Picklenash Junior School

Picklenash Junior School Inspection report

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Unique Reference Number 115733 Local Authority Gloucestershire Inspection number 357808 Inspection dates 23–24 May 2011 Reporting inspector Hugh Protherough

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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 Junior School category Foundation Age range of pupils 7–11 Gender of pupils Mixed Number of pupils on the school roll 164 Appropriate authority The governing body Chair Aidan Dowle Headteacher Lin Griffiths Date of previous school inspection 19 November 2007 School address Ross Road Newent Gloucestershire GL18 1BG Telephone number 01531 820589 Fax number 01531 822723 Email address admin@picklenash.gloucs.sch.uk

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Age group 7–11 Inspection dates 23–24 May 2011 Inspection number 357808 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. They observed a total of 17 lessons taught by eight teachers. Inspectors met with parents and carers, members of the governing body and staff. In addition to informal conversations in lessons, they held meetings with the school council and groups of pupils including some from Year 6. They observed the school's work, and looked at samples of pupils' work, the school improvement plan, curriculum and lesson planning, and the tracking of pupils' progress. They analysed the responses from 86 parent and carer questionnaires as well as those from staff and pupils. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The profile of pupils' progress, especially the boys in writing, girls in mathematics and those with special educational needs and/or disabilities.  How well teachers tailor the lessons to the needs and abilities of pupils, and inspire

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Introduction

them to improve their work.  The effectiveness of leaders and managers, and their capacity to ensure high quality teaching and improving pupil outcomes.

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Information about the school

The school is of below average size for its type. Most pupils are White British. There is a small, but growing proportion of pupils from other White backgrounds, many of whom speak Polish as their first language. The proportion of pupils known to be eligible for free school meals is below the national average. The proportion of pupils with special educational needs and/or disabilities is broadly average. The school has been through a period of rapid change and unrest. In July 2010, the deputy headteacher moved to another school. The headteacher left suddenly the following October. Following a range of temporary measures, the local authority provided an experienced, temporary headteacher in December 2010. He provided interim leadership until the end of April 2011 when the school was successfully federated with the neighbouring infant school and a new governing body appointed. The headteacher of the infant school was appointed headteacher of the federated schools with effect from 1 May

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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 a satisfactory quality of education for its pupils. Several of the strengths identified in the previous inspection report have been sustained. Pupils display positive attitudes to learning and behave well. They have a good understanding of how to keep healthy and participate regularly in activities that help them do so. Although many parents and carers express concerns about the recent uncertainties surrounding the school, the great majority hold the school and the staff team in high regard and are optimistic for the future. Pupils' attainment in English and mathematics has been broadly in line with the national average for the past three years. The school's recently improved approaches to tracking pupils' progress suggest that girls have tended to perform better than boys in writing, but boys slightly better than girls in mathematics. Inspectors' analysis of pupils' current work

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Main findings

shows this gap is narrowing. The school is beginning to set more challenging targets and recognises the need to raise attainment. The profile of the current Year 5 includes pupils with some significant special educational needs and/or disabilities. Currently, most pupils, including those with special educational needs and/or disabilities, have made satisfactory gains from their starting points in Year 3. The new headteacher has been swift to identify that inconsistencies in teaching are limiting the extent of pupils' achievements. Teaching is rarely less than satisfactory, but there is not enough that is good or outstanding. While all teachers plan assiduously, the match of task to abilities, the quality of questioning and feedback to pupils varies from class to class. There is evidence of some imaginative teaching that builds effectively on pupils' first-hand experiences in science, but overall, there are too few opportunities for

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Main findings

investigative work, especially in mathematics. The curriculum offers a good range of learning opportunities for pupils, but lacks coherence. Pupils are adequately equipped in the core skills of literacy, numeracy and information and communication technology, but opportunities for them to develop these progressively in other subjects are not yet evident in all classes. The school's capacity to improve is satisfactory. The new headteacher has a secure oversight of the work of the school and is building the confidence of her staff team. There have been improvements in the school's approaches to tracking pupils' progress, and attainment in mathematics has moved closer to that in English. Middle leaders are appropriately engaged in a variety of monitoring activities, but the impact of this work is not yet apparent in improved teaching and learning. A new governing body reflects the continuing commitment of those who successfully steered the process of federation. They

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Main findings

meet their statutory responsibilities and are on course to eliminate a small budget deficit. Up to 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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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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What does the school need to do to improve further?

