Belfield Community School

Belfield Community School Inspection report

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Unique Reference Number 105780 Local Authority Rochdale Inspection number 355835 Inspection dates 14–15 June 2011 Reporting inspector Kevin Johnson

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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 3–11 Gender of pupils Mixed Number of pupils on the school roll 301 Appropriate authority The governing body Chair Mrs Rachael El Weshahi Headteacher Mrs Margaret Farrell Date of previous school inspection 2 October 2007 School address Samson Street Belfield, Rochdale Lancashire OL16 2XW Telephone number 01706 341363 Fax number 01706 710267 Email address office@belfield.rochdale.sch.uk

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Age group 3–11 Inspection dates 14–15 June 2011 Inspection number 355835 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 who observed 18 lessons and saw 13 teachers. Meetings were held with staff as well as with groups of pupils, parents and carers and members of the governing body. Inspectors observed the school's work and looked at a wide range of documentation including national assessment data and the school's assessments, governing body minutes, school policies, samples of pupils' work and documentation relating to safeguarding of pupils. Also taken into account were 53 questionnaires returned by parents and carers in addition to those completed by members of staff and pupils. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  Whether pupils, especially those who speak English as an additional language, make the progress they should.  If the quality of teaching is consistently effective.  Whether the school leaders have evaluated provision for children in the Early Years

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Introduction

Foundation Stage accurately.  Whether leaders have convincingly demonstrated capacity for good improvement.

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Information about the school

This is a larger-than-average sized primary school in which the large majority of pupils are from Pakistani or Bangladeshi heritage. About two-thirds of the pupils speak English as an additional language. The proportion of pupils known to be eligible for free school meals is well above average. The percentage of pupils with special educational needs and/or disabilities is average. The school has achieved Enhanced Healthy School status and Activemark Gold. A breakfast club is provided on site.

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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 a good school in which the strong impact of the headteacher's leadership over the past two years is seen in key areas of the school's work. An effective senior leadership team has been established who, with the headteacher, have positively changed the way in which teachers think about and evaluate their classroom practice. Attainment is rising and progress has gathered pace due to effective assessment systems being used well. Improved provision in the Early Years Foundation Stage is showing positive impact in Key Stage 1. Leaders have formed an accurate view of the school's strengths and weaknesses and amply demonstrate good capacity for sustained improvement. Children in the Early Years Foundation Stage are given a good start in their learning and development from generally low starting points. When they enter Nursery many are not able to speak English, and their personal, social and emotional development is at a very

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Main findings

early stage. They make good progress and are prepared well for their next stages of learning by the time they leave Reception. Pupils' attainment in English and mathematics at the end of Year 6 is broadly average. This represents good achievement from earlier starting points and does credit to the way in which the school helps pupils who speak English as an additional language. Nevertheless, despite some promising signs as a result of trialling fresh initiatives in teaching methods, staff recognise that there is still room for improvement in order to ensure that attainment levels in both subjects continue to rise, especially for more-able pupils. Progress throughout the school is good, and particularly for pupils with special educational needs and/or disabilities. Teaching has improved. It is good overall, with some being outstanding, but there are a few inconsistencies in the quality of marking and pace

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Main findings

of lessons. The engaging curriculum provides good opportunities for pupils to enjoy their learning. These are extended through excellent partnerships with other schools, especially those who provide additional challenges in the visual arts, sports, and science and technology. Pupils' personal outcomes are mostly good. They enjoy school, get on well with one another and contribute well to the school's culturally harmonious community. Pupils' spiritual, moral, social and cultural development is good. Leaders at all levels are strongly committed to the school's success. They share high expectations and accountability for its continued improvement and increasingly win the support and confidence of parents and carers.

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What does the school need to do to improve further?

 Raise attainment in English and mathematics throughout the school by:

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

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

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

making sure that more-able pupils are always sufficiently challenged ensuring that mental and oral parts of mathematics lessons are consistently and sufficiently challenging for all abilities improving the quality of handwriting throughout the school.  Make teaching consistently good or better by: sharing the most successful practice effectively eliminating the inconsistencies in marking quality across classes and different subjects.

