St Margaret's Church of England Primary School

St Margaret's Church of England Primary School Inspection report

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Unique Reference Number 105815 Local Authority Rochdale Inspection number 355844 Inspection dates 19–20 January 2011 Reporting inspector Brian Holmes

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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 Voluntary aided Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 201 Appropriate authority The governing body Chair Mrs Laura Heslin Headteacher Mrs Maxine Beresford Date of previous school inspection 28 January 2008 School address Heys Lane Heywood Lancashire OL10 3RD Telephone number 01706 369639 Fax number 01706 620192 Email address head@stmargaretsce.rochdale.sch.uk

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Age group 4–11 Inspection dates 19–20 January 2011 Inspection number 355844 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 123 4234, 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 123 4234 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. The inspectors visited 13 lessons and observed eight teachers. They held meetings with parents, carers, groups of pupils, representatives of the governing body and staff. The inspection team observed the school's work and looked at its assessment data, evidence of activities and events, information about the curriculum and monitoring and evaluation documents. Inspectors analysed 45 questionnaires completed by parents and carers, 89 pupil questionnaires and 11 questionnaires returned by staff. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas:  whether rates of progress, particularly in English, are accelerating quickly enough to improve and sustain higher standards of attainment  if teaching is good across the school and enables pupils to make consistent progress in their learning

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Introduction

 if the curriculum meets the needs of all pupils and has sufficient impact on outcomes for pupils  whether leaders and managers have been sufficiently rigorous in removing barriers to learning that appear to be preventing pupils from making progress.

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Information about the school

St. Margaret's is a smaller-than-average primary school. The large majority of pupils are from White British backgrounds. A small number of pupils are from a minority ethnic heritage. The proportion of pupils who are known to be eligible for a free school meal is much higher than average. The proportion of pupils with special educational needs and/ or disabilities, including pupils with a statement of special educational needs, is higher than average. An above-average number of pupils start and leave school at different times during the school year. The school has achieved the Active Mark and Healthy School status. There is an on-site play group and pre-school provision that is not managed by the governors. This provision was not evaluated during 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

In accordance with section 13 (3) of the Education Act 2005, Her Majesty's Chief Inspector is of the opinion that this school requires significant improvement, because it is performing significantly less well than in all the circumstances it could reasonably be expected to perform. The school is therefore given a notice to improve. Significant improvement is required in relation to pupils' attainment and achievement. Pupils' attainment has been falling by the end of Year 6 for a number of years and is too low, particularly in writing. Although pupils currently make satisfactory progress in their learning, this is not sufficient to raise their attainment or enable them all to achieve as well as they should. Pupils' progress in writing is not fast enough to secure the improvements needed in their attainment. However, there is evidence that in mathematics progress is improving more quickly and that attainment in mathematics is also beginning

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Main findings

to rise, although it is still low. Children enter the Early Years Foundation Stage with skills overall which are well below those expected, and which in writing are low. They make good progress in Reception to achieve outcomes which are below what is expected, and well below average in writing. These improvements in the Early Years Foundation Stage are recent and have not had time to have an impact on attainment in the rest of the school. Leaders are tackling key weaknesses effectively with a strong emphasis on improving the use of assessment and the professional development of staff. As a result, the quality of teaching is improving, although it is not yet consistently good in every class. The most effective teaching is in Years 4 to 6; in other years, pupils are not given enough opportunities to apply their learning and tasks set do not meet the needs of all pupils. Steps have been taken to improve the curriculum with a number of initiatives in place, but

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Main findings

their effect on raising attainment is at an early stage. Although leadership is improving, weaknesses remain in the management of change in English which have limited pupils' progress. Actions to improve provision have not been properly checked and evaluated. Consequently, adjustments to improve progress especially in writing have not been made. There are good relationships with parents and carers who are very supportive of the school. They appreciate the good provision that the school makes for care, guidance and support. Pupils feel safe and behaviour is good. They have positive attitudes to keeping healthy, relate well to each other and are clear that they enjoy their learning. Attendance has improved and is broadly average. However, given pupils' low attainment and their slower progress in writing, their preparation for the next stage of their education is inadequate. The school has a clear understanding of its strengths and weaknesses, through accurate

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Main findings

self-evaluation. Many improvements are recent and are not having a full impact on pupils' attainment and progress but the 'green shoots' of recovery are emerging. There is

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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

evidence that progress and attainment in mathematics are rising, which together with improvements in attendance and the effectiveness of the Early Years Foundation Stage, illustrate that the school has a satisfactory capacity to sustain its improvement further.

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What does the school need to do to improve further?

