Clifton-upon-Dunsmore CofE Primary School

Clifton-upon-Dunsmore Church of England Primary School Inspection report

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Unique Reference Number 125670 Local Authority Warwickshire Inspection number 359921 Inspection dates 9–10 November 2010 Reporting inspector Ruth Westbrook

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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 controlled Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 225 Appropriate authority The governing body Chair Julia Bower Headteacher David Briggs Date of previous school inspection 21 February 2008 School address Station Road Rugby CV23 0BT Telephone number 01788 542027 Fax number 01788 541351 Email address admin3177@we-learn.com

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Age group 4–11 Inspection dates 9–10 November 2010 Inspection number 359921 Inspection report: Clifton-upon-Dunsmore Church of England Primary School, 9–10 November 2010 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 1234 234, or email enquiries@ofsted.gov.uk .

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk Inspection report: Clifton-upon-Dunsmore Church of England Primary School, 9–10 November 2010 3 of 14

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Introduction

This inspection was carried out by three additional inspectors. The inspectors visited 14 lessons and observed seven teachers. Meetings were held with the Chair and vice-chair of the Governing Body, senior and middle managers, the School Improvement Partner and a group of parents and carers. Inspectors spoke to two groups of pupils. The inspection team observed the school's work, and looked at improvement plans, key policy documents, assessment information, governors' minutes and pupils' books. In addition, 95 responses to the parents' and carers' questionnaire were received and analysed, together with questionnaire responses from staff and 96 pupils from Key Stage 2. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  How well do teachers use assessment to personalise learning for the pupils in their class?  How effective are plans to promote numeracy skills and raise attainment in

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Introduction

mathematics?  What is the contribution made by leaders at all levels to the school's capacity for improvement?

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Information about the school

This is an average-sized primary school where the Early Years Foundation Stage is provided in one Reception class. The proportion of pupils with special educational needs and/or disabilities is below average. Most pupils are of White British heritage. There are very few pupils for whom English is an additional language. The proportion known to be eligible for free school meals is well below average. The school is a flagship school in the national Food for Life initiative, and is a Warwickshire pilot school in the Looking for Learning project. Clifton Playgroup and a before-and after-school club are privately run facilities which share the same site. Inspection report: Clifton-upon-Dunsmore Church of England Primary School, 9–10 November 2010 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

This is an outstanding school. The governing body, headteacher and senior leaders lead the school extremely effectively. They have successfully pursued ambitious plans to provide a stimulating curriculum and excellent teaching that engages pupils actively and fosters creativity well. Their successful implementation has increased the opportunities for pupils to exercise choice and show independence. Pupils' achievement is outstanding and attainment is high because of these substantial improvements to provision. Since the last inspection, progress in reading and writing across the school has been consistently outstanding. Progress in mathematics, although good, was slower than in English, but has accelerated. The attainment of Year 6 pupils in the 2010 national tests in mathematics was exceptionally high and their progress from Key Stage 1 was outstanding. This is because of developments to the numeracy curriculum, particularly in strengthening the

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Main findings

planning, making strong links with other subjects and developing a particular focus on using numeracy skills frequently in practical applications. So Years 5 and 6, for example, have improved their understanding of measurement through their study of rivers by measuring the depth and strength of the current in their neighbouring river. Underpinning the success of these developments has been a rigorous evaluation of the strengths and weaknesses in provision. Plans for further development are securely in place and all leaders demonstrate their outstanding capacity to sustain improvement. Since the last inspection, the quality of teaching has improved and is now outstanding. Staff work very well collaboratively to plan lessons and prepare resources which are stimulating and promote excellent learning. They plan carefully for the different abilities within their classes. The use of assessment is good, but occasionally planning for an

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Main findings

individual pupil does not fully take into account their success with prior learning and the next steps required. The assessment of literacy is excellent providing very clear targets for pupils to aid their improvement. Although the assessment of mathematics is thorough and clear and indicates what pupils have done well, it is not as precisely used to give guidance to pupils for further improvement. The combination of a rich curriculum and nurturing environment which supports all pupils extremely well results in outstanding spiritual, moral, social and cultural development of pupils. They respond well and are encouraged to embrace diversity; pupils from a range of backgrounds get on noticeably well. Initiatives such as the Food for Life project have promoted the development of well-rounded individuals who are keen to interact within the school and local community. Pupils are very proud of their school and stimulated by it.

