Chester-Le-Street CofE (Controlled) Primary School

Chester-Le-Street CofE (Controlled) Junior School Inspection report

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Unique Reference Number 114213 Local Authority Durham Inspection number 367402 Inspection dates 17–18 May 2011 Reporting inspector Clive Petts

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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 Voluntary controlled Age range of pupils 7–11 Gender of pupils Mixed Number of pupils on the school roll 168 Appropriate authority The governing body Chair Mr John Kirk Headteacher Mrs Joan Twomey Date of previous school inspection 18 June 2008 School address Hilda Park Chester le Street County Durham DH2 2JT Telephone number 0191 3882328 Fax number 0191 3892118 Email address j.twomey100@durhamlearning.net

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Age group 7–11 Inspection dates 17–18 May 2011 Inspection number 367402 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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Introduction

This inspection was carried out by three additional inspectors. Inspectors visited 16 lessons and observed seven class teachers. They held meetings with members of the governing body, staff and groups of pupils. They analysed 59 questionnaire responses from parents and carers and looked at questionnaires from staff and pupils. The inspectors also looked at: pupils' progress and achievement data; intervention and support programmes; documents relating to the safeguarding of pupils; school policies; and plans for improving the quality of teaching and learning. They scrutinised pupils' current and past work and spoke to the School Improvement Partner to discuss her reports. The inspectors reviewed many aspects of the school's work and looked in detail at a number of key areas.  The quality of learning and the progress made by all groups of pupils, particularly in writing.  The quality of teaching and learning across the school and its effectiveness in

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Introduction

supporting achievement and attainment.  The leadership and management at all levels and its effectiveness in maintaining performance and bringing about and sustaining any improvement.

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Information about the school

This is a smaller than average sized school. Almost all of the pupils are of White British heritage, with very few who speak English as an additional language. The school is part of a national pilot scheme which enables all pupils to access a free school meal. A higher than average proportion of pupils has special educational needs and/or disabilities. An average number have a statement of special educational needs. In partnership with the on-site infant school, the school extends its services in that it provides a breakfast club and after-school club. The school has gained the Artsmark Gold, International School and UNICEF Rights Respecting awards.

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

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

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Main findings

This is a good school in which all pupils are exceptionally well cared for, with all given every chance to achieve success. Their good achievement and enjoyment are the result of some energetic and effective teaching. At the centre of the school's happy, family ethos is the passion and vision of the headteacher, very ably supported by a forward-thinking governing body. The school enjoys the total confidence of all parents and carers that their children will be kept safe. One parent summed up the views of many by writing, 'My child comes out of school each night with a big smile on her face and constantly talks about the school day, which speaks volumes'. The starting points of most pupils are broadly average for their age, although with some weaknesses in communication skill. By the end of Year 6, attainment is typically above average. Although attainment has varied a little in national tests over the past two years,

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Main findings

inspection evidence confirmed by accurate school data reveals that current Year 6 pupils are on course to reach above average attainment. This represents good progress overall, with staff working successfully to enrich writing skills. The recent implementation of the Dare to Inspire learning initiative is adding to the richness of first-hand experiences and successfully inspiring pupils to extend their analytical skills and understanding. This is helping to boost their good progress and achievement, especially in Years 5 and 6. For example, a group of pupils were observed totally engrossed testing the quality of their river water samples, with one pupil particularly concerned whether fish could survive. Thorough and accurate assessment, particularly on entry, added to the efficient checking of development, guides lesson planning well. Yet, this information is not always relentlessly exploited, adapting activities or targeting less well-developed skills, to meet

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Main findings

individual needs and talents and further boost achievement. Pupils with special educational needs and/or disabilities make good and, in some individual cases, outstanding progress, because of the highly effective intervention and support. Those learning English make the same good progress as their peers. Pupils display a keen appetite for learning because the majority of teaching is good, although there are occasions when the expectations for the application and concentration of younger pupils could be higher. Marking is positive and helpful, but does not always present challenging enough targets and provide well-defined steps for improvement. Behaviour is good and sometimes exemplary, because pupils are taught to respect and value each other's differences. The school's promotion of community cohesion is outstanding. Pupils greatly appreciate the benefits of keeping healthy and fit. They make a strong contribution to

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Main findings

school decision making and play an active part in community activities. Senior leaders have an accurate grasp of school strengths and areas for improvement, because their approach is reflective and self-critical. The developing richness of learning

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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

opportunities reveals the widening experience and continuously developing skills of subject leaders. As a result, the school has a good and rising capacity to add to its successes.

