Clent Parochial Primary School

Age group 4–11 Inspection date(s) 6–7 March 2012 Inspection number 379304 Clent Parochial Primary School Inspection report

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Unique reference number 116796 Local authority Worcestershire Inspection number 379304 Inspection dates 6–7 March 2012 Lead inspector David Shears

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Primary School category Voluntary controlled Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 109 Appropriate authority The governing body Chair Sarah Pearson Headteacher Christian Hamilton Date of previous school inspection 7 October 2008 School address Bromsgrove Road Holy Cross Clent Stourbridge DY9 9QP Telephone number 01562 730668 Fax number 01562 730 668 Email address office@clent.worcs.sch.uk 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 inspector visited nine lessons taught by six different teachers, and held meetings with representative members of the governing body, staff and groups of pupils. The inspector took account of the responses to the on-line questionnaire (Parent View) in planning the inspection, observed the school’s work, and looked at policies, planning documents, assessment data and pupils’ work. He analysed the questionnaires returned by 79 parents and carers, 17 members of staff and 56 pupils.

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Information about the school

Clent Parochial Primary is a smaller-than-average primary school. The overwhelming majority of pupils are of White British origin. The proportion of disabled pupils and those who have special educational needs is higher than the national average. The percentage of pupils who speak English as an additional language is well below average, as is the proportion of pupils known to be eligible for free school meals. In 2011 the school met the government’s floor standard for primary schools, which sets the minimum expectations for pupils’ attainment and progress. It has recently gained the International School Award. A new headteacher was appointed in September 2011. A nursery and after-school club operate on the same site. Both of these provisions are managed externally and are inspected separately. 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

 In accordance with section 13 (3) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that this school requires significant improvement, because it is performing significantly less well than in all the circumstances it could reasonably be expected to perform. The school is therefore given a notice to improve. Significant improvement is required in relation to the capacity of leaders and managers to bring about rapid change to teaching and learning in mathematics in order to accelerate the progress of pupils.

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Key findings

 The overall effectiveness of the school is inadequate because leaders and managers have not brought about sufficient improvement since the last inspection. However, the school provides an acceptable standard of education for its pupils. Children begin school with skills that meet national expectations. They make good progress in the Early Years Foundation Stage so that they start Year 1 with skills and knowledge that are above those expected nationally. In Years 1 to 6, pupils continue to make good progress in English but progress in mathematics is only satisfactory. Consequently, standards in English are generally well above average while those in mathematics are above average.

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Key findings

 While teaching is stronger in English, it is no better than satisfactory in mathematics. This is because work does not always match pupils’ needs well enough and they are not consistently helped to know how to improve. The curriculum does not provide sufficient opportunities for pupils to practise their mathematical skills.

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Key findings

 The behaviour of pupils is good. In lessons, pupils listen attentively. They have positive attitudes toward learning and good relationships with staff. Occasionally, a small minority of pupils can become restless when teaching is less effective. Pupils feel safe and know that staff care for them well. Attendance is above the national average. 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

 The recently appointed headteacher and deputy headteacher have made some improvements to the school. They have made a positive start on improving the premises and ensuring that assessments are now accurate. Relationships with parents and carers are improving. However, leaders and managers, including the governing body, have not secured enough improvement since the last inspection in mathematics. This is because procedures for performance management through the monitoring of teaching have lacked sufficient rigour to bring about rapid improvement. Support for pupils who are at risk of underachievement has strengthened recently, although it is too early to assess the impact this is having on their progress.

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What does the school need to do to improve further?

 Raise the quality of teaching and learning in mathematics so that pupils make good progress in all classes, by ensuring that:  assessment is used to plan work that consistently meets pupils’ learning needs  pupils know, understand and use targets in lessons to improve their work  marking consistently includes comments that tell pupils the next steps in learning and gives them opportunities to respond  regularly planned opportunities are provided for pupils to practise their mathematical skills in other subjects.

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What does the school need to do to improve further?

 Improve the effectiveness of leaders and managers by ensuring that:  whole school initiatives to improve teaching are clearly understood by staff and rigorously monitored for consistency and effectiveness  specific programmes to support pupils at risk of underachievement are formally monitored and evaluated for their effectiveness in helping these pupils to make accelerated progress  the governing body is more involved in holding the school to account for its effectiveness in raising progress.

