Stanley St Peters Church of England Voluntary Controlled Primary School

Stanley St Peters Church of England Voluntary Controlled Primary School Inspection report

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Unique Reference Number 108247 Local Authority Wakefield Inspection number 356330 Inspection dates 30 September 2010–1 October 2010 Reporting inspector Andrew Clark

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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 310 Appropriate authority The governing body Chair Mr D Byford Headteacher Mr L Wilson Date of previous school inspection 9 April 2008 School address Lake Lock Road Stanley, Wakefield West Yorkshire WF3 4HS Telephone number 01924 303175 Fax number 01924 303177 Email address headteacher@stpeterscofe.wakefield.sch.uk

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Inspection dates

30 September 2010–1 October 2010 Inspection number 356330 Inspection report: Stanley St Peters Church of England Voluntary Controlled Primary School, 30 September 2010–1 October 2010 2 of

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Inspection dates

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. 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

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Inspection dates

telephone 0300 1234 234, or email enquiries@ofsted.gov.uk . 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'.

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Inspection dates

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: Stanley St Peters Church of England Voluntary Controlled Primary School, 30 September 2010–1 October 2010 3 of

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Introduction

This inspection was carried out by three additional inspectors. The inspectors visited 16 lessons and observed 11 teachers. The inspectors held meetings with governors, staff, parents and carers and groups of pupils. They observed the school's work and looked at a range of documentation, including policies, the school improvement plan and pupils' progress and attainment data. The inspection team analysed 80 completed questionnaires from parents and carers as well as questionnaires completed by pupils and staff.  The progress children make in the Early Years Foundation Stage.  The achievement of more-able pupils in writing and mathematics.  The independence of pupils in managing their own learning.  Whether leaders are sharply focused on improving pupils' achievement.

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Information about the school

This is a larger than average size primary school. The proportion of pupils known to be eligible for free school meals is average. The percentage of pupils with special educational needs and/or disabilities is average. The vast majority of pupils are White British. The school has achieved Healthy School Status and the Activemark. The school has a Children's Centre managed by the school and childcare provision managed by a private provider on site. They were not a focus for this inspection. The headteacher and almost half the teaching staff were appointed to the school after the last inspection. Inspection report: Stanley St Peters Church of England Voluntary Controlled Primary School, 30 September 2010–1 October 2010 4 of

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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. The pupils' positive personal development results from the close relationship with parents and carers and the caring ethos. Pupils' progress is satisfactory, but inconsistent through school because of variations in the quality of teaching and in the use of assessment. The headteacher has built up the strengths of the senior leadership team since the last inspection and the school's self-evaluation is largely accurate. However, the systems to regularly monitor and improve the quality of pupils' achievement are not yet rigorous enough and, as a result, the capacity for further improvement is satisfactory. Children's attainment on entry is in line with that typically expected for their age. They leave Year 6 with broadly average standards. The more-able pupils achieve well in reading but their progress in writing and mathematics is relatively weaker. Pupils do not always

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Main findings

have enough opportunities to work independently and improve their own work. Pupils feel safe and valued. Their attendance is average and their behaviour is good. They have a good understanding of how to live a healthy lifestyle. The school council allows pupils to have a positive impact on the life of the community and pupils take on a range of responsibilities, including caring for the school's chickens and garden. The quality of teaching is satisfactory. In the best lessons, teachers make good use of accurate assessments of pupils' past achievement to provide exciting challenges for all abilities. However, sometimes teachers over direct the pupils and do not match work closely enough to their needs. The school provides a broad curriculum and is increasingly linking subjects to make learning more relevant, although this is not yet fully established. School trips and a good range of extra-curricular activities contribute well to pupils'

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Main findings

personal and physical development. Procedures to keep pupils safe and promote their well-being are appropriate and supported by effective record-keeping. There is a good partnership with parents and carers which makes an effective contribution to the school's positive ethos. 'The school is led by an enthusiastic and caring headteacher. I am pleased we chose St Peters as all staff are welcoming and my child cannot wait to come to school,' reflects the views of the majority.

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What does the school need to do to improve further?

