Claytons Primary School

Age group 3–11 Inspection date(s) 19–20 March 2012 Inspection number 378082 Claytons Primary School Inspection report

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Unique reference number 110326 Local authority Buckinghamshire Inspection number 378082 Inspection dates 19–20 March 2012 Lead inspector Mike Capper

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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 337 Appropriate authority The governing body Chair Tara Cooper Headteacher David Orford Date of previous school inspection 6–7 May 2009 School address Wendover Road Bourne End Buckinghamshire SL8 5NS Telephone number 01628 525277 Fax number 01628 552779 Email address office@claytons.bucks.sch.org 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

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after children, safeguarding and child protection. 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 . 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 information 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’.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.

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You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

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Introduction

This inspection was carried out with two days’ notice. The inspectors observed 23 lessons taught by 19 teachers. Discussions were held with parents and carers at the start of the school day, and with members of the governing body, staff and groups of pupils. The inspectors took account of the responses to the on-line questionnaire (Parent View) in planning the inspection, observed the school’s work and looked at school documentation, including teachers’ planning, assessment information, safeguarding policies and samples of pupils’ work. Inspectors analysed 141 questionnaires from parents and carers, 26 from staff and 100 from pupils in Key Stage 2.

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Information about the school

Most pupils come to this larger than average-sized primary school from the local community. The proportion of pupils known to be eligible for free school meals is below average. The proportion of disabled pupils and those who have special educational needs is broadly average and the school includes Additional Resource Provision (ARP) for up to 12 pupils. At the moment, there are 10 pupils in the ARP, all of whom have a statement of special educational needs for social and communication difficulties. Children in the Early Years Foundation Stage are taught in a Nursery and two Reception classes.

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Information about the school

The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. 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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Key findings

 This is a good school. Leaders have improved the school rapidly since its previous inspection. Members of staff work together well to ensure that pupils flourish both socially and academically. The school is not outstanding because the monitoring of teaching by middle managers is too limited and, while pupils make good progress in English and mathematics, they do less well in science because not enough time is allowed for teaching the subject.  Pupils’ achievement is good. Children make good progress in the Early Years Foundation Stage, especially in developing early reading skills. They build well on this good start in the rest of the school, quickly improving their literacy and numeracy skills so that attainment rises to above average levels by the end of Year 6.  Teachers inspire and motivate pupils to do their best and they ensure that differing needs are met well in most lessons. Disabled pupils and those with

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Key findings

special educational needs are given good support both in and out of lessons. Pupils in the ARP are well integrated, making especially good progress when working alongside their classmates.  Pupils’ positive attitudes and good behaviour contribute greatly to their good learning in lessons. They work hard in lessons, are polite and courteous, and thoroughly enjoy school. They are kept safe, developing a good awareness of the dangers they may face.  Senior leaders manage performance and lead teaching well. They set high expectations for staff and improvements are based on accurate self-evaluation. Recent changes to the curriculum have added greatly to pupils’ enjoyment but there are not enough opportunities for pupils to improve their science skills systematically. Middle managers are keen and enthusiastic but they have only a limited role in monitoring teaching or checking curriculum changes.

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What does the school need to do to improve further?

 By July 2012, ensure that enough time is allowed for the teaching of science so that skills develop more systematically. 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?

 By December 2012, strengthen the involvement of middle leaders and managers in monitoring teaching and the curriculum so that they are playing a more influential role in identifying strengths and weaknesses and guiding improvement.

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Achievement of pupils

The inspectors agree with the view of the vast majority of parents and carers that their children achieve well and make good progress. Parents and carers typically make comments such as, ‘Since joining Claytons, my child’s reading, writing and mathematics scores have soared.’ Pupils’ attainment by the end of Year 6 is consistently above average, reflecting good progress for pupils from their different starting points.

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Achievement of pupils

When children start school, most are working at the levels expected for their age. From these starting points, pupils typically make good, and sometimes outstanding, progress in lessons across all age groups. Early literacy and social skills are taught especially well in the Early Years Foundation Stage and most children are already working beyond the expected levels for their age by the end of the Reception Year. In a typical writing session, children in the Nursery quickly improved their hand-eye coordination and their letter formation as they painted patterns. Children were challenged well and responded with great enthusiasm. In the Reception classes, children confidently wrote letters to a ‘troll’, often using accurate spellings and letter formation.

