World's End Junior School

World's End Junior School Inspection report

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Unique Reference Number 103279 Local Authority Birmingham Inspection number 355353 Inspection dates 19–20 January 2011 Reporting inspector Ken Buxton HMI

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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 Junior School category Community Age range of pupils 7–11 Gender of pupils Mixed Number of pupils on the school roll 234 Appropriate authority The governing body Chair Helen Miles Headteacher Fiona Northey Date of previous school inspection 13 May 2008 School address World's End Lane Quinton, Birmingham B32 2SA Telephone number 0121 4645913 Fax number 0121 4645912 Email address enquiry@worldsend.bham.sch.uk

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Age group 7–11 Inspection dates 19–20 January 2011 Inspection number 355353 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 one of Her Majesty's Inspectors and two additional inspectors. The inspectors visited 18 lessons and observed almost all the teachers, most on more than one occasion. They held meetings with the headteacher, representatives from the governing body, the school's educational consultant, the headteacher of World's End Infant School, staff, pupils and parents. The school's work was observed and various documents, including a range of self-evaluation documentation, the school's development plan, progress reports, minutes of governing body meetings and records of pupils' progress, were scrutinised. Inspectors analysed questionnaires from 74 parents and carers and took account of staff and pupil questionnaires. The inspection reviewed many aspects of the school's work. It looked in detail at a number of key areas.  How accurately does the school track pupils' attainment and monitor progress?

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Introduction

 Why do pupils with special educational needs and/or disabilities make faster progress than other pupils?  How effectively are the school's leaders, including the governing body, driving school improvement?

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Information about the school

Almost two-thirds of pupils at this average-sized junior school are from White British families. The school serves an area where the level of socio-economic disadvantage is considerably higher than average. About a quarter of pupils are known to be eligible for free school meals, which is higher than the national average. The percentage of pupils with learning difficulties and/or disabilities is lower than average although the proportion with statements of special educational need is above average. The school shares a resource base for visually impaired pupils with the neighbouring infant school. The school also operates a daily breakfast club and works in partnership with Newman University College, Birmingham to provide placements for trainee teachers. The school is currently being led by an acting headteacher while the governing body is seeking to recruit a permanent headteacher. The school's senior leadership team also consists of two acting

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Information about the school

deputy headteachers. The school has achieved the national Healthy Schools status and a Quality Mark for its work in English and mathematics.

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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

This is a well organised school that provides a caring and supportive learning environment. The acting headteacher works closely with the Chair of the Governing Body and senior staff to provide strong leadership that has successfully created a calm and purposeful working atmosphere. This follows a period when the school faced a number of challenges where there was no clear educational direction and pupils' progress and attainment declined. Working together, they acted quickly and decisively to bring about the improvements needed. As a result, the school has demonstrated a satisfactory capacity to improve, whereby teaching is now satisfactory and pupils are making the progress expected. The school's leadership team have also developed a suitably focused plan to bring about further improvement. They acknowledge that further work is still needed to ensure that it provides the necessary direction that will drive improvement. As a result of

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Main findings

the changes, there is now a strong sense of purpose and teamwork as the staff work together well to improve the quality of education and so bring about better outcomes for the pupils. Parents are pleased with the changes that have been brought about and have confidence that their children are well cared for. The school has worked hard at improving the partnership with parents and regularly invites them in to different events being organised. Attendance is still however, a cause for concern as the school has not yet managed to bring about the improvements needed. Pupils talk with pride about their school and how they enjoy working and playing together. Pupils get on well together and are very supportive of one another. Their behaviour is good, both in lessons and around the school. The school's leaders are fully aware that much more still needs to be done to enable all pupils to reach their full potential and for the school to achieve all that it is capable of.

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Main findings

Pupils' attainment for English and mathematics has risen to be in line with the national average, but it is still not as high as it could be. While the quality and content of pupils' work are higher than was the case during the last two years, the overall quality of presentation and accuracy of pupils' spelling and use of punctuation is not yet high enough. Although teachers do mark pupils' work conscientiously, their efforts are not yet bringing about the intended improvements. Similarly, although the current curriculum provides a carefully structured learning programme, teachers are not yet taking enough risks with their planning, which limit opportunities for pupils to learn directly through practical experiences. As a result of all the changes that have occurred, time has been at a premium and the governing body has not yet managed to fulfil its duty to take the actions needed to promote community cohesion.