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Main findings

There is an audible buzz of excitement in the playground before school starts. Their understanding of leading a healthy life is excellent and their keenness to share their expertise demonstrates their competence as young citizens within the local community. Excellent care, guidance and support ensure that pupils whose circumstances make them vulnerable have their needs met well. Relationships between all members of the school Inspection report: Clifton-upon-Dunsmore Church of England Primary School, 9–10 November 2010 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

community are excellent. Parents told inspectors about how accessible they find the school when they need to speak to staff. A number shared their very positive experiences of particular support which families have received, helping them to overcome hardship.

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What does the school need to do to improve further?

 Implement plans over the next school year to ensure that assessment is used consistently well by: building on the excellent practice in literacy to provide detailed guidance for pupils on how to improve their work in mathematics, planning challenges for individual pupils so that they can reach higher levels of attainment in their learning.

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Outcomes for individuals and groups of pupils 1

The attainment of pupils on entry to the school is broadly average. At the end of Year 6 attainment is high in English and mathematics. Progress for all pupils is at least good, and for many in Reception and Key Stage 2 it is excellent. Those with special educational needs and/or disabilities make outstanding progress. Pupils are enthused by the active approach to learning in lessons and the spotlight on how they learn best so that they learn extremely well. Pupils persist at challenges, are hard-working and enjoy working at a fast pace. They use additional resources well to help their independent learning. In a mathematics lesson, Year 6 pupils checked the word wall for definitions of mean, mode and median rather than ask their teacher for help. They respond well to the many strategies to promote independent learning, and seize opportunities to extend their learning. For example, through the home learning project, pupils show high levels of

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Outcomes for individuals and groups of pupils 1

motivation to continue their studies in their own time and many produce work of a very high standard. They told inspectors how they are motivated by the opportunity to choose their tasks, their learning style and the means of presentation. Behaviour in school and outside is exemplary, and a key factor in pupils' successful learning. There is a strong sense of teamwork and looking after each other. Older pupils readily act as helpers to younger ones in their play and when having lunch. As a result, pupils say they feel safe at school and have a good understanding of the dangers they might face. Pupils are keen to engage enthusiastically in the full agenda of the school by taking responsibility in a wide range of roles such as litter pickers, school bankers, tuck shop leaders, buddies, information and communication technology (ICT) technicians and garden monitors. Inspection report: Clifton-upon-Dunsmore Church of England Primary School, 9–10 November 2010 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

These are the grades for pupils' outcomes

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

Taking into account: Pupils' attainment¹

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

The quality of pupils' learning and their progress 1

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

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

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1

Taking into account: Pupils' attendance¹

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

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

Teaching effectively motivates and engages pupils' interest through very effective planning of varied activities and stimulating resources. Resources are often very thoughtfully prepared and make a significant contribution to the quality of learning. Pupils in Year 1 were surprised and excited to see an aerial view of their school and their village appear on the interactive board in the classroom as they considered their recent walk to study the geography of their surroundings. Teachers have excellent subject knowledge and share this confidently with pupils. Additional adult support in classrooms is well-focused and particularly supportive of pupils with special educational needs and/or disabilities. These pupils benefit greatly from the learning approaches planned in the school which provide many opportunities to use information and communication technology, talk about learning and learn by doing practical activities.

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How effective is the provision?

