Gaskell Community Primary School

Gaskell Community Primary School Inspection report

p.1

Age group 3–11 Inspection date(s) 29 February 2012–01 March 2012 Inspection number 377187 Unique Reference Number 105155 Local authority Bolton Inspection number 377187 Inspection dates 29 February 2012–1 March 2012 Lead inspector Steve Isherwood HMI

p.1

This inspection of the school was carried out under section 5 of the Education Act 2005.

p.1

Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 330 Appropriate authority The governing body Chair Pat Hinchsliffe Executive Headteacher Ian Dryburgh Date of previous school inspection 16 September 2008 School address Thomas Holden Street Bolton BL1 2QG Telephone number 01204 333666 Fax number 01204 333667 Email address office@gaskell.bolton.sch.uk You can use Parent View to give Ofsted your opinion on your child's school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.

p.1

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.ofsted.gov.uk

p.2

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.

p.2

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.

p.2

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

p.2

You may copy all or parts of this document for non-commercial purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

p.2

To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'.

p.2

T: 0300 123 4234 Textphone: 0161 618 8524 enquiries@ofsted.gov.uk www.ofsted.gov.uk

p.2

Introduction

Steve Isherwood Sheila Loughlin Her Majesty's Inspector Additional inspector Steve Rigby Additional inspector

p.3

Introduction

This inspection was carried out with two days' notice. The inspectors observed 16 lessons and parts of lessons taught by 13 teachers. Meetings were held with the Chair of the Governing Body, staff, groups of pupils and a representative from the local authority. The inspectors observed the school’s work and looked at a range of school policies and documentation relating to safeguarding and strategic planning, examples of pupils’ work, assessment data and monitoring records. They also scrutinised 191 inspection questionnaires returned by parents and carers and took account of those completed by staff and pupils. No responses to the on-line questionnaire (Parent View) were available to assist in planning the inspection.

p.3

Information about the school

Gaskell Community School is larger than the average-sized primary school. The proportion of pupils known to be eligible for free school meals is above average. The majority of pupils come from a wide range of minority ethnic backgrounds with a significant proportion joining or leaving the school during a key stage. The proportion of pupils who speak English as an additional language is well above average and around a third of the pupils are at the early stages of learning to speak English. The proportion of disabled pupils and those with special educational needs, including those with a statement of special educational needs is just below the national average. The school does not meet the government’s current floor standard for primary schools, which sets the minimum expectations for attainment and progress.

p.3

Information about the school

The headteacher who was in post at the time of the previous inspection resigned in December 2011. An executive headteacher from a neighbouring school was appointed at the end of the summer term 2011. The deputy headteacher was appointed acting headteacher in February 2012. The governing body is in the process of recruiting a permanent headteacher. 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

p.3

Key Findings

■ In accordance with section 13 (3) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that this school requires significant improvement, because it is performing significantly less well than in all the circumstances it could be reasonably be expected to perform. The school is therefore given a notice to improve. Significant improvement is required in relation to pupils’ attainment and progress.

p.4

Key Findings

■ The overall effectiveness of the school is inadequate. It is not satisfactory because pupils’ attainment at the end of Year 6 is consistently low; pupils underachieve in Key Stage 2, particularly in mathematics and writing, and they make insufficient progress based on their starting points in Year 3. Too few pupils are reaching the higher levels in their work because activities in lessons are not always demanding enough.

p.4

Key Findings

■ The quality of teaching has improved significantly over the last year and is now satisfactory. However, in the past it was less effective and led to pupils underachieving in Key Stage 2. The teaching observed in the inspection was mostly good with some examples of outstanding practice in both Key Stages. Lessons now typically see busy pupils responding with enthusiasm to a range of tasks and activities. Nevertheless, there is some variability in how well activities are planned for higher-ability pupils. Some of the teaching is over-directed and pupils are not always engaged in their learning. There are insufficient opportunities in mathematics for pupils to test and deepen their knowledge in problem-solving and investigative activities. Pupils are not always given enough opportunities to develop their writing skills across the curriculum. The proportion of good and better lessons is growing but needs to increase further to

p.4

Key Findings

■ Pupils’ behaviour and safety are good. Pupils enjoy coming to school and are keen and enthusiastic learners. When asked to express their views about the school they found it very difficult to think of any improvements they would like to see. There was strong praise for how the current leaders have improved the school over the last year, the high levels of care they receive and the wide range of opportunities on offer.

p.4

Key Findings

■ Current leaders have demonstrated the capacity to improve the school. There is evidence of sustainable improvement in teaching and learning. They keep a close eye on performance and are clear about the direction the school must take to secure this momentum. For example, they correctly recognise that maintaining the focus on improving teaching and learning is a key priority and is central to accelerating pupils’ progress and raising their attainment.

p.4

Key Findings

■ The school has several elements that indicate potential for improvement. Staff are committed to improving the school and are working effectively to turn things around. Increasing numbers of pupils are making better progress than previously, particularly in reading, as a result of improvements to provision.

p.5

What does the school need to do to improve further?

