Marston Montgomery Primary School

Marston Montgomery Primary School Inspection report

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Unique Reference Number 112589 Local Authority Derbyshire Inspection number 357139 Inspection dates 29–30 November 2010 Reporting inspector Mary Hinds

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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 50 Appropriate authority The governing body Chair Kenneth Bull Headteacher Carol Fenton Date of previous school inspection 31 October 2007 School address Marston Montgomery Ashbourne DE6 2FF Telephone number 01889 590373 Fax number 01889 590373 Email address info@marstonmontgomery.derbyshire.sch.uk

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Age group 4–11 Inspection dates 29–30 November 2010 Inspection number 357139 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 one additional inspector. She observed three teachers and visited eight lessons. The inspector held meetings with senior leaders, groups of pupils, representatives of the governing body and staff. She observed the school's work and looked at the tracking of pupils' progress, performance data, pupils' work, whole- school and subject development plans, numerous policies and school documents. The responses to questionnaires from pupils and 38 parents and carers were also considered. The inspection reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The effectiveness of the school in maintaining recent improvements in pupils' attainment at the end of Key Stage 2.  The quality of teaching and its impact upon the progress of more-able pupils in Key Stage 1 and boys in English.  The effectiveness of the school's provision for pupils with special educational needs

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Introduction

and/or disabilities.  The effectiveness of the school in making and sustaining improvements.

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Information about the school

The school is much smaller than other primary schools. Almost all pupils are of White British heritage and none are from homes where English is not the first language. The percentage of pupils known to be eligible for free school meals is well below average. The proportion of pupils identified as having special educational needs and/or disabilities is also below average. The school has gained a number of awards including Activemark and Healthy Schools status. The school has an after-school club which is not managed by the governing body and is subject to a separate inspection. 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 satisfactory school. The headteacher has worked with determination and drive to bring about rapid improvement. Because of long-term instability in the leadership prior to her appointment, staff lacked a common sense of purpose and there was no drive to improve standards which had declined after the previous inspection. However, the indomitable spirit of the headteacher has galvanised all staff, pupils, governors and parents resulting in a reversal of this downward trend. The headteachers' ability to gain the support of others has been a significant driver in establishing an outstanding partnership with parents. Attainment is now average. Progress has improved significantly over the last two years and from being inadequate is now good in both English and mathematics. This reflects strong capacity for sustained improvement. Leadership at all levels has been strengthened. The role of subject leaders and governors has improved

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Main findings

significantly and they are all key players in ensuring accurate self-evaluation which is based on:  accurate assessments and effective tracking of pupils' progress  the setting of challenging targets  effective strategies to raise pupils' achievement  improved systems for managing the performance and accountability of staff  regular monitoring of all aspects of the school's work  effective development planning and identification of priorities for improvement. Staff know the pupils well and all are nurtured as unique individuals. As a consequence, pupils' personal development is good and has some notable strengths. Excellent attention is given to safety, resulting in pupils feeling exceptionally safe. Parents also have great confidence in the school's ability to ensure that their children are kept safe. Pupils have an outstanding appreciation of how to stay healthy. Their diet is excellent thanks to the

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Main findings

school cook who provides healthy lunches, often based on the pupils' own menus and produce that they grow. Pupils enjoy all that the school has to offer and this is reflected in their outstanding attendance. They behave courteously and are eager to help one another. The school has increased the extent to which pupils' engage in decision-making. However, there is still more work to be done to enable younger pupils to take on leadership roles and for all pupils to be fully consulted on issues which have an impact on their learning. The profile of teaching has improved, although teaching is not consistently good in all year groups which creates significant variations in the progress pupils make across the school. This is because strategies to raise the quality of teaching are not applied consistently. As a result of this, some pupils do not know their targets or what they need to do to improve. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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Main findings

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

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Main findings

Pupils are not given time to practise or extend skills that have been identified in the feedback given. Furthermore, there are lost opportunities for teachers to question pupils effectively to assess and interrogate their understanding and adjust their teaching so that all abilities are challenged, especially the more able. Similarly, some activities lack relevance and do not motivate pupils because they do not encourage pupils to find out things for themselves and to take responsibility for their own learning, through planning their own investigations and evaluating their own progress towards the lesson objectives.

