Overton Church of England Primary School

Overton Church of England Primary School Inspection report

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Unique Reference Number 116305 Local Authority Hampshire Inspection number 357936 Inspection dates 24–25 May 2011 Reporting inspector David Curtis

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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 4–11 Gender of pupils Mixed Number of pupils on the school roll 286 Appropriate authority The governing body Chair Elizabeth Lewis Headteacher Fiona Wyeth Date of previous school inspection 5 March 2008 School address Court Drove Overton Basingstoke RG25 3ES Telephone number 01256770249 Fax number 01256773052 Email address adminoffice@overton.hants.sch.uk

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Age group 4–11 Inspection dates 24–25 May 2011 Inspection number 357936 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. Twenty lessons were observed, taught by 11 teachers. Inspectors held meetings with staff, the school council, parents and carers, six pupils from Year 6, and members of the governing body. They observed the school's work and looked at documentation, including safeguarding and child protection, the school improvement plan and the school's data showing pupils' attainment and progress. Inspectors analysed the 107 questionnaires returned by parents and carers, and those returned by staff and pupils in Years 3 to 6. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The effectiveness of strategies to raise the attainment of pupils of below-average ability, and those at school action plus on the school's register of special educational needs.  The current progress and attainment in mathematics in Years 3 to 6, especially for

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Introduction

girls.  The quality of pupils' cultural and multi-cultural development.

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Information about the school

This is a larger-than-average-size primary school. Most pupils are of White British heritage. The proportion of pupils known to be eligible for free school meals is below average. The proportion of pupils with special educational needs and/or disabilities, most of whom have moderate learning difficulties, is below the national average. In the Early Years Foundation Stage, there are two Reception classes. There are two classes for pupils in Year 1 and one class for pupils in Year 2. In Years 3 to 6, there are three mixed-age classes for pupils in Years 3 and 4, and three mixed-age classes for those in Years 5 and 6. The school has extensive school grounds. A privately managed playgroup uses a room in the school. This is subject to a separate inspection. The school's breakfast and after-school clubs, which are managed by the governing body, formed part of this inspection. At its last inspection, Her Majesty's Chief Inspector was of the opinion that the school no

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Information about the school

longer required significant improvement.f

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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 an outstanding school. Since its last inspection, the headteacher, supported ably by the deputy headteacher, has created an excellent senior leadership team who, particularly through 'Excellence Teams', are committed totally to improving the quality of teaching and raising pupils' achievement. The significant progress made since the last inspection in raising pupils' attainment, together with the accuracy of self-evaluation and the excellent challenge and support from the governing body, shows that the school has the outstanding capacity for further improvement. An exciting and stimulating curriculum, that motivates and inspires pupils to enjoy learning, is the key to the school's success. Pupils benefit from many excellent opportunities to use and apply their literacy, numeracy and information and communication technology skills across a wide range of subjects. Pupils' proficiency in investigation and enquiry is especially strong. As a result, their achievement is good. In

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Main findings

the Early Years Foundation Stage, children make good progress and this continues throughout the school, so that, by the end of Year 6, attainment is above average and on a rising trend. Following detailed analysis of why pupils of below- average ability and those at school action plus performed less well, successful intervention and support programmes have improved their attainment and progress. In mathematics, pupils make good progress and there is no significant gender issue. Girls in Years 3 to 6 achieve as well as boys. Pupils' behaviour is outstanding. They have an excellent understanding of healthy lifestyles and enjoy taking part in physical activity. Pupils' contribution to the smooth day-to-day running of the school is excellent. They carry out their roles as prefects, house captains and 'support teams' diligently. Whilst pupils have a good understanding of their local community and cultures in other countries, including Uganda, their understanding of the

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Main findings

diversity of life in the United Kingdom is not as strong. Teachers' planning is a significant strength, especially in meeting the differing learning needs of pupils. The lesson objectives and learning outcomes are matched closely to the different ability groups in each class. Every morning, pupils enjoy the opportunities in rotation either with their teacher or their learning support assistant, or independently. Whilst there are significant strengths in pupils' independent learning, there are occasions when teachers do not check up on their progress in these groups. Similarly, independent groups are not always given a clear 'must' in terms of what they should achieve by the end of each session. As a result, the pace of learning slows in such sessions. The school's engagement with parents and carers is excellent. The 'Parents' Council' is a particularly valuable tool for the school to seek their views. The school makes outstanding

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Main findings

use of its links with outside agencies and its business links to support pupils' learning. Excellent transition arrangements, together with the excellent work of the Inclusion

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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

Manager and learning support assistants, underpin the significant strengths in the quality of care, guidance and support.

