Hoyle Court Primary School

Hoyle Court Primary School Inspection report

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Unique Reference Number 107283 Local Authority Bradford Inspection number 356128 Inspection dates 2–3 February 2011 Reporting inspector Christine Millett

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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 5–11 Gender of pupils Mixed Number of pupils on the school roll 185 Appropriate authority The governing body Chair Mr John Briggs Headteacher Mrs Lynda Florence Date of previous school inspection 6 November 2007 School address Fyfe Grove Baildon, Shipley West Yorkshire BD17 6DN Telephone number 01274 581898 Fax number 01274 595941 Email address l.florence@hoylecourt.bradford.sch.uk

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Age group 5–11 Inspection dates 2–3 February 2011 Inspection number 356128 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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

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Introduction

This inspection was carried out by three additional inspectors. Inspectors visited 12 lessons or parts of lessons taught by nine different teachers, spent time in the Early Years Foundation Stage and looked at pupils' work. Discussions took place with governors, staff and groups of pupils. Inspectors looked at documents, including policies relating to safeguarding, the school's development plan and self-evaluation records, minutes of governors' meetings and the school's own assessment data. The inspectors analysed questionnaires from pupils and staff as well as those from 93 parents and carers. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The impact of recently introduced strategies on learning.  How successful has the school been in reducing the number of persistent absentees?  The extent to which pupils are involved in their own learning.

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Information about the school

Hoyle Court is a smaller-than-average sized primary school. Most pupils are of White British heritage. A small minority is of Gypsy heritage. A very small number is from other minority ethnic groups. Very few pupils speak English as an additional language. The proportion of pupils with special educational needs and/or disabilities is currently below average as is the number of pupils known to be eligible for free school meals. There are more girls than boys in the school. There have been significant changes in staffing since the previous inspection, including the appointment of a new headteacher and, more recently, a new deputy headteacher. The school has received several awards including Healthy School status, Activemark, Artsmark and Eco Award (bronze). A privately managed nursery makes use of the school's facilities. It is subject to a separate 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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Main findings

Hoyle Court provides its pupils with a satisfactory standard of education. Some aspects of the school's work are improving strongly. The school's strengths are found in pupils' good personal development and the effective care, guidance and support they receive. Good relationships exist with parents and carers and strong partnerships in learning and well- being have contributed to the good progress being made by pupils with special educational needs and/or disabilities. Hoyle Court is an inclusive school and works successfully to promote equality of opportunity, especially for its most vulnerable pupils. The overwhelming majority of pupils say they feel safe and this view was shared by all parents and carers who responded to the questionnaire. Pupils behave well, contribute much to school life and are particularly knowledgeable on factors which contribute to a healthy lifestyle. Attainment in English and mathematics is average and the school's own tracking system

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Main findings

indicates that attainment is improving securely. Children settle quickly into the Early Years Foundation Stage and make satisfactory progress. Similar levels of progress continue through Key Stages 1 and 2. Well-targeted intervention strategies enable pupils with special educational needs and/or disabilities to make better progress than their peers. Teaching and learning are generally satisfactory but good and outstanding elements were seen in some lessons. Teachers plan lessons well and relationships in classes are supportive. However, often the pace of lessons is too slow and insufficient time is allowed for pupils to put what they have been learning into practice. There are inconsistencies in the quality of marking so that it not always clear to pupils what they have to do to improve. Opportunities for self-assessment are also limited. The school is in the throes of introducing a more exciting and stimulating curriculum but this is not yet embedded and

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Main findings

so remains satisfactory at this time. The needs of children in the Early Years Foundation Stage are not being fully met through their curriculum. The use of information and communication technology (ICT) by pupils within lessons is limited. Senior leaders and the governing body are fully committed to improving the school and raising pupils' attainment. Under the direction of the new headteacher a comprehensive audit has taken place to identify areas for development and self-evaluation is accurate. Although the school is changing rapidly, the effect of well-founded changes has yet to show full impact on raising standards and accelerating achievement and current capacity for improvement is satisfactory. Up to 40% of schools whose overall performance 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 the quality of teaching to good or better throughout the school by: sharing the good practice that exists within the school improving the pace and timing of lessons so more is accomplished developing the capacity of subject leaders and managers to monitor and evaluate teaching and learning planning tasks that incorporate the use of information and communication technology (ICT) ensuring consistency in marking so that all pupils are aware of how to improve their work increasing opportunities for peer and self-assessment by pupils.  Improve provision in the Early Years Foundation Stage so it has greater impact upon outcomes by: ensuring stimulating activities reflecting all areas of learning are set up both indoors and out ensuring assessment records are kept up to date and are used to inform planning on a regular basis taking into account children's needs and interests when planning activities increasing opportunities for child-initiated activities

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What does the school need to do to improve further?

providing opportunities for Reception staff to visit other settings.