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What does the school need to do to improve further?

 Improve the quality of teaching by: sharpening the target-setting and marking procedures so that all pupils know and understand exactly what they are trying to achieve, whether they have achieved it and what they need to do to improve still further providing time for pupils to practise and act on specific advice improve teachers' questioning skills and the ways they assess pupils' understanding so that they can adjust their teaching to provide greater challenge, especially for the more-able pupils developing pupils' skills in assessing and identifying for themselves the next specific steps they need to take to improve their own learning.  Accelerate pupils' progress by: providing more opportunities for independent and interactive learning which require pupils to plan their own work engaging all pupils by giving them more opportunities for investigative work, role play and drama which are generated by pupils' interests, ideas and experiences

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What does the school need to do to improve further?

consulting pupils more specifically on the quality of teaching and learning and using this information to improve the quality of teaching and the curriculum ensuring that the younger pupils have more opportunities for leadership roles.  Up to 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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Outcomes for individuals and groups of pupils 3

Attainment on entry varies significantly year on year because of very small cohorts but is broadly in line with national expectations. Effective teaching in Key Stage 1 and upper Key Stage 2 is helping most pupils, including those with special educational needs and/or disabilities to make good progress. Here, pupils are keen to do well because activities are interesting and they are well matched to their abilities. Pupils display high levels of concentration and apply themselves diligently. In these lessons, teachers' enthusiasm motivates pupils and they rise to the teachers' high expectations. The recent implementation of peer mediation and the buddy system has had a positive impact on pupils' moral development and their sense of responsibility. Pupils have a keen sense of right and wrong. There are many opportunities to enable pupils to appreciate Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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Outcomes for individuals and groups of pupils 3

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

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Outcomes for individuals and groups of pupils 3

different cultural and social values though visitors and visits. For example, there are visits to a Buddhist temple and the Holocaust centre, as well as an exchange with a school whose intake is more diverse. The school is developing national and global partnerships and have recently established links with a Spanish and Ugandan school. Pupils' contribution to the school and the wider community is good. They have recently been involved in raising funds through their Harvest Festival for the local homeless centre. They participate in well-dressing and country dancing and pupils in Year 6 organise an annual fund-raising event for the McMillan home. The school council is influential in decision-making, for example, in planning how to revitalise the school pond. However, although the younger pupils are members of the school council, they do not take on wider responsibilities. Although pupils' views are regularly sought, their ideas are not

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Outcomes for individuals and groups of pupils 3

systematically gathered and used to improve the quality of teaching and the curriculum.

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Outcomes for individuals and groups of pupils 3

These are the grades for pupils' outcomes

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Outcomes for individuals and groups of pupils 3

Pupils' achievement and the extent to which they enjoy their learning 3

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Outcomes for individuals and groups of pupils 3

Taking into account: Pupils' attainment¹

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Outcomes for individuals and groups of pupils 3

The quality of pupils' learning and their progress 3

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Outcomes for individuals and groups of pupils 3

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

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Outcomes for individuals and groups of pupils 3

The extent to which pupils adopt healthy lifestyles 1

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Outcomes for individuals and groups of pupils 3

The extent to which pupils contribute to the school and wider community 2

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Outcomes for individuals and groups of pupils 3

The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being

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Outcomes for individuals and groups of pupils 3

Taking into account: Pupils' attendance¹

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Outcomes for individuals and groups of pupils 3

The extent of pupils' spiritual, moral, social and cultural development 2

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Outcomes for individuals and groups of pupils 3

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 is satisfactory and the proportion of good teaching is increasing. In the best lessons seen in the inspection, planning was skilfully matched to pupils' abilities, based on pupils' prior learning, with clear links to their current learning. For example, in one mathematics lesson, a money-solving problem required pupils to practise their mental strategies. This was followed by targeted questioning to explain and justify why they had 'put in their head the biggest number', prompting other pupils to use this effective 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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How effective is the provision?

