Moreton Church of England Voluntary Aided Primary School

Moreton Church of England Voluntary Aided Primary School Inspection report

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Unique Reference Number 115188 Local Authority Essex Inspection number 357711 Inspection dates 14–15 February 2011 Reporting inspector Katherine Beck

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

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Type of school Primary School category Voluntary aided Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 195 Appropriate authority The local authority Headteacher Linda Wiskin Date of previous school inspection 1 May 2008 School address Moreton Ongar, Essex CM5 0JD Telephone number 01277 890255 Fax number 01277 890127 Email address admin@moreton.essex.sch.uk

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Age group 4–11 Inspection dates 14–15 February 2011 Inspection number 357711 Inspection report: Moreton Church of England Voluntary Aided Primary School, 14–15 February 2011 2 of 14

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

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 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 Inspection report: Moreton Church of England Voluntary Aided Primary School, 14–15 February 2011 3 of 14

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Introduction

This inspection was carried out by three additional inspectors. Seven teachers were seen teaching twelve lessons. Meetings were held with parents and carers, groups of pupils, representatives of the governing body and staff. Inspectors observed the school's work. They looked at documentation including the school development plan, minutes of governing body meetings, the report from the School Improvement Partner and records of previous lesson observations. In addition, inspectors looked at samples of pupils' work and records of their progress and attendance. The views of 82 parental questionnaires were taken into account. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The inspection team investigated the effectiveness of the action the school has taken to reverse the trend of underachievement, especially in Years 3 to 6.  Inspectors looked at how effectively the school is meeting the needs of all its pupils

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Introduction

in order to raise attainment.  Improvements in the way staff are using assessment, especially in lessons, were checked.

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Information about the school

This is a smaller-than-average primary school. The number of pupils coming from the immediate locality is low. The majority come from surrounding villages and nearby towns and over one third of pupils travel to school by bus. Almost all come from White British backgrounds. A small number come from minority ethnic groups and, of these, few speak English as an additional language. The proportion of pupils known to be eligible for free school meals, as well as the proportion identified as having special educational needs and/or disabilities, is below that found in most schools nationally. Pupils' special educational needs relate to behaviour, moderate learning and physical difficulties. The headteacher was acting headteacher for a time, and was formally appointed to the role in November 2009. The vast majority of staff have joined the school in the past two years. The school runs its own breakfast club.

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Information about the school

Inspection report: Moreton Church of England Voluntary Aided Primary School, 14–15 February 2011 4 of 14

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

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

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Main findings

Moreton Church of England Voluntary Aided school is satisfactory. In the period from 2007 to 2009, the school experienced many changes of staff. This had a markedly detrimental impact on pupils' progress. Attainment in Year 6 declined sharply from above average in 2007 to below average in 2009. The determined action of the newly appointed headteacher, staff, and the governing body, who work closely as a team, has halted the decline and improvements are now evident. All staff are working successfully, in conjunction with parents, carers, and partners outside the school, to overcome the legacy of significant underachievement. Attainment is now average in Year 6 in English and mathematics. Further evidence of improvement can be seen in Year 4 where pupils are already working at above average levels and in the Early Years Foundation Stage where children achieved highly last year. In their written comments on the questionnaire, parents and carers praise the school for

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Main findings

the changes since 2009. One wrote to say, 'We are happier with the school than at any other time. Our children are engaged and enthusiastic about all aspects of the school.' Pupils' overall positive attitudes and good behaviour contribute to their improving performance. Developments within the curriculum are inspiring pupils to be motivated and to want to learn and are designed to enable staff to meet the needs of all pupils. They also help pupils to build on the skills they have learned the previous year and to accelerate their rate of progress. Inspection evidence shows that the firm foundation for literacy and numeracy skills, established in the younger classes, is being built on as pupils move through the school. There remains, nonetheless, a legacy of underachievement in Years 5 and 6, where interruptions to pupils' progress in the past mean staff frequently identify gaps in learning that need to be overcome. This is particularly true in writing and

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Main findings

mathematics. Since taking up her post, the headteacher, together with other senior managers, has focused strongly on improving the quality of teaching through rigorous monitoring. There has been an increase in the amount of consistently good teaching and there is now hardly any inadequate teaching. Pockets of satisfactory teaching remain and this means pupils' progress is uneven across the school. Expectations of what pupils know and can do have been raised with the introduction of an effective assessment system that also tracks their progress well. Staff use this profitably to provide more challenging activities, but opportunities are sometimes missed in lessons to monitor pupils' work, pick up errors and amend lessons accordingly. In addition, pupils are not always encouraged to be independent and think creatively. This hinders their ability to develop problem-solving skills, and write to a high standard.

