Scarborough, Northstead Community Primary School

Scarborough, Northstead Community Primary School Inspection report

p.1

Age group 4–11 Inspection date(s) 20–21 March 2012 Inspection number 380208 Unique Reference Number 121321 Local authority North Yorkshire Inspection number 380208 Inspection dates 20–21 March 2012 Lead inspector Andrew Swallow

p.1

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

p.1

Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 589 Appropriate authority The governing body Chair Brian Watson Headteacher Stan Jackson Date of previous school inspection 16 September 2008 School address Maple Drive Scarborough YO12 6LP Telephone number 01723 362 249 Fax number 01723 362 249 Email address headteacher@northstead.n-yorks.sch.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.

p.1

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

p.2

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.

p.2

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.

p.2

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

p.2

You may copy all or parts of this document for non-commercial purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

p.2

To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'.

p.2

T: 0300 123 4234 Textphone: 0161 618 8524 enquiries@ofsted.gov.uk www.ofsted.gov.uk

p.2

Introduction

Andrew Swallow Ralph Lilley Additional inspector Additional inspector Edward Price Additional inspector

p.3

Introduction

This inspection was carried out with two days' notice. The lead inspector took account of the responses to the online questionnaire (Parent View) in planning the inspection. Inspectors observed teaching and learning in 22 lessons, including two joint observations, taught by 20 teachers. In addition, meetings were held with two groups of pupils, members of the governing body and school staff. Inspectors observed the school’s work and looked at a number of documents, including the school development plan, the safeguarding and equality policies, and minutes of governing body meetings. Inspectors also analysed questionnaires from 149 parents and carers’ and those completed by pupils and staff.

p.3

Information about the school

This school is much larger than the average-sized primary school. The proportions of pupils known to be eligible for free school meals, and pupils who are disabled or have special educational needs are average. Almost all pupils are from a White British heritage. The school meets the government’s current floor standard, which sets the minimum expectations for attainment and progress. Among the school’s awards are the Active and Arts Marks, Healthy School status and the National Sing up GOLD Award.

p.3

Information about the school

Since the previous inspection, a new headteacher and deputy headteacher have joined the school. 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

p.3

Key Findings

 This is a satisfactory school. Adults provide high levels of pastoral care for all pupils and create a harmonious climate in which all pupils support each other. Parents and carers are highly supportive of the school’s work. Pupils say how much they enjoy life in school. It is not a good school because not all pupils achieve well, especially in mathematics, as a result of inconsistencies in teaching.

p.4

Key Findings

 Children in the Early Years Foundation Stage get off to a good start and make good progress. In Key Stage 1, pupils continue to achieve well, reaching average standards by the end of Year 2. Progress across Years 3 to 6 slows and is uneven. Attainment is average in English and mathematics by the end of Year 6. There is underperformance in mathematics by the most-able pupils. This is because teaching does not build sufficiently on prior skills and understanding and pupils have too few opportunities to apply their numeracy skills to real life situations.

p.4

Key Findings

 Teaching is satisfactory, but with an increasing proportion of good practice. Assessment is used by teachers to plan work, but in Key Stage 2 the needs of the more-able pupils are not always met. Pupils are not engaged enough in assessment so that they know how to improve their work, especially in mathematics.

p.4

Key Findings

 Behaviour and safety are good. Pupils are polite and respectful around school. Parents and carers, pupils and staff believe that the strong relationships promote a culture of safety. In lessons, most pupils are eager to learn and succeed. When teaching lacks challenge some pupils are less attentive. Attendance is rising, and is now average.

p.4

Key Findings

 Leadership of teaching and management of performance are satisfactory. There are examples of leaders taking decisive actions to improve teaching, though inconsistencies remain. Self-evaluation systems are established but lack sufficient rigour to secure accurate judgements about the effectiveness of teaching on learning and progress.

p.4

Key Findings

Schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

p.4

What does the school need to do to improve further?

  Raise standards and accelerate rates of progress, especially in mathematics, across Key Stage 2 by:  providing consistently high-quality opportunities for pupils to apply mathematical skills in real-life contexts, and across all subjects  ensuring all pupils understand their next steps in their learning in English and more importantly in mathematics.

p.5

What does the school need to do to improve further?

 Ensure that all teaching is consistently good or better across the school by:  ensuring that all teachers assess regularly the progress of all pupils in lessons, taking the necessary steps to meet learners’ changing needs, particularly the most-able pupils  involving all pupils more actively in working out solutions for themselves.

p.5

What does the school need to do to improve further?