 Increase the rate of pupils' progress so that attainment in English and mathematics exceeds the national average for pupils in Year 6 by July 2013.  Improve the consistency of teaching so that by December 2011 at least 80% of lessons are good or better by ensuring: a close match of task to pupils' abilities teachers' questions probe pupils' understanding and stimulate discussion there are increased opportunities for independent working and practical investigative work such as problem solving in mathematics.  Increase the effectiveness of middle leaders so that they have a secure oversight of provision and pupils' progress across the school by: carrying out a thorough analysis of test and assessment data regularly evaluating the quality of pupils' work modelling effective teaching across the school.

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Outcomes for individuals and groups of pupils 3

Pupils usually display positive attitudes in lessons and enjoy their learning, though this commitment can weaken if the teacher talks for too long or the work lacks challenge. As a result of these types of variation in the school's provision, pupils' achievement remains satisfactory. The learning of pupils in Years 3 and 4 was enlivened by opportunities to dissect tomato plants. There was a hushed excitement as pupils used magnifiers to look in detail at the cross-section of leaves, stems and roots. Their artistic three-dimensional representations of the different parts of plants revealed strong observational skills, while their conversations with the inspector showed good gains in their understanding of the functions served by each. Inspectors' analysis of pupils' books shows that in English, pupils are writing for a good range of purposes. They usually take care to present their work neatly, but expectations

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Outcomes for individuals and groups of pupils 3

for the use of ink are inconsistent. Although an increasing number of boys and girls in Year 6 write at the higher levels, opportunities to edit and revisit their work are not embedded in all classes. In mathematics, pupils are producing a satisfactory volume of work, but too often are reinforcing existing skills and knowledge rather than forging ahead learning new ones. This is especially the case in the development of problem-solving skills. In Years 5 and 6, teachers encouraged pupils to generate their own data to introduce the concept of mean and median. Although pupils enjoyed the practical activity, the subsequent mathematics was inadequately matched to abilities and some of the lower attainers struggled to keep up. A strong commitment to art and music helps enrich the curriculum. Pupils are enthusiastic about the increasing cultural diversity of the school. For instance, many know words and phrases in Polish and have discussed similarities and differences in schools in England and

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Outcomes for individuals and groups of pupils 3

Poland. Most pupils say they enjoy school because they feel safe, secure and valued. They offer a friendly and polite welcome to visitors and behave well during lessons. Their positive relationships with teachers lead them to act responsibly in and around 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

A few younger pupils say that occasional boisterous behaviour at lunchtimes can sometimes make them uneasy. However, most pupils act with due consideration towards their peers and action is underway to ensure this is always the case. Pupils have a good appreciation of what it means to live a healthy life. They are interested in the school's health promotion strategies and participate enthusiastically. They enjoy physical education lessons and make the most of the opportunities provided at sports clubs after school. Attendance levels for the current academic year are securely average as some decisive action has helped improve them. Close checks are kept on the few persistent absentees and the school is working effectively with these families to encourage prompt, regular attendance. Conversations with the school council show that pupils play an active part in supporting the development of the school and its day-to-day running. There are good links

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

with the local community. The school is regularly involved with visiting senior citizens and participates in a number of local events. Pupils also raise money for a wide range of charitable organisations, including those working in other countries such as Tanzania. However, pupils' understanding of the social and cultural diversity of the United Kingdom is less developed.

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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 3

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 3

The quality of pupils' learning and their progress 3

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Pupils' achievement and the extent to which they enjoy their learning 3

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

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3

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 3

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?

Good relationships between staff and pupils support a positive ethos for learning. Most lessons proceed at a steady pace because teachers' classroom management skills and

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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

subject knowledge are secure. Occasionally, the introductions go on for too long and pupils, though well behaved, find it hard to sustain their concentration. Although lesson plans are detailed and identify appropriate objectives, the match of work to pupils' abilities is not always sharp enough. There are only limited opportunities for pupils to pursue the investigations or independent work of which they are capable. Teaching assistants sometimes make valuable contributions in supporting learning, but occasionally their impact is less apparent, because they are not actively involved in supporting pupils when the teacher is introducing the lesson. Teachers make accurate assessment of pupils' work, but do not always make use of this knowledge to drive forward learning. Their marking tells pupils when they have met the lesson objective but does not always show them the next steps in learning. Approaches to

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

ensuring that work is corrected and improved are inconsistent. While the school's curriculum offers a good range of learning opportunities, it lacks coherence. Current curriculum planning enables teachers to make helpful links between subjects, but work is seldom matched well to the interests, needs and abilities of individual pupils. Pupils have adequate opportunities to apply their skills of literacy, numeracy, and information and communication technology in other subjects. Satisfactory attention is given to all aspects of care, guidance and support. The school provides a welcoming environment that celebrates pupils' work. Pupils who are potentially vulnerable are identified, but until recently the targeting of support has lacked rigour. Inspection evidence shows that the overwhelming majority of pupils with special educational needs and/or disabilities are well cared for, but that the quality of learning

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

support strategies provided by teaching assistants is inconsistent. Transition arrangements between infant and junior schools are secure and there are plans to improve further the links with secondary partners.