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Main findings

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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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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What does the school need to do to improve further?

 Raise pupils' attainment in English and mathematics to above the national average by: engaging with parents to increase pupils' attendance improving the quality of pupils' work by having consistently high expectations of presentation, handwriting, spelling, punctuation and knowledge of multiplication tables.  Enhance the quality of teaching by: improving the quality of guidance pupils receive to help them focus on how to strengthen their work taking greater risks to give pupils more opportunities to learn first-hand by engaging in practical activities.  Improve the effectiveness and impact of the school's leadership by: making better use of the school's development plan as a tool to monitor and evaluate the effect of improvement strategies on pupils' outcomes promoting community cohesion and monitoring how well the actions taken strengthen the relationships between pupils from different backgrounds.

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Outcomes for individuals and groups of pupils 3

Pupils have positive attitudes to learning and clearly enjoy being at school. Pupils' attainment improved in 2010 and the most recent results show standards to be in line with the national average. Lesson observations and scrutiny of pupils' work confirm that this improvement is being consolidated for the current pupils. Pupils are making satisfactory and, on occasions, good progress in lessons. Those pupils with special educational needs and/or disabilities often make good progress. This is because of the high quality individual and small group support and guidance they receive. Visually impaired pupils do exceptionally well and attain to their full potential. Pupils from all backgrounds achieve equally well. Pupils make a good contribution to school life and the wider community and willingly take on responsibilities. Pupils from all year groups are represented on the school council. This is an effective body that has brought about improvements to the school environment, such

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Outcomes for individuals and groups of pupils 3

as, the purchase of picnic tables that are used at break time and for outdoor lunchtime games and activities. Pupils wanting to represent their class on the council have to canvass and present themselves as a worthy candidate in readiness for the election. Similarly, pupils are encouraged to raise funds for charities and other organisations by setting out a strong case ready for consideration by the school. Pupils have developed good social skills and relationships are good. They benefit from good opportunities to learn about different cultures. As a result, they have a good knowledge of the different religious festivals celebrated by pupils at the school. The school's efforts to promote healthy living are being successful. Pupils enjoy learning to swim and taking part in a wide variety of games during physical education lessons. Higher numbers of pupils than average take advantage of the excellent school meals that are

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

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

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

cooked on site and served and eaten in the very well organised school restaurant. Increasing numbers of parents are taking advantage of the regular invitation to join pupils for lunch.

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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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3

Taking into account: Pupils' attendance¹

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

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

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How effective is the provision?

The quality of teaching is satisfactory. Some good lessons were observed; in these lessons teachers presented interesting activities that engaged pupils of all abilities well. Teachers also made good use of time, so that lessons moved along at a rapid pace and pupils of different abilities were challenged appropriately. For example, in the Year 6 mathematics lessons observed, pupils searched enthusiastically through a catalogue of musical instruments to put together an order within a set budget. This motivated them to use their mathematical skills accurately in an everyday context. However, this imaginative use of resources is not used consistently to engage pupils. On some occasions, teachers talk for too long and pupils are passive listeners. Teachers generally mark pupils' work regularly, but the marking is not always effective enough at helping pupils to improve the quality of their work. A new skills-based curriculum has been carefully planned and introduced, but has not yet

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How effective is the provision?

had time to have an impact on pupils' outcomes. French is being taught successfully to all year groups, which pupils enjoy. For instance, Year 3 pupils enthusiastically sang action songs that challenged both their language skills and their co-ordination. Stimulating art

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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

work and colourful displays of pupils' work around the school contribute to a bright learning environment. Pupils are able to participate in several before and after-school activity clubs, including street dance, chess and basketball, because of partnership arrangements set up by the school. The school provides good standards of care, which are acknowledged by parents and carers. Recent initiatives such as the 'worry box' and 'sorry box' are appreciated by pupils, who know that adults will help them to resolve their problems. Pupils with visual impairments are integrated well into the school community, and are provided with pertinent, well-qualified support and guidance. Well thought out systems ensure pupils transfer smoothly from the infant school into Year 3. Consequently, pupils adapt quickly and happily to changes in their new routines. Transfer to secondary schools is also well supported by the school. Although the school strives to improve pupils' attendance, not all

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

parents support the school's efforts; as a result, some pupils miss vital lessons because of holidays during term time. The many systems in place for pupils to support each other, such as playground buddies and house captains, work well. Similarly, the well-attended breakfast club makes a further strong contribution to the overall good care, guidance and support provided by the 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?

