Shevington Vale Primary School

Shevington Vale Primary School Inspection report

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Unique Reference Number 106429 Local Authority Wigan Inspection number 355948 Inspection dates 29–30 March 2011 Reporting inspector Sarah Drake

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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 116 Appropriate authority The governing body Chair Mr Tom Frost Headteacher Mrs Gabrielle Gray Date of previous school inspection 17 January 2008 School address Runshaw Avenue Appley Bridge, Wigan Lancashire WN6 9JP Telephone number 01257 253559 Fax number 01257 253559 Email address enquiries@admin.shevingtonvale.wigan.sch.uk

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Age group 4–11 Inspection dates 29–30 March 2011 Inspection number 355948 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 two additional inspectors. They observed nine lessons taught by seven different teachers. The inspectors held meetings with two members of the governing body, members of staff and two groups of pupils. They observed the school's work and looked at documentation relating to pupils' attainment and progress, and to school management including safeguarding. The inspectors also took into account the questionnaire responses of 63 pupils, 22 staff, and 43 parents and carers.  The rate of progress made by different groups of pupils throughout the school, with a particular emphasis on writing.  The quality of teaching and use of assessment to determine whether they are sufficiently strong to enable pupils of all ages and abilities to make good progress.  The success of the newly-established leadership at all levels in driving forward school improvement.

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Information about the school

Shevington Vale is smaller than the average size primary school. It is situated in the centre of a residential estate with a stable population. The vast majority of pupils are White British and no current pupil speaks English as an additional language. The proportion of pupils known to be eligible to receive a free school meal is well below average. A below average proportion have special educational needs and/or disabilities but the proportion with a statement of special educational needs is average. The school's Healthy School award was renewed in 2010. In February 2011 it was re-accredited to hold Wigan's Quality Standard for the Early Years Foundation Stage. The school also holds the Eco School bronze award and the Activemark for physical education. Since the previous inspection the school has experienced a long period of unsettled leadership culminating, in September 2010, with the redundancy of the post of

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Information about the school

headteacher. Since then the school has begun to work in informal collaboration with another local school, with which it shares an executive headteacher. She works for half the week in each school. The deputy headteacher now also holds the role of head of learning and shares the leadership with the executive headteacher. A private provider offers childcare on site for children aged from two years to four years. A before- and after-school club also operates on site. These settings did not form part of this inspection but reports of their quality can be found on the Ofsted website.

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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 satisfactory school which pupils describe as, 'fun, friendly, caring and like a big family'. After a prolonged, unsettled period, there is now a very clear sense of direction as well as renewed vigour and confidence among staff. This is due to dynamic, good quality leadership from the executive headteacher and deputy headteacher which skilfully balances rigorous monitoring and accurate evaluation of the school's provision with encouragement and well-directed professional development. Staff are wholehearted in their praise of the new senior leadership team. Members of the governing body are delighted that their determined actions to resolve previous difficulties are bearing fruit. Improvements over the past 18 months in, for example, the curriculum, the tracking of pupils' progress, the use of information and communication technology (ICT) and pupils' behaviour confirm the school's good capacity to improve further.

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Main findings

The majority of children join the Reception class with the skills expected for their age. They achieve well so that a large majority each year join Year 1 with skills above those expected for their age. Elsewhere in the school, progress has been uneven since the last inspection but there are clear signs of improvement. Pupils are now making satisfactory progress. Attainment levels at the end of Year 6 are usually above average. The school is well aware that there is room for pupils to make better progress than this. Teachers now have good quality information about the levels pupils are working at and are using this increasingly well when planning activities. However, there remain inconsistencies in how well lessons are adapted to offer suitable challenge for those of different ability and in how well marking provides guidance to pupils about how to improve their work. The school provides a happy, relaxed learning environment in which pupils feel nurtured,

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Main findings

listened to and behave well. The innovative curriculum brings learning to life for pupils who, consequently, are full of enthusiasm each day. Attendance levels are high. Pupils' good quality artwork, ranging from watercolours of the Lake District to bright collages of Tudor tournament tents, enhances the accommodation. Pupils have used their expertise in ICT to provide guidance manuals for other schools in the local authority and to teach their parents and carers how to use the virtual learning network. Good quality relationships are a hallmark of the school. Up to 40% of the 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?

 Increase the rate of pupils' progress from Year 1 to Year 6, by: ensuring that the teaching consistently provides pupils, particularly the more able, with the right level of challenge

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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

increasing the opportunities for pupils to make decisions and learn independently providing marking that consistently makes clear to pupils the strengths of their work and what they need to concentrate on next to improve it.

