Gateford Park Primary School

Gateford Park Primary School Inspection report

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Unique Reference Number 131722 Local Authority Nottinghamshire Inspection number 360310 Inspection dates 18–19 January 2011 Reporting inspector Richard Marsden

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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 214 Appropriate authority The governing body Chair Neil Hopkinson Headteacher Lorraine Shore Date of previous school inspection 3 March 2008 School address Amherst Rise Gateford Park, Worksop S81 7RG Telephone number 01909 478681 Fax number 01909 473487 Email address office@gateford.notts.sch.uk

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Age group 4–11 Inspection dates 18–19 January 2011 Inspection number 360310 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. They observed 10 teachers in 18 lessons, spoke with parents and carers and held meeting with staff, pupils and governors. They observed the school's work, and looked at safeguarding documentation, attendance records, information on pupils' attainment and progress, the curriculum, the school's self-evaluation and planning, as well as questionnaires from 10 staff, 66 pupils and 75 parents. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  Given that pupils did not take national tests in 2010, are teachers' own assessments of pupils' attainment and progress accurate and reliable, and is progress good for all groups of pupils?  Have the changes in leadership and management recommended at the last inspection been effectively implemented?  Given that most pupils come from White British backgrounds, are they being well

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Introduction

prepared to take their place in a multicultural society?

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Information about the school

The school is similar in size to the average-sized primary school. The proportion of pupils known to be eligible for free school meals is well below the national average. Most pupils are of White British heritage and there are very few pupils who speak English as an additional language. The percentage with special educational needs and/or disabilities, including pupils with physical disabilities, is below average, although increasing year by year. Four years ago the Local Authority decided to reduce the school's size from two- to one- form entry, so that there are currently two classes per year in Years 4, 5 and 6, but only one class per year in Reception and Years 1, 2 and 3. The school holds the Extended Schools Award.

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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

The school provides a good education for its pupils. Pupils make good progress and attain standards across the core subjects which are in line with the national average. Since the last inspection much has been done to strengthen the reliability of the school's assessment of pupils' attainment and to track their progress. As a result, teachers are confident about what pupils should be achieving and can identify very quickly any who are falling behind. Teachers intervene effectively to keep them on target. Work is carefully matched to pupils' capabilities and learning needs, and challenges them well. Although attainment does not vary significantly across subjects or gender groups, there is some unevenness. In 2010, for example, boys' attainment in mathematics was high, whereas girls' was average, a situation which was the reverse of the previous year. Both boys and girls showed high attainment in reading but only average attainment in writing.

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Main findings

Changes in leadership and management have resulted in a wider range of teachers taking on leadership responsibilities. They manage their areas well, evaluating effectively the quality of provision and outcomes and show a good understanding of strengths and weaknesses and how to secure improvement. This track record of success shows the school has good capacity to improve further. Pupils are known well as individuals and are cared for well. The school is a harmonious and cohesive community. However, inspectors agree with the school's own evaluation that more needs to be done to strengthen its contribution to community cohesion. Pupils enthusiastically take on responsibilities in their school, but there are limited opportunities for them to serve or influence the wider community either locally or further afield. They learn about other cultures, and enjoy having visiting speakers, but links, for example, with

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Main findings

other schools or community groups with whom they could have first-hand experience are, as yet, under-developed.

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What does the school need to do to improve further?

 Raise attainment in English, mathematics and science from satisfactory to good by: ensuring that standards attained in all three subjects are consistently high removing the remaining unevenness in the standards attained by gender groups.  Improve the school's promotion of community cohesion from satisfactory to good by: increasing opportunities for pupils to engage at first-hand with communities beyond the school increasing opportunities for pupils to take on responsibility and become involved in the wider community.

