Stamford Park Primary School

Stamford Park Junior School Inspection report

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Unique Reference Number 106285 Local Authority Trafford Inspection number 355924 Inspection dates 16–17 November 2010 Reporting inspector Jean Kendall HMI

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Primary School category Community Age range of pupils 7–11 Gender of pupils Mixed Number of pupils on the school roll 272 Appropriate authority The governing body Chair Cllr John Lamb Headteacher Mrs Cathryn Downing Date of previous school inspection 11 May 2007 School address Cedar Road Hale, Altrincham Cheshire WA15 9JB Telephone number 0161 928 3608 Fax number 0161 928 5330 Email address stamfordparkjun.admin@trafford.gov.uk

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Age group 7–11 Inspection dates 16–17 November 2010 Inspection number 355924 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

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Introduction

This inspection was carried out by two of Her Majesty's Inspectors and one additional inspector. Twelve lessons were observed; teachers were seen at least once. Meetings were held with members of the governing body, staff and groups of pupils. Inspectors observed the school's work, and looked at the school's monitoring, self-evaluation and action plans. They took account of the 108 questionnaires returned from parents and carers, 11 returns from staff and 103 returns from pupils. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  The quality of teaching and learning and the extent to which work in lessons stimulates, challenges and enthuses pupils.  The impact of curriculum developments, including the extent to which pupils are given opportunities for independent learning, whilst maintaining progress in skills across a broad range of subjects.  How effective are safeguarding procedures, given the findings of the school's last

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Introduction

inspection.  Whether there is sufficient evidence to support the school's evaluation of 'outstanding' for pupils' outcomes.

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Information about the school

Stamford Park is larger than the average size junior school. The proportion of pupils known to be eligible for free school meals is well below average. The majority of pupils are from White British backgrounds, and others are from a wide range of different minority ethnic groups. A few speak English as an additional language. A lower than average proportion of pupils has special educational needs and/or disabilities or a statement of special educational needs. The school has a number of awards including Eco Awards, Artsmark, Activemark Gold, Enhanced Healthy School status and a British Council International Award. A privately run out-of-school provision, Kool Kids', uses the school premises. This was inspected in May 2009 and the report is available on the Ofsted website. The school was given a notice to improve in September 2009 because it had not kept up- to-date records of safeguarding checks. Other aspects of provision were found to be

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Information about the school

satisfactory. Since that inspection, four members of staff have left the school and two new teachers have joined. The roles of leaders and managers have been reviewed.

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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

In accordance with section 13(4) of the Education Act 2005, Her Majesty's Chief Inspector is of the opinion that the school no longer requires a notice to improve. It is now providing a good standard of education. The inspection of September 2009 required the school to ensure that safeguarding requirements are fully met, develop its contribution to community cohesion and improve the quality of teaching and curricular provision from satisfactory to good. The school has made good progress with all these areas for improvement. It has rapidly improved the quality of provision, so that teaching and the curriculum are now mostly good. It has sustained pupils' high levels of achievement and improved other pupils' outcomes so that all are now outstanding. The school has good capacity to build on the improvements and to sustain pupils' high attainment. The restructured senior leadership team and the governing body are providing a good

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Main findings

steer to drive through improvements. They have the full support of staff, who are ambitious for the school and determined to build on good practices. Pupils are highly motivated, with excellent attitudes to learning and a strong desire to succeed. Pupils' excellent personal attributes, combined with mostly good quality provision, create a highly positive ethos for learning. Pupils feel well cared for and extremely safe; they are happy and supportive of one another. They achieve consistently high attainment in their work and their personal development is outstanding. Safeguarding procedures have been thoroughly reviewed and are now good. Plans to promote community cohesion have progressed well and are effectively supported by a range of partnerships within the local community and with schools in different contexts. The vast majority of parents and carers, who returned questionnaires, are pleased with

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Main findings

their children's experience, stating for example, 'the school has provided my children with an excellent, safe, all-round education.' However, a significant minority expressed concerns that school leaders take insufficient account of their views and could do more to ensure the school provides the best quality education. School leaders and the governing body have taken some steps to improve communication but this remains an area for further development. Revisions to the curriculum have supported staff in introducing more creative and exciting approaches to teaching and learning. Both staff and pupils are enjoying themed units of work and increased engagement in research, debate, creative and independent learning across the curriculum. The changes are at early stages and there is further work to be done to ensure pupils' skills are developed and assessed across the full range of subjects, including for example, history, geography and design and technology.

