Stanhope Primary and Nursery School

Stanhope Primary and Nursery School Inspection report

p.1

Unique Reference Number 122715 Local Authority Nottinghamshire Inspection number 359291 Inspection dates 14–15 June 2011 Reporting inspector Doris Bell

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 257 Appropriate authority The governing body Chair Donna Jenkinson Headteacher Andrew Marriott Date of previous school inspection 13 May 2008 School address Keyworth Road Gedling, Nottingham NG4 4JD Telephone number 0115 955 3440 Fax number 0115 952 0400 Email address office@stanhope.notts.sch.uk

p.1

Age group 3–11 Inspection dates 14–15 June 2011 Inspection number 359291 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.1

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 .

p.2

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

p.2

Introduction

This inspection was carried out by four additional inspectors. They observed 24 lessons taught by ten teachers. They also met with parents, groups of pupils, members of the governing body and staff. They observed the school's work, and looked at a range of documentation including teachers' planning, the school improvement plan, assessment, monitoring and evaluation records, records for pupils with special educational needs and/or disabilities, and safeguarding policies and procedures. Inspectors also analysed the responses on the questionnaires for pupils and staff, and on the 62 questionnaires returned by parents and carers. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  Have the steps taken to improve teaching, learning and assessment improved pupils' progress this year, especially in reading at Key Stage 1, and English at Key Stage 2?

p.3

Introduction

 Does the curriculum promote basic skills well enough to raise attainment in reading, writing and mathematics?  Do the school's priorities focus strongly enough on securing and sustaining improvement, and how well is progress towards them monitored?

p.3

Information about the school

This average-sized school has an above average proportion of pupils with special educational needs and/or disabilities. The proportion of pupils known to be eligible for free school meals is also above average. The proportion of pupils from minority ethnic backgrounds is similar to that found in most schools. Virtually all of these are English speaking pupils of mixed heritage. Very few speak English as an additional language. The school has gold Healthy Schools status. It shares its site with a Sure Start Children's Centre. This is not managed by the governing body, and is therefore inspected separately.

p.3

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.4

Main findings

Stanhope Primary School provides a satisfactory quality of education for its pupils, as it did at the time of its previous inspection, although it has moved forward since then. It is making better use of the information it has about pupils' progress to monitor achievement and to plan the next steps in learning. Teaching and learning are checked regularly, and areas for development are clearly stated. The impact of this is limited because the school's lesson observations and its analyses of pupils' work often lack a clear focus. Sound leadership and management ensure that the school's self-evaluation is accurate. The priorities arising from it are the right ones. However, the intended improvements in progress and attainment are not specific enough to be easily measured. However, there is an upward trend in attainment in Year 2 and this year has seen improved attainment in Year 6. Taken together, all this demonstrates that the school has satisfactory capacity for

p.4

Main findings

further improvement. Pupils' achievement is satisfactory. Attainment on entry to the Nursery is typically at the levels expected for children's ages, and progress is satisfactory in this age group. All pupils, including those with special educational needs and/or disabilities, make good progress in Years 1 and 2. Progress is satisfactory in Years 3 to 6 because, although never less than satisfactory, teaching varies too much to ensure consistently good progress in these year groups. At times, the pace of learning slows because teachers talk for too long, or do not build well enough on pupils' responses in lessons. Writing has improved this year. Standards in writing are now average in Year 6 because pupils use what they call 'premiership' vocabulary, and constantly check their work against their targets to ensure they are on track to reach them. Work on linking sounds and letters has contributed to the

p.4

Main findings

pupils' good progress and above average attainment in reading in Year 2. The satisfactory curriculum aims to link pupils' learning across different subjects. This is working well in Years 1, 2 and 6, but is not well enough understood in other year groups. Consequently, opportunities are missed to show pupils how what they learn in one subject can help them in another, or to measure their progress in different subjects. The curriculum promotes pupils' health, safety and well-being effectively, and contributes to the good care, guidance and support they receive. As a result, pupils know how to keep themselves safe, fit and healthy. They behave well in class and around the school, and respect others and the environment. They feel safe, and report that staff deal promptly with any concerns reported to them. The school's good links with external agencies and other schools contribute effectively to the support provided for pupils whose

p.4

Main findings

circumstances make them vulnerable. This also eases transition for these pupils at key points in their lives. Pupils leave the school adequately prepared for the next stage in their lives.

p.4

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.5

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

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.

p.5

What does the school need to do to improve further?

