Stoke Primary School

Unique Reference Number 103679 Local Authority Coventry Inspection number 355427 Inspection dates 9–10 December 2010 Reporting inspector Terry Elston

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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 470 Appropriate authority The governing body Chair Gareth McNab Headteacher Helen Tressler Date of previous school inspection 7 November 2007 School address Briton Road Coventry CV2 4LF Telephone number 024 7645 1724 Fax number 024 7643 1209 Email address office@stoke.coventry.sch.uk

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Age group 3–11 Inspection dates 9–10 December 2010 Inspection number 355427 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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Introduction

This inspection was carried out by four additional inspectors. The inspectors observed all 14 teachers and visited 22 lessons. They held meetings with members of the governing body, staff and groups of pupils. They observed the school's work, and looked at the tracking of pupils' progress, school improvement targets, curricular planning documents, evidence of lesson observations and information from questionnaires completed by pupils, staff and 48 parents and carers. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  To what extent the teaching and curricular provision ensure pupils make sufficient progress in mathematics.  The achievements of pupils with special educational needs and/or disabilities and whether the provision for them is effective in improving their skills.  How well the leaders evaluate the quality of teaching to ensure that pupils make

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Introduction

consistently good progress throughout the school.  How effectively staff manage pupils' behaviour.

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Information about the school

This is a larger-than-average primary school with the majority of pupils from minority ethnic groups speaking English as an additional language. The proportions of pupils known to be eligible for free school meals and who have special educational needs and/or disabilities are both above average. Recent awards include Eco Schools Silver, International Schools, Activemark, Basic Skills Quality Mark and Healthy Schools status. Children enter the Early Years Foundation Stage in the Nursery.

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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

Stoke Primary provides a satisfactory quality of education. Pupils' progress from their low starting points, and their achievements relative to their abilities, are satisfactory. By the end of Year 2, their attainment is below average in reading, writing and mathematics but improving in reading. By Year 6, their attainment is low but improving, most notably in reading and writing. The attainment of the current group of pupils in Year 6 is broadly average in reading and writing but below in mathematics. In English and mathematics, the proportion of pupils attaining the higher levels is lower than in most schools. In mathematics, too few pupils are able to calculate quickly in their head or solve complex problems. The satisfactory provision for pupils with special educational needs and/or disabilities means they make satisfactory progress and do well in reading where the support for them is most effective.

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Main findings

Parents and carers speak highly of the school and particularly value the good care and support provided. They appreciate the way their children enjoy school and are made to feel safe. One parent's view was typical of many when writing, 'The way teachers take care of my child and make him feel secure means he could not be happier.' Pupils develop their personal skills well and reflect deeply on issues such as poverty and the care of the environment. They are good ambassadors for their school when going on visits. They enjoy taking responsibility as members of the school council and eco-committee. Pupils nearly always behave well and bullying is rare. However, when the rules are not made clear enough for them, they call out in class or chat to each other when the teacher is talking. The inconsistencies in the quality of teaching explain why pupils learn faster in some classes than others. While most teachers have high expectations of pupils' work, others

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Main findings

ask too little of them and the more-able groups in particular are held back. Most teachers have a secure knowledge of the subjects they teach, although not all are confident in the way they use the mental mathematics sessions at the start of lessons. Occasionally, pupils have to sit too long on the carpet so they start to fidget and lose concentration. Pupils enjoy the way the curriculum has been developed around themes that link together subjects such as history, geography and science. They write interesting pieces about Australia, for example, during 'International weeks' and develop a good knowledge of life in contrasting countries. The use of mathematics in these topics is, however, underdeveloped given the weaknesses in the subject. The school has made adequate progress since the previous inspection; it has made good improvements in the provision for pupils' spiritual, moral, social and cultural development.

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Main findings

It is satisfactorily placed to make further improvements. The quality of the school's self- evaluation is satisfactory. The headteacher and senior leaders are clear about the school's strengths and weaknesses and have a good plan to raise attainment in mathematics. They

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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

compile detailed records of pupils' attainment and progress, but these are not analysed well enough to give them or the teachers sufficient information on how well different groups of pupils are doing in each class. The leaders evaluate the quality of teaching and learning satisfactorily and make regular checks on the quality of their planning. However, while they are quick to praise teachers for their strengths, they do not always make it clear what they need to do to improve.