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Achievement of pupils

Pupils’ good and sometimes outstanding progress in lessons is maintained in Key Stages 1 and 2. In a Key Stage 1 literacy lesson, for example, pupils wrote and read with confidence as they produced poems about different sounds. Their learning was supported well by the imaginative use of resources and this helped to make learning enjoyable. In a Key Stage 2 numeracy lesson, pupils gained a good understanding of coordinates because they were expected to think like mathematicians as they applied their knowledge to a practical problem by identifying locations on a treasure island. On the very few occasions when progress is not as good, it is because work does not build well enough on pupils’ prior learning.

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Achievement of pupils

Across the school, teachers introduce reading skills systematically and attainment in reading is above average by the end of Year 2 and Year 6. In phonics lessons where pupils learn letter sounds, their progress is good. They confidently build words by sounding them out, using technical terms such as ‘grapheme’ to describe what they are doing. In Key Stage 2, pupils who are in danger of falling behind in reading are given extra support, helping to close the gap so that they catch up with their peers and perform well by the time they leave the school. The good progress seen in Key Stage 2 is demonstrated by the high number of pupils who reach the higher levels in national tests in reading at the end of Year 6. 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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Achievement of pupils

There are no significant variations between the progress of boys or girls or other groups. Disabled pupils and those with special educational needs, including those in the ARP, make good progress. Work is well matched to need in most lessons, and additional support at other times from teachers and skilled teaching assistants is well planned and focuses accurately on the most important areas for improvement in literacy and mathematics.

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Quality of teaching

Most parents and carers feel that the quality of teaching is good. This view is endorsed by inspection findings.

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Quality of teaching

Teachers ensure that there is a good pace to learning in most lessons and they have high expectations of pupils’ work. They provide good challenge in lessons, managing pupils’ behaviour highly effectively. Teachers encourage pupils to think for themselves, and in the Reception and Nursery classes, in particular, there are very good opportunities for children to work independently, especially in the superb outdoor areas. Throughout the school, teachers have good subject knowledge and make learning exciting. For example, a ‘tennis-game’ was used well in a Key Stage 2 numeracy lesson to help pupils practise adding large numbers. In lessons in the ARP, work is broken down into very small steps and there are good opportunities for pupils to consolidate skills so that their learning is secure.

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Quality of teaching

Teachers give pupils regular feedback on how well they are doing. Targets are used well to help pupils understand the next steps in their learning but while there is some good marking it does not always do enough to guide and improve writing skills in topic work.

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Quality of teaching

Curriculum planning successfully supports the systematic development of basic skills in literacy and numeracy. Over the last year, the school has changed the curriculum so that subjects are more closely linked together. This has made learning more purposeful but the new curriculum does not allow enough time for science to be taught regularly.

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Quality of teaching

Throughout the school, teaching successfully promotes pupils’ spiritual, moral, social and cultural development. As one parent commented, ‘Children are taught valuable social skills, particularly kindness and caring for others.’ Teachers encourage pupils to cooperate through group work. Topics such as one on Rainforests are used well to help pupils learn about their own and other cultures.

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Behaviour and safety of pupils

Inspectors found that pupils are polite, sociable and articulate, confirming the views of parents and carers who feel that their children behave well and are kept safe. Pupils also feel that behaviour is typically good, with one saying ‘We know we need to work hard and be sensible if we want to do well.’ 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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Behaviour and safety of pupils

Pupils attend school regularly and their good attitudes towards their work mean that there are rarely disruptions in lessons so that learning can nearly always move on at a good pace. On the rare occasions when this is not the case, it is because a few pupils lose concentration and become fidgety. Pupils are sensitive to the needs of others, and all pupils, including those from the ARP, play together happily at break times. In the Early Years Foundation Stage, children are responsive, well motivated and keen to take the initiative in their learning.

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Behaviour and safety of pupils

The school has good systems for promoting good behaviour such as a ‘Headteacher’s Certificates’, ‘Stars of the Week’ award and a variety of cups and other awards. When behaviour very occasionally falls short of the expected standard, pupils understand the ‘red’ and ‘yellow’ card system and are clear about the consequences of misbehaviour. The school provides good quality help and support for children who are having social or behavioural difficulties so that they improve their social skills. For example, a group of identified staff (KOALAS) are available when children need to talk through issues and they suggest strategies for dealing with worries or social problems.

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Behaviour and safety of pupils

Pupils talk confidently about dealing with possible dangers that they may encounter. They report that bullying only rarely occurs in school and they say that if it does happen it is tackled quickly. In assemblies this term, pupils have been learning about bullying, and this means that they know that it can take many forms. Internet safety is diligently promoted. Pupils understand what is meant by ‘cyber-bullying’ and how they should respond it.

