Forest Town Primary School

Forest Town Primary School Inspection report

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Unique Reference Number 130255 Local Authority Nottinghamshire Inspection number 360120 Inspection dates 25–26 January 2011 Reporting inspector Sue Hall

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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 301 Appropriate authority The governing body Chair Joanne Godson Headteacher Garry Ineson Date of previous school inspection 23 January 2008 School address Clipstone Road West Forest Town, Mansfield NG19 0ED Telephone number 01623 477211 Fax number 01623 21761 Email address office@foresttown.notts.sch.uk

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Age group 3–11 Inspection dates 25–26 January 2011 Inspection number 360120 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 123 4234, 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 123 4234 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, who observed 13 teachers in a total of 24 lessons or parts of lessons. The headteacher and a senior teacher joined inspectors for seven lesson observations. Meetings were held with the school's leaders, members of the governing body and pupils. Inspectors observed the school's work and looked at a range of policies, planning, records, minutes of governing body meetings and data about pupils' performance. They also examined documentation associated with the school's arrangements for keeping pupils safe. Inspectors scrutinised 43 completed questionnaires returned by parents and carers, 112 by pupils and 18 by staff. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  How well do pupils with special educational needs and/or disabilities achieve, especially in English?  Does pupils' behaviour have a positive impact on their learning and has pupils'

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Introduction

attendance improved?  How effectively do staff use the full range of assessment information to ensure that lesson activities are interesting and challenge all groups of pupils?  How effective and rigorous are senior managers and subject leaders in monitoring the work of the school, judging the quality of provision and identifying further areas for improvement?

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Information about the school

The school is a larger-than-average-sized primary school. The proportion of pupils known to be eligible for free school meals is above average. A very small number of pupils come from families where English is spoken as an additional language; their main language is Polish. The proportion of pupils with special educational needs and/or disabilities is below average. Their additional needs include speech and language difficulties, emotional and behavioural difficulties and moderate learning difficulties. The school has a breakfast club that meets each morning.

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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

The school provides a satisfactory quality of care and education for its pupils. The guidance and support the pupils receive to help them to improve their behaviour is good and has proved particularly successful. Many pupils say they like school but attendance, although improving, remains too low. The school has improved in key areas as a result of its involvement in the intensifying support programme. Pupils make satisfactory progress and their attainment is broadly average. Standards in mathematics have improved markedly. Across the school the teaching of mathematics is often good because staff have clear expectations of what the pupils can achieve. Following a period of some improvement, attainment in English has dipped because teachers do not always use the range of assessment information available to them to plan activities that demand enough of the pupils. Consequently, the pupils rarely produce lengthy and imaginative pieces of writing that show a high level of skill or

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Main findings

neat presentation. Pupils with special educational needs and/or disabilities make satisfactory progress, but a small number of pupils do not have their additional needs identified early enough and, consequently, do not get as much benefit as they should from the targeted support which others receive. The curriculum is satisfactory and appropriately planned. However, the school does not have sufficient information and communication technology resources to support and enliven learning in a range of subjects. In the Early Years Foundation Stage and Key Stage 1, while overall provision is satisfactory, pupils do not have enough well-structured opportunities to learn letters and sounds and develop early writing skills. In addition, the outdoor learning environment does not provide enough exciting or stimulating opportunities for the youngest children. Leadership and management of the school are satisfactory. The middle-management

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Main findings

team, which includes the leaders of mathematics and English, has an accurate grasp of the school's strengths and weaknesses. However, the monitoring of teaching and learning are not always sharp enough to evaluate the impact of improvement activities and to identify what the school needs to do next. The newly appointed Chair of the Governing Body is helping other governors to develop their roles in holding the school to account. While they have made a good start they have yet to address the school's ineffective approach to promoting community cohesion which results in the pupils' limited knowledge of other cultures. Nevertheless, the improvement since the last inspection, most notably in pupils' behaviour and their attainment in mathematics, indicate that the school has a satisfactory capacity for further improvement.

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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

Up to 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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What does the school need to do to improve further?

