Streethouse Junior, Infant and Nursery School

Featherstone Streethouse Junior Infant Nursery and Resources for Pupils With Physical Difficulties Inspection report

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Unique Reference Number 108195 Local Authority Wakefield Inspection number 356318 Inspection dates 15–16 March 2011 Reporting inspector Derek Watts

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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 109 Appropriate authority The governing body Chair Mr Roy Aldred Headteacher Mrs Charlotte Clerehugh Date of previous school inspection 25 September 2007 School address Whinney Lane Streethouse, Pontefract West Yorkshire WF7 6DJ Telephone number 01977 723575 Fax number 01977 723577 Email address headteacher@streethouse.wakefield.sch.uk

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Age group 3–11 Inspection dates 15–16 March 2011 Inspection report: Featherstone Streethouse Junior Infant Nursery and Resources for Pupils With Physical Difficulties, 15–16 March 2011 2 of 19 Inspection number 356318 Inspection report: Featherstone Streethouse Junior Infant Nursery and Resources for Pupils With Physical Difficulties, 15–16 March 2011 3 of 19

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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. 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

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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 documentation 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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Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk Inspection report: Featherstone Streethouse Junior Infant Nursery and Resources for Pupils With Physical Difficulties, 15–16 March 2011 4 of 19

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Introduction

This inspection was carried out by two additional inspectors, who observed 10 lessons or part lessons taught by four different teachers. The inspection team examined the school's policies, assessment information, pupils' work, teachers' plans and school improvement planning. They held discussions with the headteacher, staff, members of the governing body and pupils. The inspectors analysed 34 questionnaires completed by parents and carers and others by pupils and staff. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  How well children progress in the Early Years Foundation Stage in their language and personal development.  The effectiveness of the school's actions to improve pupils' writing.  How well teachers use assessment and target-setting to support pupils' learning.  The extent to which other leaders and the governing body systematically monitor

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Introduction

the school's performance and take effective action to bring about improvements.

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Information about the school

This is a much smaller than average primary school. Almost all pupils are of White British heritage. The proportion of pupils with special educational needs and/or disabilities is above average. The proportion of pupils known to be eligible for free school meals is much higher than average. The school is no longer an official Resourced Base for pupils with physical difficulties. There are currently very few pupils in the school with physical needs. The number of pupils on roll is steadily increasing. Breakfast and after-school clubs are managed by the governing body. Inspection report: Featherstone Streethouse Junior Infant Nursery and Resources for Pupils With Physical Difficulties, 15–16 March 2011 5 of 19

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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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Main findings

This is a good school. Strong leadership and good teamwork have brought about considerable improvements since the last inspection. Pupils achieve well because of good teaching and an interesting curriculum. Good care, guidance and support contribute well to pupils' effective personal development. Parents and carers are pleased with the care and education provided for their children. Children in the Early Years Foundation Stage get off to a good start. They make good progress in all areas of learning from low starting points. Good progress continues as pupils move through the school. Effective action has been taken to raise pupils' attainment from the below average levels of the past. Pupils' attainment by the end of Year 6 is broadly average but it is lower in writing than in reading and mathematics. Few pupils attain the higher levels in writing and opportunities are sometimes missed for pupils to

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Main findings

write extensively in different subjects. Teaching effectively promotes good progress for pupils. Adults establish positive relationships with pupils and manage their learning and behaviour well. Explanations, instructions and questioning are effective. Assessment is used well to plan teaching and to match tasks to pupils' abilities. Pupils know how well they are doing and what they need to do to improve because they are set clear individual learning targets for reading, writing and mathematics. Occasionally, lessons lack a sharp focus and so pupils are not sufficiently clear about their learning. In a few lessons, opportunities are missed for pupils to discuss their learning. Pupils enjoy the topics and themes of a well-planned curriculum. Pupils make good progress in their spiritual, moral, social and cultural development. They are courteous, friendly and supportive of others. Most are enthusiastic learners who relate

