Battyeford CofE (VC) Primary School

Battyeford CofE (C) Primary School Inspection report

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Unique Reference Number 107728 Local Authority Kirklees Inspection number 356225 Inspection dates 19–20 May 2011 Reporting inspector Melvyn Hemmings

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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 3–11 Gender of pupils Mixed Number of pupils on the school roll 449 Appropriate authority The governing body Chair Mrs Janet Grainger Headteacher Mrs Diane Pyatt Date of previous school inspection 15 October 2007 School address Nab Lane Mirfield West Yorkshire WF14 9QH Telephone number 01924 326530 Fax number 01924 326531 Email address office.battyeford@edukirklees.net

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Age group 3–11 Inspection dates 19–20 May 2011 Inspection number 356225 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 four additional inspectors who visited 20 lessons or parts of lessons. The inspectors observed 17 teachers and held discussions with members of the governing body, staff, groups of pupils, parents and carers and the School Improvement Partner. They observed the school's work, and looked at school policies, records of meetings of the governing body, assessment information and curriculum planning. In addition, 144 responses to parents' and carers' questionnaires were received and analysed. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The extent to which leaders have improved the consistency of teaching and learning.  Whether target-setting is sufficiently challenging.  How accurately pupils' progress is measured.  The extent to which subject leadership has been improved.

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Information about the school

Battyeford is much larger than the average primary school. The proportion of pupils known to be eligible for free school meals is broadly average, as is that of pupils with special educational needs and/or disabilities. Most pupils are of White British heritage. The school has been awarded Artsmark Gold and is also an accredited Healthy School.

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

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

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Main findings

Battyeford is a good school. It provides a stimulating and friendly setting in which to learn. The perceptive and determined leadership of the headteacher has been central to the good improvement since the last inspection. Ably supported by the deputy headteacher, she has overseen a range of initiatives that have accelerated pupils' progress, raised attainment and improved the quality of teaching and the effectiveness of leadership and management. The role of the governing body has been successfully developed so that it is influential in shaping the school's direction. Leaders and governors know the school's strengths and weaknesses because self-evaluation is accurate, and this enables the correct priority areas for development to be set. Despite the school's success, leaders are not complacent and know there is more to do. This includes making learning more personalised by refining teachers' expertise in setting the next precise steps in learning for

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Main findings

individual pupils. Not all leaders are fully involved in long-term strategic planning and this restricts their effectiveness in promoting school improvement. Nevertheless, the school's track record in improving performance in key areas in recent years shows there is good capacity for further development. The consistency of teaching and learning has been improved so that it is good, with examples of outstanding practice, throughout the school. Teaching has many strengths but at times is too directed and restricts opportunities for pupils to explore ideas for themselves. Target-setting has been successfully developed so that it is effective in meeting the needs of different groups of pupils and providing them with suitably challenging tasks. As a result, pupils make good progress and, by the end of Year 6, they attain above-average standards in English and mathematics. Pupils with special educational needs and/or disabilities make the same progress as other pupils because of

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Main findings

the well-targeted extra support they receive. Pupils behave well and show respect and interest in the views of others. They enjoy coming to school, which is reflected in their above-average attendance. The curriculum is well organised and contributes effectively to pupils' development and well-being. Of particular note is the provision for the visual and performing arts, which very effectively develops pupils' artistic talents. There are limited opportunities for pupils to access information and communication technology (ICT) independently to support their learning across the curriculum. Pupils' adoption of a healthy lifestyle and the extent to which they feel safe are outstanding. The care, guidance and support of pupils are outstanding. Parents and carers say they are very appreciative of the care taken of their children.

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What does the school need to do to improve further?

 Build on pupils' good achievement by:

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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

 – refining teachers' skills in setting specific next steps in learning for individual pupils  – extending pupils' thinking skills by providing further opportunities for them to explore ideas for themselves  – increasing opportunities for pupils to use ICT independently to support their learning across the curriculum.  Fully involve all leaders in planning strategically for long-term school improvement.

