Ravensbury Community School

Ravensbury Community School Inspection report

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Unique Reference Number 105449 Local Authority Manchester Inspection number 355776 Inspection dates 31 January 2011–1 February 2011 Reporting inspector Yvonne Mills-Clare

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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 350 Appropriate authority The governing body Chair Mr Mike Carmody Headteacher Mrs Linda Shaw Date of previous school inspection 21 February 2008 School address Tartan Street Clayton Manchester M11 4EG Telephone number 0161 2230370 Fax number 0161 2239571 Email address head@ravensbury.manchester.sch.uk

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Inspection dates

31 January 2011–1 February 2011 Inspection number 355776 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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Inspection dates

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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Inspection dates

You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by three additional inspectors. They visited 25 lessons and observed 14 teachers. Meetings were held with governors, parent and carer groups, staff and groups of pupils. Inspectors observed the school's work, and looked at pupils' workbooks, assessment information about their progress, records of the school's reviews of its actions for improvement, the current school development plan and updates of progress towards meeting priorities. They also considered questionnaire responses from 78 pupils, 22 members of staff and 90 parents. The inspection team reviewed many aspects of the school's work. It looked in detail at the following.  Attainment and progress in English and mathematics across the school.  Whether all groups of pupils are achieving as well as they could.  How well teaching in the school has impacted on learning for pupils.

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Information about the school

Ravensbury Community Primary is larger than schools of a similar type. The proportion of pupils known to be eligible for free school meals and that of pupils with special educational needs and/or disabilities are well above average. The percentage of pupils from minority-ethnic groups, including those who speak English as an additional language, is also much higher than average. Provision in the Early Years Foundation Stage consists of two Nursery and two Reception-aged classes. The proportion of pupils entering and leaving during the school year is higher than normally seen. The school has a number of awards, including the Healthy Schools' national award and Activemark Gold.

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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

Ravensbury Community Primary School provides a satisfactory standard of education. It is an improving school with strengths in the way it cares for its pupils and engages with other agencies, parents and carers to ensure that all pupils' needs, especially the most vulnerable, are well provided for. Warm and caring relationships in the school and a vibrant learning environment, mean that pupils are very happy to come to school. Most pupils attend regularly. Staff accurately assess pupils' individual academic progress and are sensitive to their personal circumstances. Pupils know that they are valued and show this in their respect for adults. Parents and carers are extremely positive about the school and typically say 'My child is always happy to go to school. He often says how much he loves this school.' Children enter Nursery with skills that are well below those typical for their age. They make good progress in the Early Years Foundation Stage, entering Year 1 with standards

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Main findings

that are close to average. Throughout Years 1 to 6 pupils, including those with special educational needs and/or disabilities, make satisfactory progress. Few pupils attain the higher levels in English and mathematics in the Year 2 and Year 6 standard assessments. All pupils are keen and active learners and behaviour in lessons and around the school is satisfactory. The headteacher, together with her leadership team, has been instrumental in providing teachers with strategies to monitor and evaluate their own and others' teaching. However, the monitoring of the impact this is having on pupils' learning is less well developed and teaching is satisfactory overall. In lessons, relationships are positive and planning for lessons is clear about the knowledge and skills each pupil will acquire. Extension activities often miss opportunities for pupils to apply their learning in more challenging ways. In the

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Main findings

best lessons seen, discussions at the end of lessons are used well to assess the learning that has taken place, but this is not consistent across the school. Pupils have a good understanding of healthy lifestyles and are proud of the good contribution that they make within their own and the local community. Pupils' spiritual, moral and social development is satisfactory overall. The curriculum is enriched well through a wide range of visits and visitors. The headteacher and her deputy have been successful in creating a distributed leadership with self-evaluation and teamwork at its heart. Standards are rising, leaders know what needs doing and how to address this, demonstrating satisfactory capacity to improve and satisfactory value for money. 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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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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What does the school need to do to improve further?

 Raise attainment and accelerate pupils' learning by: increasing the amount of teaching that is good and outstanding evaluating more rigorously the impact of teaching on the pace of pupils' learning increasing the numbers of pupils attaining the higher levels in English and mathematics creating more opportunities for pupils to apply their skills, particularly their mathematics' skills, in practical, real life situations improving teachers' use of discussions to enable pupils to assess for themselves how well they have done in a lesson.