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Outcomes for individuals and groups of pupils 2

Pupils' good behaviour and attitudes in lessons are important contributions to their good learning. They are keen to do well and work hard. Pupils have a good idea about how to improve because of their involvement in their own assessment. A striking example was when pupils were challenged to assess the level of a sentence they had created during a lesson and to say how it could be raised to a higher level before continuing with their writing. Pupils have good opportunities to work as groups and especially enjoy active lessons. Although mental strategies for mathematics in some lessons are taught well, this is not a consistent feature of all pupils' learning. Progress has improved because teaching is better and there is more effective use of assessment. The needs of pupils who speak English as an additional language are met well through the skilled intervention in school. Early bilingual support gets pupils off to a

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Outcomes for individuals and groups of pupils 2

good start. Continued support and monitoring throughout the school results in pupils' good achievement by the time they leave Year 6. Individual learning plans for pupils with special educational needs and/or disabilities are well tailored to their needs. Additional teaching support is well focused and very detailed records show that pupils make good and sometimes rapid progress. School assessments and pupils' work point to broadly average and rising attainment at the end of Year 2 and Year 6. However, the proportion of pupils achieving the higher levels in the core subjects is below average and is recognised by school leaders as a particular area for improvement. Pupils are polite and well-mannered. They are mindful of one another in the playground, generally behave well around the school and say that they feel safe. Their understanding of how to maintain a healthy lifestyle is good. There is good uptake of school meals and

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Outcomes for individuals and groups of pupils 2

they are enthusiastic about after-school sports clubs. Active school council members make sure that pupils' views on school improvement are heard and the eco committee are watchful over the school's paper recycling scheme and uses of water and electricity. The school is respected in the wider community because, for example, of pupils' generous charitable fund-raising and their participation in work such as litter clearing and cutting back overgrown areas of shrubbery in order to improve the environment around the school. Pupils' average attendance and improving basic literacy, numeracy, and information and communication technology (ICT) skills contribute to their satisfactory development of the skills needed to secure economic well-being.

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

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

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

These are the grades for 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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3

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 are reflective about their work in the classroom and show a strong commitment to improving their skills and trying fresh approaches. Consequently, most lessons are taught well and there is outstanding learning in some. Where this occurs there is excellent pace to learning because of well-focused planning and continuous challenge. An impressive example was in a mathematics lesson for pupils with special educational needs and/or disabilities. Their understanding of number was vigorously tested by a series of short but intensive activities where they had to apply their knowledge to solve a different problem. Learning for these pupils was purposeful, empowering and fun. Teachers' subject knowledge is good and lesson objectives are always shared clearly with pupils so they know what is expected of them. Teaching assistants contribute well to pupils' learning. They work effectively alongside teachers by supporting individuals and

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How effective is the provision?

groups of pupils. They know pupils well and deal sensitively with their particular needs. Teachers use assessment information well to check progress and revise targets. Their marking of literacy work is usually evaluative and gives pupils clear guidance on how to improve, but the same rigour is not evident across all classes or in all subjects. The most effective classroom practice is not established fully. In a small number of lessons the pace does not pick up sufficiently to motivate pupils well so their learning remains satisfactory at best. In all classes too little attention is given to improving the quality of pupils' handwriting.

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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

There is good balance to the curriculum with emphasis on the development of literacy and numeracy skills. Speaking and listening are given high priority and drama and role play feature well in lessons. Pupils' learning is enriched by a good selection of topic-linked visits and visitors to school as well as many opportunities to nurture skills and interests through after-school clubs. Popular residential visits shared with pupils from a nearby school contribute well to the development of personal and social skills. A notable initiative is the joint mathematics activity with a local school which involves pupils in rewarding practical sessions covering many aspects of mathematical problem solving. Parents and carers endorse their children's view that they are well cared for in school. Care and support for pupils who may be considered potentially vulnerable are both well managed and sensitive. There are productive links with outside agencies to secure the

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

best possible provision for them and to help them to achieve well alongside their peers. Parents and carers appreciate the good supportive systems in place for pupils joining the school and transferring to the next. Effective lines of communication keep them well informed about their children's progress and their attendance. The clear guidance provided for pupils ensures their good personal outcomes.