strategy. Learning was then developed further by an open-ended problem-solving activity which challenged all abilities and ages. Similarly, in a literacy lesson, pupils were given clear guidance on what they were expected to learn by the end of the lesson; steps to success were identified collaboratively and the pace was maintained through effective questioning to assess what progress pupils were making through teacher and peer assessment. These powerful and empowering methods to accelerate pupils' progress create a greater sense of responsibility and independence, but they are not used consistently or as effectively in all year groups. Pupils' motivation wanes when lessons are dominated by the teacher talking too much and do not allow pupils to find out things for themselves. In these lessons, there is often a lack of clarity about what pupils are expected to learn, work is not linked to their targets and feedback is superficial.

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How effective is the provision?

The curriculum is satisfactory and the school has rightly identified this as an area for development. Key skills, including information and communication technology, are soundly developed across the curriculum. However, an over-reliance on worksheets inhibits pupils' ability to plan independently, and to investigate and evaluate their work especially in science. Equally, there are not enough experiences to develop pupils' creativity and for them to see links between subjects, for example, through drama in English. Care, guidance and support are good. Procedures to strengthen pupils' personal development and welfare have been very successful. The recent focus on improving behaviour through a review of the behaviour policy and implementation of peer mediation have had a strikingly positive effect on pupils' behaviour which had previously been a barrier to some pupils' learning. Provision for pupils who are potentially vulnerable is good.

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How effective is the provision?

The positive play initiative has provided an oasis of calm where pupils can have some quiet time or discuss their issues with someone they trust. This is having a positive impact on their self-esteem and behaviour.

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How effective is the provision?

These are the grades for the quality of provision

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How effective is the provision?

Taking into account: The use of assessment to support learning

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How effective is the provision?

The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships

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How effective is the provision?

The effectiveness of care, guidance and support 2

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How effective are leadership and management?

The headteacher has inspired confidence and a 'can-do culture' in which everyone now has the motivation and determination to ensure that all pupils fulfil their potential. Morale is high and teamwork is a real strength of the school. All leaders play a significant role in driving forward improvements. Furthermore, this is beginning to have a real impact on raising pupils' achievement and other outcomes for pupils, including behaviour. However, challenging targets are not always achieved because of some inconsistencies in the quality of teaching and assessment strategies. 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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How effective are leadership and management?

The governing body is fully involved in school improvement planning, self-evaluation and target setting. As a result, they both support and challenge leaders and this has been helpful in removing barriers to learning. The headteacher has worked exceptionally hard to ensure that parents are well informed about their children's achievements. They are widely consulted and involved in whole-school issues, for example, in revising the school's vision statement. The school works well with external agencies to promote pupils' personal development and well-being. Their work with behavioural support staff and other specialists has enhanced the provision for potentially vulnerable pupils. The school works closely with the local secondary school and this provides invaluable experiences for more- able pupils, and for all pupils in sport, science and information and communication technology. Equality of opportunity and how well the school tackles discrimination are

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How effective are leadership and management?

satisfactory. The improved procedures for evaluating the performance and experiences of pupils are good. This information is used to target specific actions for improvement, but is not yet embedded to ensure consistently good progress across the school. Safeguarding procedures are robust and all recommended good practice has been adopted. Community cohesion is satisfactory because, although it is good at a local level because they contribute to numerous activities within the immediate community, pupils' global awareness is less well developed.

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How effective are leadership and management?

These are the grades for leadership and management

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How effective are leadership and management?

The effectiveness of leadership and management in embedding ambition and driving improvement

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How effective are leadership and management?

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

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How effective are leadership and management?

The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met

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How effective are leadership and management?

The effectiveness of the school's engagement with parents and carers 1

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How effective are leadership and management?

The effectiveness of partnerships in promoting learning and well-being 2

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How effective are leadership and management?

The effectiveness with which the school promotes equality of opportunity and tackles discrimination

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How effective are leadership and management?

The effectiveness of safeguarding procedures 2

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How effective are leadership and management?