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Outcomes for individuals and groups of pupils 3

In most lessons, pupils enjoy their learning and are active participants. This was evident in a Year 2 lesson when pupils took turns in placing objects in hoops and suggesting their own vocabulary to denote singular and plural sentences. Pupils are acquiring more secure basic skills in numeracy and literacy, but extension activities do not always offer opportunities for pupils to apply those skills to real-life, problem-solving situations, especially in numeracy. Pupils' increasing progress across the school means levels of attainment are improving and pupils in the current Year 2 and Year 6 classes are on course to reach broadly-average standards in national assessments. Few pupils are reaching the higher levels in these assessments. Pupils know their targets and the levels they are working at. Not all pupils, however, are as secure in knowing what they must do to get to the next level. Pupils' behaviour is satisfactory in lessons and around the school.

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Outcomes for individuals and groups of pupils 3

Pupils say they feel safe in school. They have a good awareness of what constitutes a healthy lifestyle. The school serves good, healthy meals and fruit is enjoyed by pupils. Many take part in a range of sports-related activities. Overall, pupils' spiritual, moral, social and cultural development is satisfactory. They are proud of the contribution they make to their own school and the wider community, as litter pickers and monitors and through fund-raising. The junior governors play a prominent part in school life, attend governors' meetings and have a large say in what happens in school, such as the refurbishment of the cloakroom and toilet areas.

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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 3

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 3

The quality of pupils' learning and their progress 3

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Pupils' achievement and the extent to which they enjoy their learning 3

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

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3

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 3

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

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How effective is the provision?

Relationships between teachers and pupils are respectful and caring, and help to provide a positive climate for learning. Some good teaching was observed. In the good lessons, teachers plan activities that challenge and motivate. They share with pupils what they are expected to learn. Small learning steps to achieve success are often evident. Group targets are meaningful but are not always used well to provide extra challenge for the more-able pupils in their work. Marking is consistent, particularly in literacy and 'tickled pink' and 'green for growth' point the way to improvement. Questioning is searching and develops learning well. However, this is not the case in all year groups and across all classes and the quality of experiences the pupils receive is inconsistent. Because teachers' expectations are sometimes insufficiently high, work given to pupils can fail to provide enough challenge. Calling out by pupils sometimes disrupts the lesson flow. Discussions at

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How effective is the provision?

the end of lessons do not always give pupils the opportunity to demonstrate their learning to others. The curriculum satisfactorily supports the development of pupils' numeracy and literacy skills and prepares them for the next stage of learning. This is particularly true in literacy where a school focus has been successful in raising standards. The school is part of the 'Wider Opportunities' music programme and pupils enjoy French and Spanish. Cross- curricular links are developing. A range of after school activities, visits and visitors, enhance the curriculum and are appreciated by the 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

The school provides a very high degree of care and support for its pupils and reaches out to families through the effective work of the parent support advisor. Potentially vulnerable pupils have access to quiet places and caring adults if they are particularly troubled.

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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 positive ethos created by leaders and managers promotes pupils' enjoyment of school and their self-esteem. Staff say they feel valued and share the leadership's ambition to drive forward improvement in the quality of provision. A system of distributed leadership, with a focus on staff monitoring and evaluating their own and others' teaching, has raised awareness of practice in the school and raised standards. Less developed has been the monitoring and evaluation of the impact teaching is having on pupils' learning. The headteacher has correctly diagnosed the school's strengths and weaknesses. The school's self-evaluation is satisfactory overall, if at times a little generous. Whilst leaders are proud of the improvements they have made to teaching, they recognise that all lessons need to be good or better to further raise standards and accelerate progress. The school has appropriate procedures for dealing with discrimination. There is

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How effective are leadership and management?

satisfactory promotion of equality of opportunity, with real strengths in the way the school includes all pupils. However, variations in the level of challenge mean there are inconsistencies in the rate of pupils' progress. The school adopts recommended practice in relation to safeguarding procedures and meets legal requirements. Appropriate checks are made on all adults who work in the school and health and safety checks are carried out. The school promotes community cohesion satisfactorily. It is a caring community with good links in the local community. Plans to promote pupils' understanding beyond the immediate locality are at an early stage of development. The governing body is becoming increasingly involved. Governors understand the school's strengths and have a satisfactory involvement in shaping its future. The governing body ensures that legal requirements are met.