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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

Teaching is mostly good, supporting pupils' good progress in key areas of learning. There are some outstanding aspects which provide effective models for further improvement, and some teaching that is satisfactory. Leaders regularly observe lessons and have rightly identified that teachers are using a fuller range of teaching approaches. However, whilst monitoring records reinforce good practice, they do not give a clear indication of the quality of the lesson, nor do they identify aspects that could be improved further. Consequently, there are some missed opportunities to secure further improvement and provide professional development. Self-evaluation is largely accurate but lacks a systematic approach to ensure that findings from monitoring and pupils' progress tracking inform planning for strategic improvement.

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What does the school need to do to improve further?

 Develop monitoring and self-evaluation processes by: ensuring that feedback from teaching observations gives a clear indication of the quality of the lesson and highlights aspects that could be improved using information from monitoring, pupils' progress tracking and assessments, to plan for professional development and improvement at both individual and whole-school levels evaluating the impact of curriculum changes and ensuring that all subjects receive full coverage and that skills are developed systematically.  Improve communication with parents and carers so that all feel they are able to engage fully with the school, have any concerns dealt with and feel well informed about their children's progress.

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Outcomes for individuals and groups of pupils 1

Pupils enjoy learning, enthusiastically engage in activities and demonstrate excellent behaviour in lessons. The good relationships between adults and pupils contribute to a positive learning ethos throughout the school. Pupils sustain concentration and enjoy challenges, when working independently and in groups. For example in Year 6, pupils persevered with complex problems and thoroughly enjoyed working cooperatively to plan for a healthy tuck shop. Pupils enter the school in Year 3 with higher than average overall attainment. They continue to make good progress to achieve high levels in English and mathematics at the end of Year 6. Pupils with special educational needs and/or disabilities make good progress because they are effectively supported in lessons, in small groups and through specific guidance from teaching assistants. Those from minority ethnic groups make similarly good progress because their needs are well met. Pupils' enjoyment is reflected in

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Outcomes for individuals and groups of pupils 1

their higher than average levels of attendance and their full participation, both in lessons and in the wide range of after-school activities. Questionnaire returns indicate that an overwhelming majority of parents and carers feel that pupils are safe in school. A very small minority of parents and carers felt that instances of isolated bullying are not dealt with appropriately. However, pupils say they feel very safe because the school provides a secure environment, poor behaviour is extremely rare, and that teachers listen and act on any concerns appropriately. Their

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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

behaviour in lessons and around the school was exemplary during the inspection. Pupils have an excellent understanding of how to keep themselves healthy and safe. They are keen promoters of healthy eating and take full advantage of the wide range of physical activities, including dance, athletics, hockey, cheerleading, judo and korfball, as well as more traditional team games. Pupils make an outstanding contribution to their school and wider community. Their constructive relationships and supportive attitudes help create a cohesive, happy learning environment. They readily take responsibility as playground leaders, fund raisers, mentors and council members. The vast majority are able to share their ideas and influence improvements to facilities and the curriculum. Their opportunities to be involved in the wider community through projects, such as the SCAPE redevelopment project, traffic calming planning and a community magazine have had a positive impact on their learning

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

and skills. They have a very well-developed understanding of cultural diversity, moral and ethical issues, which are promoted well through the curriculum and by links with schools in this country and abroad. These attributes, together with pupils' outstanding social skills and high attainment, mean that they are extremely well prepared for the next phase of their education.

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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 1

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 1

The quality of pupils' learning and their progress 2

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Pupils' achievement and the extent to which they enjoy their learning 1

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

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1

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 1

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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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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How effective is the provision?

Lessons are well planned to meet pupils' different learning needs and abilities, making good use of information and communication technology (ICT). Where teaching is most effective, teachers observe and listen to pupils, providing timely prompts and questions to further their understanding. For example, in a good literacy lesson, the teacher sensitively ascertained pupils' understanding of the key features of newspapers and adapted her teaching as the lesson progressed. The marking of work includes feedback to help pupils improve and acknowledgement of what they have done well. However, procedures for marking and assessment are not fully consistent. The school recognises that assessing pupils' progress in geography, history and design and technology requires further development. Support by other adults is successfully deployed in lessons, but the role of teaching assistants, in planning, assessment and wider aspects of provision, lacks clarity.

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How effective is the provision?

