Stephen Freeman Community Primary School

Stephen Freeman Community Primary School Inspection report

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Unique Reference Number 123079 Local Authority Oxfordshire Inspection number 359359 Inspection dates 8–9 December 2010 Reporting inspector David Radomsky

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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 3–11 Gender of pupils Mixed Number of pupils on the school roll 189 Appropriate authority The governing body Chair Maureen Agnew Headteacher Ruth Bennie Date of previous school inspection 9 December 2010 School address Freeman Road Didcot OX11 7BZ Telephone number 01235 814718 Fax number 01235 511078 Email address head.2594@stephen-freeman.oxon.sch.uk

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Age group 3–11 Inspection dates 8–9 December 2010 Inspection number 359359 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 three additional inspectors. Sixteen lessons were observed, taught by 10 teachers, and meetings were held with parents, groups of pupils, members of the governing body and staff. Inspectors observed the school's work and scrutinised policies, monitoring information, data about past performance and the school improvement plan. The team analysed the 60 parental and carer questionnaires, 20 completed by staff and 112 by pupils. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  How well teaching, assessment and support strategies across the school are raising attainment, especially in writing.  How effectively the school supports the achievement and personal development of its more vulnerable pupils.  How effectively leaders at all levels evaluate school performance and help push forward sustainable improvements.

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Introduction

 How effectively leaders and teachers in the Early Years Foundation Stage are driving forward improvements.

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Information about the school

Stephen Freeman Community Primary School is a smaller than average school. An above average proportion of pupils are known to be eligible for free school meals. A larger than average proportion of pupils have special educational needs and/or disabilities. Most of this group have moderate learning difficulties. The percentage of pupils from minority ethnic backgrounds and those whose first language is not English is well below average. Children of members of the military forces posted at the nearby army barracks attend the school. The school has Healthy School and Active Mark awards. There is a children's centre on site, managed by the governing body.

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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

Stephen Freeman Community Primary School provides a satisfactory quality of education and it plays an important part in the life of the local community. The provision for supporting pupils facing challenging circumstances and their families, in conjunction with its children's centre, is an outstanding feature of the school. As one parent put it, 'It has a real community feel about it and is friendly and welcoming. Being a forces family, I feel that the school does its utmost to support my child and our family when my partner is away.' Following a marked drop in attainment in 2009, there has been a concerted effort to boost pupils' achievement and this resulted in satisfactory improvements in 2010. Senior leaders have an accurate view of the school's performance. Systems are in place for tracking pupils' achievement and for supporting those who are not meeting expectations. Targets, however, are not shared with pupils as a tool to increase rates of

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Main findings

progress further. Planning at all levels identifies appropriate priorities for improvement, but plans do not detail specific measurable success criteria for raising attainment further. The headteacher is well regarded by the school community and has a clear, ambitious vision for the future. Morale is high and staff are keen to move the school forward. The capacity for sustained improvement is satisfactory. The Early Years Foundation Stage provides a welcoming environment that enables children to make satisfactory progress. The school's recent work with the 'Every Child a Talker' initiative is beginning to improve children's communication, language and literacy skills. However, questioning is still not used well enough to develop children's speaking and listening skills at a faster rate. Teacher assessments are not always sharp enough to inform planning that consistently focuses on what all children should be learning in order

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Main findings

to ensure that all children make consistently good progress. Accurate identification and effective support systems ensure that pupils who speak English as an additional language and those who have special educational needs and/or disabilities make similar progress to their peers. Excellent systems for care, guidance and support ensure that those with medical needs and those facing difficult personal circumstances make at least satisfactory and sometimes good progress. All pupils feel very safe in school, adopt healthy lifestyles and behave in a mature manner. The quality of teaching overall is satisfactory. In most lessons the pace of learning is not rapid enough to ensure good progress and planning does not always take into account the needs of the more able so they are provided with sufficient challenge. When teaching is good, teachers set a brisk pace and pupils are encouraged to be involved in their learning.

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Main findings

Marking is improving but does not consistently guide pupils on how to improve their work, nor are sufficient opportunities given to pupils to respond and follow up on teachers' comments and learn from their mistakes. The curriculum is satisfactory. The opportunities for developing writing skills across the subjects are limited.

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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

The governing body meets its statutory duties, including safeguarding, and shows a growing understanding of the school's strengths and areas for development. However, it does not sufficiently call leaders to account for the quality of all aspects of the school's performance.

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What does the school need to do to improve further?

