Meppershall CofE VA Lower School

Meppershall CofE VA Lower School Inspection report

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Unique Reference Number 109620 Local Authority Central Bedfordshire Inspection number 356586 Inspection dates 30 September 2010–1 October 2010 Reporting inspector Selwyn Ward

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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 4–9 Gender of pupils Mixed Number of pupils on the school roll 98 Appropriate authority The governing body Chair Vincent Holmes Headteacher Lyn Fairweather Date of previous school inspection 12 June 2008 School address 107 High Street Meppershall, Shefford SG17 5LZ Telephone number 01462 813293 Fax number 01462 813293 Email address mepp@deal.bedfordshire.gov.uk

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Inspection dates

30 September 2010–1 October 2010 Inspection number 356586 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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Inspection dates

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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Inspection dates

You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by one additional inspector who was in the school for two days and a second inspector in for half a day. Inspectors visited 13 lessons and observed six teachers. They spoke with staff, representatives of the governing body, groups of pupils and parents and carers. Inspectors looked at samples of pupils' work, the analysis of the tracking of pupils' progress, school policies and procedures, school leaders' monitoring records, school development planning and risk assessments. They also analysed the questionnaires received from pupils, staff and 63 parents and carers. The inspection team reviewed many aspects of the school's work. It looked in detail at the following:  Any variation in the rate of pupils' learning across different key stages and between subjects, and particularly in mathematics.  The impact of action taken by school leaders in securing improvements.

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Information about the school

In this small school, the great majority of pupils are White British, with very small numbers coming from a range of minority ethnic backgrounds. None of the pupils are learning English as an additional language. A below average proportion of pupils have special educational needs and/or disabilities, but numbers vary from year to year and there have been some year groups where the proportion of these pupils has been average. The school has an Activemark award and Healthy Schools status. The headteacher was appointed in September 2010. The school had previously had an interim headteacher for 18 months following the sudden death of the last headteacher.

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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 good school. Parents and carers are especially pleased with the friendly, caring environment and the good teaching from which their children benefit as they are taught mostly in small classes. The school caters well for its many able pupils. Throughout the school, pupils make good progress to attain high standards in reading, writing and mathematics at the end of Year 2 and generally above average standards by the time the pupils move on to middle school at the end of Year 4. Pupils with special educational needs and/or disabilities make equally good progress so that they also achieve well. They are helped in this by support staff, although teachers do not always make the best use of these additional adults during periods of whole-class teaching. At these times, usually at the start and end of lessons, teaching assistants are too often passive observers when they could, for example, be deployed by teachers to assist with assessment by keeping

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Main findings

track of individual pupils' contribution to discussion. As some parents complain, individual education plans for pupils with special educational needs and/or disabilities are not updated as often as they should be and they are not all sharply focused enough to be used as everyday tools to support these pupils' learning. The children settle quickly when they start school in the Reception Year. As a result of provision that is very closely tailored to their needs, the children are working at levels that significantly exceed those expected for their ages. Standards in mathematics in Years 3 and 4 have been a little lower than those in English. The period of uncertainty over leadership of the school has delayed action to boost attainment in mathematics, but leaders have now formulated ambitious plans to further raise performance in this subject to match the often impressive standard of pupils' written work. In mathematics and in

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Main findings

other subjects, leaders have undertaken regular monitoring of provision, including through observations of lessons. These show that staff have had practical feedback to help drive improvement, but the systems have not been in place to ensure that points identified for development are systematically followed up in subsequent observations. Teachers typically start lessons by setting out 'learning objectives' for the pupils, but these sometimes list what the pupils are meant to do rather than what they are expected to learn. Teachers make imaginative links between different subjects and that helps to fire the enthusiasm that pupils show consistently in lessons throughout the school. Pupils listen attentively to their teachers and to each other's contributions. Even the youngest pupils work with sustained concentration, although some begin to get restless on those occasions when they are asked to sit on the carpet listening to the teachers for half an

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Main findings

hour or more. Nevertheless, behaviour seen during the inspection was exemplary, and pupils confirm that this is the norm. As a result, pupils feel safe at school and are confident that any difficulties they might have will be promptly dealt with by staff. The pupils also have a keen awareness of the need for a healthy diet and regular exercise, as evidenced by Meppershall's Activemark award and Healthy School status. Pupils 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

especially proud of the great many opportunities they have to take responsibilities within the school and to play their part within the village community. Arrangements for pupils' welfare are good, and many are of a high standard. The rigorous systems for discouraging avoidable absence, for example, have led to attendance rates which are outstanding. However, the governing body has not ensured that all key welfare policies have been updated when they should have been. Despite this shortcoming, governance is good because the governing body has been instrumental in otherwise successfully steering the school through a difficult period during which time pupils' good achievement has been maintained. This is certainly appreciated by parents and carers. As one wrote, 'I am proud of the school's performance, particularly in such a difficult time. The school team sets a positive example to children and parents in the continuity of the

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

school's values and the importance of performance.' The school's success in maintaining good provision and standards in these circumstances, and its broadly accurate self- evaluation, shows its good capacity for continued improvement. This is reinforced by the positive impact that the new headteacher has already had and which is recognised by parents and carers. Several comment on their 'confidence in the new headteacher and her team'.