Consequently, their expertise is not always used to best effect. Since the last inspection, the school has been developing the curriculum to make links across subjects and take account of pupils' interests and current issues. It now provides more creative opportunities which make learning interesting and values talk and respect for others. An example of this was in a good class debate about whether the Olympics should continue if a world war broke out. Curricular opportunities are enriched by extensive extra-curricular activities, including cross-country, netball and judo, and complemented by Kool Kids', a separately managed after-school club. The school has worked hard to provide a bright and welcoming learning environment for all pupils. Displays reflect pupils' interests, successes and their links with the local and global community. Teachers provide good care, guidance and support so that pupils feel

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How effective is the provision?

safe, valued and listened to. One pupil commented, 'If you get something wrong here, you're not shouted at, you're talked to and helped.' Much work has been done by the school to promote pupils' emotional well-being. Support for vulnerable pupils is well led and effective in meeting their needs. Links with secondary schools are well established and supportive. Liaison with the adjacent infant school supports pupils' personal development effectively but arrangements for transferring attainment data are not sufficiently developed to ensure continuity and progression in learning.

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How effective is the provision?

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?

Senior leaders, the governing body and staff have shown determination to improve provision and tackle inadequacies that were identified at the last inspection. The ambition

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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

to secure further improvements and to promote pupils' all-round development is shared by all. Revisions to the curriculum have provided the platform for a more creative approach to teaching and learning. Both staff and pupils are enthusiastic about the changes. Members of the governing body have undertaken extensive training to enhance their skills. They have observed aspects of the school's work and are providing good support and challenge to ensure that weaknesses are tackled. They have reviewed safeguarding procedures and ensured that necessary improvements have been made. This has included improvements to the site following thorough health and safety audits and the updating of policies and training, with all required checks put in place. Plans to promote community cohesion have progressed well, enabling pupils to engage with a range of groups and make a good contribution to their local community. Their links with schools in other parts

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

of England and in India, Bulgaria, Spain and Italy, enable them to share their ideas and learn from children in other contexts. The school itself is a highly cohesive community where pupils from all backgrounds and ethnic groups show respect and consideration for each other. There are good strategies in place to promote equality of opportunity, for example, in ensuring all pupils have access to enrichment activities and can contribute their ideas. All groups achieve highly and make good progress. Resources are deployed effectively to sustain pupils' outstanding achievement and highly effective all round development, indicating that the school provides excellent value for money.

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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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Views of parents and carers

The vast majority of parents and carers who returned questionnaires feel that their children enjoy school and are happy with their children's experience. However, a significant minority expressed concerns that school leaders take insufficient account of parents' and carers' views and could do more to ensure the school provides the best

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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

quality education. Inspectors found that leaders have tackled the issues identified at the last inspection effectively and that teaching is mostly good. However, they agree that communication with parents and carers could be improved to ensure all feel that they can engage with the school.

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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 Stamford Park Junior School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 108 completed questionnaires by the end of the on-site inspection. In total, there are 272 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 66 61 40 37 2 2 0 0 The school keeps my child safe 70 65 34 31 1 1 3 3

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Total % Total % Total % Total %

My school informs me about my child's progress 37 34 59 55 10 9 1 1

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Total % Total % Total % Total %

My child is making enough progress at this school 33 31 63 58 8 7 1 1

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Total % Total % Total % Total %

The teaching is good at this school 40 37 56 52 5 5 1 1

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Total % Total % Total % Total %

The school helps me to support my child's learning 34 31 60 56 9 8 2 2

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 61 56 45 42 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) 42 39 46 43 14 13 1 1

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Total % Total % Total % Total %

The school meets my child's particular needs 36 33 56 52 10 9 1 1

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 39 36 50 46 11 10 3 3

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 32 30 51 47 12 11 3 3

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Total % Total % Total % Total %

The school is led and managed effectively 34 31 41 38 17 16 5 5

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 45 42 54 50 4 4 3 3

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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 Stamford Park Junior School, Altrincham, WA15 9JB

Thank you for making inspectors so welcome when we inspected your school. We thoroughly enjoyed speaking with you. We were most impressed by your high levels of motivation, excellent attitudes to learning and the outstanding contribution you make to your school. You are right to be proud of your high levels of achievement and excellent all-round personal development. You told us you feel safe and well cared for. We found that staff at Stamford Park provide good care, guidance and support and safeguarding procedures are good. We found your school to be providing a good quality of education. School leaders and staff have fully addressed the issues identified in the last inspection. The improvements to the curriculum and teaching have added interest to your lessons. You told us you are thoroughly enjoying the increased opportunities for research and creative development. You also told us that your school offers many enrichment opportunities and we agree. We

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Inspection of Stamford Park Junior School, Altrincham, WA15 9JB

found that you make good progress and achieve highly. School leaders, the governing body and all staff are working hard to build on the improvements so that you all continue to enjoy school and achieve highly. Most of your parents and carers are very pleased with the school but a few feel they could be better informed and would like more involvement with the school. We have asked the school to improve communication with your parents and carers. We have also asked school leaders to develop systems to monitor the quality of provision and make sure that the changes being made continue to meet all your learning needs. We would like to wish you every success in the future.

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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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