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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's determined focus on raising attainment and accelerating progress, with support from the governing body, has guided the school through a successful period of change and development. Training opportunities for all staff have raised their skill levels and expectations. Leaders recognise that to improve teaching further they need to share and learn from the examples of outstanding practice that exist. A clear vision for the school's future has evolved and all know how they are accountable in the drive for improvement. The governing body maintains a good overview of the school's work. It both challenges and supports the school effectively and takes an important role in strategic planning and the monitoring and evaluation of its development. Good safeguarding procedures are overseen efficiently. Policies are clearly communicated to all staff members and visitors and pupils. Risk assessments are thorough and swift action is taken when

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How effective are leadership and management?

improvements to systems are needed. The site is well maintained and a safe environment for pupils. All forms of discrimination are strongly challenged. The academic progress and personal development of groups within the school are carefully checked. Leaders are fully aware of those who need additional support in order to ensure their equality of opportunity. Community cohesion is promoted well. Links within the local community are very strong and those with some local schools are highly effective in promoting pupils' learning and opportunities for staff development. The school is very clear about its context

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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 relation to different ethnic cultures and groups who use the school and has effective plans overall for development, although communications with groups beyond the school's locality are not as firmly established.

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

These are the grades for leadership and management

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2

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

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Early Years Foundation Stage

Good provision for children in the Early Years Foundation Stage means that they make good progress. Staff are quick to identify children's individual starting points and plan the right support for them, especially for those who speak English as an additional language. Very well-planned provision for children' s personal, social and emotional development means that they learn to make choices, show independence in their learning and develop helpful and positive attitudes in their play. There is a good balance between activities led by adults and those which children choose for themselves. Good use is made of outdoor areas, in all weathers, so that children can extend their indoor activities through exploration and play. Provision for children's welfare is good, although some easily rectifiable administrative checks were not in place during the inspection. Self-care is emphasised with children, and staff ensure that the physical environment is safe and

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Early Years Foundation Stage

welcoming. Relationships with parents and carers are good. There is good leadership and management. There is common sense of purpose among staff members and their enthusiastic teamwork is a good strength. Staff regularly evaluate their work and discuss improvements but these valuable discussions do not contribute to a formal plan of action for continuous development.

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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

A very small minority of parents and carers returned completed questionnaires. Their responses were very positive about most aspects of the school. A small number raised concerns about the school's management of behaviour. Inspectors looked closely at the systems in place and discussed this aspect of their development with some pupils. Inspectors found that agreed systems were used consistently, that pupils felt that they were fair and that, overall, behaviour was good. Some parents and carers indicated that they are particularly happy with the additional learning support provided for their children. A small number of individual concerns were discussed with school leaders. The anonymity of all parents and carers was fully protected.

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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 Belfield Community 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 53 completed questionnaires by the end of the on-site inspection. In total, there are 301 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 37 70 15 28 0 0 0 0 The school keeps my child safe 36 68 16 30 1 2 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 26 49 26 49 1 2 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 28 53 25 47 0 0 0 0

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Total % Total % Total % Total %

The teaching is good at this school 28 53 23 43 0 0 1 2

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Total % Total % Total % Total %

The school helps me to support my child's learning 22 42 31 58 0 0 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 29 55 23 43 1 2 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 24 45 28 53 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 23 43 28 53 1 2 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 22 42 27 51 3 6 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 17 32 34 64 2 4 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 28 53 24 45 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 36 68 17 32 0 0 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 Belfield Community School, Rochdale, OL16 2XW

Thank you for the very friendly welcome you gave us when we came to inspect your school recently. We enjoyed talking to you about your school and learned a great deal about some exciting things that you seem to enjoy. I was particularly interested in the discussion I had with some of you about Romeo and Juliet and I hope that your forthcoming performance with other schools is a success. We found that you are polite, well-mannered and behave well, and that you work hard to make your school enjoyable for everyone. All of those things are very important, so do keep them up. Belfield is a good school. You make good progress and achieve well but the standards you reach in English and mathematics need to be higher. Your teachers work hard to make your lessons interesting and enjoyable and the grown-ups in school take good care of you and keep you safe. You are proud of your school and so are your teachers and members of the governing

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Inspection of Belfield Community School, Rochdale, OL16 2XW

body. They would all like to see it become even better and we know that you would like that too. To help that to happen we have asked your teachers and headteacher to help you reach higher standards in English. First, by making sure that all of you, but especially those of you who are most able, are always well challenged by your work, and also by improving your handwriting. As well as that we have asked if oral and mental work in mathematics lessons can also be more challenging to help you to raise standards in that subject. The final thing is for teachers to mark all of your work as well as they do in your literacy books so that you will always know how to improve and that all lessons will be as effective as the very best.

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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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