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Outcomes for individuals and groups of pupils 3

Most children start school with skills and knowledge that are at the level expected for their age, except in communication, language and literacy where skills are below those typically expected. In 2010, attainment at the end of Key Stage 2 was broadly average with a slight improvement in mathematics. The percentage of pupils achieving the higher levels is in line with national averages. Pupils behave well and have good attitudes to learning. They enjoy school and achieve satisfactorily. Classroom observations showed that when pupils are fully engaged in lessons and challenged to learn, they make good progress. This was particularly well-illustrated in a mathematics lesson on symmetry where the teacher, and pupils themselves, were constantly assessing their understanding. As a result, the level of challenge in tasks increased accordingly. Learning slows in lessons where pupils are less actively involved. In pupils' books, work is completed with more care when marking is

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Outcomes for individuals and groups of pupils 3

informative but misconceptions remain where marking is weak. Pupils with special educational needs and/or disabilities make good progress because teachers take account of their needs when planning lessons and extra support is provided for them. Attendance is average and improving and the number of persistent absentees is reducing. Pupils work and play in a safe environment which encourages everyone to support and look out for each other. Pupils get on well with each other and with adults. In particular, vulnerable pupils are extremely well looked after. Pupils have an awareness of right and wrong and are encouraged to think beyond themselves. They have a keen interest in

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

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

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

environmental issues, but their awareness of cultural diversity is limited. Pupils respond well to the responsibilities they are given and make many positive contributions to the school and local communities. The school council has a high profile within the school and 'buddies', who organise playtime games or partner Reception children, are highly regarded. Satisfactory basic skills and average attendance ensure pupils are adequately prepared for the future.

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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?

The satisfactory, and sometimes good, teaching seen in classes has led to some improvement in attainment. Teachers try to ensure that pupils have opportunities to become actively involved in their learning, but sometimes introductions are too long or lack pace. Leaders are working hard to ensure consistency in the quality of teaching across the school. However, there is irregular involvement by subject leaders in the monitoring of the teaching and learning in their areas. Marking is regular with some reference to pupils' targets. Clear indications as to how to improve are not always consistent across all subjects. A common feature in all classes is the warmth of the relationships that ensures pupils respond positively to their work. Teachers and classroom assistants work effectively together to provide pupils with appropriate individual and group support.

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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 curriculum places appropriate emphasis on promoting basic skills. Changes to the curriculum to make links in learning across subjects are being developed. In classes where the changes are more established, there are well-organised and imaginative opportunities for learning. For example, Year 6 pupils were enthused by the topic around 'Titus Salt – hero or villain?' This provoked much discussion. The same level of interest was not seen in all classes. The curriculum provides a broad range of enrichment opportunities through visits, visitors and extra-curricular activities. Pupils enjoy the opportunity to learn French during their time in school. Information and communication technology (ICT) is not fully integrated across all elements of the curriculum. Hoyle Court is a caring school that places emphasis on extending knowledge and understanding of the world and developing self-confidence. Adults know pupils well and

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

respond positively to their needs. The individual needs of pupils, for example, those with special educational needs and/or disabilities, are quickly assessed and help is given where needed by experienced staff. The successful links with external agencies further reinforce this good quality care, as can be seen in the constant efforts being made by the school to reduce the number of persistent absentees and ensure as little disruption as possible to their learning. The parent involvement worker liaises successfully between parents and carers and agencies.

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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 effectiveness of leadership and management in embedding ambition and driving improvement is satisfactory. Senior leaders are deeply committed to improving provision and raising attainment, as can be seen in the changes that are taking place in not only the curriculum but in systems for recording and analysing pupils' attainment and progress. Regular progress meetings are held and monitoring activities are beginning to be used to evaluate teaching and learning more effectively. However, whilst these actions are bringing about improvement, they are not fully embedded. There is a sharp focus on identifying the precise areas for development and expectations are rising, as staff are increasingly being held to account for the progress their pupils are making, and the role of middle leaders develops. The governing body takes its roles and responsibilities seriously. It understands the challenges the school faces and works to bring about improvement. It has assessed its

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How effective are leadership and management?

own training needs and governors are keen to improve their skills. Safeguarding procedures are satisfactory and systems for assessing risks are well-developed. Child protection procedures are in place and regularly reviewed.

