Bedwell Primary School

Bedwell Primary School Inspection report

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Unique Reference Number 117200 Local Authority Hertfordshire Inspection number 358106 Inspection dates 23–24 November 2010 Reporting inspector Peter Sudworth

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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 257 Appropriate authority The governing body Chair Cindy Ashford Headteacher Judith Moore Date of previous school inspection 25 June 2008 School address Bedwell Crescent Stevenage, Hertfordshire SG1 1NJ Telephone number 01438 351198 Fax number 01438 722740 Email address admin@bedwell.herts.sch.uk

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Age group 4–11 Inspection dates 23–24 November 2010 Inspection number 358106 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 three additional inspectors, one of whom spent half a day in the school and made judgements about the quality of the school's safeguarding. Inspectors observed teaching and learning in 18 lessons taught by 11 teachers. They held meetings with the Chair of the Governing Body, the headteacher and deputy headteacher, other staff and a group of pupils. They observed the school's work and looked at a range of documentation, for example, that relating to safeguarding, curriculum organisation, pupils' work and information about their progress. The 36 questionnaire responses from parents and carers were analysed and also staff and pupil responses. The inspection team reviewed many aspects of the school's work. It looked in detail at the following:  What the is school doing to improve pupils' skills in the basic subjects, particularly in reading and writing, and how successful it is?

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Introduction

 Pupils' progress across the school.  The features of provision that enable pupils' with special educational needs and/or disabilities and those with English as an additional language to make good progress when compared with similar groups nationally.

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Information about the school

This is an average-sized primary school with 10 classes of which two classes in Key Stage 2 contain pupils from mixed year groups. Additionally, there is a nurture group. Children begin the Nursery part time in the September following their third birthday. The proportions of pupils known to be eligible for free school meals and pupils with special educational needs and/or disabilities are double the national average. Most of these are moderate learning difficulties and some have severe emotional problems. An unusually high percentage of pupils join or leave the school part-way through their education. The proportion of pupils from minority ethnic groups is about the same as in most schools, as is the proportion of pupils who speak English as an additional language. The school manages its own breakfast club. The school has gained the Active Mark and has Nurture Group Quality Mark. The school has had a lot of staff changes during the last two years

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Information about the school

due to retirements. At the time of the inspection, there was no Early Years Foundation Stage leader.

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

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. Pupils achieve well in reaching broadly average standards. The large number of pupils who have special educational needs and/ or disabilities make good progress throughout the school because the staff identify their specific difficulties at an early stage, take appropriate action, give them special help in small groups and put them on programmes which support their needs. They make better progress than this group of pupils nationally, as do pupils who speak English as an additional language. The latter group of pupils make good progress because of their effective integration into the school, other pupils' keenness to help them and involve them in their activities and one-to-one adult support. Every one of the large number of pupils who responded to the pupil questionnaire reported that they enjoy school. This is because teachers plan lessons thoroughly and make learning fun. One pupil said, 'There is a good team spirit about the school.' Teaching

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Main findings

is good and lessons are often imaginative. Consequently, by the time the pupils leave the school, they have made good progress. They make excellent progress in Years 5 and 6. Staff are highly committed to the pupils. Care arrangements are outstanding. Every pupil and every family is known well. The school works extremely hard to engage parents and is highly successful in this. As a result of these important strengths, pupils behave well in lessons and are very polite and friendly. They develop a good understanding of healthy and safe living. They are keen to do well and are ambitious for themselves. Provision in the Early Years Foundation Stage is currently satisfactory. The school recognises the need to appoint a well qualified Early Years Foundation Stage leader and to improve the outdoor provision. Furthermore, the children are not always sufficiently absorbed in their learning when they choose activities for themselves.

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Main findings

While there is a good emphasis on the basic skills, pupils also have plenty of opportunities to learn in other subjects, including the more practical ones and sport. Pupils learn to write for different purposes, but spelling is a weaker aspect of their writing and recognised by the school as such. Pupils contribute well to the school community, for example, a small group is planning to start a school radio station. The school, rightly, recognises the need to act upon its community cohesion plan to make sure that it is enabling pupils to reflect more on beliefs and cultures in the United Kingdom and in the world at large. The school's commitment to the pupils and the good record of progress over time, combined with its good systems for self-evaluation, indicates that the school has a good capacity for further improvement.

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What does the school need to do to improve further?