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Main findings

well to adults and to their peers. Behaviour is mainly good in lessons and around the school, particularly in Years 5 and 6. Pupils feel safe and well cared for at school. They show a good understanding of leading a healthy lifestyle. Pupils make a good contribution to the school and to the wider community. Attendance is consistently above average. The headteacher's determination and clear educational direction have been at the heart of the school's improvements. The effectiveness of other key leaders has been strengthened since the last inspection, to the extent that all leaders are actively involved in monitoring and developing their areas of responsibility. The school demonstrates a good capacity for sustained improvement. Through effective self-evaluation, it knows what it does well and identifies key areas for improvement. Good planning and positive action have successfully tackled the most pressing areas. Since the last inspection, attainment has improved from

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Main findings

below average to average. Pupils' progress, pupils' behaviour, teaching, the curriculum and care, guidance and support have all improved from satisfactory to good. Inspection report: Featherstone Streethouse Junior Infant Nursery and Resources for Pupils With Physical Difficulties, 15–16 March 2011 6 of 19

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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

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What does the school need to do to improve further?

 Raise attainment by the end of Year 6 in writing to at least that in reading and mathematics by extending the opportunities for pupils to write at length in a range of subjects in order to help to increase the proportion of pupils attaining the higher levels.  Remove inconsistencies in elements of the quality of teaching and learning by ensuring that in all classes: the purpose of the lesson is sharply focused and pupils are clear about their learning there are regular opportunities for pupils to talk about their learning and improve their speaking and listening skills.

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Outcomes for individuals and groups of pupils 2

Across the school, pupils enjoy their experiences and show positive attitudes to learning. Pupils in Key Stages 1 and 2, including those with special educational needs and/or disabilities, make good progress from their starting points. By the end of Year 6, attainment is average in reading and mathematics. It is below average in writing. Taking attainment and pupils' progress into account, pupils' achievement is good. Pupils make good progress in speaking and listening when they have regular opportunities to discuss their learning in pairs and small groups. Improving pupils' writing has been a priority and clear progress has been made here. However, not enough pupils are attaining the higher levels. While there are good examples of pupils applying and developing writing skills in other subjects this approach is not consistent across the school. As a result pupils' written work tends to lack detail and depth.

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Outcomes for individuals and groups of pupils 2

Pupils' performance in mathematics has been a strength in recent years. Pupils make good progress because of effective teaching and the interesting practical activities. In a good Years 5 and 6 lesson, pupils made good progress in estimating and measuring angles accurately. They applied their knowledge of acute, obtuse and reflex angles to create impressive patterns and art work in the style of Kandinsky. Pupils make good progress in all areas of their personal development. In an assembly, they identified the positive qualities of others and reflected on the recent earthquake and tsunami in Japan. Their skills of working collaboratively with others are developing well. Pupils choose healthy foods and participate enthusiastically in a range of regular physical activities. They feel well cared for at school and know that there are always trusted adults they can turn to for guidance and support. Pupils make a good contribution to the school

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Outcomes for individuals and groups of pupils 2

and the wider community. Those on the school council have contributed to improvements to playground equipment and to the promotion of healthy lifestyles. Pupils support those less fortunate than themselves by raising funds for a range of appeals and charities. Pupils are well prepared for the next stage of their education because their personal and social skills are well developed and they make good progress in acquiring and applying literacy and numeracy skills. Inspection report: Featherstone Streethouse Junior Infant Nursery and Resources for Pupils With Physical Difficulties, 15–16 March 2011 7 of 19

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 2

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of pupils' learning and their progress 2

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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2

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

Teaching successfully promotes enjoyment and good learning for pupils. Pupils say, 'Teachers make learning fun for us.' They know what they are to learn when teachers effectively share the learning intentions with them, but occasionally lessons can lack focus when this is not done. Teachers' demonstrations, explanations and instructions promote learning well. Questioning is used effectively to challenge pupils' thinking and to check their understanding of new work but sometimes opportunities are missed to develop pupils' speaking and listening skills through inviting them to discuss their work and to ask questions themselves. Pupils are challenged well and their interest is sustained because activities are well tailored to their abilities. Teaching assistants make a valuable contribution to pupils' learning, particularly for those who find literacy and numeracy difficult. Teachers' marking is effective. They praise good work and their helpful comments

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How effective is the provision?