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Main findings

Since the last inspection, there have been changes in the Early Years Foundation Stage. Children make good progress, especially in their personal, social and emotional Inspection report: Moreton Church of England Voluntary Aided Primary School, 14–15 February 2011 5 of 14

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

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

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

development. The classroom is colourful, stimulating, well-organised and offers a wide range of activities to promote pupils' early literacy and numeracy skills. Play activities planned to take place outside do not offer as many opportunities for children to explore the imaginative ideas developed indoors or to extend their creative ideas in depth. Robust, accurate evaluation of the school's strengths and weaknesses, involving the views of staff, the governing body, parents, carers and pupils, has identified the key areas for development. Staff appointed to leadership and management roles are undergoing training to enhance their skills. They are already monitoring and evaluating the impact of initiatives and take full responsibility for standards in their subjects. These features, combined with the evidence of improvements in the quality of provision and attainment, underpin the school's good capacity to improve.

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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?

 Accelerate the rate of pupils' learning in writing and mathematics by: ensuring that the secure foundation of knowledge and skills established in the younger classes is built on year-on-year throughout the school enabling pupils to become independent and resourceful, so they can use their ingenuity to apply their skills confidently in solving problems and expressing their own ideas.  Extend throughout the school the good practice in some classes of monitoring pupils' work during lessons, picking up general misconceptions and adjusting their plans accordingly to support learning.  In the Early Years Foundation Stage, improve the provision for outdoor learning by providing more activities that enable children to explore: their creative and imaginative ideas in depth themes that offer continuity of learning indoors and outdoors.

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Outcomes for individuals and groups of pupils 3

The profile of the school has changed in recent years with many more pupils travelling from further afield. A new accurate assessment system shows that attainment on entry, while it covers a wide range of abilities, is broadly in line with that expected. While overall pupils' achievements are currently satisfactory, some individuals have made rapid progress as a result of the school's actions to stop the decline in standards. Well-trained teaching assistants, together with a full-time, non-class based special educational needs coordinator, are having a positive impact on the progress of pupils with special educational needs and/or disabilities. Staff regularly review sharply focused targets that match individual needs. These show that these pupils now make at least satisfactory and sometimes good progress, in line with their peers. Parents, carers and pupils confirm that most pupils enjoy school and that attitudes to

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Outcomes for individuals and groups of pupils 3

learning have changed with the introduction of activities and tasks that make learning purposeful. In a good lesson in Year 6, pupils were challenged to work out the arguments Inspection report: Moreton Church of England Voluntary Aided Primary School, 14–15 February 2011 6 of 14

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

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

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

for and against graffiti. They discussed whether or not it could be classed as art. Pupils worked together in groups to draw up their arguments before presenting them in the format of a proper debate. Such lessons enable pupils to sustain their concentration and interest and make rapid progress. This is not consistent throughout the school, especially in lessons where all pupils, regardless of their abilities, are asked to complete the same tasks. For example, in a literacy lesson, all pupils were given a sheet and asked to find the rhyming words missing from a famous poem. This gave them little opportunity to be independent and apply their developing skills creatively. Pupils behave well in lessons. At break and lunchtimes their play is lively and occasionally boisterous. The school is taking successful action to improve the quality of provision at these times so that pupils, especially those with particular behavioural difficulties, are

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

managed effectively. Pupils know how to keep themselves safe and are confident that any concerns they have will be sorted out quickly. Older pupils enjoy their responsibilities as play leaders and buddies to the youngest pupils. They play an important role in the church and in the local community. Their understanding of what constitutes a healthy lifestyle is underpinned by their good levels of participation in sport, in and out of school, whatever the weather. Pupils have a good understanding of spiritual, moral, social and cultural issues. Their awareness of the diversity of life globally is enhanced significantly by the school's strong links with a school in Kenya.