 Improve the provision in the Early Years Foundation Stage further by:

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

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 ina dequate

the appointment of an Early Years Foundation Stage leader who has good knowledge and expertise of this phase developing the outdoor area so it is expanded and covered, enabling children to access this provision in all weathers planning experiences which absorb the children's interest, keep them fully engaged and develop key learning skills.  Improve pupils' spelling by building on their knowledge of letter sounds and ensuring that there is a consistency in approach to spelling across the school.  Take action to improve pupils' knowledge of how different people live so that they grow up to be tolerant and understanding adults.

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Outcomes for individuals and groups of pupils 2

Attainment on entry to the Early Years Foundation Stage is low, particularly in communication and language, mathematical skills and knowledge of the world. Attainment is below average by the end of Year 2. Pupils make satisfactory progress in Key Stage 1 firming up basic skills in reading, writing and mathematics which then provide a platform for their accelerated progress in Years 3 to 6. Pupils' progress speeds up particularly in Years 5 and 6 to ensure that by the end of Year 6, attainment is broadly in line with the national average. In 2010, mathematics results were above the national average, including at the higher level. In English, pupils make good progress over time, but spelling is a weaker aspect of their writing. Good quality teaching, interesting activities and well- disciplined classes, in which the pupils are keen to learn and do their best, contribute to the pupils' success. They pay particularly good attention to the teachers' marking and their

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Outcomes for individuals and groups of pupils 2

targets for improvement. The teachers' very good use of resources and the imaginative, practical approaches to the pupils' learning grip the pupils' attention which in turn supports their good progress. Pupils feel safe in school and have confidence in the staff. They know how to look after themselves, such as being wary of strangers. Behaviour is good. There have been no exclusions for several years and there are very good relationships that run throughout the school. Pupils eat healthily in school and regularly take part in different sports. They make a good contribution to the school and wider community. Pupils have several responsibilities. They are very caring towards each other. Older pupils look after the younger ones at playtimes and also act as reading tutors. They make suggestions for the school's improvement, such as playground equipment and school council members arrange discos. Pupils plant bulbs in the local area, sing to the elderly and raise money for

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Outcomes for individuals and groups of pupils 2

several charities. Attendance is well below the national average largely because of holidays taken in term time but there has been a significant improvement due to the school's very good efforts. Pupils are soundly prepared for the next stage of their education. Opportunities to engage in music, art and the good quality assemblies contribute well to pupils' good spiritual, moral, social and cultural development. The breakfast club makes a good contribution to pupils' social development.

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

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 ina dequate

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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3

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?

Staff manage the pupils very well. Teaching assistants are deployed effectively with groups and individuals. The good use of visual methods and active learning help to keep pupils' interest and help them to remember their learning. In an outstanding Year 6 mathematics lesson about coordinates, the teacher had set out large grids on the hall floor. Pupils walked along the lines in order to find the correct mathematical point asked for. Their correct identification was imaginatively linked to destroying invading space craft at that spot. Classroom environments support pupils' learning in basic skills, for example thinking carefully about the choice of vocabulary. The teachers' listing of ideas that will help pupils to achieve success in their activities supports the quality of work and gives it a clear focus. Marking is very good and in some classes, it is outstanding. Together with the targets set for pupils' work in mathematics and English, it supports pupils' progress most

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How effective is the provision?

effectively. The curriculum is broad and interesting with a strong tradition of music, art, drama and sport. Visits to museums, galleries and the theatre provide valuable first-hand learning opportunities linked to work in class. Additionally, residential visits foster social skills and expand pupils' horizons. The wide range of extra-curricular activities, in which there is good provision for sport, develops pupils' interests further. The school provides good opportunities for pupils to use their mathematics, information, communication and technology skills and literacy skills in different subjects, for example in science. It is

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

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 ina dequate

developing links further between different subjects so that the curriculum is even more creative. There is good provision for pupils who find learning difficult or who have emotional problems. This is an extremely caring school which keeps all pupils' needs under very close attention. Staff cater extremely effectively for needy pupils and those whose circumstances may make them vulnerable. It also has very strong links with the whole family through the work of the parent/ family worker supporting parenting skills. The very good links with other professional agencies support particular pupils who have specific problems, including several with emotional difficulties. First Aid arrangements are very good and Year 6 pupils have all been trained to be first responders. Transition arrangements within school and when pupils move on to the next stage of their education are very well considered. Care for the pupils in the breakfast club is strong.