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What does the school need to do to improve further?

 Ensure that, in lessons, there is more consistency in teachers' monitoring of independent learning, and that pupils in these groups know what they are expected to achieve by the end of each session.  Raise pupils' awareness of the diversity of communities in the United Kingdom

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Outcomes for individuals and groups of pupils 2

Children start school with knowledge and skills that are expected for their age. Pupils enjoy school and their learning. Attainment in speaking and listening is high and there are significant strengths in pupils' investigative skills, in mathematics, science and history. In Years 5 and 6, pupils made excellent progress in a lesson where they used primary and secondary sources of evidence. In mathematics, the same year groups made good progress in using their measuring skills to investigate how many (empty) beer kegs would fill their classroom the classroom representing the hold of a Tudor ship. In Years 3 and 4, pupils used their information and communication technology skills to good effect when creating posters advertising, for example 'Fox Den to Let'. In Year 2, more able pupils showed a very good understanding of the use of paragraphs in their story writing. In all lessons, there is a sense of purpose and enjoyment. There is no significant difference in

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Outcomes for individuals and groups of pupils 2

the performance of pupils by gender or ability. Those with special educational needs and/or disabilities make good progress, as the result of high quality support from teachers and learning support assistants. The school council represents the pupils' voice with confidence and maturity. Its publication of a 'newsletter' engages other pupils, and parents and carers, in understanding its work and its achievements. Attendance is above average and reflects pupils' enjoyment of school. Pupils are knowledgeable about how to stay safe. For example, they show a good understanding of the risks in using the internet and of the dangers of substance misuse. Relationships are strong and pupils work together very effectively in teams and pairs. Older pupils, through taking on many roles and responsibilities, are excellent role models for younger ones. Pupils' preparation for transfer to secondary school both academically and socially is good.

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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 learning exciting and enjoyable for pupils through excellent use of a meaningful and relevant curriculum. As a result, pupils understand why and what they are learning. The organisation of the morning into group work is successful, with the result that there are no lengthy lesson introductions. As a result, teachers and learning support assistants teach each of the four or five groups and are successful in meeting the needs of pupils based on their ability. This contributes significantly to more able pupils being challenged and extended in their learning and not being 'held back'. Similarly, pupils with special educational needs and/or disabilities receive the support and challenge they need, especially those at school action plus. Through rigorous and regular assessments and pupil progress meetings, teachers have a detailed understanding of the progress pupils make. Teachers make effective use of interactive whiteboards to teach new knowledge, skills and

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How effective is the provision?

understanding. A strength of many lessons is that teachers 'model' new learning, for example in Years 5 and 6, how to brainstorm ideas linked to historical enquiry. As a result, pupils are confident and rapidly see the purpose of what they learn. In many lessons, teachers plan opportunities for pupils to learn in the exciting outdoor area, particularly for drama and role play, for example in Year 2 where pupils use their pagoda as a 'Travel Agents'. Pupils say how much they value teachers' marking because it helps them know what they have to do to improve. They know their targets in English and mathematics, including the levels at which they are working and what they must do to achieve the next

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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

level. At times, teachers do not carry out a quick check on the independent groups to ensure they are on task and making progress. The arrangements for children entering Reception are excellent and contribute positively to the smooth transition into school life. Pupils who transfer from other schools are supported effectively. One parent wrote, 'Since moving to Overton Primary, my child has excelled herself and this is mostly down to the great teaching in the school.' The school works very effectively with outside agencies to support pupils with special educational needs and/or disabilities, together with those at risk of being vulnerable. Pupils enjoy their time at the breakfast and/or after-school club. They have healthy choices for breakfast and/or snacks. The after-school club uses the extensive school grounds to give pupils a range of exciting things to do.