The effectiveness with which the school promotes community cohesion 3

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How effective are leadership and management?

The effectiveness with which the school deploys resources to achieve value for money 3

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Early Years Foundation Stage

Children make good progress in the Early Years Foundation Stage and by the time they enter Year 1 almost all are at least in line with national expectations and in some areas they are above, especially in their personal development and early basic literacy and mathematical skills. They learn and develop well, making at least good progress in their personal development and in early reading, writing and calculation skills. Effective induction procedures and excellent links with parents and carers ensure that children are 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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Early Years Foundation Stage

happy and settled. They develop good attitudes to learning and form very effective relationships with adults and other children. Adults are skilled in supporting children's learning through effective questioning and intervening at appropriate and significant times. There is a good balance between adult-directed activities and those which the children select for themselves, both inside and outside the classroom. However, although the environment is welcoming, it does not provide a stimulating and creative experience for the children to develop their imagination and independence as effectively as it could. Good leadership and management have created a hardworking team with high aspirations. Children's learning is assessed regularly and the information is used well to inform planning and to assess how well children are making progress. Children's welfare is given the highest priority.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 2

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Early Years Foundation Stage

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

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Early Years Foundation Stage

The quality of provision in the Early Years Foundation Stage 2

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Early Years Foundation Stage

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

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Views of parents and carers

Parental questionnaires show that they are overwhelmingly supportive and appreciative of all that the school does. They recognise the significant improvement made in recent years and appreciate the highly individualised care and support provided. The school has responded well to the requests from parents and carers to engage them more in whole- school decision-making and in enabling them to support their childrens' learning and personal development.

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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 Marston Montgomery 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 38 completed questionnaires by the end of the on-site inspection. In total, there are 50 pupils registered at the school.

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Responses from parents and carers to Ofsted's questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 34 89 4 11 0 0 0 0 The school keeps my child safe 33 87 5 13 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

My school informs me about my child's progress 27 71 11 29 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

My child is making enough progress at this school 21 55 14 37 2 5 0 0

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Responses from parents and carers to Ofsted's questionnaire

The teaching is good at this school 26 68 11 29 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school helps me to support my child's learning 27 71 11 29 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school helps my child to have a healthy lifestyle 36 95 2 5 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

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) 32 84 4 11 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school meets my child's particular needs 23 61 14 37 1 3 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school deals effectively with unacceptable behaviour 25 66 12 32 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school takes account of my suggestions and concerns 31 82 7 18 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school is led and managed effectively 33 87 5 13 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

Overall, I am happy with my child's experience at this school 31 82 7 18 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

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 in clude 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 Marston Montgomery Primary School, Ashbourne, DE6 2FF

Thank you very much for your warm welcome and the help you gave me in finding out more about your school. I think your school offers a satisfactory standard of education, but it is improving very quickly. There are a number of good and outstanding things in your school. Some of these are:  standards in your work are rising and most of you are making faster progress  you feel very safe in school and you behave well  you have an outstanding awareness of healthy living  your attendance is also outstanding  your headteacher is doing a good job to help the school to improve and has built up excellent partnerships with your parents and carers. In order to ensure your school continues to improve, these are the things I would like your school to do:  improve how well your teachers question you so that you have to explain more about what you are thinking  make sure that teachers' marking gives you clear pointers on what you need to do

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Inspection of Marston Montgomery Primary School, Ashbourne, DE6 2FF

next to improve  develop your skills in planning and assessment so that you can organise your own work and identify for yourselves what you have achieved and what you need to do next to improve  make learning more active and interesting through more drama and role play  talk to some of you on a regular basis to see what you think about your learning  provide more opportunities for some of the younger ones amongst you to take on more jobs of responsibility. You will see that although the list above has improvements for your teachers, these are linked to things that you will have to do to ensure that these improvements are achieved. I hope you continue to enjoy coming to school and to try your very best in all that you do.

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Inspection of Marston Montgomery Primary School, Ashbourne, DE6 2FF

Mary Hinds Lead inspector out in the guidance 'Complaining about inspections', which is available from Ofsted's website: 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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