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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 reaches out to its parents and carers, keeps them well-informed and involves them in school life. The school works well with outside agencies and local schools to support pupils' health, welfare, social and learning needs. There is a strong commitment to promoting equality, tackling discrimination and celebrating diversity. Community cohesion is satisfactory. The school ensures that pupils understand and play a part in the local community and an understanding of life beyond Great Britain is developing through the curriculum. The school provides satisfactory value for money.

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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 Early Years Foundation Stage has undergone significant development in recent months. New management has prompted changes to provision. Staff have correctly identified key areas for development and are working hard to bring about improvement. The overall effectiveness of the Early Years Foundation Stage is satisfactory. Children's progress overall is satisfactory and they start Year 1 broadly in line with national expectations, though communication, language and literacy are still below expectations. Children are encouraged to be independent through tasks such as putting on their own wellies or taking the register. From their first day, children settle well, owing to the effective partnership that exists between school and the pre-school setting. They enjoy being part of school and are happy and willing to work with adults and collaborate well with each other. Children engage readily in conversation and are naturally curious. A range of indoor activities interests and

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Early Years Foundation Stage

engages them. However, these sometimes lack opportunities for explorative and imaginative play and too many activities are led by adults. Outdoor provision is not sufficiently well-planned to promote good learning.

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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

Observations and assessments take place but are not always used to inform planning. Achievements are recorded as 'learning journeys'. These provide parents and carers with a record of their children's development. The Early Years Foundation Stage children are fully incorporated into school life, which ensures a smooth transition into Year 1. Strong links are forged with parents and carers, who are appreciative of the care their children receive.

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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

Of the parents and carers who responded, the very large majority was happy with the quality of education their children receive and all felt that the school keeps their children safe. An overwhelming majority agreed that their children enjoyed school. The very large majority was happy with the quality of teaching and that their child was being well prepared for the future. A very small minority of parents and carers felt their children were not making enough progress. The inspection found progress to be satisfactory and have asked the school to look at ways to accelerate this. A small minority had concerns about the way in which unacceptable behaviour was dealt with. During their time in school, inspectors found behaviour to be good. Staff are happy to meet with parents and carers to discuss any such matters. A very small number raised individual concerns and these were followed up by the inspectors. It was found that the school has effective procedures in

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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 Hoyle Court 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.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 93 completed questionnaires by the end of the on-site inspection. In total, there are 185 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 50 54 42 45 1 1 0 0 The school keeps my child safe 45 48 47 51 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 40 43 40 43 12 13 1 1

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Total % Total % Total % Total %

My child is making enough progress at this school 31 33 52 56 8 9 1 1

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Total % Total % Total % Total %

The teaching is good at this school 31 33 49 53 7 8 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 42 45 42 45 8 9 1 1

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 35 38 48 52 10 11 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) 29 31 44 47 9 10 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 42 45 40 43 8 9 2 2

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 22 24 46 49 14 15 4 4

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 27 29 47 51 11 12 2 2

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Total % Total % Total % Total %

The school is led and managed effectively 28 30 49 53 9 10 4 4

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 42 45 42 45 9 10 0 0

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Total % Total % Total % Total %

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

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Grade Judgement Description

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

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Grade Judgement Description

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

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Grade Judgement Description

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

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Grade Judgement Description

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

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 August 2010 and are consistent with the latest published official statistics about maintained school 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 Hoyle Court Primary School, Shipley, BD17 6DN

Thank you for making me and the other inspectors feel so welcome when we inspected your school. We really enjoyed seeing you at work in your lessons and playing so well together outside. You told us how much you enjoy your school. You go to a satisfactory school and it is improving. This is what we found out about your school:  you are polite, friendly and helpful to visitors  your behaviour is good, both in the classroom and around school  you get off to a satisfactory start in the Reception class and you all make satisfactory progress during your time in school  by the end of Year 6, your attainment in English and mathematics is similar to that seen in most schools  adults look after you well and make sure you are safe  teaching is satisfactory and teachers try to make lessons interesting  you contribute well to the life of the school and the local community We think that with your help your school can improve and have asked your headteacher

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Inspection of Hoyle Court Primary School, Shipley, BD17 6DN

and your teachers to do the following things:  help you to reach higher standards by making sure that all teaching in the school is as good as the best  mark your work so that you know how to improve  give you more opportunities to use computers in all your lessons so you can learn to work independently  set up some exciting areas of learning for children in Reception. We believe that this will help you to make more progress and we are sure you will all work hard to make this happen. Best wishes 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 123 4234, or email enquiries@ofsted.gov.uk .

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