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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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The extent of pupils' spiritual, moral, social and cultural development 2

is low Inspection report: Moreton Church of England Voluntary Aided Primary School, 14–15 February 2011 7 of 14

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

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

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How effective is the provision?

Teachers use the new curriculum well to capture and inspire pupils' enthusiasm for learning. Strategies based on recent staff training are helping pupils to organise their thoughts so as to write confidently and at length. Those which successfully increase progress and promote higher standards include activities where teachers offer ideas that are relevant to pupils' age and interests. Most teachers use assessment to match work to needs. Target setting and marking give pupils a good understanding of what they need to do to improve, although this is not consistent throughout the school. Opportunities to share high quality work, correct misunderstandings and engage with individuals who may need specific help, are not always exploited sufficiently. This slows their progress. Good cross-curricular links make learning relevant and meaningful. The effective use of information and communication technology helps pupils in their research or in

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How effective is the provision?

consolidating skills. Nonetheless, the curriculum is not yet providing them with sufficient opportunities to be independent, to work collaboratively to resolve problems, or to express their creativity across a range of subjects. Music and the chance for all pupils in Years 3 to 6 to learn French, as well as trips out and a broad range of extra-curricular activities are strengths in the curriculum. As appropriate, pupils receive one-to one attention or work on programmes in mathematics or literacy to increase their rate of progress. Improvements to the partnerships with other professionals, parents and carers are proving beneficial in enabling pupils to overcome their difficulties. Good care, guidance and support ensure pupils are safe and their individual pastoral needs catered for well. The school monitors closely the care provided and the behaviour of pupils who travel by bus. The provision of a breakfast club gives pupils a good, healthy start to their day, and is

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How effective is the provision?

supporting parents and carers who need to work, as well as improving pupils' punctuality.

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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 3

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

An explicit, clear agenda for improvement, with challenging targets, is shared by all staff. This, together with rigorous monitoring and evaluation, strong teamwork, increased accountability and leadership training, has already led to rapid improvement in teaching and standards. It also means the foundations for future development are firmly in place. Rigorous monitoring of teaching, and the implementation of new initiatives to make learning attractive to all ages, is proving successful. In many lessons observed during the inspection, pupils were found to be learning at a good rate, but this is not yet consistent Inspection report: Moreton Church of England Voluntary Aided Primary School, 14–15 February 2011 8 of 14

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

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

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

from class to class across the school. Leaders and managers have identified where key areas of weakness remain and have set clear targets for improvement. The governing body uses its good range of expertise within education and the community to enhance the personal development of older pupils through their community award, as well as to challenge and support the school. It is working closely with senior leaders to develop the partnership with parents and carers further, by making parents and carers fully aware of their child's achievement, as well as the school's improving performance. The governing body takes care to ensure that its policies and procedures to safeguard pupils are monitored and evaluated robustly. Training in safer recruitment is up-to-date and the governing body ensures that all staff are well aware of child protection issues. A new driveway protects children from road traffic when getting on and off the buses. The

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

good progress on the plan to promote community cohesion shows that the school knows its community well and is seeking to make links with a school nationally in a community very different from its own. Its good links with a school in Kenya are strengthened by exchange visits made by staff. The school is committed to the promotion of equal opportunities, which it does satisfactorily at present. The assessment system and skill-based curriculum are setting the foundation to ensure all groups make the best possible 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 leadership and management

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2

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

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Early Years Foundation Stage

Good leadership from the headteacher has sustained the good level of provision for this age group since the last inspection. Children make good progress from their different starting points. In 2010, almost all children reached the national average across all the areas of learning and some exceeded it. Analysis of data shows that children made the Inspection report: Moreton Church of England Voluntary Aided Primary School, 14–15 February 2011 9 of 14

