Penketh South Community Primary School

Penketh South Community Primary School Inspection report

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Age group 3–11 Inspection date(s) 22–23 March 2012 Inspection number 378246 Unique Reference Number 111198 Local authority Warrington Inspection number 378246 Inspection dates 22–23 March 2012 Lead inspector Stephen Rowland

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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 195 Appropriate authority The governing body Chair Michael Messenger Headteacher Angela Grace Date of previous school inspection 5 May 2009 School address Finlay Avenue Penketh Warrington WA5 2PN Telephone number 01925 726 558 Fax number 01925 721 401 Email address penketh_primary@warrington.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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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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Introduction

This inspection was carried out with two days' notice. Inspectors observed twelve lessons taught by eight teachers. In addition, inspectors visited short phonics (the sounds that letters make) sessions and listened to children read. Meetings were held with groups of pupils, members of the governing body and school staff. Inspectors took account of the responses to the online questionnaire (Parent View) in planning the inspection. Inspectors observed the school’s work and looked at a number of documents, including the school development plan, records of pupils’ attainment and progress, and minutes of meetings of the governing body. During the inspection the responses to 115 parental and carers’ questionnaires were analysed, together with responses to others completed by pupils and staff.

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Information about the school

This is a smaller-than-average primary school. The proportion of pupils known to be eligible for free school meals is below the national average. The majority of pupils are of White British heritage and very few speak English as an additional language. Very few are at an early stage of learning English. The proportion of disabled pupils and those who have special educational needs is below the national average. The percentage of those who receive external support, including those with a statement of special educational needs, is close to the national average. There has been significant turbulence in staffing since the previous inspection. The school holds the Activemark Award and has Healthy Schools status. The school meets the government’s current floor standards, which set the minimum expectations for attainment and progress.

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Information about the school

A privately run out-of-school club operates on the school site. This is subject to separate inspection arrangements. 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. It has improved steadily in recent years and provides a secure and safe environment. Each child is known as an individual and the school is regarded highly by a large majority of parents and carers. The school is not outstanding because there are some inconsistencies in the quality of teaching which prevents teaching being outstanding overall.

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Key Findings

 Achievement is good. Children make good progress in all areas of learning in the Early Years Foundation Stage. Progress in Key Stage 1 and Key Stage 2 is good and attainment at the end of Year 6 is above the national average. Disabled pupils and those who have special educational needs make progress which is in line with that of their peers.

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Key Findings

 Teaching is good. There are some examples of outstanding practice. Most lessons are lively and engaging and pupils are involved in stimulating, active learning. Planning for learning is thorough and is based on a detailed record of each pupil’s progress. There are some inconsistencies relating to collaborative work and the quality of feedback to help pupils to improve further.

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Key Findings

 Behaviour is typically good. Pupils display positive attitudes to learning and show respect and consideration to others. There are very few instances of bullying and these are dealt with promptly and effectively. Pupils understand about unsafe situations and know how to avoid them. Attendance is high and has been so for a number of years.

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Key Findings

 The headteacher is respected by staff, parents and carers and pupils alike. She has led the school through a period of turbulence and has set a clear direction for the future. Staff and the governing body share a common determination for the school to succeed. Progress is tracked thoroughly and action is taken to deal with any variations. The leadership of teaching is strong: good practice is shared so that performance is constantly improving. The curriculum provides a strong foundation in basic skills as well as a variety of stimulating experiences that promote pupils’ personal development and enjoyment of school.

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What does the school need to do to improve further?

 Increase the proportion of outstanding teaching by: - providing pupils with regular opportunities to work collaboratively in groups - ensuring that there are sufficient opportunities during lessons to check on pupils’ understanding and to deal with any misconceptions - making sure that all written and verbal feedback informs pupils about how well they are doing and about how they can improve. 