 Increase the proportion of good teaching in Years 3 to 6 by: ensuring that assessment information and pupils' responses are used consistently well in all lessons to increase the pace of learning completing the work on cross-curricular learning and improving teachers' understanding of how to measure pupils' progress, including in literacy and numeracy, within topic work. Improve monitoring and evaluation at all levels of management by: establishing a clear focus for lesson observations and for the analysis of pupils' work, and following up points for improvement sharpening the priorities in the school improvement and other action plans, and specifying even more clearly what increases in progress and attainment are to be achieved through them.

p.5

Outcomes for individuals and groups of pupils 3

The focus on linking letters and sounds has resulted in good progress in reading in Year 2. Here, standards in reading, writing and mathematics are all above average. The school has successfully kindled pupils' interest in reading and is justifiably proud of its contribution to keeping the local library open to ensure this continues. Pupils plan their writing well. They know how to improve it, and appreciate how marking helps them in this. By Year 6, their writing engages the reader well. For example, when describing the environment experienced by animals in Africa, Year 6 pupils created an evocative atmosphere when they wrote, for example, 'I could feel the warmth of the sun ...' and '... began to connect with the animals in the field'. They use dictionaries and thesauruses competently to find 'wow' words that set the scene more clearly, and very much enjoy using content from different subjects in their writing. Pupils also enjoy

p.5

Outcomes for individuals and groups of pupils 3

mathematics, especially the engaging activities that help to sharpen their mental mathematical skills, which they use to solve problems. Pupils do not always present their work well. Writing is sometimes untidy, and calculations are not always set out to show a clear understanding of place value. Pupils with special educational needs and/or disabilities are supported well in lessons. They and pupils from mixed ethnic backgrounds, including the few who speak English as an additional language, are fully integrated into everything the school does. These groups make the same satisfactory progress as all other pupils. Pupils mostly listen attentively to staff and to each other. They sometimes become restless when they have to sit for too long listening to their teacher, but show they have heard what they are to do, by setting about their tasks enthusiastically. Pupils work well together. They are curious about the world around them and want to

p.5

Outcomes for individuals and groups of pupils 3

learn new things. Play and lunchtimes are social occasions when they mix together well in different social groups, sharing a strong sense of common values. They understand right from wrong, and know that actions have consequences. They say that when concerns are

p.5

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.6

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

reported, they are dealt with promptly and resolved quickly. Some admit to not feeling confident enough to report concerns, even though 'worry' boxes invite them to do so anonymously. This leads to some parents and carers feeling that the school does not support their children well enough, or does not deal effectively enough with unacceptable behaviour. Inspectors found no evidence to support these views. Pupils have a well-developed understanding of healthy living. They make healthy eating choices and readily participate in the many sporting activities available to them. They accept responsibility willingly, for example, as school councillors, and make a good contribution to the school and wider community. They readily accept differences between peoples' faiths, cultures and ethnic backgrounds.

p.6

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

These are the grades for pupils' outcomes

p.6

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

Taking into account: Pupils' attainment¹

p.6

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

The quality of pupils' learning and their progress 3

p.6

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

p.6

3

Taking into account: Pupils' attendance¹

p.6

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

p.6

How effective is the provision?

The quality of teaching ranged from satisfactory to outstanding during the inspection. Where it is good or better, teachers demonstrate a good understanding of how to link subjects together, and promote literacy and numeracy skills within topic work. Where this is not the case, opportunities are missed to consolidate and extend these key skills. This happens because some topic work is too reliant on worksheets that limit opportunities for writing and, when writing does take place, it is not always marked as such. Where marking is at its best, teachers encourage and check pupils' own assessments of their learning, and pupils successfully check and improve their own work. They understand how