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Outcomes for individuals and groups of pupils 3

Pupils, parents and carers agree that the very large majority of pupils enjoy school. They settle well at the start of lessons and most take pride in the presentation of their work. They generally listen well to their teachers, have good recall of their prior learning and know what their targets are, although they are not always clear about how to reach them. From a very positive response to the inspection questionnaire, pupils were least positive about their understanding of how well they are doing at school. Pupils are willing learners but, without direct adult input, they are inclined to chatter with their friends rather than sustain their concentration on the work in hand. All groups of pupils, including those with special educational needs and/or disabilities, make similar, satisfactory progress in English and mathematics. The progress of Year 6 pupils this year has been strongest in writing,

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Outcomes for individuals and groups of pupils 3

which is a particular focus of school improvement planning. Overall levels of achievement are satisfactory. Pupils are unfailingly polite to adults and very supportive of each other, particularly of those who are more vulnerable. Their involvement in developing 'class plans', newly introduced this year, is proving very effective in improving behaviour and helping those who find self-discipline more difficult, to control their moods. Pupils feel safe in school, confident that adults will listen to their concerns, and have a good understanding of how to keep safe, for example, when using the internet. They are keen participants in physical activities and interested in eating healthily, as demonstrated by Key Stage 2 pupils' recent successful enterprise activity to create and market healthy lunch-boxes. Pupils carry out well their responsibilities, such as school councillors, and develop good quality skills of

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Outcomes for individuals and groups of pupils 3

cooperation. With their well-developed basic skills, very regular attendance and positive attitudes to learning, they are well equipped to contribute effectively to their future well- being.

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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 3

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 3

The quality of pupils' learning and their progress 3

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Pupils' achievement and the extent to which they enjoy their learning 3

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?

Improvements to the curriculum, for which all staff have been responsible, underpin pupils' enjoyment of school. The thoughtful choice of topics with careful reference to the development of pupils' skills in literacy, numeracy, ICT and personal development creates exciting opportunities for learning. For example, the Asiamania topic for Years 3 and 4 incorporated work about other cultures, music, countries and climates, as well as the tasting of exotic fruits to inspire written work and high-quality observational drawings. In Key Stage 1, an ICT program about making the right choices accompanied pupils' report writing about a supposed robbery in the classroom, while in Year 5 pupils' persuasive writing hinged on their ambition to secure the real-life opportunity to make a presentation on local radio. In lessons, teachers generally demonstrate good subject knowledge and make suitable use of subject-specific language. Good classroom management and use of ICT help to

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How effective is the provision?

sustain pupils' concentration, and teaching assistants provide effective, discrete support for those who find learning more difficult. Some lessons move at a very well-judged pace, providing good challenge and independence for the quickest learners while offering support and extra clarity for other pupils. In other lessons, teachers do too much of the talking, allowing few opportunities for pupils to share their ideas with each other or to decide for themselves what skills they need to use. Teachers do not always make clear enough their expectations of different groups. Sometimes tasks are too simple and, even if

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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

extension work is prepared, teachers do not ensure that pupils move on to this as swiftly as they could. Pupils' books clearly show that teachers' marking has increased in its usefulness over the current year. However, it does not yet always identify with sufficient precision the teachers' reasons for praising the pupils' work, or with enough clarity the next steps they should take. Good quality care, guidance and support mean that all pupils, including the most vulnerable, flourish at this school. Close working with outside agencies, parents and carers, as well as careful record-keeping, regular reviews and well-targeted extra support, enables pupils with special educational needs and/or disabilities to enjoy school and make similar progress to their peers. Good transition arrangements ease pupils' move on to high school and from one year group to the next. Good quality relationships mean that break

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

times are usually happy, although pupils do not always have enough resources to support their play, especially during the long lunch break.

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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 3

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The complementary skills of the executive headteacher and deputy headteacher are moving the school forward at a good and sustainable rate. The school improvement plan provides the bedrock for discussion at weekly staff meetings and for the clear programme of assessment, moderation, evaluation and review. Class teachers say that in spring 2010, following a rigorous analysis of pupils' progress, they were shocked to discover how much this had slowed. Now they speak of the transformation brought about by the clarity of available information and the regular progress meetings with senior leaders which lead to swift actions to support those in danger of underachieving. While there remain inconsistencies, the quality of teaching has improved due to good access to professional development and internal support. The staff remained very loyal to the pupils during a difficult period; they now feel empowered to hone their own skills in order to provide them

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How effective are leadership and management?

with an increasingly good quality of education. The role of subject leaders has been refined and developed so that they are taking increasing responsibility for the provision and progress made in their areas. Staffing upheaval and financial uncertainty have claimed the full attention of the governing body over a number of years. Members fulfil their duties satisfactorily, have a suitable range of skills to help drive forward improvement and are beginning to hold the school to account for pupils' progress. They ensure that safeguarding arrangements, including the recruitment of staff and procedures to promote health and safety, are of good quality. Similarly, staff's good knowledge of individual pupil needs, appropriate provision and the

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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

school's highly inclusive atmosphere successfully promote equality of opportunity. The school operates as a strongly cohesive community with good links through video- conferencing with, for example, a multi-ethnic school in America, but it offers pupils fewer opportunities to develop an understanding of those who have different experiences of life in the United Kingdom. Good partnerships with parents, carers and a wide range of local groups enhance the provision for pupils, making a strong contribution to their enjoyment of learning.