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What does the school need to do to improve further?

 Further enhance the quality and depth of learning, building upon the existing good practice by: raising even further the expectations of what younger pupils can achieve consistently using assessment information to shape activities to cater for individual abilities and talents, and pinpoint exactly what skills need to be strengthened ensuring that challenging targets and well-defined steps for improvement constantly drive the achievement for all pupils.

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Outcomes for individuals and groups of pupils 2

Pupils are motivated and apply themselves in lessons well, because good teaching and effective support is focused on making certain all achieve equally well. Consequently, attainment is above average at the end of Year 6, with an increasing proportion of pupils reaching higher levels. In the best practice, active learning constantly challenges thinking, pupils are very rarely off-task and teacher's questions probe understanding. Work seen in pupils' books and teachers' assessments confirm the good progress and achievement that all groups are making. Often inspiring opportunities are presented to allow pupils to practise their skills. However, expectations of what pupils can achieve are not consistently high enough. As a result, learning opportunities are not exploited sufficiently, concentration slips and progress becomes a little more variable. Pupils with special educational needs and/or disabilities, and those from potentially

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Outcomes for individuals and groups of pupils 2

challenging or vulnerable circumstances, make at least good progress. That is because their needs are quickly and accurately identified and their support thoughtfully planned and delivered. Pupils display confidence answering questions and justifying their ideas, although they do not always present their work with sufficient skill and refinement. The warm and happy school atmosphere ensures that pupils feel safe. Their outstanding spiritual and cultural development, combined with their good moral and social awareness, has a firm focus on pupils' consideration of the needs of others. Pupils mix well, thrive on responsibility, display independence and respond positively to the advice they are given. Attendance is steadily improving and is typically above average. Pupils are rightly proud of their role in school improvement, such as contributing the school's sustainable development initiatives. They enthusiastically celebrate the diversity of the wider

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Outcomes for individuals and groups of pupils 2

community, for example participating in celebrations in a mosque or visiting Chinatown to have a meal, both in nearby Newcastle. They have an excellent grasp of what is required to stay healthy and fit. As a result, pupils are well prepared for life in the diverse world in which they live.

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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?

The school's positive ethos, reflecting its Christian values, underpins its outstanding commitment to high quality care, ensuring all pupils are able to achieve their potential. Increasingly, more inventive approaches to learning are providing memorable first-hand experiences which promote and challenge thinking. In the best examples, learning opportunities are varied, inspiring pupils to think for themselves and manage their own learning, building on their developing understanding. For example, pupils presented persuasive arguments to defend Tim after watching the animation of The Highwayman. Positive relationships add to the harmonious climate for learning. Learning activities are normally demanding and well-coordinated, but there remains scope to increase the level of challenge and to expect more, for example adding to the sophistication of work presentation and level of application. Marking is helpful and constructive but not all

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How effective is the provision?

opportunities are taken to involve pupils in judging the quality of their own work and how it can be improved. Progressively, the good curriculum uses themes in creative ways to enhance the level of pupils' motivation to practise skills. Pupils enjoy an extremely varied programme of visits and visitors to enrich their learning. For example, pupils were seen listening attentively and watching the site manager closely to ensure that vegetable seedlings for their allotment were properly looked-after. They spoke enthusiastically about participation in their sporting, musical and drama events, their fund-raising for a pupil in the Dominican

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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

Republic and their residential visits to Marrick Priory in Swaledale. Together, this adds to the breadth of experiences, confidence and independence. The outstanding care, guidance and support which pupils receive are a clear strength of the school. Staff can point to real successes in helping pupils to overcome difficulties and testing events in their lives, to recapture their enjoyment of learning and achieve success. Parents and carers appreciate the time that staff spend discussing any issue of concern. The very good links with specialist support agencies make a valuable contribution to involving families in their children's development. This is helping them appreciate the value and benefits of regular attendance, positive attitudes in the classroom and the good achievement that follows.