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What does the school need to do to improve further?

 By July 2011, raise attainment in mathematics by: providing more opportunities for pupils to develop their quick recall of number, particularly in the mental mathematics starter sessions ensuring that all teachers have a good knowledge of the requirements of the mathematics curriculum providing more opportunities for pupils to practise their number skills in all subjects.  Improve the quality of teaching and learning by ensuring that teachers: provide work that makes the best of the more-able pupils' talents move pupils on faster from whole class sessions to them working at tasks matched to their abilities have clear and high expectations of pupils' behaviour.  Improve the effectiveness of leadership and management by the leaders: evaluating the quality of teaching and learning more rigorously so that teachers know how to improve making better use of data so that they and the teachers are clear about which

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What does the school need to do to improve further?

groups of pupils are underachieving.  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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Outcomes for individuals and groups of pupils 3

At Key Stage 1, pupils enjoy reading but while most use their word-building skills effectively to work out unfamiliar words, few read with fluency. They write interesting stories but these are usually brief and boys in particular take a while to put pencil to paper. The majority of pupils count accurately but often have to use their fingers to answer questions such as, 'If Santa has 10 presents and he delivers seven, how many has he got left?' At Key Stage 2, most pupils read with expression and use the internet competently to conduct their own research into topics such as life in India. They use interesting words in their stories but their spelling and punctuation are sometimes inaccurate. This is particularly the case when writing in subjects other than English. In mathematics, pupils' weak basic skills affect their progress, particularly when asked to solve problems involving patterns of numbers, for example, or work out the properties of

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

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

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

Pupils with special educational needs and/or disabilities make satisfactory progress, but while many do well in their reading they make slow progress in mathematics. They are supported well in class and in small groups, and have some good opportunities to work on their own and develop their independent learning skills. The effective bilingual support for the large number of pupils who speak English as an additional language means they make satisfactory progress, overall, and do well in their use and understanding of English. Pupils act responsibly and take good care of one another. They have a good awareness of different faiths and cultures and enjoy learning about the festivals celebrated by those from all backgrounds. Despite weaknesses in numeracy skills, pupils are satisfactorily prepared for the future through their regular attendance, links with organisations such as the Business Partnership Centre, mini-enterprises and organising fundraising for local and

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

national charities. They have a good awareness of how to take care of their bodies and enjoy the healthy options at lunchtime. Attendance is broadly average and nearly all arrive on time.

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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?

In the majority of lessons, teachers provide a good balance between their teaching of new skills and pupils finding things out for themselves. However, sometimes there are too few opportunities for the more-able pupils to work independently and attain higher standards. Teachers generally manage pupils' behaviour well, but learning is slower when they allow

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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 to call out instead of putting their hands up and miss those who are chatting to their neighbour when doing group work. Teachers make satisfactory use of assessment to plan work and their marking shows pupils clearly how to move on to the next steps. The school has recently developed a curriculum that links subjects together well in order to make learning more fun and to enable pupils to explore topics in depth. The provision for literacy is satisfactory and provides many opportunities for pupils to hone their reading and writing in all subjects. This is not so much the case with numeracy. The good personal, social and health provision means that pupils learn much about healthy living and how to stay safe. Partnerships with other schools provide good opportunities to share expertise and enhance provision for sport and for gifted and talented pupils. Parents and carers appreciate the way all adults know their children very well and make

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

their children feel safe and valued. Pupils whose circumstances make them vulnerable benefit from good care, both from the school and from outside professionals. The good systems to support pupils entering from the pre-school settings or moving on to the secondary schools ensure that they are well prepared for the next stage in their learning.

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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?