 Increase the rates of progress in writing and mathematics, particularly for more-able pupils, by: ensuring all lessons appropriately challenge pupils of all abilities providing opportunities for pupils to regularly apply their skills and knowledge across the curriculum Inspection report: Stanley St Peters Church of England Voluntary Controlled Primary School, 30 September 2010–1 October 2010 5 of

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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

encouraging pupils to take responsibility for planning, organising and improving their own work.  Improve the frequency of good and better teaching, by: ensuring teachers use assessment accurately to match work to pupils' needs improving the pace and excitement of lessons to fully engage and motivate pupils.  Rigorously monitor and evaluate the quality of teaching and learning in order to make sure that teachers are accountable for pupils' progress.  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

The majority of pupils take a pride in their work and present it well. They increasingly make good use of individual and group targets to improve their own learning and to deepen their knowledge of literacy and numeracy, although, this is not yet consistent. Attainment is average by the time pupils leave in Year 6. The results of national tests and assessments largely reflect this. Pupils make progress in their basic skills such as handwriting, spelling and calculations because there are well-established teaching programmes in place. However, the development of higher levels of skills in writing and mathematics is limited. This is because pupils do not write at length for a range of purposes and independently use and apply their numeracy skills often enough. There is no significant difference between the progress of boys and girls. The school takes positive steps to breakdown barriers to achievement by, for example, the effective use of well-

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Outcomes for individuals and groups of pupils 3

trained teaching assistants. As a result, pupils with special educational needs and/or disabilities make satisfactory and sometimes better progress. Overall, having entered the school with skills that are expected for their age, the majority of pupils achieve satisfactorily. Pupils take their responsibilities seriously, for example, as councillors and playground buddies. They are proud of their involvement in the selection and interviewing of the headteacher and other staff. Pupils' behaviour is good. The vast majority are polite, tolerant and thoughtful towards others, encouraged by thought-provoking assemblies and good opportunities to explore personal and social issues. They particularly appreciate the role of 'Golden Time' in helping them increasingly manage their own behaviour. Occasionally, when the pace of learning is too slow, pupils in Key Stage 1 are not attentive enough. Pupils feel safe. Pupils have a good understanding of how to live healthy lifestyles

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Outcomes for individuals and groups of pupils 3

and this is reflected in their involvement and success in many physical activities. They are increasingly involved in the community through events, such as Grandparents Day and visits to a school for pupils with special educational needs and/or disabilities. However, meaningful links with families from the global community are underdeveloped. Inspection report: Stanley St Peters Church of England Voluntary Controlled Primary School, 30 September 2010–1 October 2010 6 of

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

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

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

These are the grades for pupils' outcomes

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

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?

Although teaching is satisfactory overall, there is some good teaching in both key stages. Teachers set clear expectations for pupils' behaviour, who in turn respond well. In the best lessons, teachers generate excitement and interest through setting practical tasks which require pupils to solve problems and apply their skills and knowledge imaginatively. In these lessons, teachers share clear and precise objectives for pupils to achieve and set out clear criteria for success. They use a wide range of strategies to support and challenge pupils of all abilities. However, in the less effective lessons, teachers over-direct and the pace of learning is not always fast enough. Pupils do not contribute to organising and improving their own work sufficiently. Teachers make largely accurate assessments of pupils' progress, although they do not consistently guide pupils to attain challenging targets. There are new systems for setting targets to support learning for pupils with

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How effective is the provision?

special educational needs and/or disabilities and they are beginning to lead to faster progress, although this is not yet consistent. The curriculum is no better than satisfactory overall because links between subjects to make learning relevant and exciting are not fully established. Teachers make too much use of worksheets, which limit opportunities for pupils to develop their independence and to apply their learning. There are enriching opportunities for pupils to play musical instruments, learn a modern foreign language and participate in sports. The school is a Inspection report: Stanley St Peters Church of England Voluntary Controlled Primary School, 30 September 2010–1 October 2010 7 of

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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

caring one. The parents and carers are particularly appreciative of the headteacher's knowledge and understanding of every child. The procedures for identifying potentially vulnerable children and supporting their personal well-being are developing well.

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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?

Over the last year, the headteacher has developed the role of the senior leadership team to accurately monitor and evaluate the quality of teaching and learning. Procedures for the incisive analysis of pupils' progress have improved well since the last inspection. The headteacher has introduced new methods to sharply track pupils' progress, which are currently being trialled. However, many developments are still in their infancy. The role of subject leaders is developing, although its impact so far has been limited as a result of unavoidable staff changes. A significant strength of the headteacher's leadership are the steps taken to involve pupils, staff, and parents and carers in decision-making and contributing to the school's self-evaluation. As a result, staff morale is high and parents and carers feel very positive about the future. 'The headteacher's management skills have rapidly earned him the trust and respect of all the staff, children, parents, governors and

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How effective are leadership and management?

