Inglewood Junior School

Inglewood Junior School Inspection report

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Unique Reference Number 112216 Local Authority Cumbria Inspection number 357067 Inspection dates 23–24 March 2011 Reporting inspector Sheila Mawer

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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 7–11 Gender of pupils Mixed Number of pupils on the school roll 267 Appropriate authority The governing body Chair Mr Keith Abbot Headteacher Mr David Grimshaw Date of previous school inspection 29 April 2008 School address Arnside Road Harraby, Carlisle Cumbria CA1 3QA Telephone number 01228 607513 Fax number 01228 607514 Email address admin@inglewood-jun.cumbria.sch.uk

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Age group 7–11 Inspection dates 23–24 March 2011 Inspection number 357067 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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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 .

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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'. 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

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Introduction

This inspection was carried out by three additional inspectors. They observed teaching and learning in 12 lessons taught by 10 teachers. Meetings were held with staff and pupils and representatives of the governing body. In observing the school's work a range of documents was examined including the school improvement plan, records of pupils' progress, safeguarding procedures, minutes of governors' meeting and teachers' lesson plans. The inspectors also analysed the 65 questionnaires returned by parents and carers. In addition, questionnaires were received from pupils and staff. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The progress pupils make, with particular emphasis on more-able pupils and boys' writing.  How effectively the school uses tracking and target-setting to identify underachievement and improve pupils' learning.  The impact of the themed approach to the curriculum on the progress made by

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Introduction

pupils in acquiring key skills.  The extent to which school leaders impact on improving rates of progress through their monitoring and evaluation of teaching and learning.  How well the school is planning opportunities for pupils to experience the cultural, ethnic and social diversity in the United Kingdom and the wider world.

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Information about the school

This junior school, located close to the city centre, is slightly larger than average in size. Most pupils transfer into the school from the infant school that shares the same site. Nearly all pupils are of White British heritage. The percentage of pupils who are known to be eligible for a free school meal is above the national average. The proportion of pupils with special educational needs and/or disabilities is well above average. The school shares the dual placement of a small number of pupils with a local special school and a referral unit. The school has received a number of awards in recognition of its work to promote healthy lifestyles.

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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

Inglewood continues to provide a good education for its pupils. Several aspects of its work have improved since the last inspection. Leadership and management have strengthened because the headteacher and deputy headteacher have successfully communicated and established their vision for improvement with staff and the governing body. Rigorous monitoring and evaluation have improved the teaching and learning to a good and sometimes outstanding standard. The governing body is more effective, while recognising there is still a need to implement more completely all elements of community cohesion. The areas for improvement in the last inspection have been tackled successfully. The headteacher and senior leaders have a good understanding of the school's strengths and weaknesses because self-evaluation is accurate. Given the current strengths in teaching, the stimulating curriculum and strong and effective leadership, the school is well-

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Main findings

positioned to continue to improve. There are some outstanding features in provision. The excellent enrichment within the curriculum supports pupils' good personal development and their strong enjoyment of learning. The themed approach to the curriculum is effectively building on pupils' skills. Overall the curriculum meets the needs of individual pupils well, but a few pupils occasionally miss their full entitlement when they are withdrawn to receive additional support. Parents and carers appreciate the excellent care that pupils receive through outstanding relationships. Typical of their views is: 'I am delighted with the constant respect that pupils show teachers and each other. My child has never been so happy.' This mutual respect is clearly visible in the school and pupils are highly-valued. It helps them to build strong friendships and motivates them to learn well, behave sensibly and help others. All aspects of safeguarding are good and pupils say they feel safe in school.

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Main findings

Pupils achieve well and their progress is good. Attainment by Year 6 has been broadly average for some time but dipped recently. This was mainly due to a weakness in boys' writing and fewer pupils reaching the higher Level 5 in reading, writing and mathematics. Inspection evidence showed that boys' writing is improving through the introduction of a good range of strategies that help them write more widely. The better teaching and learning is enabling more pupils to reach the higher Level 5 in mathematics. Its impact on pupils reaching Level 5 in reading and writing has been slower. The assessment of pupils' learning is developing. The school has yet to find the best ways to help pupils act consistently on the guidance given in marking and to involve them more in knowing their targets.

