Hallgate Primary School Cottingham

Age group 4–11 Inspection date(s) 21–22 March 2012 Inspection number 381308 Hallgate Primary School Inspection report

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Unique reference number 135078 Local authority East Riding of Yorkshire Inspection number 381801 Inspection dates 21–22 March 2012 Lead inspector John Young HMI

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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 4–11 Gender of pupils Mixed Number of pupils on the school roll 252 Appropriate authority The governing body Chair Mr Phil Blenkiron Headteacher Mrs Christine Lacey Date of previous school inspection 10-11 December 2009 School address Hallgate Cottingham HU16 4DD Telephone number 01482 846136 Fax number 01482 846136 Email address hps@eastriding.gov.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

John Young Her Majesty’s Inspector Joan Beale Additional inspector Mark Colley Additional inspector

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Introduction

This inspection was carried out with two days' notice. Inspectors sampled learning in every class in the school. This consisted of 17 lesson observations, taught by nine teachers. Senior staff and inspectors carried out seven joint lesson observations. Inspectors observed and scrutinised the school’s provision for accelerating pupils’ literacy and mathematics development. They listened to pupils read, and examined the school’s specialist provision for pupils deemed more vulnerable than others. Inspectors held meetings and discussions with a range of staff, groups of pupils, several members of the governing body and a local authority representative about the school’s work. Inspectors also looked at a range of other evidence, including development plans, safeguarding arrangements and self-evaluation documents. They evaluated inspection questionnaire responses from 92 parents and carers, 100 pupils and 49 staff. There were insufficient responses for inspectors to take account of the

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Introduction

views expressed in the online questionnaire (Parent View).

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Information about the school

At this average-sized primary school most pupils are White British. The remaining numbers of pupils originate from a wide range of minority ethnic heritages. The largest of these groups originate from Gypsy or Romany backgrounds. The very large majority of pupils live locally. Few pupils speak English as an additional language. The proportion of pupils known to be eligible for free school meals has grown in recent years but remains lower than the national average. The proportion of disabled pupils and those with special educational needs is broadly in line with national averages. However, the ratio of pupils with a statement of special educational needs is higher than average. These needs range from autistic spectrum disorder and specific, moderate and severe learning difficulties to visual impairment, behavioural, emotional and social difficulties, and speech, language and communication difficulties. The school currently meets the government’s floor standards; these are

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Information about the school

the minimum standards expected for primary schools.

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Information about the school

When the school was inspected in December 2009 it was judged to require special measures. Since then one of Her Majesty’s Inspectors and additional inspectors have visited the school five times to monitor its progress.

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Key findings

In accordance with section 13 (5) of the education Act 2005, Her Majesty’s Chief Inspector is of the opinion that the school no longer requires special measures.

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Key findings

■ Inspection evidence confirms that Hallgate Primary provides pupils with a satisfactory and improving quality of education. Over time, the school has tackled the deep-rooted weaknesses highlighted by the previous inspection that placed it in special measures. The school is not good because outcomes and the quality of provision are not yet consistently good.

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Key findings

■ Achievement is satisfactory and improving. This is reflected in children’s good progress during the Early Years Foundation Stage and the satisfactory rate of progress pupils make between Key Stages 1 and 2. It is also shown by pupils’ average and rising attainment in English and mathematics, and the closing of attainment deficits between groups of pupils, although a few remain.

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Key findings

■ Teaching is satisfactory and improving. There is some very strong practice which leads to good pupil progress but this is counterbalanced by weaker elements which require improvement.

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Key findings

■ A significant minority of parents and carers, pupils and staff feel that pupils’ poor behaviour and bullying require improvement. However, inspection evidence indicates that behaviour and safety are satisfactory overall. The very large majority of pupils feel safe and well supported by the secure arrangements in place. Attendance is good and persistent absence is low.

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Key findings

■ The strategic impact of leaders and governance has improved significantly and both aspects are now satisfactory and improving. They have unequivocally demonstrated that they can improve the school’s academic performance and the quality of provision pupils receive. Local authority support has been instrumental, particularly in the early stages of the school’s recovery.

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Key findings

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

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What does the school need to do to improve further?

■ Building on the improvements already secured, raise pupils’ achievement so that it is consistently good throughout the school by:  ensuring all pupils meet or exceed challenging termly and annual targets based on their starting points and capabilities in all subjects, but particularly English and mathematics  giving pupils more frequent opportunities to develop, apply and reinforce their reading, writing and mathematical skills during other subjects they are taught  enhancing the effectiveness of intervention strategies so that the few remaining attainment gaps between different groups of pupils are closed.

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What does the school need to do to improve further?

■ Continue to improve the quality of teaching so that it is consistently good throughout the school by:  ensuring all teaching systematically develops pupils’ knowledge and understanding of key concepts and skills, securely and quickly  providing all pupils with appropriate tasks and activities in lessons which regularly challenge, enthuse and sustain their engagement  sharing and embedding the most effective teaching practices in the school.

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What does the school need to do to improve further?