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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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Outcomes for individuals and groups of pupils 2

The school's assessments are robust and are externally verified. They show that pupils join the school with attainment that is below that expected for their age. Pupils make good progress so that by the end of Key Stage 2 they reach the national average. In recent years there has been some unevenness in attainment across different subjects, and between gender groups. After detailed scrutiny however, inspectors are satisfied that these do not indicate any significant trends. In lessons observed, and from the evidence seen in pupils' work, progress is good in English, mathematics and science. Tasks in lessons are matched well to pupils' abilities. They tackle them with enthusiasm and consequently progress is good. In one outstanding science lesson pupils became very animated and engrossed in a competitive task to build a tower from spaghetti and marshmallows. The teacher made judicious suggestions to

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Outcomes for individuals and groups of pupils 2

ensure that pupils were grasping the underlying scientific principles at the same time as they were having fun. Boys and girls engage equally well in learning. Pupils with special educational needs and/or disabilities are identified early and are given effective support within lessons, in small group or one-to-one sessions. They also make good progress and derive enjoyment from their successes. Pupils confidently state that their teachers look after them well and that they feel safe in school. A number of pupils have presented challenging behaviour but the school has developed strategies to manage this effectively so that behaviour is good. Pupils say that bullying is rare and is handled effectively if it does occur. They know about cyber-safety, road safety and the dangers of drug and alcohol abuse, and they can explain clearly what they do to lead a healthy lifestyle. They readily take on jobs within school, and the school

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Outcomes for individuals and groups of pupils 2

council can explain how their voice has influenced decisions. Pupils' contribution to the wider community beyond the school is limited. As well as promoting good progress in literacy and numeracy, the school develops pupils' capability in information and communication technology well, and gives them skills in team working, decision making and problem solving. This all prepares them well for their future in the working world. Pupils' spiritual moral and social development is good. They resolve conflicts sensibly, and respond well to opportunities to think deeply about values and principles. They show a good respect for the views of other people and enjoy contact with individuals whose beliefs or backgrounds are different from their own. However, opportunities for them to have first-hand contact with communities in other parts of Britain or overseas are less well promoted, and this restricts pupils' wider cultural development.

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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 pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 2

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of pupils' learning and their progress 2

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Pupils' achievement and the extent to which they enjoy their learning 2

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

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2

Taking into account: Pupils' attendance¹

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

Classrooms are busy and purposeful places. Through careful planning, teachers ensure that lessons contain a varied mix of activities. These include individual, group or pair work, 'hand-on' tasks, and the use of information and communication technology, all designed to ensure that pupils work hard for themselves rather than having to sit and listen to the teacher for too long. Teaching assistants are highly skilled at supporting pupils with special educational needs and/or disabilities either in lessons or in separate groups. Teachers question pupils particularly effectively and give good oral feedback so that pupils understand how to improve. Marking also shows pupils how to improve, although some teachers use this more effectively than others. The broad and balanced curriculum has been reviewed in consultation with pupils and now includes regular themed weeks, such as science week, sports week, and culture week,

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How effective is the provision?

which motivate pupils and engage them well. Both boys and girls say how much they enjoy the topics they study. In an outstanding literacy lesson pupils were deeply engrossed in a text about the first moon landing which provided an effective stimulus for their own writing. The school provides a good range of out of school activities, which include residential visits (outdoor pursuits) for Year 6, and annual visits to the House of Commons to see the local Member of Parliament. Care, guidance and support are a major strength. Pupils are well supported when they first arrive, so that they settle in quickly, and they are well prepared as they move on to

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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

secondary school. The school is careful to ensure that pupils are known well and that no- one 'slips through the net'. It is successful in integrating pupils who have been excluded from other schools. It has given persistent and energetic support to pupils who are at risk of failing to succeed.

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

These are the grades for the quality of provision

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The quality of teaching 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

Since the last inspection leadership roles have been distributed much more widely across the staff. Staff members have met this challenge well, and the distributed leadership is effective in embedding ambition and driving improvement. Staff have high expectations and offer one another vigorous support in their quest for excellence. A regular programme of lesson observations and reviews of pupils' work gives teachers pointers for improvement which they tackle eagerly. Governors give good support. They are experienced and know the school well. Some involve themselves closely in the day-to-day work of the school. They support the school effectively and offer robust challenge to help shape its strategic direction. The school provides a regular flow of information to parents. Parents feel they can raise concerns, although the school recognises that it needs to do more to involve them in their children's

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How effective are leadership and management?

education. The school benefits from an extensive range of partnerships. Teachers work alongside colleagues from other schools to ensure a common understanding of pupils' standards. A wide range of agencies help the school to support pupils whose circumstances make them more vulnerable and visitors enhance and enliven the curriculum. The school securely meets the statutory requirements for the safeguarding of children. It reviews its work in this area regularly and acts rapidly and decisively on all issues relating to pupils' safety. It works hard to include all pupils and ensure equality of opportunity for all. The school has a secure understanding of its own context. Opportunities for pupils to have an input into the community beyond the school, whether locally, nationally or internationally, and to have first-hand contact with other communities are, however, limited.