The acting headteacher has been instrumental in establishing a strong sense of purpose and educational direction. She has been well supported by colleagues at the school and the governing body. Together, they have worked tirelessly to bring about the change required to stabilise the school's situation. In a relatively short amount of time they have achieved a great deal. They have been encouraged and challenged well by external advisers who have added additional expertise and experience that has enhanced the school's leadership capabilities. As a result of the action taken, the quality of teaching has been strengthened and the downward trend for pupils' progress and attainment has been reversed. The school's safeguarding arrangements are also secure and work effectively. Appropriate care has been taken to monitor and track the performance of all groups of pupils accurately and ensure that the school provides equal opportunities for all. The

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How effective are leadership and management?

school's leaders investigate and respond positively to any complaints received. Working together, the leaders have set about introducing strategies that have laid the bedrock for the school's future improvement. They are well aware of the school's strengths and areas still to improve. They have accurately evaluated the school's performance, having rapidly developed the skills needed to lead the school. The current development plan builds upon their evaluations, but leaders recognise that further work is needed to provide greater

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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

detail about precise timescales and measures of success. They also acknowledge that while actions taken to create a harmonious school community are being successful, additional work is required to formalise the school's plans to promote community cohesion more widely.

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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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Views of parents and carers

The rate of response by parents and carers to the inspection questionnaire was similar to that found nationally. Of those families who did respond, a very large majority were positive about all aspects of the school. The only exception was that fewer parents than average felt the school took account of their suggestions. From its own survey of families, the school has already identified this as an area to improve and has recently taken action to encourage and improve communications. A few individual parents made different points about pupils' behaviour and bullying. These were investigated during the inspection. Judgements about these aspects have been included elsewhere in the published report.

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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 World's End Junior 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 74 completed questionnaires by the end of the o n-site inspection. In total, there are 234 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 32 43 38 51 4 5 0 0 The school keeps my child safe 44 59 30 41 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 33 45 36 49 5 7 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 34 46 31 42 8 11 0 0

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Total % Total % Total % Total %

The teaching is good at this school 34 46 38 51 1 1 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 36 49 32 43 4 5 2 3

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 34 46 34 46 5 7 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) 26 35 39 53 3 4 3 4

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Total % Total % Total % Total %

The school meets my child's particular needs 31 42 36 49 6 8 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 25 34 36 49 6 8 2 3

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 25 34 33 45 6 8 2 3

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Total % Total % Total % Total %

The school is led and managed effectively 31 42 35 47 4 5 1 1

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 38 51 30 41 6 8 0 0

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 August 2010 and are consistent with the latest published official statistics about maintained school inspection 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 World's End Junior School, Birmingham, B32 2SA

You may remember that I inspected your school, with other inspectors, to see how well your school is helping you to learn. We really enjoyed seeing you learn new things and the amount of pleasure you get from school. I am writing to thank you all for being so friendly and helpful. I thought you would like to know what we found out. You go to a satisfactory school that does a number of things well. Most of you enjoy school and feel safe. Almost all of you say you learn a lot in lessons. The acting headteacher and staff take good care of you. Your behaviour is good and any incidents of bullying are resolved quickly and sensitively. You have a good understanding of why it's important to eat healthily and to take regular exercise. The school has highly positive relationships with families and regularly asks for their views. Your lessons are interesting and you make the progress expected. Your teachers know

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Inspection of World's End Junior School, Birmingham, B32 2SA

that you can make even more progress and attain higher standards. Therefore, we have asked them to help you to do so by improving the quality and presentation of your work. We have asked that they give you more focused guidance, when they mark your work. We have also asked them to increase the opportunities you have to learn through practical activities to make lessons more memorable. You can also play your part, as some of you do not attend school regularly enough, which means you have gaps in your learning. We have also asked the school's leaders and the governing body to be even more effective in planning the school's future development and to make sure they do everything they are required to do. Remember, you can help to play a part by making sure you attend school regularly, working hard to improve the quality and presentation of your work and always doing your best. I wish you the very best for your future at World's End Junior School.

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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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