community' is typical of the staff's and others' views. The governing body fulfils its statutory duties. It is increasingly informed through consultations with staff and governors' monitoring visits. However, systems to enable the governing body to hold the school to account are not fully established. As a result, their overall effectiveness is satisfactory. Policies for safeguarding are appropriate and staff and governors have clear roles. The school satisfactorily promotes equality of opportunity and the understanding of diversity for pupils and staff. The school plays a key role in the school and local community, especially through links with the church and some local businesses. However, community cohesion is satisfactory because meaningful links with families from global communities are underdeveloped. The parental involvement in many aspects of school life, including organising cooking activities, the development of the

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How effective are leadership and management?

school garden and contributions to dramatic productions, has a positive impact on pupils' personal development and learning. Inspection report: Stanley St Peters Church of England Voluntary Controlled Primary School, 30 September 2010–1 October 2010 8 of

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

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

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

These are the grades for leadership and management

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3

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

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Early Years Foundation Stage

Children make satisfactory and sometimes good progress towards the early learning goals. There is an improving trend of achievement. Children settle quickly into nursery routines because of the good systems in place and a warm and welcoming atmosphere. There are good links with parents and carers. The effective arrangements for ensuring that children are safe and well cared for mean that they feel secure and happy. Children's behaviour is managed well. Their hygiene and welfare is promoted effectively. Assessment systems are generally used well to plan for the next steps in children's learning. However, staffing changes have limited the development of the learning environment in the Reception class, which does not fully reflect the rich provision in the nursery. In particular, adults do not always provide activities which are stimulating enough and promote independent learning. The Early Years Foundation Stage leader has identified the need for further development

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Early Years Foundation Stage

and is working closely with the headteacher to address the situation.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 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 Inspection report: Stanley St Peters Church of England Voluntary Controlled Primary School, 30 September 2010–1 October 2010 9 of

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

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

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Views of parents and carers

Almost a third of parents and carers responded to the questionnaire. A large majority are fully supportive of the school. They particularly feel that their children enjoy school and that it is well led. The inspectors found that more could be done to help pupils make faster progress, which was an area of concern for a very small minority of parents and carers. However, the school provides good opportunities for parents and carers to help with their child's learning and takes care to inform parents and carers and to consider their suggestions, another two areas of concern for a very few. Inspection report: Stanley St Peters Church of England Voluntary Controlled Primary School, 30 September 2010–1 October 2010 10 of 15

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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 Stanley St Peters 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 80 completed questionnaires by the end of the on-site inspection. In total, there are 310 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 54 68 26 33 0 0 0 0 The school keeps my child safe 51 64 27 34 2 3 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 31 39 43 54 5 6 1 1

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Total % Total % Total % Total %

My child is making enough progress at this school 31 39 44 55 3 4 1 1

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Total % Total % Total % Total %

The teaching is good at this school 32 40 45 56 3 4 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 32 40 42 53 5 6 1 1

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 31 39 47 59 1 1 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) 28 35 47 59 4 5 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 28 35 48 60 3 4 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 27 34 45 56 2 3 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 24 30 49 61 5 6 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 45 56 34 43 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 43 54 35 44 1 1 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: Stanley St Peters Church of England Voluntary Controlled Primary School, 30 September 2010–1 October 2010 11 of 15

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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: Stanley St Peters Church of England Voluntary Controlled Primary School, 30 September 2010–1 October 2010 12 of 15

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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: Stanley St Peters Church of England Voluntary Controlled Primary School, 30 September 2010–1 October 2010 13 of 15

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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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carers to share with their children. It describes Ofsted's

Dear Pupils Thank you for the warm welcome you gave the inspectors when we visited your school. We very much enjoyed talking to you. These are some of the things we found out about your school.  You feel safe and appreciate the care that all adults show to you.  You go to a satisfactory school.  Your behaviour is good and your attendance is average.  You told us that you enjoy the clubs, such as cookery and gardening, you take part in and know how to live healthily and take part in many sporting events.  You make a good contribution to the way that the school is run through taking on responsibilities, such as school councillors, playground buddies and looking after the chickens.  The standard of your work is average and some of you could make even better progress. To help your school become even better, I have asked your headteacher and the governing body to:  make all lessons as good as they can be and give you more opportunities to organise

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carers to share with their children. It describes Ofsted's

and manage your own work and, therefore, make even better progress  make sure all lessons are exciting and meet your needs  ask staff to keep a closer eye on how well you are getting on with your work. You can help by always trying your best and continuing to enjoy school.

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carers to share with their children. It describes Ofsted's

Yours sincerely Inspection report: Stanley St Peters Church of England Voluntary Controlled Primary School, 30 September 2010–1 October 2010 14 of 15

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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 . Inspection report: Stanley St Peters Church of England Voluntary Controlled Primary School, 30 September 2010–1 October 2010 15 of 15

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