■ Raise pupils’ attainment and accelerate their progress at Key Stage 2, particularly in mathematics and writing by:  maintaining the focus on improving teaching and learning  increasing the proportion of good and better lessons  ensuring that more pupils reach the higher levels in their work  using assessment information more consistently to ensure that lessons are based on what pupils know and can do and what they need to learn next  broadening the range of teaching styles to stimulate pupils’ greater involvement in learning  providing more opportunities in mathematics for pupils to use and apply their skills in problem-solving, investigative and practical activities, and in writing to practise their skills in a range of subjects. 

p.5

Achievement of pupils

In the stronger lessons, pupils are fully engaged in their learning and are eager to please. Their enthusiasm for learning increases when tasks are exciting and captivating. They particularly enjoy activities where they can discuss and share their ideas with others. Pupils in Year 1, for example, made excellent progress in learning to enjoy language and stories in role-play activities. In Year 6, pupils were able to discuss different ways of finding the perimeter of shapes by working effectively in pairs and small groups. However, there are not enough opportunities for pupils to organise their own activities and make their own decisions about how they learn because teachers tightly control what pupils do in too many lessons. This reduces pupils’ ability to work independently and use their thinking skills, especially in mathematics.

p.5

Achievement of pupils

When children start school in the Early Years Foundation Stage what they know and what they can do are well below levels typically seen. By the time they enter Year 1, although still below the levels expected for their age, they have made satisfactory progress from their starting points. Attainment at the end of Year 2 in 2011 rose to broadly average in reading, writing and mathematics.

p.5

Achievement of pupils

The results of national tests over time show that attainment at the end of Year 6 is consistently low. Too many pupils, including disabled pupils and those with special educational needs, alongside pupils who speak English as an additional language are currently not making enough progress from their starting points. This is also a view shared by some parents and carers.

p.5

Achievement of pupils

Not enough of the more-able pupils are reaching the higher levels. This is because the work is not consistently challenging and there are too few opportunities in mathematics where pupils can use and apply their skills in practical situations. In addition, opportunities are not always taken to extend pupils’ writing skills in a range of different subjects.

p.6

Achievement of pupils

Pupils’ attainment in reading, while improving securely, remains low by the time they leave the school at the end of Year 6. School leaders are developing a strong culture for promoting reading. Pupils enjoy reading and talk about the stories they have read with enthusiasm. Younger pupils are developing their skills to read words by using their knowledge of letters and the sounds they represent.

p.6

Quality of teaching

Improvements to the quality of teaching are leading to pupils making better progress than previously, particularly in reading, although achievement remains currently inadequate. Parents and carers have recognised the changes. One parent’s view was typical of others. ‘Over the last year my child is more confident and happy to learn new things’. More effective teaching is having a positive impact on pupils’ good behaviour, their positive attitudes and their spiritual, moral, social and cultural development.

p.6

Quality of teaching

Where teaching is strongest teachers are skilled in developing pupils’ thinking through effective questioning and challenge. New skills build well on prior learning. Teaching assistants provide an effective layer of extra support for pupils, particularly for those who find learning difficult. The use of success criteria is improving pupils’ understanding in lessons. When the planning and teaching are at their very best, the impact on pupils’ progress is significant. For example, pupils in Year 6 were developing their ability to improve their descriptions of places by using more descriptive words in sentences. With skilful prompting from the class teacher one pupil was able to write, ‘tenderly the tranquil ocean touched the smooth rocks like a feather falling from a bird, flapping its delicate wings’. This lesson confirmed how well the pupils can do when expectations are high and the teaching imaginative.

p.6

Quality of teaching

Where teaching is less effective, teachers direct the learning too tightly which means that pupils are not always engaged sufficiently in their learning. Assessment information is not used well enough by staff to pinpoint exactly what pupils can do and what they need to learn next. This means that tasks for the more-able pupils are not always demanding enough. In addition, there are few opportunities across the planned curriculum for pupils to use their writing skills and apply their mathematical skills in practical situations.

p.6

Behaviour and safety of pupils

In line with inspection findings, a large majority of parents and carers who returned the inspection questionnaire confirm that behaviour is typically good and has improved significantly under the watchful eye of the executive headteacher. They are confident that their children are safe in school. Instances of all kinds of bullying and disruptive behaviour are now rare. This is because of the consistent application of the behaviour management procedures, which are clearly understood and applied by all staff. Pupils are considerate to each other in lessons and cooperate well in activities They are respectful of each other’s views and develop a strong social conscience. They are proud of their school and are eager to attend. They willingly take on extra responsibilities, such as looking after younger pupils and undertaking jobs and tasks around the school. Pupils who are at the early stages of learning to speak English and who are new to the school are very

p.6

Behaviour and safety of pupils

well cared for and supported. Pupils are supported well in their social and emotional development and are encouraged to talk through their feelings with staff on a regular basis.

