St Botolph's Church of England Voluntary Controlled Primary School

St Botolph's Church of England Voluntary Controlled Primary School Inspection report

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Unique Reference Number 124758 Local Authority Suffolk Inspection number 359764 Inspection dates 21–22 September 2010 Reporting inspector Mary Summers

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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 controlled Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 205 Appropriate authority The governing body Chair Ms S Walker Headteacher Mrs G Livingstone Date of previous school inspection 29 April 2008 School address Back Hills Botesdale, Diss IP22 1DW Telephone number 01379 890181 Fax number 01379 890213 Email address St.botolphs@talk21.com

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Age group 3–11 Inspection dates 21–22 September 2010 Inspection number 359764 Inspection report: St Botolph's Church of England Voluntary Controlled Primary School, 21–22 September 2010 2 of 14

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk Inspection report: St Botolph's Church of England Voluntary Controlled Primary School, 21–22 September 2010 3 of 14

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Introduction

This inspection was carried out by three additional inspectors. They saw nine teachers and 16 lessons. Meetings were held with groups of pupils, members of staff and governors. Inspectors observed the school's work, and looked at curriculum and lesson plans, a range of school policies and records, and the 64 questionnaires returned by parents and carers. The inspection team reviewed many aspects of the school's work. It looked in detail at the following:  how well boys achieve in writing  the extent of pupils' independence and involvement in their own learning  the rigour and effectiveness of the systems by which the school judges its own performance.

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Information about the school

Most of the pupils who attend this average-sized primary school come from the immediate locality although a few travel from further afield. Most are from White British backgrounds with a very small minority coming from minority ethnic families. Although relatively few pupils come from homes where English is not the first language, those who do are at the early stages of learning English as an additional language. The number of pupils known to be eligible for free school meals is low. Fewer pupils than average are identified as having special educational needs and/or disabilities. Many of those pupils identified have moderate learning difficulties. The headteacher is new since the last inspection. Inspection report: St Botolph's Church of England Voluntary Controlled Primary School, 21–22 September 2010 4 of 14

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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 satisfactory school that promotes pupils' personal development well. Pastoral care is strong. Staff are vigilant in ensuring pupils' safety and offering support to those who have significant problems or disabilities. Pupils are well behaved in class and around the school. They understand and respond well to the school's high expectations for their behaviour. Pupils feel safe and they have a clear understanding of what to do if bullying occurs, but they say this happens rarely. Pupils' achievement is satisfactory. Pupils leave the school at the end of Year 6 with broadly average attainment. Progress is satisfactory although it is often good in Years 4, 5 and 6 where the teaching is good and sometimes outstanding. Pupils' attainment and progress in mathematics are improving because of recent initiatives to improve teaching methods and the mathematics curriculum. Teachers throughout the school have good

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Main findings

relationships with pupils, which help them to manage behaviour effectively. Learning intentions are usually clear and pupils know what they have to do to succeed in lessons. In Years 4 to 6, teaching is exciting and stimulates pupils to work hard and do their best. In some lessons in other year groups, however, activities do not provide enough challenge for all pupils and teaching styles are too narrow to engage their interest and motivation. Opportunities are sometimes missed to explore pupils' thinking and extend their understanding through careful questioning. The school has rightly identified the need to improve pupils' writing skills. They realise that there have not been enough opportunities for pupils to work independently and write at length. Boys do not always reach as high levels as girls and are less well motivated to write at length. Sometimes the subject matter and activities do not motivate boys to work

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Main findings

hard enough and do their best. Year 5 and 6 teachers plan extremely well to ensure that pupils have a range of good opportunities to extend their writing skills in other subjects but this is at the early stages of development in other classes. Some pupils are aware of their individual targets in writing and this motivates them to work harder but this is not consistent across the school. Senior leaders have a satisfactory view of the school's strengths and weaknesses. Improvement plans in mathematics have been successful, because of the strong leadership of the mathematics coordinator and support from outside agencies. However, teaching remains broadly satisfactory because monitoring systems are not used rigorously enough to identify and tackle weaknesses. Examples of good and outstanding teaching are not shared well enough amongst the whole staff. Nonetheless, since the last inspection, pupils' achievement has shown satisfactory improvement. Computers are being used more

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Main findings

effectively by pupils to support their learning. Parents and carers report that the atmosphere in school has improved and that they are now better informed about how to help their children at home. One wrote, 'The parent forums and presentations have meant Inspection report: St Botolph's Church of England Voluntary Controlled Primary School, 21–22 September 2010 5 of 14

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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

that I am fully aware of teaching methods in maths and how to help my child with homework.' Overall, the school shows a satisfactory capacity to continue to improve.

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What does the school need to do to improve further?