 Refining arrangements to check the effectiveness of teaching and learning by:  focusing more on the impact of teaching on the quality of pupils’ learning experiences and how well these are supporting their achievements.

p.5

Achievement of pupils

Most children enter the Early Years Foundation Stage with skills that are below those typical for their age, and particularly in reading and writing. They make good progress, because of the good teaching, and many reach age-related expectations by the time they leave Reception. By the end of Year 6, pupils’ overall attainment is average, although higher in English than in mathematics. This represents satisfactory rates of progress by most pupils as they move through the school. Inconsistencies in the quality of teaching across Key Stage 2, however, result in some pupils, particularly the most-able, not making sufficient progress in mathematics. Disabled pupils and those with special educational needs achieve as well as most of their peers, because activities and experiences are sufficiently planned to meet their needs, and formal targets are reviewed and updated regularly.

p.5

Achievement of pupils

In many lessons, pupils show a keenness to learn and deepen their understanding, readily sharing ideas in small groups and pairs, structuring what they say clearly and listening perceptively to each other’s viewpoints. Many write coherently, sequencing ideas thoughtfully and using standard English, as well as punctuation, to good effect. Daily opportunities are not always taken in all subjects to reinforce key mathematical skills such as oral calculation and applying basic number operations to solve problems in ‘real-life’ contexts. Not all pupils understand exactly how well they are doing in mathematics, or what precisely they need to do to improve their outcomes. The most-able pupils are sometimes not challenged sufficiently to extend their mathematical thinking by considering different approaches to reach a solution and evaluating the most effective. The large majority of parents and carers believe that their children make good progress and most pupils also

p.5

Achievement of pupils

believe that their needs are well met. Inspection findings found that pupils make satisfactory progress. Nonetheless, by the end of Key Stages 1 and 2, a large number of pupils read fluently and attain in line with the national average for their age. This is due to the effective teaching of phonics (the sounds that letters make) in the Early Years Foundation Stage and a love of books that many pupils develop as they move through the school.

p.5

Quality of teaching

Teaching is satisfactory overall with strengths in the Early Years Foundation Stage. Although there are other pockets of good teaching, it is not consistently evident across Key Stage 2 and this reduces pupils’ progress. In the best lessons, teachers use stimulating resources and ‘real life’ scenarios to motivate all pupils and foster their curiosity. Effective opportunities are provided for pupils to collaborate in small groups to deepen their understanding, share and extend each other’s emerging ideas. For example, in a Year 6 English lesson, on creating a balanced argument, pupils eagerly exchanged views about the pros and cons of keeping pets in school. A thought-provoking DVD clip channelled their energies into considering the well-being of stick insects in the classroom. Careful questioning by the teacher stretched pupils of all abilities in their discussions. Similarly, in a Year 5 English lesson on effective paragraph writing, incisive observations by the teacher

p.6

Quality of teaching

challenged students to consider how they might best punctuate a rather lengthy sentence. Careful listening to the conversations of others led to effective interventions that improved pupils’ sequencing of events, use of adverbs and adverbial phrases for effect. The teaching of reading is a strength of the school. The vast majority of pupils are fluent readers, and are confident in retrieving facts and in interpreting situations.

p.6

Quality of teaching

In some lessons, teachers do not listen to, and observe carefully enough, groups of pupils and individuals. They do not all regularly provide astute comments about how well pupils are doing and what they need to do to improve. Opportunities are sometimes missed to reshape tasks to challenge pupils, particularly the more-able. This is particularly the case in mathematics. While many pupils recall readily their targets for reading and writing, others are less confident in talking about what they need to do to improve their oral calculation skills and use of basic number operations. On occasions, some teachers tend to talk for too long, over-directing activities, resulting in low-level restlessness on the part of some pupils. Too much time is spent telling, rather than inviting pupils sooner to find and test things out for themselves.

p.6

Quality of teaching

Most parents, carers and pupils feel that teaching is consistently good and that all pupils make good progress. Inspection evidence found teaching to be satisfactory. Nonetheless, overall teaching implements the planned curriculum adequately. There are valuable opportunities in many lessons, and in the wide range of extra-curricular experiences and visits, to promote pupils’ good spiritual, moral, social and cultural development.