effectively guide pupils about how to improve it. The curriculum promotes good academic progress for pupils and contributes well to their personal development. The mathematics curriculum is well developed and a range of initiatives have been introduced to raise pupils' achievement in writing, although these have yet to have full impact. There are effective links between subjects, which add meaning and relevance to learning. Pupils thoroughly enjoy the range of clubs offered, including art, computers, construction kits, gymnastics and martial arts. Visitors and visits Inspection report: Featherstone Streethouse Junior Infant Nursery and Resources for Pupils With Physical Difficulties, 15–16 March 2011 8 of 19

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

further enrich pupils' learning. Residential visits for Year 6 pupils provide new and exciting opportunities and successfully develop teamwork. The school's mission is, 'We care for your children' and successful care, guidance and support are at the heart of the school's ethos and work. Parents and carers commented, 'This is a very caring school which ensures that children are happy and get the help they need.' Adults in the school know the pupils well and establish good relationships with them. Pupils with special educational needs and/or disabilities are carefully assessed and provided with the guidance and support they need. In partnership with other agencies, the school is successful in supporting pupils and their families when they need additional help. The learning mentor makes a very valuable contribution to the good quality care and together with an administrative support assistant, successfully monitors and promotes

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

good attendance. A well- organised breakfast club is attended by about 20 pupils each day.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

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The quality of teaching 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The headteacher, with her staff, has created a positive climate in which pupils learn and develop well. All staff are committed to doing the best for the pupils. Other leadership roles and responsibilities are effectively distributed and extended. As a result the leadership of the key areas of English, mathematics and the Early Years Foundation Stage is effective. Senior staff have an accurate overview of the quality of teaching. The effective monitoring and development of teaching has contributed to improvements in classroom practice. Members of the governing body are very supportive and have a much clearer understanding of the school's performance than at the time of the last inspection. This enables them to provide constructive challenge in order to hold the school to account. There are required policies and procedures to protect and safeguard pupils, but these are not always reviewed regularly enough. All staff are appropriately trained in this area and

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How effective are leadership and management?

safe practices are promoted effectively through the school's curriculum. Equality of opportunity is promoted successfully and discrimination is tackled very well. All staff strive to ensure that all groups of pupils do as well as they can. Community cohesion is promoted satisfactorily. The school has a clear understanding of the community it serves and pupils participate well in local events. Links with other schools and plans to extend pupils' understanding of global community cohesion, are at an early stage of development. Inspection report: Featherstone Streethouse Junior Infant Nursery and Resources for Pupils With Physical Difficulties, 15–16 March 2011 9 of 19

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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2

Taking into account: The leadership and management of teaching and learning

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Early Years Foundation Stage

Most children settle quickly into the setting because of clear induction arrangements and the good relationships between the adults and children. Children make good progress in all aspects of their learning, especially in their personal, social and emotional development because of the considerable attention adults give to their care and welfare. They are well taught and enjoy the wide range of interesting activities. Staff assess children's performance well and keep effective records of their individual development and progress. There is usually good balance of adult-led activities and those chosen by the children. Children have clear opportunities to explore, be creative and to work independently. Leaders rightly place much emphasis on developing children's communication and language skills. As a result children progress well in their speaking and listening. Their love of books is promoted well and children make good progress in acquiring and practising

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Early Years Foundation Stage

early writing skills. They use information and communication technology well to support their learning, such as consolidating number work or creating colourful pictures. The spacious and well-resourced outdoor learning areas encourage children to be active and purposeful learners. The setting is currently exploring more effective means to link outdoor learning activities with those indoors. Inspection report: Featherstone Streethouse Junior Infant Nursery and Resources for Pupils With Physical Difficulties, 15–16 March 2011 10 of 19

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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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

The quality of provision in the Early Years Foundation Stage 2

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Overall effectiveness of the Early Years Foundation Stage 2

The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

About a third of parents and carers completed the questionnaire and this is an average return rate. Most of the parents and carers who returned them are happy with their children's experience at the school. They are particularly pleased with the safety in the school, the quality of teaching, the promotion of healthy lifestyles and how well the school meets their children's particular needs. These positive views reflect the findings of the inspection. A very small minority of parents and carers expressed concerns about how well they are kept informed about their children's progress and how well the school deals with unacceptable behaviour. Inspection findings are that the school offers more than the required arrangements for parents and carers to discuss their children's progress. In addition to this, the school provide a good range of workshops and classroom opportunities which help parents and carers to support their children's learning. Most