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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, deputy headteacher and senior leadership team have successfully driven significant improvement in the school's performance since the last inspection. School improvement planning is rigorous and based on accurate self-evaluation. In-depth analysis and assessment of pupils' progress and linking this to regular progress meetings contributes significantly to rising attainment and the rapid closing of any gaps in the performance of pupils by gender or ability. Middle leaders monitor attainment and progress in their subjects but are not as involved in monitoring teaching and learning through lesson observations. The governing body is highly effective in holding the school to account and in challenging senior leaders as to its performance. It regularly seeks the views of parents and carers. The governing body ensures it meets fully its statutory duties in relation to safeguarding and child protection and as a result, procedures for

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How effective are leadership and management?

safeguarding are good. They ensure that all pupils feel safe and that their emotional and social needs are met. Checks on the suitability of adults to work with children are thorough and child protection arrangements are secure and updated regularly. Discrimination is not tolerated in the school. Staff work effectively to ensure equality of opportunity for all pupils so that all are included fully in every aspect of school life. The school has successfully closed the gap in the underachievement of pupils of below average ability and those at school action plus. The school is very effective in promoting the local dimension of community cohesion. It is very much at the heart of the community it serves. Whilst the school is effective in promoting the international dimension, it is not so successful in promoting the national dimension, which impacts on pupils' limited understanding of the diversity of communities within the United Kingdom.

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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 make good progress and reach above expected levels of attainment, for their age, by the time they start Year 1. They are happy, secure and confident. They work successfully in pairs; for example two young ladies, suitably equipped with hammers and drills, were building Noah's Ark and left the inspector in no doubt that 'This is real wood! It is not pretend wood!' Similarly, four boys were totally absorbed in running the 'Pet Shop' and acting as customers and the shopkeeper. Children work independently and show good sustained concentration, for example in making a collage of Noah's Ark or making playdough models of animals, with the comment, 'They go in two by two, you know!' Planning for children's learning is good and there is a strong focus on the teaching of key skills, including the teaching of letters and sounds. Resources are used effectively, especially indoors. Although it is safe and secure, the outdoor area restricts opportunities

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Early Years Foundation Stage

for children's physical development. Learning support assistants support and challenge children. Assessment is good, with teachers tracking children's progress in detail. Whilst classrooms are bright and stimulating, they lack examples of the children's own work and there are missed opportunities to share and celebrate the children's work. The headteacher has responsibility for leadership and management and she works effectively in supporting the two class teachers to promote children's learning. Partnerships with parents and carers are strong. One parent wrote, 'I believe that the progress made by the children in the Reception Year is exceptional.' There are effective links with pre-school providers and children benefit from the support of prefects who act as excellent role models.

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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 above average return showed that most parents and carers are highly supportive of the school. Of those who wrote comments, most expressed their satisfaction with the work of the school and the quality of teaching, and that the school meets their child's individual needs. Inspection evidence shows that the school's engagement with parents and carers is a strength, particularly through the 'Parent Council'.

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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 Overton Church of England 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 107 completed questionnaires by the end of the on-site inspection. In total, there are 286 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 77 72 28 26 2 2 0 0 The school keeps my child safe 80 75 25 23 2 2 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 58 54 46 43 3 3 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 50 47 48 45 7 7 2 2

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Total % Total % Total % Total %

The teaching is good at this school 64 60 36 34 2 2 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 58 54 45 42 4 4 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 60 56 44 41 3 3 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) 51 48 47 44 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 49 46 48 45 4 4 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 39 36 55 51 5 5 1 1

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 43 40 57 53 5 5 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 56 52 47 44 1 1 1 1

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 66 62 35 33 2 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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3ES

Thank you for making the inspectors so welcome when we visited your school. We enjoyed meeting you in lessons and around the school. In particular, I would like to thank the school council and those of you in Year 6 who met us. I would like to thank the 'TLC Club' for inviting me to the assembly which they led so well. I am delighted to tell you that you go to an outstanding school. There are many wonderful things about your school and here are a few of them.  Your attainment in speaking and listening is high and you have very good investigative skills in mathematics, science and history.  Your behaviour is excellent and you know the importance of keeping fit and healthy.  You work hard in lessons, know your targets in literacy and numeracy and like the way teachers mark your work.  You enjoy the many opportunities to learn outside in your amazing school grounds, including swimming in your pool.

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3ES

 Those who lead and manage your school have contributed significantly to the improvements made in the last three years. Although your school is outstanding, I have asked your headteacher, staff and governing body to do two things to make it even better. I have asked them to:  make sure that when you work independently, teachers check on your learning, and make sure that you know what you must achieve by the end of each session  help you develop a better understanding of the many different communities in the United Kingdom. We hope that you will all continue to enjoy coming to school and try your hardest so that you are even more successful in 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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