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Outcomes for individuals and groups of pupils 2

Pupils make good progress from their skill levels on entering school, which are generally as expected. Pupils show good concentration and engage in activities for lengthy periods. They learn and practise skills well and show perseverance when faced with challenging activities in a variety of subjects. Pupils particularly enjoy art lessons, as was seen in the way pupils in Year 1 enthusiastically explored the work and techniques of the German biologist and artist Ernst Haeckel. They read fluently and expressively. Pupils' writing is accurately constructed and imaginative. They have well developed mathematical calculation skills and use these effectively to solve real-life number problems in a variety of contexts. There is no significant difference between the achievement and the learning of different groups. Pupils say they feel safe in school at all times and have an excellent understanding of what might present an unsafe situation. They have a very good knowledge on how to live

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Outcomes for individuals and groups of pupils 2

a healthy lifestyle, such as eating a healthy diet and taking regular exercise. Their uptake of after school sporting activities is high. Pupils are proud of and are committed to their school community. They enthusiastically take on responsibilities to improve the school, such as being a member of the school council. They have a thorough understanding of the beliefs and traditions of cultures different to their own. Pupils' above-average attendance and their good application of basic skills across many areas of school life show they are well prepared for their future lives.

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

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

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

These are the grades for pupils' outcomes

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

Taking into account: Pupils' attainment¹

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

The quality of pupils' learning and their progress 2

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

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

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2

Taking into account: Pupils' attendance¹

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

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

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How effective is the provision?

Teaching is effective in ensuring that pupils learn well. Teachers are aware of pupils' prior learning and ensure that activities build on it effectively. The use of assessment has been improved, so that the needs of different groups are consistently met. There are limited opportunities for pupils to show initiative and find out things for themselves in order to develop their thinking skills further. Marking and discussion between staff and pupils ensure that pupils understand in broad terms how to improve their work. It is not as effective in indicating the precise next steps in learning. Teachers manage classrooms well so that they are calm and friendly places in which to learn. The work of teaching assistants is focused effectively and makes a good contribution to the progress that pupils make, particularly those with special educational needs and/or disabilities. All pupils benefit from a coherent and relevant curriculum that promotes good outcomes.

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How effective is the provision?

Pupils' learning is extended effectively by a variety of extra-curricular activities and opportunities to take part in a wide range of educational visits. These include Flamborough Head on the East Yorkshire coast as part of their studies in geography. There are too few opportunities for pupils to use ICT independently to support their learning in other subjects. Pupils' cultural development is effectively enhanced by opportunities for them to work with pupils from a school in Batley, who are predominantly of the Muslim faith. Partnerships with others, including the Mirfield Pyramid of Schools,

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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

effectively widen pupils' horizons and extend their skills, such as in music, drama and sport. All staff are highly committed to the care and welfare of pupils. They are clear about the steps to take if they have any concerns about the well-being of a pupil. Excellently targeted support for all pupils enables them to make the best of opportunities provided for them. Transition arrangements are comprehensive throughout the school and on to secondary school. Links with outside agencies are exemplary and very effectively promote the learning and well-being of pupils facing challenging circumstances. Leaders have worked successfully to raise attendance and it continues to improve.

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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?

Leaders drive improvement well by enthusing staff to focus on priority areas for development. As a result, morale is high with staff sharing a common vision for taking the school forward. The role of subject leaders has been improved so they effectively monitor and evaluate the provision and outcomes in their subjects. Nevertheless, some leaders are not fully involved in promoting long-term school improvement. The governing body shows determination in challenging and supporting the school in order to bring about improvement. The promotion of equality of opportunity is good and no form of discrimination is tolerated. The way leaders have successfully improved how they measure pupils' progress means they have a clear view of the performance of different groups. This has enabled them to take action to minimise any variation between groups. The school has effective strategies and procedures to ensure the safeguarding and welfare