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Views of parents and carers

pupils are well behaved but school does have a few pupils with challenging behaviour. These pupils are well managed and well supported by staff. Inspection report: Featherstone Streethouse Junior Infant Nursery and Resources for Pupils With Physical Difficulties, 15–16 March 2011 11 of 19

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Featherstone Streethouse Junior Infant Nursery and Resources for Pupils With Physical Difficulties to complete a questionnaire about their views of the school.

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Responses from parents and carers to Ofsted's questionnaire

In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 34 completed questionnaires by the end of the on-site inspection. In total, there are 109 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 14 41 20 59 0 0 0 0 The school keeps my child safe 21 62 13 38 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 14 41 18 53 2 6 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 16 47 18 53 0 0 0 0

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Total % Total % Total % Total %

The teaching is good at this school 20 59 13 38 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 17 50 16 47 1 3 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 20 59 14 41 0 0 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 15 44 18 53 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 19 56 15 44 0 0 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 12 35 19 56 3 9 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 11 32 23 68 0 0 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 16 47 18 53 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 21 62 12 35 1 3 0 0

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of Inspection report: Featherstone Streethouse Junior Infant Nursery and Resources for Pupils With Physical Difficulties, 15–16 March 2011 12 of 19

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Total % Total % Total % Total %

completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%. Inspection report: Featherstone Streethouse Junior Infant Nursery and Resources for Pupils With Physical Difficulties, 15–16 March 2011 13 of 19

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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.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

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

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 August 2010 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2009/10 was not representative of all sc hools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Inspection report: Featherstone Streethouse Junior Infant Nursery and Resources for Pupils With Physical Difficulties, 15–16 March 2011 14 of 19

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Type of school Outstanding Good Satisfactory Inadequate

Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units. Inspection report: Featherstone Streethouse Junior Infant Nursery and Resources for Pupils With Physical Difficulties, 15–16 March 2011 15 of 19

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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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

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on 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 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. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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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. Inspection report: Featherstone Streethouse Junior Infant Nursery and Resources for Pupils With Physical Difficulties, 15–16 March 2011 16 of 19

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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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for Pupils With Physical Difficulties, Pontefract, WF7 6DJ

Thank you so much for welcoming the inspectors into your school, giving us your views and showing us your work. We enjoyed our visit and would like to tell you what we have found. Yours is a good school. The main strengths are:  you really enjoy school and your attendance is above average  children in the Early Years Foundation Stage get off to a good start  you are making good progress because you are well taught  you have an interesting range of learning activities, clubs and visits  you get on well with each other and you behave well  you make good contributions to the school and to the wider community  you have a good understanding of how to keep healthy and fit  you feel safe at school because teachers and other adults take good care of you and provide good guidance and support  the headteacher leads the school well and she receives good support from other key leaders. This is what we have asked your school to do to improve it further.

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for Pupils With Physical Difficulties, Pontefract, WF7 6DJ

 Some of you, particularly those who find learning easy, could make even more progress in writing. We have asked teachers to give you more opportunities to write extended pieces in different subjects.  We have also asked teachers to ensure that they always share the main learning points of the lesson with you and give you plenty of opportunities to discuss your learning. All of you can help by continuing to work hard, especially in writing. We wish you all the best for the future.

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for Pupils With Physical Difficulties, Pontefract, WF7 6DJ

Derek Watts Inspection report: Featherstone Streethouse Junior Infant Nursery and Resources for Pupils With Physical Difficulties, 15–16 March 2011 17 of 19 Lead inspector Inspection report: Featherstone Streethouse Junior Infant Nursery and Resources for Pupils With Physical Difficulties, 15–16 March 2011 18 of 19

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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 . Inspection report: Featherstone Streethouse Junior Infant Nursery and Resources for Pupils With Physical Difficulties, 15–16 March 2011 19 of 19

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