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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 enthusiasm and vision of the headteacher in providing enjoyable, effective learning spreads through the whole school. The governing body and staff share a determination to provide high quality care and to maintain and promote at least good achievement. Consequently, staff collaborative working is a strength and is evident in all practice. Senior leaders provide a firm focus on robust checking and accurate assessment of development. This informs planning effectively. Concerted action is successfully eliminating weaknesses in the quality of pupils' writing. The quality of learning experiences is continuously improving, for example, through the recent successful implementation of the Dare to Inspire approaches incorporating fieldwork. The governing body plays an active part in shaping the direction of the school, constantly reflecting on how to improve effectiveness. The positive engagement of parents and

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How effective are leadership and management?

carers can be seen in the confidence and trust that their children will be kept safe. The increasing expertise of subject leadership is adding to the rigour of monitoring and evaluation. The very productive links with the local community, including both the Anglican and Methodist churches, adds to the strong sense of family. Community cohesion is promoted highly effectively to provide pupils with direct experiences of the diverse world around them. This encourages appreciation of the value of differences and different ways of life. The school adopts good procedures and practices for safeguarding and risk assessment. All requirements are met and practice is especially robust in relation to child protection and ensuring pupils are taught to be safety conscious. The considerable sensitivity demonstrated by senior leaders to equality of opportunities is reflected in the fact 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

pupils of all abilities and backgrounds perform equally well and share the same happy, friendly experiences.

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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 one third of all parents and carers returned the questionnaire with their views of the school. This is in line with the national average level of returns. These views were overwhelmingly positive about the quality of experiences that the school provides. All parents and carers appreciate that their children are kept safe. The inspectors' findings support these views. A few parents and carers expressed concerns about how the school deals with unacceptable behaviour. Inspectors judged behaviour to be good and saw some exemplary behaviour, especially of older pupils in lessons and in assemblies. They observed teachers dealing with minor incidents of immature behaviour effectively.

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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 Chester-Le-Street CofE (Controlled) 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 59 completed questionnaires by the end of the on-site inspection. In total, there are 168 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 30 51 26 44 0 0 0 0 The school keeps my child safe 36 61 22 37 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 32 54 23 39 1 2 1 2

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Total % Total % Total % Total %

My child is making enough progress at this school 30 51 20 34 5 8 1 2

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Total % Total % Total % Total %

The teaching is good at this school 34 58 23 39 1 2 1 2

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Total % Total % Total % Total %

The school helps me to support my child's learning 28 47 26 44 4 7 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 28 47 31 53 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) 29 49 26 44 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 28 47 22 37 2 3 1 2

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 26 44 19 32 8 14 1 2

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 22 37 26 44 4 7 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 33 56 21 36 1 2 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 29 49 24 41 2 3 0 0

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of 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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Street, DH2 2JT

I want to thank you for the very polite and friendly welcome that you gave the inspectors when we visited your school. We really enjoyed our time talking to you. Yours is a good school. We were impressed by your good and sometimes exemplary behaviour. The staff take exceptional care of you and make certain all of you can achieve well. You clearly feel confident and safe, because of the very effective way staff protect you from any risk. You have an outstanding grasp of the benefits of eating healthily and keeping fit. The excellent links you enjoy with the local community, and your successful contribution to making the school better, adds to the quality of your development. Some of you told us that your teachers and the visitors you meet make your learning lively and fun. As a result, your skills are improving well as you get older. Your staff are taking positive action to make your learning more fun and challenging, to add to your skills. This

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Street, DH2 2JT

can be seen in your improving analytical skills and your writing. We have asked your headteacher, staff and the governing body to look at further ways of improving teaching to help you to achieve even more. We would like staff to use the information they have on how well you are doing to plan activities which excite and interest you more. We would like them to expect more of you, especially younger pupils. We have also asked senior leaders to make certain that you are set challenging targets and given clear and regular advice as to how you can improve your work. You can all play your part by continuing to work as hard as you can and attending school regularly. Thank you for helping with this inspection. Best wishes for your 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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