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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

improving the pace of learning and the level of challenge in the small proportion of teaching that remains satisfactory, so that a greater number of more-able pupils reach the higher levels in reading and writing ensuring that pupils understand how well they are achieving their targets and how to improve their learning making sure that pupils act on the guidance given by their teachers in the marking to improve their work.  Ensure full entitlement to the curriculum for those pupils withdrawn from lessons for additional support.  Improve the promotion of community cohesion by developing more opportunities for pupils to experience and understand the cultural, ethnic and social diversity in this country and in the wider world.

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Outcomes for individuals and groups of pupils 2

Pupils enjoy school and their good attitudes to learning are evident in everything they do. This includes the above-average percentage of pupils who are eligible for free school meals. Pupils talk enthusiastically about their work and are keen to succeed. They often ask to continue working on topics at home. They respond well to the high expectations set by their teachers and appreciate the way that staff explain the learning well. Older pupils worked very enthusiastically in a science lesson on the planets. Supporting each other exceptionally well, they skilfully and correctly used themselves as models for the solar system through role play. Younger pupils took great pride creating the characters for a play on pirates. Boys especially enjoyed the theme of the lesson and worked with good motivation to devise imaginative sentences for their play script. Work in books and the school's tracking information confirms the good progress made by pupils from below-

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Outcomes for individuals and groups of pupils 2

average starting points in Year 3. Although most pupils in Year 6 are on track to reach their challenging targets, fewer pupils are expected to reach the higher Level 5 in reading and writing. Pupils with special educational needs and/or disabilities and those on dual placement benefit from timely and constructive support in lessons from both teachers and teaching assistants. Pupils' well-developed social and workplace skills, the pride they take in presenting their work, very good behaviour in lessons and good achievement is preparing them well for the future. Pupils really enjoy each other's company and older pupils, as sports leaders, often seek out younger pupils to help them improve their ball skills at break times. Pupils apply themselves energetically to all physical activities and keenly participate in a wide variety of sporting events. They understand the benefits of healthy eating and an increasing number

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Outcomes for individuals and groups of pupils 2

of them are taking advantage of the school's healthy lunchtime meals. Pupils know how to keep safe and talk confidently about unsafe situations they should avoid, particularly when using the internet. A large majority of them says that behaviour is good and bullying is rare. Pupils are keen to take on responsibilities. The school council often plans events to raise money for different charities and has helped to improve the outdoor areas. Although spiritual, moral and social development is strongly promoted, understanding of different cultures is a developing aspect of the school's work.

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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?

Good and sometimes outstanding teaching builds on the excellent relationships established with pupils. Lessons are managed exceptionally well and little time is wasted. Good opportunities are given for pupils to engage in their own learning and questions usually make them think hard. After a dip in boys' attainment in writing, teachers are often choosing writing topics in lessons that motivate boys. Homework sometimes focuses on asking pupils to discuss topical events with their parents. This stimulates ideas and a reason for writing in school. These initiatives are impacting positively on progress and attainment. In a small proportion of satisfactory teaching, the techniques for stretching the most-able pupils in reading and writing lack the challenge and pace to make pupils think and work things out for themselves. The school has made steady progress in providing a secure framework for assessment. Within the framework pupils receive

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How effective is the provision?

detailed feedback through marking. Currently pupils are not always responding to the weaknesses identified in the marking to improve their work. Target-setting is becoming established in the school, but pupils are not fully involved in the process of knowing how well they are doing and how to improve. A carefully-planned and lively curriculum is impacting positively on pupils' academic and personal development. Its structure of topics, themed weeks and writing skills incorporated across different subjects is encouraging pupils to write more often and improve their skills. Excellent enrichment, through visitors, visits and clubs after school

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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

generates a keen interest in learning, especially as pupils' views are often considered when planning the experiences. On a few occasions, groups of pupils are withdrawn from the classroom for extra support such as handwriting and practising letter sounds. This hinders their progress in lessons they enjoy, such as Spanish and personal, social and health education, and reduces their participation in important school occasions such as assembly. In a very welcoming ethos, where adults provide outstanding levels of care, pupils receive good guidance and support to make the best of their opportunities. There are strong and effective relationships with key agencies to support all pupils and their families. Pupils with dual placements, those with special educational needs and/or disabilities and the most vulnerable pupils receive additional support to overcome their significant barriers to learning. Action taken to improve attendance has proved successful. Although at an

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

average level, attendance is moving much closer to above average. The school continues to work positively with its feeder schools to ensure a smooth transition and continuity in the learning and progress.