 Improve the provision in the Early Years Foundation Stage and accelerate children's learning by: using regular and frequent assessments to ascertain current levels of attainment and plan activities to accelerate children's learning developing staff expertise in questioning children and in using their answers to extend higher order thinking.  Increase the rate of pupils' progress and raise standards in English and mathematics in both key stages by: strengthening the quality and consistency of all teaching to ensure pace, rigour and challenge for all pupils in lessons ensuring that pupils are given and are fully aware of their targets improving the quality of marking so that pupils clearly understand what they must do to improve their work and ensure that they are given sufficient opportunities to respond to their teachers' comments.  Develop leadership, management and governance by: improving all development plans to make clearer links between actions and

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What does the school need to do to improve further?

expected, measurable gains in pupils' progress ensuring that monitoring by subject leaders is rigorous, regular and focuses sharply on pupils' learning ensuring that the governing body holds the school to account through challenge, support and setting a clear direction for its work.

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Outcomes for individuals and groups of pupils 3

Pupils are proud of their school and enjoy their lessons a great deal. The level of commitment to their work is high and they collaborate well when working in groups or in pairs. For example, during a Year 6 literacy lesson, groups of pupils worked together enthusiastically to generate ideas for using personification in writing about the winter. One pupil's excellent contribution to the group was, 'A tortoise is a delaying delinquent'. Pupils enter the school with skills and abilities typical for their age. They make satisfactory progress and their attainment is broadly average overall. The quality of learning seen in lessons during the inspection plus the work seen in pupils' books confirmed that pupils are making satisfactory progress. Previous underachievement is being addressed satisfactorily but too few pupils achieved the higher Level 5 in English and mathematics last year, though progress in reading overall was good. Pupils who speak English as an additional

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Outcomes for individuals and groups of pupils 3

language and those who have special educational needs and/disabilities make similar satisfactory progress to their peers.

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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 make a good contribution to their school, local and international communities, and have well-developed personal attitudes, engaging positively with learning about people of differing faiths and cultures. They enthusiastically support campaigns such as the United Nations 'Send My Friend to School' project aimed to ensure education for all children in Africa and they raised considerable sums for the 'Help the Heroes' charity. However, pupils do not have sufficient opportunities to engage with people of other faiths and cultures within the United Kingdom beyond their immediate locality. Relationships throughout the school are good and pupils are well mannered and friendly. Pupils of all ages have a clear understanding of the importance of healthy eating and regular exercise and how to keep themselves safe. This is reflected in the school's national awards. With their satisfactory grasp of literacy, numeracy and information and

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

communication technology (ICT) and good interpersonal skills, pupils are satisfactorily prepared for their future studies and economic well-being.

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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?

Teachers demonstrate good subject knowledge and through well-established relationships with their pupils ensure that all engage well in the learning process. In the better lessons seen, teachers plan for the learning needs of all pupils, set a good pace and create opportunities for pupils to engage in a wide range of learning activities. In most lessons, however, teachers miss opportunities to provide sufficiently challenging and stimulating

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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

activities for all, the learning purpose of activities is not clearly communicated, and the pace is too slow. Consequently, pupils' learning and progress are slower than in the more successful lessons. In some classes, the amount of homework set is insufficient to contribute effectively to pupils' consistent good progress. Marking has improved recently with the 'star' and 'rainbow' comment system, but it does not consistently make explicit what pupils need to do to reach the next level. In many cases, teachers do not ensure that pupils follow up on their comments other than in correcting spelling. The well-organised curriculum and range of additional opportunities, such as the many creative, musical, sporting and artistic activities available, ensure that pupils enjoy a wide range of stimulating experiences which effectively help to support the personal development of all pupils well. Recent developments include well-planned cross-curricular

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

themes and work with many outside agencies in creating opportunities for extended writing activities that are better motivating pupils, especially boys, to engage more enthusiastically with writing tasks. There are still missed opportunities, however, in planning to fully exploit pupils' writing skills and in challenging the most able. The outstanding care, guidance and support that the pupils and their families receive underpin the very positive atmosphere within the school. All pupils and their families are well known to the school and support is well targeted. The excellent integration of extended facilities available at the children's centre, supported by very strong links with families, partnerships with agencies, and carefully planned provision, combine to enable pupils who experience difficulties, especially in terms of health and challenging family circumstances, to often make good progress.

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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?

Along with the governing body, leaders communicate a shared vision that puts care of the pupils and their families at the heart of all that they do. However, the effectiveness of leadership and management in embedding ambition and driving improvement is satisfactory. Although effective action following the decline in Key Stage 2 results in 2009 secured improved results in the summer of 2010, the links between improvement strategies and pupils' attainment are not clear enough to ensure consistent good progress. Newly appointed subject leaders are beginning to plan for improvement but are at the early stages of developing their teams' teaching expertise to ensure that all pupils are consistently making good progress. Staff morale is high and, as one member of staff put it, 'The school is a very happy place to work where everyone is valued and all want to contribute to further improvements.'