 Improve pupils' attainment in writing by: motivating boys more effectively by providing subject matter and activities that engage their interest extending opportunities provided through the curriculum for pupils to practise and refine their writing skills especially in years 1 to 4 ensuring that pupils know their individual targets for improvement and what they need to do to achieve these providing more opportunities for pupils to work independently and write at length (by the end of the summer term 2011)  improve teaching and learning by: improving the use of questions to explore pupils' thinking and extend their understanding ensuring that activities provide suitable challenge for all groups of pupils ensuring that all teachers use a range of teaching styles to engage pupils' interest and motivation (by the end of the spring term 2011)  strengthen leaders' impact on teaching and learning by: monitoring teaching more rigorously and regularly, providing clear points for

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What does the school need to do to improve further?

improvement and reviewing subsequent progress towards these sharing good practice throughout the school. (by the end of the autumn term 2010)  About 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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Outcomes for individuals and groups of pupils 3

Children's skills vary considerably when they start in the Nursery but, overall, are typical for their age. Pupils make satisfactory progress in the Early Years Foundation Stage and in Years 1 to 3. They make good and sometimes outstanding progress in Years 4, 5 and 6 because of the high quality of teaching that they receive. Progress in mathematics is improving and is seen in the higher results in tests and assessments this year. Pupils are usually keen to learn, and the vast majority apply themselves well in lessons. When given the opportunity to do so, they show a good deal of independence in their learning, for example when they used computers to access and develop their own web pages. However, such independent learning is less evident in their writing. Pupils also work well in pairs and small groups. In a literacy lesson in Year 4, for example, pupils worked Inspection report: St Botolph's Church of England Voluntary Controlled Primary School, 21–22 September 2010 6 of 14

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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

together to develop a character in a story about George, a workhouse boy during Victorian times. They shared their opinions thoughtfully and listened to one another's points of view. With the teacher's expert questioning, they were able to refine their notes to provide a really exciting opening to their story. Pupils with moderate learning difficulties make satisfactory progress in lessons. Sometimes, when teachers have provided teaching assistants with clear expectations of pupils' targets, progress is good. Pupils who are learning English as an additional language progress satisfactorily, often encouraged by helpful support from teaching assistants. The school is currently working to gain Healthy Schools status and this has helped pupils understand the importance of healthy lifestyles, which most adopt. Regular physical education lessons and good participation in after-school sport help to increase their fitness

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

levels. Pupils make a good contribution to their own school community through their work as school councillors and playground leaders. They play an active role in the local community, presenting concerts and assemblies for parents, carers and friends. Pupils have a keen sense of right and wrong and a good understanding of different faiths and cultures. The large majority of them enjoy school, as their good attendance shows.

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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 curriculum provides a satisfactory range of experiences to make learning enjoyable for pupils. It contributes especially well to the development of their personal and social skills. Inspection report: St Botolph's Church of England Voluntary Controlled Primary School, 21–22 September 2010 7 of 14

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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

Pupils particularly appreciate the wide range of clubs and activities on offer after school, especially those that involve sport and music. Information and communication technology (ICT) is used well to support pupils' learning in other subjects. Pupils learned about the work of the artist Georges Seurat, when they experimented with the brush tool in a paint program during an ICT lesson. However, writing skills are not further developed or extended enough in other subjects. Although teaching remains satisfactory overall, there are clear signs that it has improved in mathematics and this has had a significant impact on pupils' learning and progress. Teachers are developing their use of interactive whiteboards as a tool to make lessons more stimulating and to explain and illustrate teaching points. Teachers question pupils well to assess their learning but do not always build on this to extend their thinking and

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

understanding. Pupils' learning is sometimes hindered when tasks are too easy and fail to challenge them sufficiently. They occasionally lose concentration and become restless when teaching lacks variety and involves them listening to the teacher for long periods of time. Pupils receive good levels of support and advice which make them feel very comfortable about school. Staff are active in finding out how best to support pupils with significant medical or learning problems so they are able to play a full part in school life. Pupils in the early stages of learning English are supported appropriately; a bilingual support assistant has proved useful in helping new pupils, whose first language is Russian, settle into school effectively. Pupils are well supervised at break and lunchtimes and equipment is checked carefully to ensure its safety. Effective systems are in place to ensure smooth transfer to

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

secondary school. Good links with other local primary schools help pupils to get to know each other before they transfer. A small minority of pupils say they would like further information about how well they are progressing and the school is currently addressing this through better target setting and marking.

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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 headteacher drives the school's work satisfactorily and shares her vision effectively with staff. She has a sound understanding of the school's strengths and weaknesses and has prioritised improvements appropriately. Subject leaders do not always plan rigorously enough for improvement or monitor teaching and the curriculum well enough and this leads to slower development for example, in literacy. The school's promotion of community cohesion is good. There is a strong sense of community within the school and locality and links with communities overseas are well Inspection report: St Botolph's Church of England Voluntary Controlled Primary School, 21–22 September 2010 8 of 14

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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

established. Links with another school in a contrasting location in the UK are developing. Governors provide satisfactory support to the school's work. They bring a good range of skills in, for example, finance and computing with which to help the school. The new chair has a clear view of the developments needed to ensure that governors have a thorough view of the school's performance so that governors are able to take a more active role in self-evaluation procedures. There are clear procedures to ensure that pupils are safe in school. Safeguarding policies are good and reviewed regularly to ensure their full effectiveness. Staff are trained regularly in safeguarding and new staff checked carefully to ensure their suitability. Staff promote equality of opportunity satisfactorily, checking carefully to see whether pupils, whatever their background or needs, make enough progress. They have already identified

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

the need to improve the effectiveness of their work in literacy to ensure that boys reach as high standards as girls.