 Raise standards and improve pupils' progress in English, especially in the Early Years Foundation Stage and Key Stage 1, by: improving the attendance of pupils to at least the national average by July 2011 ensuring younger pupils are taught letters and sounds in a systematic way in order to develop their early reading and writing skills more speedily ensuring all pupils have regular, exciting and well-planned opportunities to discuss their ideas and write at length and in depth improving the pupils' presentation of work identifying at an early stage the additional needs pupils may have and addressing these through appropriate programmes of support.  Improve the quality of curriculum planning, teaching and learning by: ensuring that teachers' assessments are used to plan activities that provide a good match of challenge to pupils' different abilities increasing the number of computers and extending their use as a tool to support

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What does the school need to do to improve further?

and extend learning across a range of subjects improving the outdoor learning environment for youngest children to give more opportunities to promote learning and creativity.  Improve the quality of leadership and management by: ensuring that the checks of the work of the school are rigorous enough to evaluate the quality of provision and identify the next steps for improvement strengthening community cohesion and providing pupils with more opportunities to learn from other cultures.

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Outcomes for individuals and groups of pupils 3

Pupils enter school with skills that are a little below those expectations for their age. Most pupils make sound progress as they move through the school and their achievement is satisfactory. Older pupils make good progress in mathematics. For example, in a lesson in Year 5, the teacher's enthusiastic approach spurred the pupils on to solve two-part problems involving decimals. Even better progress was seen in another class in Year 5 where pupils constructed and interpreted tables of information about rivers. Here probing questions ensured pupils' use of related mathematical vocabulary and touches of humour raised the level of interest in the task. The small number of pupils who speak English as an additional language make satisfactory progress, although in the Early Years Foundation Stage there is little recognition of their specific needs. Similarly, the school has been slow to identify some pupils who fall behind with their learning. Therefore, some pupils with additional

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Outcomes for individuals and groups of pupils 3

needs do not always get the help they require at an early enough stage.

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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 school has worked with success to improve pupils' behaviour, and there has been a considerable reduction in the number of exclusions. Most pupils are well behaved in lessons. Most pupils say they feel safe, although some have concerns about the behaviour of a small minority of boys. However, those pupils do sometimes present challenging behaviour are supported well through the work of the nurture group. Provision to enable pupils to adopt healthy lifestyles is satisfactory. Pupils understand the benefits of eating a healthy diet but this is not always reflected in their choices for packed lunches. 'Wake and Shake' activities and enthusiastic physical education lessons are provided to encourage a more active lifestyle. The pupils' contribution to the school and wider community is satisfactory, notably through the work of the school council and playground leaders. Although attendance is improving, there are still too many pupils who do not attend

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

everyday and take holidays when the school is open.

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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?

As one parent astutely notes, 'The standards of teaching varies'. While there is some good teaching and very occasionally some that is outstanding, there are weaknesses in the use of assessment information to provide consistently challenging activities for all groups of pupils. Consequently, teaching is satisfactory overall. During the school's involvement in the intensifying support programme it rightly focused on improving teaching in order to accelerate pupils' progress in English and mathematics. This was particularly successful in

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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

mathematics. However, improvements have not been built upon, as successfully, in English because activities to promote writing do not always motivate the pupils. In addition, there are not enough information technology resources to encourage and support writing in exciting contexts. Staff have good relationships with pupils and praise their efforts and provide a lot of encouragement. Pastoral care is effective in supporting the needs of most pupils at significant points in their time in school. It has been particularly successful in improving behaviour. The school now recognises that its approach of 'giving pupils time to settle' when they first start school has not ensured that their needs are recognised and supported speedily enough. The breakfast club makes a satisfactory contribution to supporting the pupils and their families and helps many make a positive start to the school day.

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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?

Senior leaders and particularly the middle managers use their skills well to improve teaching. They lead by example and promote the stronger elements of teaching and learning, seen in the school, through their work with their colleagues. The mathematics subject leader has been successful in improving the level of challenge for pupils and through continuing professional development is helping to ensure that attainment continues to rise. The leadership of English is also well focused on improvement but some initiatives have not built as successfully on earlier developments in order to raise attainment further. The assessment coordinator collates information about the progress pupils make, but this is not always interrogated and used well enough to accelerate progress. Governance is satisfactory. The governing body understands the challenges the school faces and is keen to extend further their programme of focused visits.

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How effective are leadership and management?

