Osbournby Primary School

Osbournby Primary School Inspection report

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Unique Reference Number 120386 Local Authority Lincolnshire Inspection number 358752 Inspection dates 12–13 May 2011 Reporting inspector Norma Ball

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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 84 Appropriate authority The governing body Chair Charles Robertson Headteacher Bridgette Burn Date of previous school inspection 1 October 2007 School address London Road Osbournby, Nottinghamshire NG34 0DG Telephone number 01529 455375 Fax number 01529 455375 Email address bridgette.burn@osbournby.lincs.sch.uk

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Age group 4–11 Inspection dates 12–13 May 2011 Inspection number 358752 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. The inspectors visited 10 lessons. They also visited small out-of-class teaching groups and observed five teachers in all. The inspection team met parents and carers informally and held meetings with the headteacher, teaching staff, members of the governing body and pupils. Inspectors observed the school's work and scrutinised samples of pupils' work, the school's systems for tracking pupils' progress, management and curriculum documentation, teachers' planning and safeguarding documents. They took account of questionnaire responses from 56 parents and carers, eight from staff, and 46 from pupils. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  How well do teachers use assessment data to track pupils' progress, identify underachievement and plan work that matches their ability, especially in Key Stage

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Introduction

2?  Is the curriculum adapted to meet the needs of all pupils, especially those with special educational needs and/or disabilities?  How rigorous and effective are leaders and managers at all levels, including the governing body, in monitoring the work of the school, improving achievement and driving the school forward?

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Information about the school

Osbournby is a small school which serves its village and the immediate area. The majority of pupils are of White British heritage. The proportion of pupils who come from minority ethnic backgrounds is much smaller than that found nationally and none of these pupils speak English as an additional language. The proportion of pupils with special educational needs and/or disabilities is average, but varies from year to year. Currently, one pupil has a statement of special educational needs. A smaller than average proportion of pupils are known to be eligible for free school meals. There are three mixed-age classes in the school and one Reception class in the Early Years Foundation Stage. The school has the Activemark and Eco Silver awards. The school has experienced a falling roll that has resulted in a reduction in teaching staff. The school benefits from shared use of the village hall and has recently been expanded by

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Information about the school

the addition of a new medical room and small group working area. The Osbournby Pre- School shares the school site but is inspected separately because it is not managed by the governing body.

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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

Osbournby provides a good quality of education. A significant feature of the school is the outstanding care, guidance and support that pupils receive from all staff. As a result, pupils settle well to their work, show great confidence in the staff who care for them and they make good progress. Parents and carers are pleased with all that the school provides and the pupils above average attendance is testament to their enjoyment of learning. One parent, typical of many, said, 'My children are happy and making excellent progress. The school has a real family feel which I really like. It makes my children feel safe and secure'. Safeguarding arrangements are good, pupils know how to keep safe and they have a clear understanding of what is involved in leading a healthy life. Children join the school with skills and abilities that are similar to other children of the same age. They settle quickly when they join Reception and make good gains in their

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Main findings

learning so they enter Year 1 with skills and abilities above those expected nationally. Good progress continues in writing throughout the school. Progress slows in reading and mathematics Key Stage 1 because the expectations of what pupils can achieve, especially those of higher ability, are not consistently high enough. Pupils make good progress in junior classes and attainment at the end of Year 6 is above average. Pupils with special educational needs and/or disabilities, who account for one third or more pupils in some year groups, also make good progress. This is because teachers quickly and accurately identify their difficulties and work is planned well to meet their needs in class and in small groups. The progress pupils make is tracked carefully through the school. Teachers use progress information with increasing skill to plan activities in lessons for pupils of different ability and age groups and to set individual targets for them in literacy and numeracy.

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Main findings

Pupils' work is marked regularly but teachers do not consistently identify how a piece of work can be improved so pupils can make their next piece even better. The headteacher provides good leadership and has accurately prioritised important areas for development. Monitoring of new initiatives, teaching and learning and subject development by senior leaders and managers have contributed to the good progress made by all pupils. The governing body is very supportive of the school and has worked closely with senior staff on the many challenges posed by the falling school roll. Its members recognise the need to develop their own skills so they can play a more active part in monitoring new developments and also provide greater challenge to leaders and managers. Issues from the previous inspection have been resolved and the school has a good capacity to improve further.