p.7

Leadership and management

The executive headteacher and the acting headteacher have done sterling work since their appointment to get the school to this point. Over the last year they have worked tirelessly to stabilise the situation and bring about improvements in pupils’ learning and in their progress. Their ambition and clear educational direction has had a significant impact on improving the school. With increasingly effective support from middle leaders, including the governing body, they are leading the school down the right path and demonstrate the capacity to sustain improvement. As a result, pupils’ behaviour and the quality of teaching have improved and staff report that the school is almost unrecognisable from how it was. Much remains to be done to accelerate pupils’ progress at Key Stage 2 and to further improve the quality of teaching and learning. However, there is clear evidence to suggest that pupils are beginning to catch up in most year groups and the legacy of

p.7

Leadership and management

underachievement is being tackled effectively. This demonstrates that the school’s commitment to equality of opportunity and tackling discrimination is improving. However, the school is not as effective as it should be in improving pupils’ life chances and in removing all barriers to learning because pupils are not currently reaching their expected levels by the end of Year 6.

p.7

Leadership and management

The curriculum adequately meets the needs of pupils. It provides well for the development of pupils' spiritual, moral, social and cultural development through a good range of extra- curricular activities and enrichment opportunities including visits to places of interest and links with a school in Zambia. However, it does not provide sufficiently well for the full range of pupils’ needs and the development of their independent thinking skills.

p.7

Leadership and management

The governing body is increasingly confident to act where necessary to support improvements or to question proposals. All procedures and checks for safeguarding pupils’ health and well-being are in place and meet statutory requirements.

p.7

Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. 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.

p.8

Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 46 46 8 0 Primary schools 8 47 40 5 Secondary schools 14 38 40 8 Special schools 28 48 20 4 Pupil referral units 15 50 29 5 All schools 11 46 38 6

p.8

Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors make judgements that were not made previously.

p.8

Type of school Outstanding Good Satisfactory Inadequate

The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent judgements that were made under the school inspection arrangements that were introduced on 1 September 2009. These data are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ).

p.8

Type of school Outstanding Good Satisfactory Inadequate

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.

p.8

Type of school Outstanding Good Satisfactory Inadequate

Primary schools include primary academy converters. Secondary schools include secondary academy converters, sponsor-led academies and city technology colleges. Special schools include special academy converters and non-maintained special schools.

p.8

Type of school Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100.

p.8

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and development taking account of their attainment.

p.9

Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

p.9

Common terminology used by inspectors

Behaviour how well pupils behave in lessons, with emphasis on their attitude to learning. Pupils' punctuality to lessons and their conduct around the school.

p.9

Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving based on its self-evaluation and what the school has accomplished so far and on the quality of its systems to maintain improvement.

p.9

Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the governors and headteacher, to identifying priorities, directing and motivating staff and running the school.

p.9

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.

p.9

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.

p.9

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.

p.9

Common terminology used by inspectors

Safety how safe pupils are in school, including in lessons; and their understanding of risks. Pupils' freedom from bullying and harassment. How well the school promotes safety, for example e-learning.

p.9

to share with their children. It describes Ofsted's main

findings from the inspection of their school.

p.10

Inspection of Gaskell Community Primary School, Bolton, BL1 2QG

 Thank you for helping the inspectors when we visited your school recently. We really enjoyed talking to you in lessons, in the playground and when we listened to some of you read. You expressed your views very clearly and they were very helpful to us.

p.10

Inspection of Gaskell Community Primary School, Bolton, BL1 2QG

We looked carefully at your school and found that it should be better. Some of you in Key Stage 2 are not learning as well as you should, given what you could do when you started Year 3. Because of this we have given your school a notice to improve. Another inspector will visit your school in six to eight months to check that it is improving.

p.10

Inspection of Gaskell Community Primary School, Bolton, BL1 2QG

You told us that your school is getting better and that your lessons are increasingly interesting and fun. We agree. We could also see how well you behave and how you help one another in class and around the school. I really liked your singing in assembly, particularly the song called ‘Rocking all over the World’.

p.10

Inspection of Gaskell Community Primary School, Bolton, BL1 2QG

We have asked your headteacher and staff to continue to improve the school by: ■ increasing the progress you make in Key Stage 2, particularly in mathematics and writing, so that more of you reach the expected and higher levels ■ making sure that more of your lessons are like the very best ones we saw when you were very involved in your learning ■ getting your teachers to look more closely at how well you are learning so that they can plan harder work for you.

p.10

Inspection of Gaskell Community Primary School, Bolton, BL1 2QG

It was a pleasure to meet you and we can see why your teachers enjoy working with you every day. You can all help your school by continuing to work hard and by letting your teachers know if the work they give you is too easy.

p.10

Inspection of Gaskell Community Primary School, Bolton, BL1 2QG

Steve Isherwood Her Majesty's Inspector procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: 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 .

p.10