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Achievement of pupils

Children make a good start in the Early Years Foundation Stage. There are clear and effective arrangements that ensure they feel confident in starting school. They settle quickly and make good progress in their learning. By the time they enter Year 1, their skills and knowledge are above average in all areas. In particular, their literacy and mathematical skills are both above average. The progress pupils make in Years 1 to 6 is satisfactory overall, although it is generally much stronger in English than in mathematics. Currently, pupils are making good progress in English and satisfactory progress in mathematics. For example, in the current Year 6 the attainment of pupils is well above average in English and above average in mathematics. In English lessons, pupils are more aware of what is expected of them and consequently make Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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Achievement of pupils

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

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Achievement of pupils

good, and for some, outstanding progress. For example, in one English lesson pupils concentrated well on the most important aspects that they needed to improve because they were given clear success criteria for their learning and also were reminded of their own personal targets. However, in mathematics lessons, while pupils are told the overall lesson objective, the activities they are given do not always match their needs. For example, in one lesson, the work given to the less-able pupils and those of average ability was too difficult, so that they could not make the leap between what they already knew and the new learning. In another mathematics lesson, the pace of learning was too slow for most pupils and lacked challenge because most pupils found the work too easy.

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Achievement of pupils

Disabled pupils and those with special educational needs make satisfactory progress overall, although there are examples of good progress, for example, in helping pupils with emotional and social needs to gain a greater confidence and self-esteem. Pupils known to be eligible for free school meals mirror the progress of their peers. Boys and girls make equal progress in most year groups. The overwhelming majority of parents and carers who responded to the questionnaire felt that their children were making good progress. The inspector found that while progress in English is good, progress in mathematics is only satisfactory.

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Quality of teaching

The quality of teaching is good in the Early Years Foundation Stage. This is because the teacher uses observations and assessments to plan activities to enable children to build on their learning. There is a good balance between adult-led and child- initiated activities to ensure that learning is productive and children are enthused and engaged. In Years 1 to 6, teaching in English remains a strength, with particularly effective use of clear targets to help pupils improve their writing. There is a good focus on reading skills so that by the end of Year 2 attainment continues to rise and by the end of Year 6 is significantly above the national average.

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Quality of teaching

However, the teaching of mathematics is only satisfactory. Teachers do not consistently use assessment to plan activities that are tailored to meet pupils’ needs. By the time they reach Years 5 and 6, there are gaps in their learning that teachers are having to address. Pupils are unaware of their own targets and marking does not consistently tell them how to improve. Timetables for each class show that there is a clear emphasis on developing pupils’ English and literacy skills but not enough time is spent learning mathematics. Similarly, there are many opportunities for pupils to practise their reading and writing skills in other subjects but the chances to practise their mathematical skills are not consistently planned into other subjects and so are less effective.

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Quality of teaching

However, in all lessons pupils have positive relationships with staff. Teachers plan lessons that will engage and enthuse pupils and consequently their attitudes to learning are positive. There are increasing opportunities through the wider curriculum to develop pupils’ wider skills such as in music, the creative arts, learning a foreign language, growing their own vegetables and participating in a variety of 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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Quality of teaching

sports. Through these and other activities, good attention is paid to pupils’ spiritual, moral, social and cultural development.

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Quality of teaching

The overwhelming majority of parents and carers who responded to the questionnaire and the large majority of pupils felt that teaching is good. The inspector found that while teaching in English is enabling pupils to make at least good progress, it is not consistently effective enough in mathematics.

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Behaviour and safety of pupils

Pupils behave well together in the playground, looking after each other and enjoying playing imaginative games. There are opportunities for them to be active on a trim trail or to talk and reflect in the sensory garden. Pupils say that when others are occasionally unkind, these matters are quickly resolved by adults. Pupils have a good understanding of different types of bullying but feel that this does not happen in school. There are no recorded incidents of bullying and poor behaviour is rare. Pupils feel safe because they know that someone is always on hand to help them if they need it. Behaviour in lessons is good, although there are times when pupils become restless when the quality of teaching is less effective. However, for the vast majority of the time, pupils are engaged and have positive attitudes to their learning. They work well together, supporting each other in their learning. Pupils have a good

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Behaviour and safety of pupils

understanding of right and wrong and have positive social skills. Older pupils look after younger ones. The overwhelming majority of pupils, parents and carers who responded to the questionnaires agreed that there is a good standard of behaviour in the school and all agreed that pupils are kept safe. The attendance of pupils is above the national average and the percentage of persistent absence is low. The school has particularly focused on pupils’ punctuality and this has improved. This is because there are good systems in place to follow up reasons for absence and pupils who are late, and for rewarding those who attend regularly.