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Leadership and management

The school has improved rapidly because the headteacher and other senior leaders set high expectations for what every pupil and teacher can achieve, and they are not willing to accept second best. The positive impact of their efforts demonstrates that there is a good capacity for further improvement. There has been a strong and successful focus on improving teaching so that it is now good. Consequently, pupils achieve more quickly and their attainment is higher, with progress now more even across the school.

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Leadership and management

Leaders ensure that there is no discrimination. They focus strongly on promoting equality of opportunity, making excellent use of performance data to check the progress of different groups. Where they see any potential dips, they respond quickly.

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Leadership and management

Improvements are based on accurate self-evaluation and leaders know what still needs developing. There are good opportunities for professional development that focus well on the school’s main priorities. For example, shortly after the previous inspection, teachers participated in training on how to recognise good teaching, helping them to become more reflective about their own practice. Middle leaders and managers support senior leaders well by sampling pupils’ work but they have too 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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Leadership and management

little opportunity to visit lessons for themselves to help identify strengths and weaknesses in teaching or the curriculum.

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Leadership and management

The curriculum is satisfactory because, although it is broad, it lacks balance as science is not always given high enough priority. It helps pupils to enjoy school and successfully promotes pupils’ spiritual, moral, social and cultural development. Activities such as an ‘Eco-Easter Egg’ competition help pupils to develop social responsibility.

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Leadership and management

The governing body provides good challenge and support to the school. It is very diligent in ensuring that safeguarding arrangements meet statutory requirements.

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Leadership and management

The school engages well with parents and carers. They are very positive about the work of the school with a comment from one, reflecting the views of most: ‘Claytons is a lovely friendly school where children make good academic progress as well as learning friendships and social skills.’

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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. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. 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

Nursery schools 46 46 8 0 Primary schools 8 47 40 5 Secondary schools 14 38 40 8 Special schools 28 48 20 4 Pupil referral units 15 50 29 5 All schools 11 46 38 6

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors make judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent judgements that were made under the school inspection arrangements that were introduced on 1 September 2009. These data are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Primary schools include primary academy converters. Secondary schools include secondary academy converters, sponsor-led academies and city technology colleges. Special schools include special academy converters and non-maintained special schools.

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Type of school Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and development taking account of their attainment.

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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

Attendance the regular attendance of pupils at school and in lessons, taking into account the school’s efforts to encourage good attendance.

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Common terminology used by inspectors

Behaviour how well pupils behave in lessons, with emphasis on their attitude to learning. Pupils’ punctuality to lessons and their conduct around the school.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving based on its self-evaluation and 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 governors and 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.

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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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Common terminology used by inspectors

Safety how safe pupils are in school, including in lessons; and their understanding of risks. Pupils’ freedom from bullying and harassment. How well the school promotes safety, for example e-learning.

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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 Claytons Primary School, Bourne End SL8 5NS

Thank you for being so welcoming and helpful when we visited your school. We enjoyed talking to you about your work and hearing some of you read. We found that your school is providing a good education and is helping you to do well.

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Inspection of Claytons Primary School, Bourne End SL8 5NS

Here are some of the things we found out about your school.

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Inspection of Claytons Primary School, Bourne End SL8 5NS

 You said that you enjoy school and this was confirmed by the many happy faces that we saw in lessons. It is great to see how well you all play together at break times.  You are taught well most of the time and this helps you to make good progress, although we feel that you do not have enough science lessons.  You rightly feel that behaviour is good and you keenly take responsibility. We were very impressed by the school council and the playleaders.  You feel you are kept safe and we saw that you take good care of each other.  The school provides lots of interesting activities for you to take part in.  All adults in school are caring and they give you suitable help when you have problems with your work.  The school’s leaders are doing the right things to move the school forward. They are clear about what still needs improving.

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Inspection of Claytons Primary School, Bourne End SL8 5NS

These are the things we have asked your school to do next to help it improve even further.

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Inspection of Claytons Primary School, Bourne End SL8 5NS

 Allow more time for the teaching of science.  Give teachers who are in charge of subjects more time to visit lessons so that they can play a part in identifying strengths and weaknesses.

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Inspection of Claytons Primary School, Bourne End SL8 5NS

All of you can help your teachers by continuing to work hard all the time. Yours sincerely

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Inspection of Claytons Primary School, Bourne End SL8 5NS

Mike Capper Lead inspector procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted’s website: 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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