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What does the school need to do to improve further?

 Raise standards still further, especially in mathematics, by ensuring, by the start of the summer term 2011, that: the objectives set out at the start of lessons specify what pupils are expected to learn rather than the activities they are due to carry out full use is made of support staff during lesson introductions and in the plenary sessions at the end of each lesson pupils are not expected to sit for too long listening to the teacher.  By January 2011, tighten management systems throughout the school to ensure that: the governing body appropriately updates school policies the individual education plans of pupils with special educational needs and/or disabilities are kept up to date with sharply focused targets so that they are actively used by staff to plan work and support strategies to fully meet these pupils' needs leaders' monitoring, including of lessons, is systematically followed up to show

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What does the school need to do to improve further?

that suggested improvements have been implemented.

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Outcomes for individuals and groups of pupils 2

Children join the school with a range of skills and capabilities, but they are generally able. Achievement is good for pupils of abilities and backgrounds. Pupils' excellent behaviour, positive attitudes and enthusiasm all contribute to the good progress that they make in lessons. Pupils are attentive when teachers introduce and explain the work of each lesson, and they mostly move to individual and collaborative activities quickly and without fuss. The pupils' impressive attendance rates also play a part in their good progress, because it

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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

is rare for time to be wasted recapping missed work. That they are eager to learn is evidenced by the thoughtful work that, for example, Year 3 pupils have done on their individually chosen history research topics. This year's school councillors are new to their role, but they understand and look forward to their duties and to 'helping to make the school even better'. Pupils are keen to take on other responsibilities, for example as play leaders and as play partners, where Year 4 pupils pair with a Reception child and look out for them at play times. Music has a prominent role in the school, and the choir is regularly out in the village community taking part in events and visiting elderly local residents. Pupils also have opportunities to represent the school in other activities, including sports. Pupils take a growing interest in the wider world, both through the strong Church links and through the support of a range

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

of local, national and international charities.

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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?

Relationships throughout the school are good and staff know the pupils very well. This helps them to match work to pupils' different needs and capabilities. An improvement since the last inspection is the greater challenge extended to more able pupils. Teachers' expectations have been raised and pupils are equally keen to extend themselves. As a Year 3 boy explained, when describing why he enjoyed mathematics, 'It stretches your brain.' Each pupil's progress is carefully tracked, and the pupils say that the feedback they

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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

get from teachers helps them to improve their work. The work seen during the inspection showed that marking is regular, although it does not always identify, for example, misspellings of key words. Pupils benefit from regular specialist teaching, including some organised in partnership with other local schools. The school has embarked on plans to increasingly link subjects together. This remains a work in progress, with opportunities missed, for example, to reinforce numeracy through precise measurement in science. However, there are already examples of constructive links being made in lessons. Year 2 pupils, for example, were encouraged to draw on work they had done in literacy to identify items that they could construct from jetsam if stranded on a desert island. Year 1 pupils choosing untuned percussion instruments were commended for meeting the school value of 'showing love' when they spontaneously

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

offered to share a coveted drum. Many of the practical arrangements for health, safety and pupils' welfare are excellent, although the school's documentation has not been kept fully up to date. Because staff know the pupils so well, those with special educational needs and/or disabilities have been helped to make the same good progress as their peers. This is no thanks, however, to the pupils' individual education plans. These have not been updated with the frequency they should and some lack precision in the targets which they set out.

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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?