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Achievement of pupils

A very large majority of parents and carers are pleased with the progress their children make in school, and agree that they develop skills in communication, reading, writing and mathematics. Inspection findings confirm that achievement is good. Pupils respond well to lively and challenging tasks where they can work together to gather information and solve problems. For example, in a highly effective numeracy lesson pupils were working outside to gather and record information about a variety of physical activities such as skipping and star jumps. They were able to discuss their ideas and could record, and explain why they had recorded, information in particular ways. There are regular and systematic phonics and guided-reading sessions, and progress in reading and spelling is good. The school’s detailed records of progress and attainment confirm that attainment in reading is now above average at the end of Year 2 and when pupils leave in Year 6. Disabled pupils and those who

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Achievement of pupils

have special educational needs are supported well and make good progress. Their needs are identified and programmes of support are put in place which ensure they achieve well. There are no significant variations between the performance of different groups of pupils.

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Achievement of pupils

Children enter the Early Years Foundation Stage with skills which are generally in line with those typically expected for their age, although language skills are often below those normally expected for their age. They make good progress as a result of thoughtful, stimulating teaching and a varied and exciting learning environment. As a consequence, they enter Year 1 as confident learners with attainment that is above average. Progress in Key Stage 1 and Key Stage 2 is good. Test results have been broadly average for the last three years when pupils leave in Year 6. This is as a result of staffing turbulence in the past. Inspection evidence, supported by the school’s own detailed records, shows a pattern of solid improvement and current attainment is above average. The school has focused on improving the consistency and effectiveness of teaching and this has brought about a clear pattern of improving

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Achievement of pupils

progress. Achievement in mathematics has improved rapidly. The use of performance data is increasingly thorough and accessible so that teachers can use this information to plan for lessons which enable all pupils to make good progress. Achievement in all subjects has improved steadily and records show that a very large majority of pupils are on track to meet or exceed the challenging targets set for them.

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Quality of teaching

A very large majority of parents and carers who responded to the questionnaire agreed that their children are taught well in school; inspection evidence supports this view.

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Quality of teaching

The school has focused on making learning active and engaging and this has had a strong, positive impact on attainment and progress. The needs of all groups of pupils, including the most able, are met. The best lessons are carefully planned and provide opportunities for pupils to work collaboratively to explore ideas and to extend their learning. In these lessons learning is brisk and pupils develop the confidence to work independently. In a particularly effective literacy lesson, for example, pupils worked in small groups to find ways to describe an alien from another planet. Supported by the teacher and teaching assistant, they were encouraged to talk about the best adjectives to use to make their descriptions convincing. They were given the opportunity to explore their ideas in depth and to comment on the effectiveness of their own and others’ work. This allowed them to work confidently and helped to

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Quality of teaching

Occasionally, teachers do not give pupils enough time to explore their ideas in depth. Although pupils are encouraged to share their learning through the use of ‘talking partners’, they do not always get enough time to work collaboratively in groups to develop their ideas together. At times, teachers do not create sufficient opportunities to pause and check on pupils’ understanding and to deal with any misconceptions. Marking and verbal feedback is always supportive and encouraging but does not always make sufficiently clear to pupils what has to be done to improve their work.

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Quality of teaching

The curriculum is planned carefully to ensure that pupils make progress in all subjects. It offers a wide range of stimulating and engaging activities. Teaching contributes well to pupils’ spiritual, moral, social and cultural awareness. Pupils learn to work well together and to respect all members of the school community. The best teaching helps to foster a love of learning and a sense of fascination with the world’s richness and variety.

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Behaviour and safety of pupils

Almost all parents and carers who responded to the questionnaire agreed that the standard of behaviour in the school is good and that lessons are not disrupted by inappropriate behaviour. Inspectors observed good behaviour during lessons and around the school. Pupils have great pride in their school and treat each other with respect and courtesy. Behaviour is managed consistently well and pupils respond to the high expectations that the school has of them. Records show that behaviour is characteristically good over time with no exclusions recorded over recent years. Pupils agree that behaviour is good and that any inappropriate behaviour is dealt with swiftly and effectively.

