Offley Endowed Primary School and Nursery

Offley Endowed Primary School Inspection report

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Unique Reference Number 117445 Local Authority Hertfordshire Inspection number 358141 Inspection dates 9–10 December 2010 Reporting inspector David Speakman

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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 85 Appropriate authority The governing body Chair Ros Murray Headteacher Karen Slack Date of previous school inspection 25 June 2008 School address School Lane Hitchin SG5 3AT Telephone number 01462 768392 Fax number 01462 769001 Email address admin@offley.herts.sch.uk

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Age group 4–11 Inspection dates 9–10 December 2010 Inspection number 358141 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 two additional inspectors. Inspectors observed eight lessons or parts of lessons and saw seven teachers, including visiting specialist teachers. Meetings were held with the headteacher, groups of pupils, governors, and subject leaders. They observed the school's work, and looked at school assessment and tracking data, samples of pupils' work, records of monitoring and evaluation of the school's performance and a wide range of records and policies linked to safeguarding. They also considered 67 questionnaires from parents and carers, 40 from pupils and 10 from staff. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  What is leading to the variation in outcomes at the end of both key stages, particularly in English [reading and writing] at Key Stage 1?  How well is assessment used by teachers to assess individual capability and to

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Introduction

ensure that each pupil in mixed age and ability classes is sufficiently challenged to fully achieve his/her potential?  How effective is the monitoring and evaluation of the impact of teaching on learning and therefore progress and achievement?

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Information about the school

This is a small primary school set in a rural community. Most pupils come from a White British background very few speak English as an additional language. None is at the early stages of learning English. The number of pupils known to be eligible to claim free school meals is similar to other schools. There is an average proportion of pupils identified as having special educational needs and/or disabilities, mainly for moderate learning difficulties. None has a statement of special educational needs. Provision for children in the Early Years Foundation Stage is in a Reception class and pupils in Key Stages 1 and 2 are taught in one of three mixed-age classes. This arrangement is flexible and depends upon the cohort numbers. Awards obtained by the school include the Healthy Schools Status, Activemark, Travel Scheme Award and Artsmark Silver award. There is pre-school provision on site, which is not managed by the governing body and is subject to a

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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

Offley Endowed Primary School provides a satisfactory education. Children get off to a good start in the Early Years Foundation Stage and progress well in their Reception Year. Thereafter, achievement is satisfactory and by the end of Year 6, standards in English and mathematics are broadly in line with the national average. The strength of this school lies in the good care and support that all adults show for pupils, through internal arrangements and through good links with external support agencies. As a result, pupils' personal development is good. Pupils follow the example set by adults and as one parent commented 'The school has a very strong community feel and the children learn to care for one another.' Another added 'The school has a family atmosphere and all children know all adults well.' This was confirmed as being important in conversations with pupils. Pupils' spiritual, moral, social and cultural development is

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Main findings

good. They make a good contribution to life within the local community and within school. Behaviour is good. Even when the pace of lessons is slow and pupils are not active in learning, they behave well. When they are challenged and motivated, pupils respond very well and their behaviour is often excellent. Pupils show a mature approach to being a member of the school community and as a matter of course try to solve any difficult situations for themselves. If they need to call on adult support, they are confident that it is readily available and consequently children feel safe in school. Pupils have an excellent understanding of what it means to stay healthy. They choose to eat healthy meals and snacks whilst in school and engage in lots of physical activity. Satisfactory and good teaching was seen in equal measures during the inspection. Teachers do not always take enough account of the prior attainment of individual pupils

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Main findings

and too often plan activities for the different year groups in each class rather than planning challenging activities for individual pupils. Too little reference to the actual levels pupils are working at was seen in planning so there is no clear idea of learning progression for individual pupils or of their next steps in learning. Sometimes not enough account is taken of pupils being ready to move on, and this has the effect of holding back their progress, particularly for middle and higher attaining pupils. The monitoring and evaluation of teaching is satisfactory, but not rigorous enough to improve teaching so that it is consistently good in terms of its level of challenge to promote better learning and progress. Some monitoring of teaching is informal and not sufficiently focused on impact. The headteacher and subject leaders have a planned programme for monitoring the impact of improvement initiatives. The headteacher is tracking each pupil's progress, but

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Main findings

targets for the average and more able are not challenging enough. Subject leaders are playing an important role in the improvement strategy, but currently their work is not focused sharply enough on improving the pace at which pupils are learning and making

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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

progress in lessons. Self-evaluation is accurate and reflects the headteacher's clear evaluation of the school's strengths and weaknesses. The school's capacity for sustained improvement is satisfactory.