p.6

Behaviour and safety of pupils

Pupils say overwhelmingly that they feel safe in school and that adults are always there for them. They have a good understanding of the risks to which they may be exposed, both within and outside of school. Attendance is rising and is now in line with the national average, and most pupils arrive punctually to school and to lessons. Behaviour in lessons and around the school typically is good over time. Incidences of bullying are rare and a very large proportion of parents, carers and pupils express confidence in the school’s systems for dealing with such occurrences, if they arise. Pupils are acutely aware of different forms of bullying such as name calling and teasing and, through their work on the school council and other responsibilities around the school, actively try to prevent it from occurring. They make a good contribution to a safe, positive learning environment, and are adept at managing

p.6

Behaviour and safety of pupils

their own behaviour in the classroom and in the playground. Pupils generally make every effort to ensure that their friends learn and thrive in an atmosphere of mutual respect and appreciation. For example, in assemblies they readily celebrate the achievements of others, and in lessons they willingly work in different groups and pairs, ensuring that no one feels left out. However, in a handful of lessons behaviour lapses, and is not as positive as it might be. This is especially the case when teaching is uninteresting, and where pupils are not involved soon enough in their learning.

p.7

Leadership and management

Almost all staff say that they are proud to be at this school and a large majority believe that the school provides well for their professional development. Leaders at all levels are able to articulate the school’s key areas for improvement, and give examples of how they contribute to checking the quality of the school’s work and planning for future developments. The school has suitable systems in place for continuous self-evaluation and the management of teachers’ performance. Senior leaders have responded appropriately to the key areas for improvement in the previous inspection. This demonstrates satisfactory capacity for further improvement. Procedures to check systematically the quality of teaching now involve leaders and managers at all levels, but concentrate too much on teaching, rather than its effectiveness on the quality of pupils’ learning, and achievements by different groups. Consequently, judgements about the overall quality of teaching, particularly across Key

p.7

Leadership and management

Stage 2, are sometimes overgenerous. Outcomes of monitoring are not used successfully to reduce inconsistencies and promote consistently good or better practice, especially in mathematics, across all years.

p.7

Leadership and management

The impact of the curriculum on pupils’ academic outcomes is satisfactory and their needs are appropriately met. A thematic approach to the teaching of key communication and mathematical skills, alongside more traditional English and mathematics lessons, offers opportunities for pupils to apply key skills in a range of different settings and for different purposes. These opportunities are not always taken advantage of, by all teachers, to good effect. Specialist artists and musicians regularly visit the school to complement the daily teaching, and to inspire pupils with enlivening experiences. Carefully chosen visits to museums, theatres, the coast and local places of interest bring to life the planned curriculum, and provide ‘hands on’ learning opportunities. The wide range of extra-curricular activities includes dancing, knitting and jewellery, as well as sporting, singing, musical and performing experiences. As a consequence, pupils’ spiritual, moral, social and cultural

p.7

Leadership and management

Members of the governing body discharge their statutory responsibilities and ensure that safeguarding arrangements meet requirements. They ensure that the school adequately promotes equality of opportunity and tackles any discrimination. Governors have an increasingly accurate understanding of the strengths and weaknesses of the school, and meet regularly with key leaders and managers to review pupils’ outcomes.

p.7

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.

p.8

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

p.8

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.

p.8

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 ).

p.8

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.

p.8

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.

p.8

Type of school Outstanding Good Satisfactory Inadequate

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

p.8

Common terminology used by inspectors

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

p.9

Common terminology used by inspectors

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

p.9

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.

p.9

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.

p.9

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.

p.9

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.

p.9

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.

p.9

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.

p.9

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.

p.9

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

findings from the inspection of their school.

p.10

YO12 6LP

 Thank you for the warm welcome you gave inspectors when we visited your school recently. We listened to what you said and your contributions helped us come to our judgments. Thank you also for the time you spent telling us about your learning and activities at school, for completing questionnaires, and for sharing your views about your school.

p.10

YO12 6LP

We find your school overall to be satisfactory. We find that you reach average standards by the time you leave Year 6, although some of you do not reach the higher levels of which you are capable, especially in mathematics. This means that you are achieving satisfactorily overall, largely because teaching is satisfactory. We saw some good teaching and learning, but your lessons do not always provide enough support and challenge, particularly for the most-able pupils. Some lessons are not motivating enough and do not involve all of you actively enough for you all to make good progress. We saw some good examples of feedback and marking by teachers, giving details of the strengths of your work and what you need to do next. However, this is not the case across all lessons, and does not necessarily lead to improvement. We find adults to be very committed to the school, but that the quality of lessons is not monitored rigorously enough. We have consequently asked

p.10

YO12 6LP

 that you make the best possible progress, especially in mathematics, across Years 3 to

p.10

YO12 6LP

 that all your lessons are stimulating and challenging, and consistently effective in enabling you to learn and achieve well  that arrangements to check the quality of teaching and learning are more rigorous and that outcomes are used to promote even better achievement for you all.

p.10

YO12 6LP

You can play your part in bringing about improvements by attending regularly, behaving well in all lessons, and by trying to achieve your best every day.

p.10

YO12 6LP

Andrew Swallow 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 .

p.10