■ Address the negative perceptions that a small minority of parents and carers, pupils and staff hold about the extent of bad behaviour and bullying that exists in the school by:  communicating more effectively the success the school has in managing the very large majority of pupils’ behaviour  increasing confidence in the school’s behaviour management and anti- bullying strategies  improving the behaviour of the very small minority of disruptive pupils who on occasion adversely affect the climate for learning.

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Achievement of pupils

Pupils now acquire knowledge satisfactorily which means that they are being suitably prepared for the next stage of their education beyond the school. Most pupils read fluently, demonstrate sound comprehension skills, and write accurately and expressively. They also show an adequate grasp of problem solving and a range of other mathematical skills. A more aspirational ethos and changes to approaches to teaching, the curriculum, pupil guidance and support and the use of assessment information have contributed to pupils’ better achievement and enjoyment of learning. Pupils are inquisitive and keen to do well. They stick at a task without giving up and discuss and share their ideas. They know their targets and the steps they must take to achieve them, aided by individual target sheets, regular staff feedback and evaluative marking. They work well in groups and independently. However, they would benefit significantly from more chances to reinforce and extend

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Achievement of pupils

their mathematical, reading and writing skills during all the subjects they experience.

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Achievement of pupils

Inspection evidence and published data indicate parents’ and carers’ view that their children make good progress is partially true because of the good progress children make during the Early Years Foundation Stage. There are also examples of pupils making good progress in each of the other year groups. However, a range of performance indicators show that between Key Stage 1 and Key Stage 2 pupils’ progress is satisfactory rather than good overall. The same is true for most pupils with a disability, those with special educational needs, those known to be eligible for free school meals, and Gypsy or Romany heritage pupils. The school’s reliable tracking data indicate that the ratio of pupils making good progress is rising and that most pupils are set to reach their respective targets. Pupils’ attainment in all areas, including reading, is at least in line with national averages and rising overall. This

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Achievement of pupils

denotes satisfactory and improving achievement given their broadly satisfactory starting points. Nevertheless, leaders acknowledge that there remains room for improvement in terms of closing the attainment deficits that remain for a very small minority of pupils spread across several year groups, predominantly in reading and writing. This is despite generally effective intervention to boost the performance of disabled pupils and those with special educational needs throughout the school.

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Quality of teaching

Most parents and carers believe that teaching is good. However, inspection evidence reveals that that the impact of teaching on pupils’ learning is currently satisfactory, but improving overall as the improvement measures become more and more embedded. This is reflected in the satisfactory progress made by most pupils during Key Stage 1 and Key Stage 2. The school acknowledges that, in order for teaching to be consistently good throughout the school, the best teaching practices need to be shared and become the norm. Nevertheless, teaching has improved significantly since the previous inspection.

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Quality of teaching

The coaching and mentoring staff have received to improve their practice have been effective. This is reflected in the increased quality and effectiveness of planning, delivery and assessment. This is allowing pupils to increasingly develop, apply and consolidate their knowledge, understanding and skills across the curriculum. Staff are also making better use of the data they generate to inform their planning. Teaching assistants are usually deployed effectively and support targeted pupils’ learning well.

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Quality of teaching

Curriculum provision has evolved and is now characterised by a range of core themes. During discussions with pupils' representatives from all year groups they enthused about the topics they have studied and how enjoyable they are finding the new approach to learning. This includes practical activities such as: designing and building castles as part of the theme about witches and wizards; working with a local artist to create a mural; and a visit to a wildlife area.

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Quality of teaching

In the most effective lessons staff use their good subject knowledge and enthusiasm to systematically develop pupils’ knowledge and understanding of key concepts and skills, securely and quickly. Pupils are encouraged to be creative and revel in opportunities to work independently. In a mathematics lesson pupils’ analytical skills were improved through problem solving which allowed them to reinforce their understanding of 3D shape and space. Pupils’ vocabulary is expanded and focused questioning makes them think deeply. Weaker practice does not reflect the strengths highlighted above, with issues around inconsistency of the pitch of challenge and pupils’ specific learning needs. Assessment practice on a day-to-day basis is precise and rigorous and used increasingly well to inform the next steps in pupils’ learning. In the Early Years Foundation Stage a knowledgeable and capable team of staff ensure that children’s learning is skilfully planned, making good use of high-quality

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Quality of teaching

resources in order to promote their learning effectively. As a result, children thrive and greatly improve their social interaction, independence and decision-making skills.

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Behaviour and safety of pupils

Pupils clearly enjoy coming to school, which is reflected in their above-average attendance and the fact that very few pupils are persistently absent. The school is a welcoming place with a nice atmosphere. Pupils say they feel safe, a view endorsed by their parents and carers. Inspectors agree and believe that this sense of security is helped by some high-quality support, advice and guidance for pupils, particularly those regarded as more vulnerable. Inspection evidence confirms that, typically, pupils display satisfactory behaviour for learning. They are well-mannered and polite and show consideration for each other and respect for staff and the school environment. Pupils know how to keep themselves and others safe and most adhere to the school’s rules. This is reflected in a lower than average rate of fixed term and permanent exclusions and relatively few incidents or accidents at social times. Scrutiny of case studies also reveals how the behaviour and attendance of some

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Behaviour and safety of pupils

targeted pupils has been successfully improved.