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What does the school need to do to improve further?

 Improve pupils' progress in English and mathematics so the attainment at the end of both key stages is consistently above the national average by: ensuring that all teaching is of a good or better quality using assessment data more effectively to make sure individual pupils, particularly those capable of average and higher attainment, are challenged fully and make the best possible progress setting individual challenging targets using national curriculum levels and using these in planning individual learning programmes through the school so that all pupils make good progress as they pass from year to year.  Be more rigorous in the monitoring of teaching and ensure that leaders and managers contribute significantly to pupils' progress by: putting a greater emphasis on the impact of teaching on pupils' learning and progress providing formal feedback on observations and following up and acting on areas

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What does the school need to do to improve further?

identified for development using other sources of information, such as scrutiny of pupils' work and assessment data, to evaluate the effect of teaching on learning.  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

Children enter the Reception Year with attainment that is typical for children of this age. Overall satisfactory achievement means that standards at the end of Year 6 are broadly average. There has been some variation from year to year but this is linked to the different needs of small cohorts and the lack of planning against individual prior attainment. Consequently pupils make adequate progress and the quality of their learning is satisfactory. Early identification of children with special educational needs and/or disabilities means that effective support is soon provided and these pupils make good progress, narrowing the gap between them and other pupils. Differences in the achievement for groups of pupils mean that equality of opportunity is satisfactory. Those pupils in Year 4 whose attainment was low at the end of Year 2 are now doing well which represents good progress. In literacy, information and communication technology and

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Outcomes for individuals and groups of pupils 3

music lessons these pupils showed good attitudes to learning. They were keen and enthusiastic learners, obviously enjoying their work and showing greater confidence. Pupils enjoy being active participants in learning and show a lot of enthusiasm and enjoyment in practical activities. They have produced some very expressive artwork, which has resulted from high levels of collaboration in group work all of which adds significantly

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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

to their good spiritual, social and cultural development. Standards in music are good and pupils show good engagement and pride in their performance when either playing instruments or singing. They enjoy physical activity and have a good record in competitive sports, particularly for a small school. Pupils enjoy school a great deal and their attendance has improved this year; it is now above the national average. They are prepared well for the next steps in their education. Although attainment in English and mathematics is broadly average, they have good information and communication technology skills, are good at working together and show initiative and independence in planning different school activities.

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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 3

Taking into account: Pupils' attainment¹

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

The quality of pupils' learning and their progress 3

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

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

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2

Taking into account: Pupils' attendance¹

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

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

The quality of teaching is satisfactory in terms of its impact on pupils learning and progress. However, teachers show some good teaching skills. Relationships with pupils are good and teachers are very supportive of pupils' personal development. Marking is good. It is appropriate to pupils' ages and clearly informs pupils of what they do well and what they need to do to improve. Teachers have high expectations of pupils' conduct and have established calm learning environments in classes. Teaching assistants work well with groups of pupils, but too often sit unoccupied whilst the teacher is introducing a lesson. Otherwise they contribute well to group work, including with pupils with special educational needs and/or disabilities and help these pupils to make good progress.

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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

The curriculum is good. This has been a development focus and now offers a broad range of interesting learning experiences. Parents commented on the curriculum: 'We particularly like the breadth of education offered rather than rigidly following the curriculum.' Another added 'It is very strong at music and performing, which really benefits the children.' There are interesting links between subjects. Good provision through specialist teaching in music, physical education and French helps make learning stimulating in these subjects. There is an excellent range of visits, visitors and links with outside agencies and other schools which add richness to pupils' learning experience. As one pupil put it 'There's lots of stuff to do in this school.'

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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?