It is a tribute to the staff, the previous acting headteacher and governing body that the school has maintained its strong provision and standards over a difficult period. This was clearly the priority of the governing body, and its members readily acknowledge that some details slipped in the process, particularly in relation to management systems. Although policies have not been formally reviewed and updated as they should be, safeguarding arrangements are otherwise of a high standard. For example, the single central record of vetting checks on all adults in the school is extremely thorough. Staff are responsive and share the headteacher's and governing body's ambition and vision for moving this school from good to outstanding. Equal opportunities are promoted well throughout the school. Any differences, for example, in the achievement of boys and girls, are carefully evaluated and responded to. Initiatives to encourage boys' reading have proven successful, for example, and both boys

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How effective are leadership and management?

and girls achieve well. The school's contribution to community cohesion in the immediate locality is exceptional. The school forms an integral part of the village community, and it reports each month on events and activities through a regular column in the Meppershall

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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

Messenger. Links to broaden horizons about different communities in the United Kingdom and wider world are not quite as strong, but leaders have taken the opportunity to introduce pupils to aspects of life in the West Indies and parts of Africa. The school has plans to build on its weekly French lessons in Years 3 and 4 to set up email exchanges with a school in Calais.

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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

Children join the Reception Year with capabilities that exceed national expectations for their age, particularly in their social and communication skills. Parents and carers appreciate the way their children are helped to settle into school routines. They also praise the close liaison with the local pre-school which most of the children attend before they start in Reception. Provision in the Early Years Foundation Stage is exceptional because it challenges and extends all the children, including the many who are able and articulate, so that they make rapid progress and attain consistently high standards as they learn through play and through the carefully-crafted activities developed by the teacher, who is also the Early Years Foundation Stage leader. During the inspection, the children were enthralled by a storybook prepared by the teacher which inventively linked the village, the children and their families in the adventures of the 'Little Red Hen' whose other stories

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Early Years Foundation Stage

they had read together. The children greatly enjoy the activities laid on for them inside the classroom and in the stimulating outdoor area. They also enjoy exciting visits, such as to the village bakery, where they had earlier in the week helped to bake a harvest festival loaf. Staff keep a careful track of children's progress, including through termly learning journals that include photographic records and which are shared with parents and carers.

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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 the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 1

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

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Overall effectiveness of the Early Years Foundation Stage 1

The quality of provision in the Early Years Foundation Stage 1

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Overall effectiveness of the Early Years Foundation Stage 1

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

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Views of parents and carers

A high proportion of parents and carers responded to the inspection questionnaire. The great majority express highly positive views. They especially appreciate the caring ethos of the school and most are very happy with the progress their children are making. Some parents queried whether able pupils are stretched enough. Inspectors found that there is a good level of challenge in most lessons and that able pupils are generally well catered for. Some parents of pupils with special educational needs and/or disabilities voiced concerns over provision for their children, pointing to shortcomings in the arrangements for updating and using individual education plans. Although these pupils make good progress, inspectors found that individual education plans are in need of improvement.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Meppershall CofE VA Lower 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 63 completed questionnaires by the end of the on-site inspection. In total, there are 98 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 45 71 16 25 2 3 0 0 The school keeps my child safe 46 73 15 24 2 3 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 30 48 30 48 2 3 1 2

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Total % Total % Total % Total %

My child is making enough progress at this school 42 67 14 22 5 8 0 0

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Total % Total % Total % Total %

The teaching is good at this school 46 73 16 25 1 2 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 43 68 14 22 5 8 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 46 73 15 24 2 3 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) 40 63 17 27 2 3 1 2

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Total % Total % Total % Total %

The school meets my child's particular needs 36 57 21 33 3 5 2 3

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 32 51 19 30 6 10 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 30 48 24 38 6 10 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 32 51 28 44 2 3 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 45 71 15 24 3 5 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 Meppershall CofE VA Lower School, Shefford, SG17 5LZ

Thank you all for being so friendly and helpful during my visit to your school. Many of you, and your parents and carers, told me how proud you are of Meppershall Lower. You are right to be. It is a good school where you make good progress and reach above average standards. The children in Acorns get off to an exceptional start. Staff look after you well. Your teachers do a good job and they are making the topics you study more interesting by increasingly linking subjects together. I was impressed by the excellent behaviour I saw in lessons and around the school. The way you get on so well together, with, for example, older children looking out for the younger ones, helps to make the school such a happy place to be. I was also very pleased to see that you so rarely miss school. Your excellent attendance contributes to the good progress you make. Even though yours is a good school, your headteacher, staff and governing body, are all

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Inspection of Meppershall CofE VA Lower School, Shefford, SG17 5LZ

keen to make it even better. To that end, I have suggested some improvements. I would like teachers to help you to reach still higher standards, especially in mathematics which has lagged just a little behind your reading and writing. I have also asked the school to tighten some procedures and ensure that school policies are kept up to date. For those of you who need extra help with your learning, I have asked the school to similarly ensure that the plans that set out how to help you are updated regularly. You can help to move your school from good to outstanding by continuing to work hard and do your best.

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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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