 Improve the consistency of pupils' attainment and progress in writing by: implementing a more structured approach to the teaching of writing ensuring that all pupils, particularly those lower down the school, improve their skills in punctuation and sentence structure ensuring that all pupils are given a wide range of opportunities to apply their writing skills giving more attention to the management of writing especially in evaluating the impact of changes and making adjustments to provision.  Improve the quality of teaching to be consistently good across the school by: sharing the good practice that is evident in Years 4 to 6 ensuring that teaching builds securely on pupils' prior learning providing pupils with sufficient opportunities to apply their learning through independent investigations ensuring that planning consistently meets the needs of all pupils.

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Outcomes for individuals and groups of pupils 4

Overall outcomes are inadequate because pupils' attainment is too low and does not prepare pupils adequately for the next stage of their education. Pupils' learning and progress are satisfactory but are not rapid enough to raise attainment or enable all to achieve as well as they should. Pupils' progress in English, particularly in writing, is not fast enough. For example, in Years 1 -3, pupils' application of simple punctuation and sentence structure is not secure and this limits their progress. Progress is more consistent in reading. In mathematics attainment is still low but is beginning to improve because progress is more consistent, particularly in Years 5 and 6. More-able pupils make satisfactory progress in relation to their abilities, which again is more apparent in mathematics than in English. Pupils with special educational needs and/ or disabilities make satisfactory progress through the targeted support that they receive. The school

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Outcomes for individuals and groups of pupils 4

welcomes pupils who start at different times and enables them to make satisfactory progress. In the best lessons pupils are fully engaged and make good progress. In a Year 5/ 6 lesson pupils were inspired to learn and worked well with good levels of enthusiasm and independence to improve their ability to use multiplication both mentally and with a calculator. In most lessons pupils work well in pairs and small groups and maintain good levels of engagement and interest in their learning. When explanations take too long, the pace of learning slows down because pupils are not given enough opportunity to apply their learning through independent investigation. On occasion, pupils are not sure what is expected of them because their prior learning is not secure.

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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

Pupils have a good understanding of how to stay safe and are confident that any issues are dealt with quickly. Their behaviour is welcoming and they are polite and well- mannered. Pupils have a good understanding of the need for exercise and a healthy diet, taking advantage of 'healthy tuck' at break times. They enjoy the sports activities on offer and eagerly attend after-school sports activities. They are proud of their school and make a good contribution to the life of the school and the community. They take on a variety of responsibilities within school, such as prefects and 'buddies' and have close links with the local community, through the Darnhill Festival. Pupils demonstrate a good spiritual, moral, social and cultural awareness and have a good appreciation and respect for others' needs.

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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 4

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 4

The quality of pupils' learning and their progress 3

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Pupils' achievement and the extent to which they enjoy their learning 4

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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4

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?

Although teaching and the use of assessment are satisfactory this is not sufficient to raise attainment quickly enough. Teaching is stronger in Years 4 to 6 than in other classes. Teaching is characterised by good relationships between adults and pupils and good use of information and communication technology to model activities and stimulate pupils' interest. When teaching is good or better, pupils' interest is stimulated by challenging tasks and work that is well matched to their abilities. In a Year 5 lesson, pupils worked well in the role-play area with a teaching assistant to increase their understanding of how to describe characters. When teaching is less effective, planning does not fully take into account weaknesses in pupils' prior learning, so work is not always matched to pupils'

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

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

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

abilities. More-able pupils are not always sufficiently challenged especially in English. The use of assessment to support learning is improving. For example, in lessons there are more frequent checks on pupils' understanding. Pupils understand their targets and are increasingly involved in checking how well they and other pupils are doing. The quality of marking and feedback is improving; in most classes, marking makes clear to pupils what they have done well and what they need to do next to improve their work. The curriculum makes a satisfactory contribution to the achievement of all pupils. Since the previous inspection adjustments have been made to make the curriculum more creative and to encourage links between subjects and more imaginative approaches. Pupils now have more opportunities to apply their writing skills in all subjects and initiatives to make the teaching of writing more structured are in place, but the impact of

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

these developments on pupils' progress is inconsistent. Reading is improving with good attention to the teaching of letters and their sounds. The 'Ice Cream Challenge' is proving effective by increasing pupils' motivation and interest in mathematics. Pupils appreciate the enrichment of learning through activities and visits linked to topics and themes, such as the visit to Eyam. Pupils are cared for well and the school makes good provision for pupils who are vulnerable due to their circumstances. The learning mentor contributes well to meeting the needs of these pupils and this is especially beneficial for the pupils who start at different times during the school year. There are good relationships between staff and pupils and the strong ethos of care has a powerful impact on the well-being of all pupils. There are rigorous systems for improving pupils' attendance which has risen since the last inspection. Transition to other schools is organised well.