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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?

Senior leaders have high expectations for the school. Staff share their ambition. They feel valued and morale is high. Since the last inspection, the school has successfully increased the amount of good and better teaching. This has been achieved through extensive monitoring and a strong focus on professional development and sharing good practice. A good tracking system is used to measure pupils' progress and target any underachievement. These initiatives have led to better progress. Development planning is thorough. It clearly establishes what needs to be done to build on existing strengths and move the school forward. The governing body plays an integral part in the school's drive for improvement. Through their comprehensive checking of key priorities and regular meetings with subject leaders and the school council, governors have formed an accurate picture of the school's strengths and weaknesses. They work proactively with school

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How effective are leadership and management?

leaders to ensure that all aspects of safeguarding fully meet government requirements. All staff have a good understanding of safety management and the protection of pupils. Risk assessments, in particular, are rigorously maintained and updated. The school is strongly committed to making sure that all pupils have equal opportunities to succeed and there is no discrimination. This is exemplified in the way it has taken action to improve boys' writing and ensured that a significant number of pupils with special educational needs and/or disabilities succeed in making the same progress as that of their

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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

peers. The school recognises that the needs of the most-able pupils are not always met appropriately and that a few pupils are missing out on lessons, when withdrawn for additional support. Partnerships with parents and carers are very positive and the school's website keeps them up to date with news and events. The school is involved in a wide range of effective partnerships with other schools, local businesses and sporting organisations. This enables community cohesion to be promoted well within the school and the local area. Pupils' understanding of other cultures in this country and in the wider world is at a less advanced stage.

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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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Views of parents and carers

About a quarter of parents and carers responded to the Ofsted questionnaire. The overwhelming majority of them are very happy with the school. They comment warmly on the very caring approach of the staff and how their children are kept safe. They are particularly appreciative of the good care, guidance and support their children receive. A very few parents and carers expressed concerns over the amount of progress their children are making and the way in which they are informed of the progress. Inspectors found the school's communication with parents to be good and that pupils are making good progress across the school.

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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 Inglewood Junior School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 65 completed questionnaires by the end of the on-site inspection. In total, there are 267 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 35 54 29 45 1 2 0 0 The school keeps my child safe 40 62 23 35 2 3 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 27 42 34 52 4 6 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 29 45 31 48 4 6 1 2

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Total % Total % Total % Total %

The teaching is good at this school 36 55 27 42 2 3 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 26 40 36 55 2 3 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 28 43 34 52 3 5 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) 25 38 36 55 3 5 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 28 43 33 51 3 5 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 33 51 29 45 2 3 1 2

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 25 38 37 57 3 5 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 34 52 28 43 3 5 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 38 58 24 37 2 3 1 2

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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 completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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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 inspec tion outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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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.

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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 Inglewood Junior School, Carlisle CA1 3QA

Thank you for welcoming us into your school and being so polite and friendly. We enjoyed being with you in lessons and at break times. Many of you gave up your lunch time to talk to us and we appreciated the contribution you made to the inspection. The questionnaires you completed were very positive. They told us how much you all enjoy school and feel safe. You go to a good school. These are some of the best things we found out.  Adults provide you with excellent care and good guidance and support.  Relationships with adults and each other are excellent and you enjoy working hard together, behaving well and keeping safe.  Teachers are helping you to make good progress in your learning through good and sometimes outstanding teaching.  Teachers go to great lengths to make the curriculum exciting and this is helping boys in particular to write more and catch up.  You are given lots of opportunities to keep fit and healthy and make a good

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Inspection of Inglewood Junior School, Carlisle CA1 3QA

contribution to your school by taking on extra responsibilities, such as sports leaders and the school council.  Your headteacher and the governing body are doing a good job in helping to make further improvements. We have asked the school to make a few improvements in lessons so that some of you can make more progress, especially in reading and writing. We would like you to get more involved in your targets and take more notice of your teachers' marking so you can improve your work. We have requested that that those of you who are withdrawn for extra help will not have to miss favourite lessons or assemblies. Finally we have asked the school to give you more opportunities to learn about different communities in this country and in the wider world. We wish you every success for the future.

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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 .

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