Blofield Primary School

Blofield Primary School Inspection report

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Unique Reference Number 120788 Local Authority Norfolk Inspection number 363926 Inspection dates 19–20 May 2011 Reporting inspector Kathy Hooper

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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 216 Appropriate authority The governing body Chair Ken D'Rosario Headteacher Oliver Burwood Date of previous school inspection 17 October 2007 School address North Street Blofield, Norwich NR13 4RH Telephone number 01603 713386 Fax number 01603 716294 Email address office@blofield.norfolk.sch.uk

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Age group 4–11 Inspection dates 19–20 May 2011 Inspection number 363926 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by three additional inspectors. Twelve lessons and eight teachers were observed, and meetings were held with groups of pupils, members of the governing body and staff. Inspectors observed the school's work, and looked at pupils' work and records of their progress, school policies, planning, and evidence of monitoring across the school. They scrutinised 127 parent and carer questionnaires, 20 responses from staff and 121 from pupils. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  How good is the achievement of boys, particularly in mathematics?  How well do teachers use assessment to support pupils' learning?  What has been the impact of the new leadership and management team on provision?

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Information about the school

The school is slightly smaller than average. Most pupils come from the surrounding village, but a small minority come from further afield. The proportions of pupils known to be eligible for free school meals, with special educational needs and/or disabilities, and from minority ethnic heritages are much lower than average, although a broader range of ethnic groups is beginning to be represented. A very large majority of pupils attend after school clubs during the week. The school has achieved a Silver Sing-up award, Healthy Schools status, the Active Mark, and an Eco-schools Silver award.

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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

The school provides an outstanding standard of education for its pupils. Members of the school community are very proud of the school, and this is demonstrated in the comments made by parents and carers, such as: 'It's an excellent school with almost a family feel and we couldn't have asked for a better school,' and, 'This school has offered both our children an outstanding education.' The school has good capacity to improve, thanks to rigorous monitoring and evaluation, based on thorough analyses of pupils' progress. Standards continue to rise and the school is one of the highest achieving schools in the county. Pupils' personal development and well-being are outstanding. High standards have been maintained within a potentially disruptive context of changing headteachers. All groups perform equally well, for example boys and girls, and pupils from different minority ethnic groups. Pupils' achievement is outstanding because their behaviour and attendance are exemplary,

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Main findings

they are well taught, and parents' and carers' contributions are exceptional. Children in the Early Years Foundation Stage have a superb start to their education due to talented teaching, a rich curriculum and informed support and guidance. Pupils throughout the school are extremely articulate, confident and socially aware. They take great care of each other, and huge delight in their learning. Excellent care, support and guidance, and good safeguarding procedures, ensure that pupils feel very safe at all times and parents and carers strongly agree. They display high levels of responsibility and independence in their roles as play leaders and 'squaddies'. They make excellent contributions to the community, for example through a comprehensive range of sporting initiatives. A rich and integrated curriculum, augmented by an impressive range of extra- curricular activities including music and art, visits and visitors, and good community

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Main findings

cohesion, contribute to pupils' outstanding spiritual, moral, social and cultural development. Teaching and learning are good. All pupils persevere extremely well. In occasional lessons, learning is not checked sufficiently to address pupils' misconceptions as they arise. In these lessons, teachers use a limited range of activities to support learning and they do not always fire the imagination and interest of all groups, particularly those who are less academically inclined. Outstanding leadership and management encourage all staff to be highly ambitious for pupils' success, and committed to improving provision. Occasionally, the monitoring of teaching and learning is not effective enough to secure prompt improvement. The governing body is highly visible and energetically engaged in promoting provision throughout the school and in the community. The partnerships with local schools support pupils' achievement very well, particularly in sport. Parents and carers are highly

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Main findings

supportive. Their high level of engagement promotes pupils learning exceptionally well.

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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

The school provides outstanding value for money. Resources are wisely and imaginatively deployed, ensuring the highest possible outcomes for pupils.

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What does the school need to do to improve further?

 Improve teaching to match the best by: ensuring that teachers' assessments of pupils' learning in all lessons are used consistently to inform lesson planning including more practical activities to meet the increasing range of ability in the school.

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Outcomes for individuals and groups of pupils 1

Pupils' attainment in English is higher than in mathematics. However, the slight dip in boys' attainment in mathematics last year has been rectified through well-focused interventions. In a Key Stage 1 mathematics lesson, pupils who were grouped by ability made good progress because the work matched their individual needs, and they were confidently engaged with the learning. Within a Key Stage 2 topic about the Tudors, there was a real buzz of excitement as pupils identified features of good performance, using photographs of them acting from the day before, before embarking on a piece of persuasive writing. Pupils become successful and self-assured learners who participate in all activities with great enthusiasm. They discuss issues productively, and actively look out for the welfare of younger and potentially more vulnerable pupils. Pupils are proud to be members of the school council, and eco-warriors. They take their roles very seriously and

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Outcomes for individuals and groups of pupils 1

graphically describe their work and achievements. A small minority of pupils learn to play different musical instruments. About a quarter of the pupils sing in the choir. Their engagement with sporting activities is excellent. A parent of a 'shy and easily angered child' summed up the school's outstanding achievement in promoting pupils' personal development as follows: 'In partnership with us as parents, the school has helped our child mature, growing in confidence and self-discipline. He is now enthusiastic and well equipped to make his next move to high 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 pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 1

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 1

The quality of pupils' learning and their progress 1

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Pupils' achievement and the extent to which they enjoy their learning 1

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

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1

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 1

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?