The school has satisfactory links with parents and carers and has organised opportunities to encourage them to visit the school, but with limited success to date. Provision to promote equality of opportunity is satisfactory including in tackling discrimination. Safeguarding procedures are satisfactory and the school carefully checks the suitability of everyone who works with the pupils. Procedures for child protection and first aid all meet requirements. The school has made budgetary decisions to prioritise the employment of a relatively high number of teachers and mid-day staff to support both learning and pupils' behaviour. This, however, has led to limited funds to improve the outdoor environment and resources to support curriculum development. The school is not effective in promoting community cohesion and there has been no audit of provision in this area. While there are

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

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

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

some links with local groups these are not extensive and there has not been sufficient work to unite groups in the local community or to extend wider and global links to develop pupils' cultural awareness.

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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 the Early Years Foundation Stage with skills that are a little below the expectations for their age. This is mostly in speaking and listening, their knowledge of letters and sounds and early writing. Their personal and social development is a little better, although some are very quiet and struggle to take part in discussions. Their physical skills are close to the expectations for their age. With several of the children now attending local Sure Start provision or other pre-school settings, some skills are improving and most children settle readily to school. Staff are starting to examine whether initial assessments of what the children can do are a little cautious. Staff praise the children which builds their self-confidence and there are good relationships between the adults and their charges. Most children make satisfactory progress. The indoor area for the children meets most of their needs. The current focus on 'Knights and Castles' interests many of

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Early Years Foundation Stage

the children, including the boys, who enjoy role-play sessions which make a satisfactory contribution to developing their speaking skills. Opportunities are planned to provide a balance of adult-led and child-chosen activities, but at times there is not enough structure or support to some mark-making activities to enable the children to improve their early writing skills. The outdoor learning environment is not stimulating and there are few resources to encourage children to copy letters or words.

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

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

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

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 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

A smaller proportion of parents and carers than usual responded to the inspection questionnaire. Almost all of those who replied agreed that the school keeps pupils safe and encourages them to develop healthy lifestyles. A few parents and carers think they are not kept well informed about the progress their children make or that the school takes sufficient account of their concerns. A few parents added written comments. Common themes among these comments related to not being informed of possible difficulties their child was encountering and worries about behaviour. Inspectors found that information for parents about their child's progress was satisfactory overall, but that information about the curriculum was rather limited. Inspectors found that the school has been successful in bringing improvements to behaviour.

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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 Forest Town 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 43 completed questionnaires by the end of the on-site inspection. In total, there are 301 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 21 49 18 42 4 9 0 0 The school keeps my child safe 28 65 14 33 1 2 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 20 47 18 42 4 9 1 2

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Total % Total % Total % Total %

My child is making enough progress at this school 26 60 12 28 3 7 2 5

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Total % Total % Total % Total %

The teaching is good at this school 25 58 14 33 3 7 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 21 49 20 47 0 0 2 5

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 21 49 20 47 1 2 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 24 56 13 30 3 7 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 21 49 18 42 2 5 1 2

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 23 53 16 37 4 9 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 22 51 15 35 4 9 1 2

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Total % Total % Total % Total %

The school is led and managed effectively 21 49 19 44 2 5 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 26 60 14 33 3 7 0 0

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 August 2010 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 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. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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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 Forest Town Primary School, Mansfield, NG19 0ED

Thank you very much for making the inspectors welcome when we visited your school recently. My colleagues and I enjoyed meeting you, especially the groups we talked to who helped explain what you all do. We also liked meeting you in lessons and break-times and when we attended assemblies. I enjoyed chatting to several of you at lunchtime and was pleased that most of you said you enjoy mathematics, art and physical education but was disappointed that not as many of you like writing. Your school is providing you with a satisfactory quality of education. The staff look after you and ensure you are kept safe. You are making more progress in your learning, especially in mathematics. However, there are a few things that still need to be improved. We have asked the headteacher, governing body and staff to:  help you all make faster progress, particularly in your writing  improve the planning of lessons so that they always have the right amount of

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Inspection of Forest Town Primary School, Mansfield, NG19 0ED

challenge for you  improve the way staff check how well things are working in school and what needs to be improved  help to improve your attendance. You can all help by encouraging everyone to come to school everyday, unless they are ill, and always working as hard and as neatly as you can.

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www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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