Through her own assessments the headteacher has a realistic view on how well children are progressing and is keen to improve pupils' achievement, raise standards and hence ensure that all pupils are doing as well as they possibly can. However, there is a cautious view amongst some staff that it is safer to set comfortable targets that pupils will easily achieve rather than setting challenging ones that will raise the level of achievement above satisfactory. Safeguarding is satisfactory. All requirements are in place and whilst pupils are safe some important procedures and documentation are generic and do not take into account the particular circumstances of the school. Consequently, governance is satisfactory. Governors are involved in supporting the school and often ask challenging questions but there is room to develop further their monitoring role. The school has made strides in building its relationship with parents and carers, through

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How effective are leadership and management?

involving them in initiatives such as the Reading Challenge during the summer break and involving them in pupils' learning logs. This has been effective and reflected in parents' involvement in supporting the school and their children's education. The school's approach to establishing community cohesion is good. School leaders have evaluated the school's place within a range of communities and has devised an action plan to address any weaknesses. It has identified good provision within the school, at local and national levels but realises that the global dimension could be developed further.

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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

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

Children make good progress in their Reception Year and their attainment when moving into Year 1 is as expected for their age with some strengths, particularly in personal, social and emotional development. This is where the basis of positive attitudes and enjoyment in learning is established. The curriculum is interesting and engages children's interest and enthusiasm. There is an emphasis on core skills but there is good coverage of all areas of learning through topics. There is a well-considered balance between teacher directed learning and child initiated activities and between indoor and outside learning. Much of the learning in the Early Years Foundation Stage is based on children experiencing for themselves, typified by a camera placed in a nesting box linked to the interactive white board so children can watch directly how birds look after their young, even before eggs have hatched. Children have kept an

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Early Years Foundation Stage

interesting journal. Adults often follow children's own ideas such as following up the 'dinosaur eggs' found in the garden. Expectations of these children are high. They receive specialist music teaching and from an early age produce good quality music, including singing and voice training at an appropriate level. Children respond enthusiastically and their singing has a quality expected from older children. They hold a tune, sing well together and enjoy these activities. Each child clearly grows in confidence through activities such as these. Adults work well as a team. There is good leadership within the setting. Adults are deployed effectively and engage fully with the children. Assessment of children's progress is on-going and adults report back regularly to the Early Years Foundation Stage leader. Children's progress and learning experiences are carefully recorded in individual 'Learning Journeys' which record each child's experiences through the year and which provide a

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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

lasting memory for parents and carers when the journals are passed to them at the end of the Reception Year.

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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

There was a very good response to the questionnaire, with over three-quarters of the children represented in their parents' or carers' responses. They express a high level of satisfaction with the work of the school and in no category was there any significant disagreement. The inspectors looked carefully at pupils' progress and safeguarding arrangements and found both of these aspects to be satisfactory.

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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 Offley Endowed 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 67 completed questionnaires by the end of the on-site inspection. In total, there are 85 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 51 76 15 22 0 0 0 0 The school keeps my child safe 41 61 24 36 2 3 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 43 64 23 34 1 1 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 37 55 25 37 4 6 0 0

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Total % Total % Total % Total %

The teaching is good at this school 43 64 23 34 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 37 55 28 42 1 1 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 41 61 26 39 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) 36 54 26 39 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 38 57 26 39 1 1 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 29 43 34 51 1 1 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 31 46 34 51 1 1 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 40 60 25 37 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 43 64 24 36 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 Offley Endowed Primary School, Hitchin, SG5 3AT

Thank you all very much for your friendliness and the way in which you so confidently spoke to us when we visited your school recently. We were impressed with the confidence and thoughtfulness of the pupils we spoke to and the mature attitudes you showed to school life. We were pleased that you enjoy school and behave well, even when you are not fully occupied in some lessons. You all seem to get on well together, are kind to each other and value the smallness of your school that enables you all to get to know each other well. Well done. Your school takes good care of you and you have lots of interesting things to learn about. Your school provides a satisfactory education and you make satisfactory progress. We feel that some of you are capable of doing harder work than you are sometimes asked to do, particularly in English and mathematics. However we were impressed by your artwork, your musical skills and your ability in using computers. We were also pleased by how well

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Inspection of Offley Endowed Primary School, Hitchin, SG5 3AT

you work together and support each other's' learning. We have asked your teachers to help you make better progress by: Making sure that all teaching is good or better. Providing harder work for those of you that are capable of doing it. Planning long term learning paths so that you all make steadily good progress from year to year. We have also asked school leaders to carefully monitor how effective teaching is to help you learn well. We wish you all the best for the future and are confident that you will all be able to play an important part in helping the school get better.

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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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