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

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

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

most rapid progress in their personal and social development and communication skills. Children do not do as well in linking their sounds and letters. Staff know the children well and track their progress carefully. The curriculum takes into account the interest and views of the children. There is a good balance of activities that appeal equally to boys as well as girls. The current theme of 'animals' has captured the children's interests so they are keen to write a story about a bear, or extend their vocabulary when playing alongside an adult in the 'veterinary surgery'. The classroom is attractive, welcoming and provides many opportunities for children to paint, curl up with a book, design and build animal homes or work with adults. The outdoor space and resources are not as inspiring. Planning lacks opportunities for children to explore their creative ideas in depth and carry on the imaginative play they

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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 2

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

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Overall effectiveness of the Early Years Foundation Stage 2

The quality of provision in the Early Years Foundation Stage 2

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Overall effectiveness of the Early Years Foundation Stage 2

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 completed the questionnaire are pleased with their child's experience at the school. They are particularly pleased with the way the school keeps their children safe, and helps them to maintain a healthy lifestyle. There are a significant number of concerns about the way in which the school manages unacceptable behaviour. During the inspection, behaviour was observed to be good. The school is taking action to improve provision at lunchtime and ensure that all staff are trained to manage pupils' behaviour well. There is also concern about the progress some pupils are making. The inspection shows that in the past some pupils have not made enough progress. This is being dealt with robustly. The rate at which pupils learn and make progress is now improving. The school acknowledges that some pupils are still not making enough progress and is working with parents, carers and staff to overcome this.

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Views of parents and carers

Individual issues raised by parents and carers were drawn to the attention of the headteacher and are taken into account in the report. Inspection report: Moreton Church of England Voluntary Aided Primary School, 14–15 February 2011 10 of 14

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Moreton Church of England Voluntary Aided 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 82 completed questionnaires by the end of the on-site inspection. In total, there are 195 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 43 52 33 40 6 7 0 0 The school keeps my child safe 48 59 31 38 3 4 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 33 40 41 50 6 7 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 36 44 35 43 8 10 1 1

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Total % Total % Total % Total %

The teaching is good at this school 43 52 32 39 3 4 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 40 49 34 41 5 6 1 1

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 36 44 41 50 5 6 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) 35 43 39 48 3 4 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 35 43 40 49 3 4 2 2

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 31 38 29 35 15 18 5 6

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 37 45 36 44 6 7 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 44 54 30 37 1 1 4 5

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 50 61 28 34 4 5 0 0

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%. Inspection report: Moreton Church of England Voluntary Aided Primary School, 14–15 February 2011 11 of 14

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Grade Judgement Description

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

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Grade Judgement Description

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

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Grade Judgement Description

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

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Grade Judgement Description

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

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 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. Inspection report: Moreton Church of England Voluntary Aided Primary School, 14–15 February 2011 12 of 14

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started. Inspection report: Moreton Church of England Voluntary Aided Primary School, 14–15 February 2011 13 of 14

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

main findings from the inspection of their school.

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Ongar, CM5 0JD

You will remember that I visited your school with two colleagues recently. Thank you for your warm welcome and for answering all our questions. You told us you enjoy coming to school and particularly like Friday afternoon when you can work alongside children from other age groups. You like being able to choose to learn Spanish or French and take part in craft, sports, drama or other fun activities. In your questionnaires you told us that you do not always like the way some pupils behave. While we were in school we did not see anyone behaving badly, but we can understand that you, your parents and carers, and your teachers, expect everyone to behave really well all of the time. At the moment your school is satisfactory, but everyone is determined to make the school good or even better so that you achieve as well as you can before you leave. We noticed that the youngest children make a good start at school and that many of your lessons help

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Ongar, CM5 0JD

you to learn quickly, but this is not always the case in all classes. We have asked the headteacher, the governing body and staff to do the following. Help you to get better at writing and mathematics, by making sure that lessons always take into account what you already know and can do and what you need to learn next. Give you more chances to become independent and resourceful so that you can think of many ways to solve problems and express your imaginative ideas clearly. Make changes during lessons if you are finding the work too hard or too easy. Improve the outdoor area for the Reception children so that they can be as creative and imaginative as they are indoors when they are playing outdoors. I know you will all help by concentrating hard, being positive about what you are learning, and doing your best.

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Ongar, CM5 0JD

Katherine Beck Lead inspector Inspection report: Moreton Church of England Voluntary Aided Primary School, 14–15 February 2011 14 of 14

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

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

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