The curriculum is extremely well planned to promote rich experiences which enhance basic skills while promoting all aspects of personal development. The links between subjects are well-established through the study of topics; enjoyment and interest in the arts are well- promoted throughout the curriculum. There is a full enrichment programme of themed weeks, visits and extra-curricular activities, which contributes to a very good balance and breadth of experiences. Pupils value the fortnightly extended opportunities to practise writing and mathematics skills and the high quality of work produced shows the benefit of having time for this study. Inspection report: Clifton-upon-Dunsmore Church of England Primary School, 9–10 November 2010 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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

A well-considered transition programme enables pupils to transfer smoothly from one stage of their education to another. The very good partnerships that the school develops with staff in other organisations enable an effective exchange of information. The partnership established with the Royal Shakespeare Company and those through the Looking for Learning and Food for Life projects are excellent examples of the school working in full partnership with external bodies. Through links such as these the school is able to significantly enhance the curriculum and its impact on pupils' achievements and well-being which are outstanding.

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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 1

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

All members of staff are involved in regular and thorough review of the school's work. Numeracy and literacy are very well led by senior and middle leaders. Their excellent understanding of the school's needs for development is based on thorough analysis of attainment and leads to clear plans which drive improvement. Training for the implementation of plans is thorough. Challenging targets are set for all pupils. The progress and well-being of pupils and groups are monitored regularly and rigorously and at the first sign of underachievement steps are taken to ensure that progress is back on track. For example, modifications to the curriculum have established consistent attainment for boys in writing which is well above that reached nationally. There is a strong commitment from governors and staff to ensure that all pupils have access to and take-up enrichment activities. Thus the school demonstrates outstanding practice in promoting

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How effective are leadership and management?

equal opportunities and tackling discrimination. Members of the governing body are fully involved in the school's work, making a significant contribution to setting strategic direction through, for example, their leadership of the new building programme. Through their excellent involvement in monitoring they have first-hand knowledge of the school's work. They ensure that policies and procedures for safeguarding are regularly reviewed and are thorough in their checking of their implementation. Responsibilities for safeguarding and child protection are well defined and clearly communicated to all members of the school community. The school is thorough in its assessment of risks to pupils and visitors to the school site. It has a well-thought- through action plan to promote community cohesion that includes opportunities for pupils to work with pupils from local schools which have a greater mix of cultural backgrounds. It

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How effective are leadership and management?

is very effective in energising the local community in joint projects with the school population. The school is at an early stage of establishing links between its pupils and communities elsewhere in the United Kingdom and with schools in other parts of the Inspection report: Clifton-upon-Dunsmore Church of England Primary School, 9–10 November 2010 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

world, but well-structured plans are being implemented to promote engagement with these communities.

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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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1

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

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Early Years Foundation Stage

Children are taught well within a very stimulating environment so that the majority make exceptional progress, including those with special educational needs and/or disabilities. Children enjoy their learning very much and are enthusiastic about taking part in activities that are carefully planned to support their learning. This was seen during the inspection when children eagerly took part in a shape walk in the school's secret garden to identify two dimensional shapes. Children's numeracy and observational skills developed very well through their exploration of the environment. They clearly feel very secure in all areas of the school because of the high levels of confidence which they show and excellent relationships which they make. They work very well with others and on their own and are able to make choices about their way of learning. The learning environment is inspiring, using space effectively, both indoors and outside. Rigorous assessment procedures ensure

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Early Years Foundation Stage

that teaching is based on a clear understanding of individual needs across all areas of the curriculum. Weekly meetings make certain that the Early Years Foundation Stage team share this understanding. The leadership of the Early Years Foundation Stage have high aspirations to maintain and develop high quality provision so that children make outstanding progress. Action planning ensures that the area is fully integrated into the school's developments and, in some cases, is responsible for leading the way. A very positive relationship is formed with parents and carers through effective induction procedures and subsequent liaison meetings. As one parent described, 'I am so pleased at how quickly my daughter has settled in at this caring and friendly school. I am particularly impressed at how well the children of different age groups integrate and look after each other.' Inspection report: Clifton-upon-Dunsmore Church of England Primary School, 9–10 November 2010 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