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Leadership and management

The school has been through a difficult period in recent years, including issues related to changes in leadership and management. As a result, there has not been sufficient focus on the issues for improvement from the previous inspection and, consequently, they remain unresolved. Current school leaders have needed to address some important points such as the safety of the premises and ensuring that the assessment of pupils in reading, writing and mathematics is accurate, both of which have been tackled successfully. There has, however, been insufficient improvement in the school as a whole since the last inspection. There is not enough evidence that the school has the capacity to improve because the quality of teaching in mathematics has not improved. The school development plan has identified the right areas for improvement but current leaders cannot yet demonstrate enough impact on the progress of pupils from the actions they have taken. For example,

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Leadership and management

there have been improvements to the identification and support for pupils who are at risk of underachieving although it is too early to assess the impact of these measures. It is not always clear how leaders and managers are planning to monitor 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

and evaluate their actions. Lesson observations, while improving, are still sometimes too generous in their judgements. The governing body is very supportive but is only now beginning to receive sufficient information and training to enable them to effectively challenge the school. Middle leaders are now involved with senior leaders in checking the accuracy of assessments, although this is at an early stage of development.

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Leadership and management

The curriculum is satisfactory because it generally meets the needs of pupils, although there are still weaknesses in mathematics. Leaders and managers provide a good lead in the pastoral development of pupils. The promotion of pupils’ spiritual, moral, social and cultural development is good. In particular, collective worship is used well to promote pupils’ spiritual development through opportunities for prayer and praise. Relationships with parents and carers are improving and, as a result, the very large majority who responded to the questionnaire have positive views about the school. Leaders give due attention to ensuring that personal skills are promoted within the curriculum and ensure that any discrimination is tackled. The school takes care that all pupils have equal opportunities in their learning. For example, it ensures that groups of pupils make similar gains in their learning such as the progress of

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Leadership and management

boys and girls. The safeguarding policies and procedures meet statutory requirements and give no cause for concern.

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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 Clent Parochial Primary School, Stourbridge, DY9 9QP

Thank you for the welcome that I received when I visited your school recently. It was lovely to meet you all and find out about your school.

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Inspection of Clent Parochial Primary School, Stourbridge, DY9 9QP

You told me how much you like your teachers and that they are kind to you. This helps you to feel safe and secure in the school. You also told me how much you enjoy school, especially now that you are able to go out on more trips.

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Inspection of Clent Parochial Primary School, Stourbridge, DY9 9QP

I found that you make good progress in your English lessons. Well done. However, I also found that your progress in mathematics is not as good and so that although you make satisfactory progress, you could learn even faster. In order to do that, your school has been given a ‘notice to improve’ which means that everyone will help you to make better progress very quickly.

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Inspection of Clent Parochial Primary School, Stourbridge, DY9 9QP

I have asked your headteacher, your teachers and the governing body to:

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Inspection of Clent Parochial Primary School, Stourbridge, DY9 9QP

 make sure work is just right for you, not too hard or too easy  help you to know, understand and use targets in mathematics so that you know how to improve  use marking to tell you the next steps to take in your learning  give you opportunities to practise your mathematical skills in other subjects  keep checking that any changes in teaching are helping all of you to make good progress.

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Inspection of Clent Parochial Primary School, Stourbridge, DY9 9QP

You can all help by telling your teacher politely if you think the work is too hard or too easy or asking for help if you don’t know or understand your targets.

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Inspection of Clent Parochial Primary School, Stourbridge, DY9 9QP

Thank you again for looking after me so well.

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Inspection of Clent Parochial Primary School, Stourbridge, DY9 9QP

David Shears 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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