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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 3

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The new headteacher is highly motivated, has made accurate evaluation of the school and what needs to be improved. She has the confidence of staff, parents, carers and pupils who are eager to support the new federation and improve the school. New systems mean that the progress of individual pupils is now tracked in greater detail. A secure start has been made in using this information as the basis for discussions with teachers about the progress of pupils, although it is too early to assess the impact of this on their performance management. The school can now provide a reasonable degree of detail about the performance of groups and individuals and demonstrate how boys' performance

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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

in writing is improving. Details of the background and abilities of those attending extra- curricular activities are also beginning to be analysed. This shows satisfactory action to promote equality of opportunity and ensure there is no discrimination. Middle leaders have responded enthusiastically to recently increased opportunities to develop their responsibilities. They have extended their work in support of teachers' planning to include analysis of pupils' work. However, the links between this, the detailed analysis of assessment data and how this should inform improvements to teaching, or in modelling good practice, are at an early stage of development. The new governing body includes many of the past governors who were instrumental in federating the school. Close working with the acting headteacher has ensured governors meet all of their statutory requirements. However, though safeguarding is secure,

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

arrangements for the review of policies and evaluation of their impact are currently being revised to bring greater rigour and alignment with those at the partner school. Actions to review finances under the new arrangements are well advanced. Plans to promote community cohesion are appropriate and reflect a secure understanding of the local context. However, early initiatives to develop pupils' awareness of the social diversity elsewhere in the United Kingdom are less well developed.

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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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3

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

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Views of parents and carers

Around 56% of the parents and carers returned the inspection questionnaire. Although many wrote to the inspectors to share their concerns about the events of the past 12 months, most express satisfaction with the work of the school. In particular, many of these comments paid tribute to the hard work of the staff during a period of uncertain leadership. Many others wrote to affirm their commitment to the new federation and the leadership of the new headteacher. Not all comments were positive. A small minority do

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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

not feel that their children are making enough progress and would like the school to do more to enable them to support their children's learning at home. Inspectors judge that, while the great majority of pupils make satisfactory progress, it should be faster. Approaches to homework and engaging parents and carers in pupils' learning are inconsistent. A few parents and carers also do not feel that the school deals effectively with unacceptable behaviour. Inspectors judge from this inspection that the behaviour of the great majority of pupils is good and that this is supported by a range of appropriate rewards and sanctions that are currently under review.

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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 Picklenash 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 86 completed questionnaires by the end of the on-site inspection. In total, there are 164 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 37 43 44 51 5 6 0 0 The school keeps my child safe 38 44 45 52 1 1 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 26 30 48 56 7 8 2 2

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Total % Total % Total % Total %

My child is making enough progress at this school 27 31 42 49 9 10 3 3

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Total % Total % Total % Total %

The teaching is good at this school 27 31 45 52 6 7 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 25 29 45 52 11 13 1 1

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 28 33 52 60 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) 30 35 46 53 4 5 1 1

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Total % Total % Total % Total %

The school meets my child's particular needs 25 29 46 53 4 5 1 1

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 20 23 42 49 9 10 2 2

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 24 28 43 50 5 6 2 2

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Total % Total % Total % Total %

The school is led and managed effectively 27 31 40 47 4 5 2 2

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 32 37 42 49 5 6 2 2

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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 Picklenash Junior School, Newent, GL18 1BG

Thank you very much for your polite and friendly welcome during the recent inspection of your school. It was a pleasure to meet you all. Your questionnaires and conversations with the inspectors were extremely useful in helping us to find out about your school. You told us you enjoy school and we could see that in most lessons and in much of your work. However, there are one or two things we want to happen that will make your school even better. Over the past few years, your results in the national tests for English and mathematics have been average (something Years 5 and 6 were learning about during our visit). We want you to make sure that the results at Picklenash are always better than the national average. In order to achieve this, we have asked the teachers to help you make faster progress, by:  setting you more challenging work  asking you questions that make you think hard and discuss  giving you the opportunity to do more practical activities

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Inspection of Picklenash Junior School, Newent, GL18 1BG

In the meantime, the headteacher and staff, with the help of the governors and your parents and carers, are going to keep a close eye on how things are going. They are aiming to make this school not just satisfactory, but good. Together, all of you can help make it happen!

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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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