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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 3

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The headteacher and deputy headteacher provide focused and effective leadership. They work well as a team, along with other senior leaders and the governing body, and are taking action to bring about improvements to pupils' attainment and progress. For example, changes to the use of assessment and systems for checking pupils' performance and the quality of teaching are more rigorous and driving improvement, although the impact on writing has not been fast enough. Effective management of mathematics has started to accelerate progress but there is still some way to go to ensure the same effectiveness in the management of English. The effects that initiatives have had on pupils' progress have not been checked properly and, as a result, improvement in writing is too slow. The governing body provides satisfactory management. Governors are

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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

supportive and starting to become involved in school self-evaluation through the work of the curriculum committee. This is enabling them to hold the school more to account for attainment and progress. The school promotes equal opportunities satisfactorily. The focus now is on improving assessment to ensure all pupils make as much progress as possible. Arrangements for safeguarding meet all current requirements. The school promotes community cohesion satisfactorily. It is a harmonious community with good links in the local community. Plans to promote pupils' understanding beyond the immediate locality are at an early stage of development.

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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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3

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

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Early Years Foundation Stage

The quality of provision in the Early Years Foundation Stage is good. There are good links with parents and carers who are happy with the setting and appreciate the 'Stay and Play' sessions. Effective leadership of a strong and cohesive team, together with secure knowledge and understanding of the needs of children, ensure that their needs are met well in a safe and secure learning environment. Children have happy relationships with adults, resulting in good behaviour and children who are considerate towards others and mindful of their safety. Thorough assessment of children's learning and detailed planning ensure a good balance between adult-led and child-initiated activities in all areas of learning, both indoors and outdoors. There is an increased emphasis on providing children with opportunities to develop their writing skills. Children are motivated by activities such as 'learning ladybird' which give them clear goals to aim for and reward their achievement. They settle quickly

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Early Years Foundation Stage

and happily and are independent in the choices they make. Children play and learn well with each other, for example, when a group of boys played a board game independently taking turns and showing good levels of responsibility when tidying away. Progress is good

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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

across all areas of learning although outcomes are below average and well below average in writing.

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

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

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

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Overall effectiveness of the Early Years Foundation Stage 2

The quality of provision in the Early Years Foundation Stage 2

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Overall effectiveness of the Early Years Foundation Stage 2

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

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Views of parents and carers

Most parents and carers are very happy with their children's experiences at school, feeling that their children enjoy school and that the school keeps their children safe. Inspectors' findings on the quality of teaching and pupils' progress differ from those expressed by parents and carers. Inspectors judged that the quality of teaching is satisfactory but that pupils' attainment requires significant improvement.

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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 St Margaret's Church of England 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 45 completed questionnaires by the end of the on-site inspection. In total, there are 201 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 34 76 11 24 0 0 0 0 The school keeps my child safe 41 91 3 7 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 30 67 14 31 0 0 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 24 53 18 40 1 2 0 0

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Total % Total % Total % Total %

The teaching is good at this school 31 69 13 29 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 27 60 18 40 0 0 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 24 53 21 47 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) 23 51 19 42 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 23 51 20 44 0 0 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 25 56 17 38 2 4 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 19 42 25 56 0 0 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 32 71 13 29 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 37 82 8 18 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 August 2010 and are consistent with the latest published official statistics about maintained school inspec tion outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 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. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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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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3RD

Thank you for being so polite and friendly when we inspected the school recently. We enjoyed talking to many of you and know that you like your school and enjoy being there. Your school does several things well. We were impressed by your good behaviour and by your good relationships with each other. Your school takes good care of you so that you feel safe. Many of you told us that you enjoy your lessons and find your learning fun and interesting. Children in the Reception class make good progress. Despite doing several things well, there are some very important things that your school does not yet do well enough. For this reason, your school has been given a 'notice to improve'. This means that inspectors will visit again in the next year to make sure that the necessary improvements have been made. The standards you reach are lower than they should be. We saw that you make satisfactory progress in your learning but it is not fast

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3RD

enough, particularly in writing. Teaching is good in some classes but not in every class. Leaders and managers have introduced many changes that are helping your school to improve but this is not yet effective in English. We are asking the school to improve your progress in writing, improve teaching to be good in every class and make sure that your progress in English is checked carefully. Having seen your positive attitudes in lessons, we are confident that you will all work hard to make the improvements needed and help your school to be successful.

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

telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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