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

These are the grades for leadership and management

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3

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

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Early Years Foundation Stage

Good induction procedures ensure that children settle quickly and develop their self- confidence. Parents and carers appreciate the warm welcome given to their children and adults' efforts to make them feel safe and happy. The children come into school happily each morning, keen to share their achievements with their parents and carers and carers have good opportunities to learn about what is happening in Nursery and Reception through a well organised system of open mornings which happen over the year. Children in the Nursery and Reception classes enjoy all the activities organised for them. Most reach the levels expected of them in many areas of their learning. They enjoyed making the houses of the 'three little pigs' for example, out of straw and sticks and experimenting to see which was the stronger. However, opportunities for children to Inspection report: St Botolph's Church of England Voluntary Controlled Primary School, 21–22 September 2010 9 of 14

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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

develop basic literacy skills often lack excitement and interest and consequently progress in reading and writing is not as rapid as in other areas of learning. Children develop a satisfactory knowledge and understanding of letters and sounds but sometimes the teaching lacks excitement and vigour to really engage the children's interest. Leadership and management are satisfactory. Children's progress is assessed regularly and this builds into a clear picture of children's achievements over the year. Although this information is used to identify children who need further support, it is less well used to make sure that the more able are challenged and extended sufficiently. Although there have been improvements to resources and the outdoor areas in recent years, many resources inside and outside are old and worn and do not stimulate children's interest and motivation to learn.

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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 3

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

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Overall effectiveness of the Early Years Foundation Stage 3

The quality of provision in the Early Years Foundation Stage 3

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Overall effectiveness of the Early Years Foundation Stage 3

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

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Views of parents and carers

Parents and carers who responded to the questionnaire are very positive about the school's work. Nearly all agree that children enjoy school and are kept safe. They are happy about the teaching and say that the school helps children to develop healthy lifestyles. They agree that the school helps them to support children's learning at home. Inspectors agree with nearly all of their positive views although judge teaching as satisfactory, rather than good. A small minority of parents and carers are concerned about children's progress and how the school keeps them informed about this. Inspectors found that children's progress varied according to the quality of teaching they received and that there are appropriate systems in place to keep parents and carers informed about children's progress. Inspection report: St Botolph's Church of England Voluntary Controlled Primary School, 21–22 September 2010 10 of 14

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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 St Botolph's Church of England Voluntary Controlled 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 64 completed questionnaires by the end of the on-site inspection. In total, there are 205 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 34 53 28 44 0 0 1 2 The school keeps my child safe 36 56 27 42 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 19 30 37 58 6 13 1 2

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Total % Total % Total % Total %

My child is making enough progress at this school 23 36 31 48 6 9 1 2

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Total % Total % Total % Total %

The teaching is good at this school 25 39 35 55 2 3 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 24 38 35 55 2 3 1 2

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 32 50 26 41 3 5 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) 24 38 36 56 0 0 1 2

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Total % Total % Total % Total %

The school meets my child's particular needs 20 31 37 58 5 8 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 16 25 39 61 4 6 2 3

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 21 33 33 52 5 8 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 29 45 26 41 3 5 2 3

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 27 42 31 48 4 6 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%. Inspection report: St Botolph's Church of England Voluntary Controlled Primary School, 21–22 September 2010 11 of 14

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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. Inspection report: St Botolph's Church of England Voluntary Controlled Primary School, 21–22 September 2010 12 of 14

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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. Inspection report: St Botolph's Church of England Voluntary Controlled Primary School, 21–22 September 2010 13 of 14

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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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School, Diss, IP22 1DW

Thank you so much for welcoming us to your school recently and telling us your opinions about your school. Thank you also to those pupils who returned questionnaires. Your views, along with everything else that we saw, helped us form a clear view about how well your school works. You go to a satisfactory school and these are some of the important things we found out about it:  all the adults take good care of you and help you if you have any problems  you understand what it means to be healthy, and many of you enjoy the nutritious school lunches and take part in after-school sport  you play an active role in your community and understand what life is like for children in different communities overseas  your behaviour is good in lessons and around the school  you attend school regularly so you do not miss important parts of your education. Many of you, especially the boys, should be making better progress in writing and we

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School, Diss, IP22 1DW

have asked your teachers to give you more opportunities to develop your writing skills in other subjects and to encourage you to write longer pieces of work. You also need to be absolutely sure about your writing targets so you know what you are trying to improve. We have asked teachers to make sure that lessons are more interesting and that you all receive the right sort of work to help you make better progress. Finally we have asked your headteacher to make sure that she and other leaders keep a close check on what is happening in lessons so they can help teachers support your learning even more effectively. You can play your part in helping your school become even better by making sure you continue to work hard, behave well and attend school every day.

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School, Diss, IP22 1DW

Mary Summers Lead inspector Inspection report: St Botolph's Church of England Voluntary Controlled Primary School, 21–22 September 2010 14 of 14

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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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