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How effective are leadership and management?

of pupils. Issues about safety and safeguarding are integrated well into the curriculum, so that pupils have a strong understanding of how to stay safe. The school works well in partnership with others, including the local network of schools and the Spen School's Sports Partnership, to enhance pupils' learning and development in areas such as music, drama and sport. Leaders successfully promote community cohesion, with the school and local community working harmoniously together. The school engages well with a variety of community groups beyond the immediate locality. Good relationships with parents and carers ensure they are involved effectively in their children's learning and the work of the school.

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

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

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

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

From their broadly average starting points, children make good progress and achieve well because teaching is consistently good. Adults work well together to provide a variety of interesting activities that make learning fun. Children behave well and show enjoyment in their learning. This was evident in their role play in the 'Doctors Surgery' in which they were in a world of their own when treating patients and dispensing prescriptions. There is good emphasis on promoting children's development as independent learners by encouraging them to make decisions and choose activities for themselves. Relationships are good and children learn within a very friendly and welcoming setting. They work and play well together in pairs and small groups, taking turns and sharing equipment fairly. The curriculum is extended by opportunity to take part in a variety of visits, including to a bakery in the local supermarket. Good opportunities for Nursery and Reception children to

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Early Years Foundation Stage

learn and play together, especially in the well-organised outdoor area, contribute effectively to their personal and social development. At times, staff miss opportunities to intervene in independent activities to enhance learning, such as in developing children's speaking skills. Activities usually meet children's individual needs effectively but sometimes lack sufficient challenge and some children find them too easy. Relationships with parents and carers are positive and they are kept regularly informed about their child's progress. Good leadership makes sure that welfare arrangements are thorough, with all necessary steps being taken to ensure children's safety and 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 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 proportion of parents and carers returning completed questionnaires was average. The very large majority were positive about the school's work and the efforts of all staff. Two comments were typical, Battyeford is a very caring school in which every child is valued.' and 'My daughter really enjoys coming to school and we are pleased with the progress she has made.' There was no significant pattern of negative views. Inspection judgements support the positive views of parents and carers.

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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 Battyeford CofE (C) 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 144 completed questionnaires by the end of the on-site inspection. In total, there are 449 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 104 72 39 27 0 0 0 0 The school keeps my child safe 105 73 39 27 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 83 58 61 42 0 0 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 90 63 49 34 4 3 0 0

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Total % Total % Total % Total %

The teaching is good at this school 93 65 50 35 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 90 63 51 35 3 2 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 72 50 69 48 3 2 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) 76 53 57 40 1 1 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 82 57 56 39 5 3 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 76 53 60 42 3 2 1 1

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 70 49 67 47 3 2 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 87 60 54 38 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 99 69 42 29 3 2 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 Battyeford CofE (C) Primary School, Mirfield, WF14 9QH

Thank you for the friendly welcome you gave us when we inspected your school. We enjoyed meeting you and seeing the many interesting things you do. The inspectors judge that your school is good and that:  you make good progress and, by the end of Year 6, attain above-average standards in English and mathematics  you are adopting a healthy lifestyle in an outstanding manner and have an excellent understanding of how to stay safe  adults care about you and are interested in your views, as indicated in your questionnaires  you enjoy school and behave well  visits to places such Flamborough Head on the Yorkshire coast add further interest to the curriculum  staff make sure you are safe in school and on visits  the headteacher, staff and governors are working hard to help you do better. This is what we have asked your school to do now.  Build on your good achievement, such as by refining teachers' skills in setting your

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Inspection of Battyeford CofE (C) Primary School, Mirfield, WF14 9QH

next steps in learning and providing more opportunities for you to explore ideas for yourselves. Make sure all leaders are fully involved in helping the school to improve further.  All of you are a credit to your school and can help it improve further by continuing to try your best in your activities.

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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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