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

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 school is well led. The headteacher and deputy headteacher form a strong working partnership and have a stable influence on the school's development. They lead by example. Systems enable the school to run smoothly on a daily basis. Senior leaders constantly communicate high expectations to staff at all levels. The school knows itself well and self-evaluation is good. There is a very determined commitment that the school will do the best it can for the pupils it serves and there is a clear drive for continuing improvement. The culture of hard work and high aspirations for the pupils is well embedded and seen in the commitment of the staff and pupils' good progress from their low starting points. Monitoring is rigorous and the school evaluates its own practice and the quality of teaching and learning well. Equal opportunities are at the heart of the school's work, resulting in pupils with diverse needs making good progress. There is no

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How effective are leadership and management?

evidence of discrimination. Safeguarding arrangements are good. Senior leaders and members of the governing body give good attention to health and safety matters, and child protection arrangements are well considered. The breakfast club is well managed. Governance is, otherwise, satisfactory. A new Chair and Vice Chair have quickly picked up on the school's strengths and areas for development and the challenges that the school faces. The school has had difficulty recruiting new members to the governing body and currently has four vacancies. The school has excellent links with parents and carers and makes every effort to engage with those whose circumstances have made them hard to reach. A curriculum evening was attended by 150 parents and pupils, testimony to the hard work that the school puts in.

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

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 ina dequate

Community cohesion is satisfactory. The school is auditing its provision and has written a plan but has yet to put this into action.

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

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

The school is trying to recruit a new Early Years Foundation Stage leader to drive improvements in quality in this part of the school. Meanwhile, the staff provide a pleasant working atmosphere. Some aspects of teaching are good, such as the teaching of letter sounds. Staff use a variety of techniques for this, including animated screen materials and grouping the children by ability so that each is making appropriate progress. The staff work hard to plan practical and interesting ways to teach important skills. In one lesson in which the children were learning to understand the order of numbers, they threw beanbags onto numbered grids and then walked along a line of numbers to find that number. Some of the other activities provided for the children are not so absorbing of their attention, especially when they are choosing for themselves. As a result, some children tend to drift from one activity to another without gaining enough learning from

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Early Years Foundation Stage

that activity. The outdoor area is limited in size and gets muddy in wet weather, restricting its use. Plans are well advanced for improvements to the outdoor spaces and for cover so that it can be used in all weathers. Teaching and the temporary leadership in the Early Years Foundation Stage are currently satisfactory. Good records are maintained of the children's progress and evidence maintained to support the judgements of their attainment. Overall, the children make satisfactory progress in the Early Years Foundation Stage but their communication skills are still weak at the end of the Reception class with several children needing speech therapy.

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

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 ina dequate

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 3

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 3

The quality of provision in the Early Years Foundation Stage 3

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Overall effectiveness of the Early Years Foundation Stage 3

The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

Only a small proportion of parents and carers returned questionnaires. A very high percentage of these express positive views about different aspects of the school's work, and these are endorsed by inspection findings. Very few additional comments were added. These related to school meals and the management of behaviour. Inspectors took this into consideration and judged these aspects to be good overall. .

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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 Bedwell Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 36 completed questionnaires by the end of the on-site inspection. In total, there are 257 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 25 69 11 31 0 0 0 0 The school keeps my child safe 24 67 10 28 2 6 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 20 56 16 44 0 0 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 22 61 13 36 1 3 0 0

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Total % Total % Total % Total %

The teaching is good at this school 23 64 12 33 1 3 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 22 61 12 33 1 3 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 18 50 16 44 0 0 1 3

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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) 18 50 15 42 2 6 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 23 64 13 36 0 0 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 20 56 12 33 0 0 2 6

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 17 47 16 44 1 3 1 3

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Total % Total % Total % Total %

The school is led and managed effectively 21 58 13 36 1 3 1 3

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 23 64 12 33 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 Bedwell Primary School, Stevenage, SG1 1NJ

Thank you for making us so welcome when we visited your school. We enjoyed meeting you and talking to you. Thank you also for letting us see your work. We found you to be very polite and well behaved. You clearly enjoy school and you told us that you learn a lot in your lessons. You attend a good school and you make good progress. You reach the standard expected for your age by the top of the school. Your parents and carers also told us that they are very happy with what the school does for you. You take on a lot of responsibilities and take good care of one another. We were pleased to see so many of you taking part in sport which helps to keep you healthy. The staff take excellent care of you and it was good to see that you like and respect your teachers so much in return. We have asked the school to do three things to make the school even better:  to improve the opportunities for the children in the Early Years Foundation Stage

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Inspection of Bedwell Primary School, Stevenage, SG1 1NJ

 to improve your spelling  to help you to understand how different people live and the customs that they have. You all can help by learning your letter sounds and your spellings. Thank you once again for your help when we visited. We wish you all well 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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