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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

Every effort is made to fully include pupils with special educational needs and/or disabilities and the full range of those facing other challenging circumstances in all aspects of the school's life. All are actively encouraged to participate in activities that will best contribute to their personal development. The school's promotion of equality of opportunity, however, is satisfactory overall as there are occasions when more able pupils are not fully stretched and rates of progress across the school are variable. The contribution the school makes to community cohesion is good. This school is a harmonious community and the traditions and beliefs of minority ethnic pupils are celebrated and valued. There are strong links with the local community and pupils correspond and engage in shared projects with peers around the world. They delight in hosting annually, pupils from Chernobyl, but links with contrasting communities within the

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

United Kingdom are at an earlier stage of development. The governing body is well informed of the school's work and is highly supportive. Governors visit the school regularly and they realise that formal arrangements to hold the school to account for its performance are not yet rigorous enough. There are satisfactory arrangements to ensure that all elements of the safeguarding requirements are in place.

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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 enter Nursery with skills that are broadly in line with their age-related expectations. Although children arrive happy and confident to the Nursery, their learning is limited by weak initial assessment and planning. In Reception, although planning better supports learning, it also does not identify with sufficient precision the learning intended from each activity or lesson to ensure consistent good progress. As a result, progress in the Early Years Foundation Stage is satisfactory overall.

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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

Children enjoy coming to school and being purposefully engaged in the variety of activities available. Inspectors saw children particularly enjoying work on construction, dressing up and role play, and making Christmas cards. This is because there is a good balance of child-initiated and teacher-led activities. Staff, however, do not engage sufficiently in dialogue with the children in a way which stimulates higher-order thinking, especially of the more able. Children's health and safety are ensured and links with families and with external agencies to support children's learning and well-being are good. Regular communication ensures that transition into the Early Years Foundation Stage and between Nursery and Reception classes is seamless. Leadership and management of the Early Years Foundation Stage are satisfactory. Leaders have begun to plan for improvements to the learning environment, especially the

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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

Almost all of the parents and carers who responded to the parental questionnaire were overwhelmingly positive about the school. They were particularly positive about how their children enjoyed school and understood the importance of being healthy and the school's due regard for their children's safety. Inspection evidence concurred with this. Very few parents and carers raised concerns in their comments to the inspection team, and those that did were of an individual nature.

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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 Stephen Freeman Community 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.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 60 completed questionnaires by the end of the on-site inspection. In total, there are 189 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 45 75 15 25 0 0 0 0 The school keeps my child safe 43 72 17 28 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 33 55 25 42 2 3 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 34 57 24 40 1 2 1 2

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Total % Total % Total % Total %

The teaching is good at this school 38 63 19 32 2 3 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 31 52 26 43 2 3 1 2

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 32 53 27 45 0 0 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) 29 48 25 42 1 2 1 2

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Total % Total % Total % Total %

The school meets my child's particular needs 35 58 23 38 1 2 1 2

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 29 48 23 38 5 8 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 27 45 26 43 2 3 1 2

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Total % Total % Total % Total %

The school is led and managed effectively 36 60 23 38 0 0 1 2

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 43 72 15 25 1 2 1 2

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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 Stephen Freeman Community Primary School, Didcot

OX11 7BZ Thank you for the warm welcome that you gave us when we visited your school. We greatly enjoyed talking to many of you and wish we had had more time to meet all of you. We think your school is satisfactory which means some things are done well and others could be better. Here are some of the good things we found out. Your headteacher, staff and governing body ensure that you are very well cared for and supported. You clearly enjoy school and we were very impressed with your good behaviour and friendliness towards each other. Your parents and carers must be very proud of you. Your understanding of leading a healthy lifestyle is good: you know the importance of regular exercise and know how to stay safe. The school provides you with many enjoyable and fun learning opportunities. You take on responsibilities in school and proudly raise money for many good causes. The leaders of your school want you to achieve well and do your very best. They know

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Inspection of Stephen Freeman Community Primary School, Didcot

what needs to be done next and, from our findings, we have asked them to do some things to improve your school. Adults are going to use information about the things those children in Nursery and Reception know already to plan lots of exciting things for them to do. The teachers are going to make sure your lessons are even more exciting and help you to do your best. They will make sure that you know your targets and how to improve your work when they mark your books. The governing body is going to check that the school is doing its very best to make sure that you are successful in all that you do. You can contribute to these improvements by working hard and responding well to all that the teachers ask you to do. We wish you all the best for the future and thank you again for your help.

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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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