-evaluation. The governors are strongly representative of the local and wider community. They provide robust financial management and ensure the school gives good value for money.

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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

Many children start with skills which are well below those typical for their age, especially for communication, language and literacy. Children of all abilities, including those with special educational needs and/or disabilities, make good progress. By the time they start Year 1, standards are still below expectations but close to average and rising over time. There are very good induction systems to support children and to settle them into the Nursery quickly. Outstanding links with parents and carers and with other pre-school settings contribute to the children's smooth start. Good welfare arrangements and very positive relationships ensure that children feel safe and secure. There is a good balance between adult-led activities and those that 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

can choose for themselves, which contributes to their personal development. The progress children make in their early reading and writing skills is sometimes outstanding because teachers make excellent use of well-planned schemes, labels and lettering around the classroom. Children are proud of their work and eager to show what they can do. They enjoy exploring the range of stimulating learning activities and exciting role play areas such as 'Percy's Shed'. Resources are of high quality and fully accessible to children. The use of assessment to improve children's learning is good, and parents and carers feel well- informed about their child's progress. The Early Years Foundation Stage leader is very knowledgeable and clear-sighted. She receives strong support from all her team. They have clear roles and are constantly seeking ways to improve the provision further. They identify strengths and weaknesses well and act effectively upon them. As a result, the

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

Early Years Foundation Stage is well placed to continue to improve.

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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

Fewer than average parents and carers responded to the questionnaire. Discussions were held during the inspection with many parents and carers, particularly those attending the 'Inspire' sessions in school. The parents' and carers' views are very supportive of the school. They feel their children's lives are greatly enriched by the exciting curriculum and the commitment of all staff. The findings of the inspection team reflect these views.

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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 Upton 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 33 completed questionnaires by the end of the on-site inspection. In total, there are 419 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 21 64 11 33 1 3 0 0 The school keeps my child safe 19 58 14 42 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 12 36 20 61 1 3 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 16 48 16 48 0 0 0 0

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Total % Total % Total % Total %

The teaching is good at this school 16 48 17 52 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 8 24 24 73 1 3 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 12 36 21 64 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) 12 36 21 64 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 15 45 18 55 0 0 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 13 39 18 55 1 3 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 11 33 21 64 0 0 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 15 45 18 55 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 18 55 15 45 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 Upton Primary School, Pontefract, WF9 1JS

Thank you for the warm welcome you gave the inspectors when we visited your school this week. We very much enjoyed talking to you and seeing you in your lessons. These are some of the things we found out about your school.  You go to a good school.  You feel safe and appreciate the good care that all adults show to you.  You make an excellent contribution to the way that the school is run, to your local area and to the lives of children in South Africa.  You are thoughtful and your personal development is often outstanding.  You behave well and are polite and friendly.  You make excellent use of ICT in many lessons and your art work is very exciting.  You told us that you enjoy the clubs you take part in and know how to live healthily and take part in many sporting events.  You take pride in your work and reach average standards.  The quality of teaching and learning is good, but occasionally it could be even better.

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Inspection of Upton Primary School, Pontefract, WF9 1JS

To help your school become even better, I have asked your headteacher and the governing body to:  Help you to reach even higher standards by making lessons faster-paced and making better use of marking.  Regularly check with teachers how well you are doing. You can help by always trying your best and continuing to enjoy school.

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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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