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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

Children settle very happily in Reception due to the good arrangements to help them, and their parents and carers, to familiarise themselves with the school before they join. The vibrant, well-organised classroom entices them to experiment and explore so that they quickly become independent learners who concentrate well on self-chosen, as well as adult-led, activities. Children thoroughly enjoy their learning, as exemplified by one who first thing in the morning chose to complete a jigsaw while quietly chanting to himself a repetitive rhyme about the runaway gingerbread man, learnt the day before. All areas of learning are promoted outdoors as well as inside although, due to its shape and entirely hard surface, the area is not ideal. Good relationships abound and the children demonstrate mature negotiation skills as they collaborate over a game or take turns to use the interactive whiteboard. The strong focus on developing writing skills, an area of

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Early Years Foundation Stage

relative weakness when children join the school, means that the room is full of children's emergent writing, including recounts of their recent antics for Red Nose day. The adults are adept at extending children's learning through open questioning. They also involve children in discussion about the written observations that they make of their developing skills, further promoting their understanding that writing has a purpose. Children enjoy admiring the past work kept in their learning journals, and staff share these with parents

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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

and carers at progress meetings to agree targets that school and home can work on together. Strong teamwork among the staff, extremely detailed planning and knowledgeable, dedicated leadership ensure that all children thrive in Reception and make good 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 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

Most parents and carers express very positive views of the school. They particularly praise the support that staff give to the more vulnerable and the improvements they have seen over recent months. A small number are unhappy about mixed-age classes and their experience of difficulties of communication with teachers and school leaders. Others feel that their children are not making enough progress or helped sufficiently to lead healthy lifestyles. Inspectors shared the views with the school's leaders. Pupils make satisfactory progress and show a good understanding of how to live healthily. The school shows good signs of improvement. It offers parents and carers regular formal opportunities to discuss their children's progress: parents and carers were seen talking freely with staff during the inspection.

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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 Shevington Vale Primary 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 43 completed questionnaires by the end of the on-site inspection. In total, there are 117 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 23 53 18 42 1 2 0 0 The school keeps my child safe 24 56 17 40 1 2 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 15 35 24 56 3 7 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 17 40 20 47 5 12 0 0

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Total % Total % Total % Total %

The teaching is good at this school 19 44 21 49 2 5 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 17 40 20 47 4 9 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 20 47 17 40 5 12 1 2

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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) 12 28 22 51 2 5 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 15 35 21 49 2 5 1 2

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 11 26 30 70 0 0 1 2

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 13 30 21 49 3 7 2 5

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Total % Total % Total % Total %

The school is led and managed effectively 14 33 25 58 1 2 1 2

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 21 49 19 44 1 2 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 Shevington Vale Primary School, Wigan, WN6 9JP

Thank you for the warm welcome that you gave the inspectors when we visited your school recently. We enjoyed our time with you, particularly because you were so polite, well behaved and eager to speak with us. Talking with you helped us to understand what it is like to be a pupil at Shevington Vale. At the moment the school is providing you with a satisfactory education but it is showing signs of good improvement. This is because the senior teachers have a clear idea of how improve things and make it easy for the other staff to put the ideas into practice. Children in Reception make good progress in their learning but the progress made by the rest of you is satisfactory. To help you make good progress in every year group, we have asked your teachers to make sure that they provide the right level of challenge for you all in lessons and encourage you to take more charge of your own learning. This means that

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Inspection of Shevington Vale Primary School, Wigan, WN6 9JP

you will have to do a bit more thinking for yourselves and also some of you will need to try not to chatter so much in lessons when you are meant to be concentrating on your work! We have also asked teachers to make their marking even more helpful to you. We were very impressed by the quality of your artwork and also by your information and communication technology skills. We were also pleased to discover how keen you are on energetic activities, like the after-school dance class, and how sensible you are about keeping yourselves safe. Your enterprise activity about healthy lunchboxes sounded really interesting. In fact you are lucky that the adults provide you with so many exciting activities such as all the work pupils in Years 3 and 4 did for their Asiamania topic. You are also lucky that they look after you so well so that you feel happy in school. Your attendance is among the highest in the country – congratulations! I hope that you

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Inspection of Shevington Vale Primary School, Wigan, WN6 9JP

continue to enjoy learning as much as you do now.

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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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