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What does the school need to do to improve further?

 Raise the quality of teaching still further so that:

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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

expectations of what pupils can achieve are high, especially in reading and mathematics at Key Stage 1 pupils' work is marked carefully to guide them on how and where a piece of work can be improved.  Improve the role of the governing body in self-evaluation and rigorous monitoring of all areas of the school's work.

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Outcomes for individuals and groups of pupils 2

Pupils behave well, work hard and show positive enjoyment in lessons. They work well in groups and independently and enjoy discussing their ideas in class. For example, in a literacy lesson for Years 3 and 4, based on the timing of stages of plant growth, a lively discussion followed a film clip. Pupils showed good knowledge of biological vocabulary and could explain the meaning of words such a 'chlorophyll' . They settled quickly to their writing task to explain the plant growth cycle, using time connectives. The work was structured well for pupils of different abilities and they enjoyed their writing task. The small size of year groups means that the characteristics of cohorts are subject to year-by- year change but pupils of all abilities achieve well, especially in Key Stage 2, though progress is variable in Key Stage 1. Pupils' spiritual, moral, and cultural development is good. Their social development is

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Outcomes for individuals and groups of pupils 2

excellent as shown in the good relationships they share with adults and each other. and reflected in the respect they show for adults and each other. They carry out important responsibilities as school councillors, play leaders, and buddies efficiently and with pride. Through the contributions of visitors and their class work, they also develop a good understanding of other faiths, cultures and ways of life beyond their village community. Pupils are helped to develop a good understanding of how to stay safe and some have been involved in working in a traffic survey outside their school and a litter survey of the village. The Activemark award indicates the importance placed on developing pupils' understanding of how to stay healthy. The work of the eco-warriors, whole school involvement in designing the school gardens and playground, together with the work of the gardening club, also emphasise the value placed on caring for the environment. The

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Outcomes for individuals and groups of pupils 2

good progress that pupils make, their love of learning and their good personal development ensures they are well prepared for the next stage of their education.

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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?

Teachers make lessons interesting and learning moves at a good pace. Good questioning helps teachers to assess pupils' understanding as well as encouraging them to develop their ideas. Teaching assistants are deployed effectively and provide good support for different ability groups. They ensure that all pupils, especially those who find learning difficult, show independence and contribute confidently in class. The recent initiative to improve writing skills has been successful, as shown by attainment in both key stages. Information and communication technology is well integrated into lessons and cross- curricular links are developing well between subjects to make learning more interesting. For example, the Tudor theme in Years 5 and 6, entitled 'Off with her head', linked all subjects of the curriculum including Tudor music and dance in physical education. Extra- curricular clubs and visits out of school extend learning well beyond the classroom and

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How effective is the provision?

enrich pupils' experience. Pupils show great confidence in the staff who care for them and they, in turn, help to care for younger pupils as buddies or play leaders. Transition arrangements at all stages are sensitively organised so pupils feel confident about moving forward with their learning. The outstanding care provided in school is extended by sensitive and prudent use of a wide range of external agencies and support services. Pupils recognise and value the good care, guidance and support they receive. One said, 'I love my school because everyone

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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

here cares about you and we know our teachers want to help us and show us how to do well.'

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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 provides clear and ambitious leadership. This has led to the successful integration of a range of important improvements which are showing clear signs of success. Pupils' progress is now tracked accurately through the school and, in particular, a focus on improving writing has resulted in improved attainment for all pupils. Subject leaders play a full part in monitoring their curriculum areas and the quality of teaching and learning. Incisive leadership has also helped unite staff as the school experiences reorganisation following a decline in pupil numbers. The governing body knows the school well and provides good support. Some members of the governing body are now closely involved in monitoring school development plan priorities. They are working to improve their skills so that they can offer strong challenge to leaders and managers to help improve the school further. The school promotes equal opportunities well. All pupils achieve well, including those with

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How effective are leadership and management?

special educational needs and/ or disabilities, in the well-resourced and stimulating environment of Osbournby. Pupils are known and valued as individuals and the school is free of discrimination. The safeguarding of pupils' welfare is good and supported by clear policies that are efficiently integrated throughout all aspects of the school. All staff receive regular update training to ensure they are alert to all safeguarding matters. Community cohesion is good and pupils are developing a good understanding of their own local and national communities as well as a global perspective to equip them for their future role as citizens. Parents and carers are well involved in the life of the school and are provided with helpful guidance on curriculum areas so they can support their children's learning. They appreciate the good information they receive about their children's progress in reports and regular consultation meetings.