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 1

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

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Overall effectiveness of the Early Years Foundation Stage 1

The quality of provision in the Early Years Foundation Stage 1

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Overall effectiveness of the Early Years Foundation Stage 1

The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

The response rate to the parents and carers' questionnaire is higher than usual. The very large majority are very happy with their children's experience. They are particularly positive about the contribution the school makes to their children feeling safe and being healthy. As one wrote, 'The school is a key part of our community. Our children are safe there and have excellent relationships with the staff and always look forward to attending.' This is what inspectors found. A few parents and carers expressed concerns. These were principally about the frequency and quality of information received about their child's progress. This was investigated during the inspection. While inspectors were satisfied that parents and carers are kept well-informed about their children's progress they agreed with the headteacher that the system could be enhanced. The headteacher was made aware of the general concerns of parents and carers and he will include these in the school's review

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Views of parents and carers

process. Inspection report: Clifton-upon-Dunsmore Church of England Primary School, 9–10 November 2010 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 Clifton-upon-Dunsmore CofE 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 95 completed questionnaires by the end of the on-site inspection. In total, there are 225 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 52 55 42 44 1 1 0 0 The school keeps my child safe 53 56 42 44 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 33 35 55 59 5 5 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 39 41 49 52 6 6 0 0

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Total % Total % Total % Total %

The teaching is good at this school 46 49 46 49 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 50 53 38 40 4 4 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 56 59 38 40 1 1 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 37 40 47 51 3 3 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 43 46 46 49 3 3 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 44 47 41 44 8 9 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 37 40 48 52 6 7 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 53 56 38 40 2 2 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 52 55 41 43 1 1 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: Clifton-upon-Dunsmore Church of England Primary School, 9–10 November 2010 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 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. Inspection report: Clifton-upon-Dunsmore Church of England Primary School, 9–10 November 2010 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: Clifton-upon-Dunsmore Church of England Primary School, 9–10 November 2010 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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Inspection of Clifton-upon-Dunsmore CofE Primary School, Rugby, CV23 0BT

Thank you for welcoming us so warmly on our recent inspection of your school which we have judged to be outstanding. I would like to share with you what we found out. You make outstanding progress in your work and reach attainment levels which are high in English and mathematics. You use the skills you learn in literacy and numeracy very well in other subjects. You enjoy school very much because your teachers plan very interesting lessons in which you play an active part. We were very impressed by your home learning journals and the amount of time and consideration which goes into this extra learning. Through your Food for Life project you have an excellent understanding of how to keep yourselves healthy. You know what makes a healthy diet and put your skills into practice. Very many of you take part in sport and additional exercise. You enjoy school very much and each of you makes an excellent contribution towards

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Inspection of Clifton-upon-Dunsmore CofE Primary School, Rugby, CV23 0BT

making it a positive and caring community through the many responsibilities which you take on board. Your behaviour in school is excellent. You show really good attitudes towards your learning. Your attendance and punctuality levels are high. All the staff in your school care for you extremely well and this helps you to feel safe. You showed us that you have a good understanding of how to keep safe both in school and elsewhere. We have asked the school to do one thing to make it even better. We would like teachers to make sure that when they plan your lessons, that they always use their knowledge about you to prepare some individual challenges which build really well on your learning. We would also like them to give you more help in mathematics so that you know how to improve your work. We are confident that you will play your part in putting these things into place.

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Inspection of Clifton-upon-Dunsmore CofE Primary School, Rugby, CV23 0BT

Ruth Westbrook Lead inspector Inspection report: Clifton-upon-Dunsmore Church of England Primary School, 9–10 November 2010 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 1234 234, or email enquiries@ofsted.gov.uk .

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