The headteacher and other leaders are successful in their aim to make the school a welcoming place where pupils feel happy and safe. The school's self-evaluation provides a secure basis for driving school improvement towards challenging targets. This has helped improve attainment in English and, to a lesser extent, mathematics this year. However, while the leaders collect extensive data on pupils' progress and observe teachers regularly, their analysis lacks the rigour to pinpoint precisely where the weaknesses lie in order to fully rectify shortcomings in the teaching and learning. The school's leaders are committed to eliminating any form of discrimination and racism is unheard of. They do much to promote equal opportunities for all pupils, particularly by checking on the progress of different ethnic groups, providing bilingual support for those who speak English as an additional language and ensuring that resources meet the

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How effective are leadership and management?

learning needs of boys and girls. The weakness, however, is the variability in the progress made by pupils in different classes. In order to promote community cohesion, the leaders have forged good links with contrasting schools in the United Kingdom and overseas and provide much in the curriculum to teach pupils about the lives other people in the world. However, they do not evaluate this provision sufficiently to gain a good knowledge of its impact on pupils'

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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

cultural awareness. Strong links with parents and carers ensure that they feel well informed about the school's work and their children's progress. They enjoy attending school events and appreciate regular questionnaires to put forward their views. The governing body provides satisfactory support and challenge to the school. Its members have a sound awareness of the school's strengths and weaknesses but few know enough about pupils' standards to fully hold the leaders to account. The governing body shows a good awareness of safeguarding issues. Systems are robust and procedures monitored regularly.

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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

The provision for children in the Early Years and Foundation Stage is satisfactory. They enter the Nursery with skills and levels of knowledge much lower than those expected for their age, particularly in communication, language and literacy. Induction into the Nursery is comprehensive where children are settled, confident and happy. Children make satisfactory progress and the majority attain the goals expected for their ages at the end of Reception. Their personal development is good. They learn to look after themselves and soon put on their own coats and wash their hands. Most behave well, but a minority in the Reception play roughly at times and find it hard to share resources. Children's learning and development are satisfactory. Bright, stimulating displays provide an exciting environment where children enjoy many imaginative and lively activities. Although there is a satisfactory range of activities outdoors, the area lacks challenging

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Early Years Foundation Stage

climbing equipment and large wheeled toys. Adults plan interesting activities that provide a good balance of work and play. However, these plans sometimes focus more on what

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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 will do rather than what they are expected to learn. New assessment systems are still bedding in, but provide an accurate picture of children's progress and the next steps. Leadership and management are satisfactory. The provision is evaluated satisfactorily and areas for improvement, including the outdoor provision, are relevant to the children's needs.

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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

The number of responses to the questionnaire is lower than usually found in a primary school of this size. Parents' and carers' views are very positive. They are rightly appreciative of the way all staff look after their children and help them enjoy school. They feel that the teaching and learning are good but a small minority rightly believe that their children could make faster progress in some classes. There were a few justifiable concerns about the behaviour of a small number of pupils that affected the learning of others.

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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 Stoke 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 48 completed questionnaires by the end of the on-site inspection. In total, there are 470 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 30 63 18 38 0 0 0 0 The school keeps my child safe 31 65 16 33 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 24 50 21 44 1 2 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 20 42 23 48 2 4 0 0

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Total % Total % Total % Total %

The teaching is good at this school 25 52 22 46 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 25 52 20 42 2 4 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 24 50 23 48 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) 18 38 24 50 1 2 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 23 48 23 48 2 4 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 24 50 21 44 1 2 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 15 31 26 54 2 4 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 21 44 23 48 1 2 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 30 63 16 33 2 4 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 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 in clude 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 Stoke Primary School, Coventry, CV2 4LF

Thank you for making us so welcome when we came to your school. We really enjoyed seeing you work hard in lessons and play so happily outside. The many of you who were kind enough to speak to us showed how proud you are of your school. Your school is satisfactory which means that while some things are good, others could be better. You work hard and make satisfactory progress. You behave well and this helps to make school a happy place. The school makes sure you have a good knowledge of how to keep safe and live healthy lives. You think a lot about people who are not as fortunate as you. Your headteacher and other leaders help to run the school smoothly. The activities provided for you and the many clubs at lunchtime and after-school help to make school fun. Your teachers make lessons interesting and are good at helping you when you find things difficult. All staff at the school take good care of you and keep you safe. The school

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Inspection of Stoke Primary School, Coventry, CV2 4LF

makes sure your parents and carers know how well you are working. We would now like the school to:  help you make faster progress in your mathematics - you can help by practising your number work at home  make sure all lessons are as good as the best ones  make sure the leaders check on the progress you make more carefully and see where it needs to be even faster. We wish you well for the future.

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

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

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