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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

Children settle happily in Reception and quickly develop confidence and good social skills because they receive good care. The range of activities planned is excellent and provides great stimulation and an exciting range of experiences for children in all areas of learning. Staff carefully foster their independence so that children develop their own games and become curious about the world around them. They have a garden shed for their role play area and some were planting carrot seeds with great care. One boy said, 'I am really busy because I have to plant these seeds for food.' Well-focused teaching sessions ensure children make good progress in the development of their skills and abilities. Speaking and listening skills are developed progressively and adults model language well. However, opportunities are sometimes missed by adults to help children extend their ideas and learning when they are engaged in their own games.

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Early Years Foundation Stage

Leadership and management are good and staff work as a close and efficient team. Learning flows well between the well-resourced indoor and outdoor classrooms and staff ensure that children are safe. The staff carefully monitor children's progress and 'All about me' provides a good record of children's development. These records are shared regularly with parents and carers, and the home-school correspondence book is a valuable form of communication. Links between the school and parents and carers are good and they have regular information about their children's progress and also how they can help foster learning at home.

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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

The response rate from parents and carers to the Ofsted questionnaire was much higher than the national average for primary schools. The large majority of those who replied are pleased with the school. They are happy that their children enjoy school and pleased with the quality of their school experience. Parents and carers feel they are well informed about their children's progress, that they are safe and helped to have a healthy life style. A few are concerned about poor behaviour of some pupils. The inspection found behaviour was good in classes and around the school. A few pupils can present challenging behaviour but this is well managed by staff and does not interrupt learning.

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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 Osbournby 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. The inspection team received 56 completed questionnaires by the end of the on-site inspection. In total, there are 84 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 38 68 18 32 0 0 0 0 The school keeps my child safe 46 82 10 18 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 36 64 20 36 0 0 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 33 59 21 38 2 4 0 0

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Total % Total % Total % Total %

The teaching is good at this school 36 64 17 30 2 4 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 37 66 19 34 0 0 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 35 63 21 68 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) 27 48 26 46 1 2 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 33 59 19 34 2 4 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 40 71 14 25 2 4 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 37 66 16 29 3 5 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 41 73 14 25 1 2 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 43 77 11 20 0 0 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 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 2010 to 31 December 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 2010/11 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 Osbournby Primary School, Sleaford, NG34 0DG

Thank you for being so helpful and polite to us when we visited your school. We enjoyed talking to you and looking at the exciting work you do. We were interested to see your lovely school grounds and you told us how proud you are of your gardens and the way you have helped to plan your playground. We were impressed to see how much you enjoy your lessons and you told us you find learning fun because teachers make your lessons interesting. You get on together and behave well. You know a lot about being safe and healthy. We found that you make good progress in your time at Osbournby and you are extremely well cared for. You make a good contribution to your community and are learning a lot about the world in which you live. Your headteacher, other staff and the governing body work well together to make your school a happy place in which to learn. You told us yours is a good school and we agree with you. We have suggested three

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Inspection of Osbournby Primary School, Sleaford, NG34 0DG

things which would help to make your school even better. We have asked your teachers to make sure they always expect you to do the very best work you can so that you make even better progress, especially younger pupils. When they mark your work, we have also asked your teachers to make it clear to you how you can improve what you have done so that your next piece of work is even better. Finally, we have asked the governing body to make sure that they know as much as possible about your school and keep a careful check on all the important developments that are taking place. You can help by continuing to work hard and doing your best at school. It was a great pleasure to visit Osbournby and 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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