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Behaviour and safety of pupils

Attendance is high when compared to the national average for primary schools and has been so for a number of years. This suggests that a large majority of parents and carers value the school and that pupils enjoy coming to school. This was reflected in the many positive comments received from parents and carers during the inspection. One typical comment was,’ Both my children are very happy at school, enjoy their lessons and look forward to each day.’

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Behaviour and safety of pupils

Almost all parents and carers who responded to the questionnaire said that the school deals quickly and effectively with any form of bullying. Pupils say that they can talk to the staff and know who to turn to if they have any concerns. They are aware of the different forms that bullying can take and know how to stay safe. Almost all parents and carers who replied to the questionnaire agreed that their child was safe in school. Many commented on the safe and secure ethos of the school. One such comment was, ‘The school has a family feel and well-behaved pupils.’

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Leadership and management

The headteacher provides clear and focused leadership. She is effectively supported by a group of experienced and committed senior leaders who share her ambition for the school. They have identified the key issues which face the school and have tackled them in a determined way. The school is well supported by an experienced governing body which knows it well and is able to ask challenging questions when required. Carefully considered professional development and support have meant that the best practice is shared effectively. This has led to a clear trend of improvement in teaching and achievement. The school’s detailed system for tracking pupils’ progress has meant that any variations in learning can be quickly identified and action taken to deal with this. Teaching and learning are monitored and evaluated thoroughly through a programme of lesson observations and work scrutiny. The school evaluates its work honestly and plans in a comprehensive way to

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Leadership and management

secure improvement. Leaders and managers at all levels, including the governing body, are actively involved in this process. There is good evidence to show the positive impact of the school’s strategies and this shows that there is a strong capacity for sustained improvement.

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Leadership and management

Safeguarding arrangements, which ensure the safety and security of pupils, are comprehensive. The school works closely with parents and carers and a large majority of them agreed that their concerns are dealt with effectively. One parent commented, ‘All members of staff are very easy to talk to and very helpful with any concerns.’ Discrimination has no place at Penketh South. The promotion of equality is good because any gaps in performance are quickly identified and action taken to tackle them. For example, the previous underperformance of more-able pupils in mathematics has been successfully addressed.

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Leadership and management

The curriculum provides a solid grounding in the basic skills of English and mathematics and offers an impressive variety of extra-curricular activities. These include a range of musical and cultural activities such the partnership with a school in Malaga. The many activities pupils are engaged in to mark the 2012 Olympic Games help to broaden their awareness of the world and also help to develop important qualities such as determination. The promotion of pupils’ spiritual, moral, social and cultural development is good. The active links which the school has with a number of local and national charities help pupils to understand their responsibilities to others.

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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.

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Type of school Outstanding Good Satisfactory Inadequate

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 ).

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Type of school Outstanding Good Satisfactory Inadequate

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.

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Type of school Outstanding Good Satisfactory Inadequate

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

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

findings from the inspection of their school.

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2PN

 Thank you for making us so welcome during our recent visit to Penketh South. We were particularly grateful to those of you who agreed to meet us during your lunch hour. We were also grateful to those of you who completed the questionnaire. Your comments were very helpful.

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2PN

Penketh South is a good school. It has a number of strengths.

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2PN

 You make good progress in English and mathematics and standards in these subjects are rising.  Your behaviour is good. You treat each other with respect and consideration.  You feel safe in school. You know how to act in a safe way and the staff take good care of you.  You have many enjoyable and varied lessons and activities.  The headteacher, staff and governors are determined to make the school even better.

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2PN

To make the school even better we have asked the teachers to:

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2PN

 make sure you have plenty of chances to work together in groups  make sure that there are frequent opportunities in lessons to pause and check that everyone knows what to do and to deal with any misunderstandings  make sure that marking always helps you to know how to improve your work.

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2PN

You are right to be proud of your school. Please help by always following the school motto: ‘Do your Best; Look your Best; Be your Best.’

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2PN

Stephen Rowland 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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