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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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2

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

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Early Years Foundation Stage

Good provision ensures good progress so that children's attainment is broadly average in most areas of learning by the time they leave the Early Years Foundation Stage. Their behaviour is good. They interact confidently with adults and with each other, taking turns, playing sensibly, showing courtesy and willingly taking on little jobs. The Early Years Foundation Stage area is spacious and well equipped. It provides effectively for learning both indoors and outside, although outdoor provision for children's mathematical and creative development is not as good as for other areas of learning. There is a good balance of teacher-led and child-initiated activities. The latter help children to develop independence and confidence. Leadership and management are good. Adults regularly observe and record children's progress both formally and informally, building up a detailed picture of each child. The coordinator is aware of areas needing development. She has high expectations and

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Early Years Foundation Stage

ensures that activities are well planned and closely targeted to the observed needs of the children.

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Early Years Foundation Stage

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 2

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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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Views of parents and carers

The rate of response to the questionnaires was broadly average. The views of parents and carers mirror closely those found in the school's self-evaluation. They show high levels of satisfaction, in particular with the way the school keeps children safe, and the way the school meets the needs of the individual. A small minority of parents and carers expressed concern about behaviour and about the management of the school. Management was a focus of inspectors' attention from the outset, but, in the light of the questionnaires, inspectors also put behaviour under close scrutiny. Although the behaviour of some pupils has been challenging, staff have developed effective strategies to manage this, and pupils and teachers and parents said that behaviour is now better than previously. Teachers take care to ensure that the school's routines and high expectations are clearly understood by pupils. During the inspection, behaviour observed both inside and outside the classroom

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Views of parents and carers

was consistently good, and had a beneficial effect on pupils' learning.

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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 Gateford Park 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 75 completed questionnaires by the end of the on-site inspection. In total, there are 214 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 30 40 40 53 4 5 0 0 The school keeps my child safe 26 35 49 65 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 15 20 36 48 17 23 3 4

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Total % Total % Total % Total %

My child is making enough progress at this school 14 19 44 59 11 15 4 5

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Total % Total % Total % Total %

The teaching is good at this school 17 23 42 56 10 13 1 1

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Total % Total % Total % Total %

The school helps me to support my child's learning 9 12 45 60 15 20 2 3

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 13 17 44 59 13 17 2 3

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 15 20 42 56 11 15 1 1

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Total % Total % Total % Total %

The school meets my child's particular needs 18 24 44 59 7 9 2 3

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 11 15 45 60 13 17 1 1

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 12 16 39 52 14 19 3 4

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Total % Total % Total % Total %

The school is led and managed effectively 13 17 34 45 17 23 6 8

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 18 24 43 57 9 12 1 1

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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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Inspection of Gateford Park Primary School, Worksop, S81 7RG

A big 'thank you' to everyone for the very warm welcome you gave to us when we visited your school. We came to find out what your school does well and how it might be improved. This is what we found: Your teachers look after you well, make sure that everyone feels safe, and that no-one misses out on what the school has to offer. Your teachers plan lessons well and make sure that they are interesting and enjoyable; this means that you concentrate well in lessons, work hard, and make good progress. Your behaviour has improved and is now good; this helps you to learn and to make progress. You particularly enjoy the themed weeks; both boys and girls enjoy the topics you study in class. You know how to lead a healthy lifestyle and are being well prepared to take your place in the world of work. Although you are progressing well at present, we have suggested to your teachers that they should aim for you to reach even higher standards in English, mathematics and

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Inspection of Gateford Park Primary School, Worksop, S81 7RG

science. We would also like them to provide you with more opportunities to meet people from other communities in Britain and abroad, so that you can get to know them and learn from each other. It was a great pleasure to visit your school. You can all play your part in improving it by continuing to behave well and always trying your hardest!

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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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