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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 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 majority of children start in the Nursery with skills that are well below those typical for their age. They get off to a good start, responding well to the warm and welcoming environment, which constantly changes to reflect children's interests and maximise their learning. Leadership and teamwork are good and adults work well together to ensure children have a safe, stimulating environment with activities that reflect the six areas of learning. The outdoor provision is good, particularly in the Nursery. Exciting and motivating activities and tasks enthuse children. They particularly enjoy 'Nina's Lab' where practical experiments around the senses are 'fun' and the post office where their imagination is able to take flight. Laughter, giggling and skipping pay testament to the joy they have in their school and their learning. Formal and incidental assessments are used well to plan activities to meet all children's needs. As a result children are making good

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Early Years Foundation Stage

progress across the board and, by the end of Reception, their levels of attainment are close to national expectations, with children working comfortably within the Early Learning Goals. Adults interact well with the children in developing their language skills and provide positive role models. Welfare arrangements are good and relationships with parents are positive. 'Little Learners', where parents are encouraged to engage in their child's learning, and home visits ensure children soon settle into their new environment.

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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 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

A very large majority of parents who responded to the parents' and carers' questionnaires were positive about the school. Responses were most positive about the school's teaching and about progress information they receive, their child's enjoyment of school and how well the school meets their child's needs. The inspection findings support the majority of these views. However, the inspection findings also indicate that pupils' progress and the quality of teaching could be better. A small minority of parents had concerns about how well the school takes account of their views and how well the school deals with unacceptable behaviour. The inspection team followed up these concerns, but could find no evidence to support them. An individual concern raised by a parent was discussed with the headteacher. A concern of safety to a minority of parents was resolved by the school immediately.

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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 Ravensbury Community School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 90 completed questionnaires by the end of the on-site inspection. In total, there are 350 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 49 54 38 42 2 2 1 1 The school keeps my child safe 42 47 40 44 7 8 1 1

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Total % Total % Total % Total %

My school informs me about my child's progress 45 50 41 46 4 4 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 50 56 34 38 4 4 1 1

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Total % Total % Total % Total %

The teaching is good at this school 49 54 41 46 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 45 50 38 42 6 7 1 1

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 41 46 43 48 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 39 46 51 4 4 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 40 44 47 52 1 1 1 1

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 35 39 43 48 8 9 3 3

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 32 36 39 43 14 16 1 1

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Total % Total % Total % Total %

The school is led and managed effectively 45 50 38 42 6 7 1 1

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 52 58 31 34 4 4 1 1

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Total % Total % Total % Total %

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

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Grade Judgement Description

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

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Grade Judgement Description

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

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Grade Judgement Description

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

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Grade Judgement Description

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

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 August 2010 and are consistent with the latest published official statistics about maintained school inspec tion outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

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

main findings from the inspection of their school.

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Inspection of Ravensbury Community School, Manchester, M11 4EG

I am writing on behalf of the inspection team to thank you for making us welcome when we visited your school. We enjoyed our time with you, talking to you and hearing what you had to say. You enjoy coming to school and make the most of it. The school provides you with a satisfactory education. There are many good things about your school. You feel safe and well looked after and say how much you enjoy coming to school. You take plenty of exercise and know all about keeping healthy. The school takes good care of you. It invites your parents and carers in to the school to see how you learn so they can help you at home. Your school is improving. To help it improve faster, we have asked your teachers to help you to do even better by making sure that you all have good lessons where activities always make you think hard. We know that when you finish your first numeracy task, you then try something more difficult. We have asked your teachers to make your extension a

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Inspection of Ravensbury Community School, Manchester, M11 4EG

problem or a puzzle, so you have to use what you have learned in different ways to find the answer. We would also like the teachers to ask you questions that really challenge you, so that you can see how well you have done in the lesson. We have asked that senior staff in school check how well your lessons are helping you to learn. You can help too, by coming to school every day, on time, and listening carefully to your teacher and your classmates. Thank you once again for your help. Best wishes for your future success.

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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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