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Behaviour and safety of pupils

The school takes a proactive stance against bullying of all types. It has challenged intolerance and raised awareness of the cultures of the different groups of pupils the school serves, including Gypsy and Romany heritage pupils and other minority ethnic pupils, who are well integrated. This has promoted better understanding and community cohesion in the school. Despite this, a significant minority of parents and carers, pupils and staff say that the poor behaviour of a very small number of pupils can disrupt lessons and other pupils’ learning. Inspection evidence confirms that this is occasionally the case and inspectors have asked the school to address these concerns and improve the behaviour of the very small minority of disruptive pupils in the school.

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Leadership and management

The school’s leaders, with effective support and challenge from the local authority and governors, have shown resilience and shrewd skills in bringing about change and putting the school back on an even keel. Their impact is satisfactory and improving. Leaders have demonstrated their capacity to improve the school further by guiding it out of special measures and, in so doing, enhancing the quality of every aspect of the school’s provision and outcomes. They rigorously evaluate the impact of actions taken and then refine and/or set fresh parameters for success, which has given the improvement drive, impetus and clarity. Changes to class organisation and the placement of staff; raising the expectations of staff and pupils; buying in specialist staff and resources to boost pupils’ writing and mathematics; and focused help for underachieving groups have supported pupils’ better achievement. Regular and

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Leadership and management

robust appraisal, coupled with support, coaching and training, has helped to improve teaching but shortcomings remain. Leaders have not shirked from taking tough decisions that they felt were in the best interests of the pupils. These measures were not all popular but leaders feel vindicated by the school’s improved effectiveness and efficiency.

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Leadership and management

The curriculum is satisfactory and improving as the changes made begin to bring learning to life for pupils and stimulate their curiosity and interest. For example, when studying mountain explorers they experienced climbing a large-scale wall which was erected in the playground. A range of visits and visitors enhance provision further. In the Early Years Foundation Stage innovative changes to the indoor and outdoor settings are enriching children’s experiences, promoting their independence and developing their skills and dispositions effectively.

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Leadership and management

The strategic influence of the governing body has grown and is now satisfactory. It is ambitious for the school and discharges its duties suitably. It has devised a series of probing key questions to drive its monitoring and evaluation of the school’s effectiveness, and a calendar sets out when and what will be scrutinised and which policies will be checked for compliance.

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Leadership and management

To involve parents and carers more in their children’s education, the school invites them to observe lessons and has recruited some of them to read with children. Others now lead after-school art and running clubs. However, leaders know they must do more to convince parents and carers that they manage pupils’ behaviour suitably.

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Leadership and management

Pupils’ spiritual, moral, social and cultural development is satisfactorily promoted via the music, art, SEAL, PSHCE, religious education and assembly programmes. It is also reflected in the leadership, enterprise and fundraising opportunities that they receive. The satisfactory steps taken to promote equality and tackle discrimination are evident in the positive relationships between pupils from different ethnic, social and religious backgrounds. Safeguarding arrangements meet requirements, with sound procedures for staff training, child protection, risk assessment and the safer recruitment of staff.

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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 Hallgate Primary School, Cottingham, HU16 4DD

Thank you for being so polite to the inspectors when we visited recently. We learned a lot from observing your lessons and talking with you. We read with interest the views you and your parents and carers expressed in the inspection questionnaires.

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Inspection of Hallgate Primary School, Cottingham, HU16 4DD

After studying all the evidence, we found that your school has improved in lots of ways since it was last inspected and now provides you with a satisfactory education. Therefore, we have taken the school out of special measures. I’m sure this news will please you, as you told us how much you enjoy school. The signs that your school has got better include: the faster progress you are making in your subjects; the improved teaching you receive; and the changes made to the curriculum which allow you to explore a range of topics and benefit from more visits, visitors and extra- curricular opportunities. We know you love going to the gardening and art clubs.

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Inspection of Hallgate Primary School, Cottingham, HU16 4DD

Your attendance is above average and you feel safe, but quite a few of you feel that some pupils’ behaviour is not good enough. We judge that it is satisfactory overall, but agree that a small number of you do need to be better behaved. The school’s efforts to keep you safe and extend your social, cultural, spiritual and moral awareness are also satisfactory. You should be proud of the posts of responsibility you hold, the charity work you undertake and the occasions when you represent the school in competitions. The youngest children in your school make good progress during their time in the Early Years Foundation Stage unit because of the good curriculum, effective teaching and excellent support and guidance they receive.

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Inspection of Hallgate Primary School, Cottingham, HU16 4DD

Senior leaders and governors have taken effective steps to improve the school but accept that there remain areas for further development. We have asked them to: raise your achievement further; continue to improve the quality of teaching; and address the concerns you, your parents and carers, and some staff have about behaviour and bullying. The aim is to ensure each of these aspects becomes good.

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Inspection of Hallgate Primary School, Cottingham, HU16 4DD

You can all play your part by continuing to work hard and attending school regularly.

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Inspection of Hallgate Primary School, Cottingham, HU16 4DD

John Young Her Majesty's 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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