Pupils make rapid progress because they are excited by learning. In the outstanding lessons, activities are practical and relevant to their individual needs, although in the good lessons there are not always enough practical activities to fully engage the less-able pupils. Teachers extend pupils' thinking through the use of searching questions. Pupils relish the challenges set by teachers. They have high levels of concentration and their contributions are insightful and considered, demonstrating outstanding learning skills. Teachers use new technology imaginatively to promote understanding, and they check every pupil's progress throughout the lesson. Pupils know how to improve their work because of the very helpful way in which teachers mark their books. Subject specialists in music and physical education make major contributions to the quality of learning and pupils' personal development. An innovative and interesting curriculum helps pupils to

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How effective is the provision?

make connections between subjects. Full use is made of exciting cross-curricular events and pupils enjoy working in mixed-age groups. The high quality of care, guidance and support very successfully promote pupils' learning. The school maintains an excellent oversight of each pupil's development and academic progress. Comments from parents and carers confirm the excellent contribution this makes to pupils' successes, for example: 'Every effort to assess my child's needs has been made by the school team and any recommendations to help with his learning have been put into place quickly.' Requests from a few parents and carers for more information regarding their children's progress are being addressed urgently by 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 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 senior leadership team and curriculum coordinators powerfully promote provision, using a wide range of first-hand evidence, including discussion with pupils. The new headteacher has instigated greater accuracy in assessing pupils' work, and staff confidence has improved. In occasional lessons, opportunities are missed to check and reinforce learning through assessments. Morale throughout the school is high and the developments in the curriculum, vigorously pursued by new leadership, have released high levels of energy within the staff. Recent efforts to engage more parents and carers have resulted in excellent attendance at workshops and parents' evenings. Extensive reviews of each pupil's progress ensure the school's aims are met excellently in promoting equality of opportunity. A current priority is to engage the small minority of pupils who do not attend an after-school club. Well-trained staff and members of the governing body, who have

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How effective are leadership and management?

high levels of awareness, promote excellent safeguarding practices, although some details in policies are not fully up to date. The school has made a significant impact on its local community, and has ambitious plans to promote community cohesion beyond the immediate environs. Despite the school's cramped accommodation, imaginative solutions have been found to ensure a stimulating and effective context within which pupils thrive.

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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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1

Taking into account: The leadership and management of teaching and learning

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Early Years Foundation Stage

Children's outstanding performance in the Early Years Foundation Stage is due to dedicated and gifted teaching, coupled with close working partnerships with parents and carers. Every opportunity is taken to extend children's understanding through a wide range of relevant and stimulating activities. While a group of five children were reading Meg's Cat, they learned about page numbers, how to spell out words, how to look carefully at pictures for clues about the story, how bees make honey, and why Meg's fat cat needed exercise. Children who are engaged in self-selected activities are supported to learn through adults' pertinent and probing questioning, respectful relationships, and skilful encouragement to complete tasks successfully. Support staff promote learning very well and are vigilant about recording children's significant progress. Parents and carers value the feedback and one remarked, 'The School Diary is an excellent idea providing up-

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Early Years Foundation Stage

to-date information on the child's progress.' Leadership and management are insightful and imaginative. High standards are maintained through high quality monitoring and evaluation, and excellent partnerships with parents and carers.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 1

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 1

The quality of provision in the Early Years Foundation Stage 1

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Overall effectiveness of the Early Years Foundation Stage 1

The effectiveness of leadership and management of the Early Years Foundation 1

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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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Views of parents and carers

Parents and carers are overwhelmingly supportive of the school. The response rate to the parental questionnaire was well above the proportion normally received from primary schools nationally. About half of the questionnaires contained helpful comments and indicated the high level of involvement of parents and carers. Seven parents and carers felt they did not receive sufficient feedback about their child's progress. The school is aware of inconsistencies in this regard and is attending to the gaps. The new headteacher is making great efforts to engage more parents and carers. The school makes outstanding provision for its pupils, enabling them to reach very high standards in their academic work and personal and social skills.

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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 Blofield 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 127 completed questionnaires by the end of the on-site inspection. In total, there are 216 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 81 64 43 34 3 2 0 0 The school keeps my child safe 86 68 35 28 6 5 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 38 30 78 61 9 7 1 1

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Total % Total % Total % Total %

My child is making enough progress at this school 50 39 72 57 0 0 1 1

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Total % Total % Total % Total %

The teaching is good at this school 92 72 35 28 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 52 41 73 57 2 2 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 70 55 57 45 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) 56 44 56 44 2 2 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 50 39 68 54 5 4 1 1

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 38 30 79 62 4 3 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 43 34 74 58 7 6 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 74 58 48 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 81 64 45 35 1 1 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 Blofield Primary School, Norwich NR13 4RH

Thank you very much for making us so welcome when we visited your school this week. We really enjoyed our time with you, taking part in your lessons and other activities, talking to you and looking at your work. We found your school to be one of the best. You relish learning new skills and knowledge, and taking part in all the many activities the school provides for you. As a result, you learn a lot. Your behaviour and attendance are impeccable. With the help of your teachers and your parents and carers, you are developing into confident and successful learners, and responsible young people. You help each other to keep safe and healthy, and to learn. We were very impressed by your perseverance in lessons, and the scope of the after-school activities. We understand why you are so proud of your school and your successes. In order to make your lessons even better, we have asked your teachers to:  check that you are learning throughout lessons and

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Inspection of Blofield Primary School, Norwich NR13 4RH

 increase the number of different and exciting ways they use to help you learn. You can all help them by telling them when you do not quite understand, and asking them to explain.

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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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