p.6

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.7

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

marking comments help them to do this. Information and communication technology skills are used satisfactorily to aid learning across the curriculum. The good range of extra- curricular activities, visitors and visits, including a residential trip to France, provide memorable experiences for the pupils and promote their learning and personal development effectively. Pupils work and play in a safe, secure and attractive learning environment. Good displays celebrate their work, remind them of their targets, and promote their personal development effectively. The school keeps behaviour procedures under constant scrutiny to ensure any lapses result in the least possible disruption to learning. It provides good support for pupils whose circumstances may make them vulnerable, to help them make progress, academically and personally. Much is in place to promote good attendance but, despite the school's best efforts, a small number of families do not cooperate by ensuring

p.7

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

their children attend school regularly and on time. This causes attendance, which is satisfactory overall, to fall below average in some year groups. Good links with other schools ease pupils from one phase of education to the next. The improved use of assessment information is aiding transition from year to year, to ensure learning is continuous.

p.7

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

These are the grades for the quality of provision

p.7

The quality of teaching 3

Taking into account: The use of assessment to support learning

p.7

How effective are leadership and management?

Senior leaders are successfully embedding in staff a shared ambition for improvement that is beginning to manifest itself in better progress and higher attainment. Assessment systems ensure pupils' progress is now carefully tracked, and meetings are held to moderate assessments to ensure their accuracy. Pupil progress meetings enable senior leaders to check pupils' progress each half term, and therefore hold teachers to account better for how well their pupils are doing. A key factor in this is the collaborative work being carried out across the 'family' of schools, which enables good practice to be shared. Information about progress is regularly shared with the governing body, which, through training, is becoming better able to challenge as well as support the school. Overall, governance is satisfactory. The school adopts recommended good practice for safeguarding and child protection. All training is up to date, staff are clear about their roles in ensuring pupils are safe and well

p.7

How effective are leadership and management?

cared for, and every effort is made to ensure the school site is safe and secure at all times. This includes ensuring access to the on-site Children's Centre does not compromise pupils' safety in the school itself.

p.7

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.8

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

Due attention is given to promoting equality of opportunity and tackling discrimination, including ensuring that all groups of pupils make at least satisfactory progress. The school has a good understanding of its own context and of the community it serves. It holds an international schools award for its work with schools abroad, and is particularly proud of its links with France. It has more to do to raise pupils' awareness of the range and diversity of cultures within the United Kingdom. It has made a good start on this through its involvement with the local 'Equality and Diversity' team. Overall, it promotes community cohesion satisfactorily.

p.8

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

These are the grades for leadership and management

p.8

3

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

p.8

Early Years Foundation Stage

Sound leadership and management ensure that all welfare requirements are met, that risk assessments are up to date, and children are safe and secure at all times. As a result, children are happy and settled, keen to learn and engage well with each other and with the range of activities on offer to them. The range has increased since the previous inspection and now provides an appropriate balance between adult-led activities and those the children can select for themselves. Children readily take turns, listen well to staff and to each other, and begin to exercise initiative by taking an increased say in their own learning. Through this, they develop satisfactory early reading, writing and number skills, and good personal skills. There is an action plan to improve learning further but the priorities are not stated succinctly enough, with clear success criteria, to enable progress towards them to be measured.

p.8

Early Years Foundation Stage

Adults keep a close eye on learning and are assiduous in updating assessments and using the information to plan further activities. However, planning is sometimes too general to meet the needs of the different abilities in this age group, especially of higher-attaining children. At times, carpet sessions are too long and test the children's concentration,

p.8

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.9

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

making it difficult for them to join in. Relationships are supportive and encouraging. Children benefit from the open relationships staff have with their parents and carers, who frequently join them in purposeful tasks at the start of the school day. This sets a positive tone and establishes a clear learning ethos. Links with the on-site Children's Centre, and with staff in Year 1 are good. This enables transition to be tailored to children's needs as they enter Nursery and subsequently move on to Year 1.

p.9

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

p.9

Overall effectiveness of the Early Years Foundation Stage 3

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

p.9

Overall effectiveness of the Early Years Foundation Stage 3

The quality of provision in the Early Years Foundation Stage 3

p.9

Overall effectiveness of the Early Years Foundation Stage 3

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

p.9

Views of parents and carers

Most of those parents and carers who responded to the questionnaire are pleased with what the school does for their children, and all say that their children enjoy school. A few raised concerns about safety and behaviour, or felt the school was not led and managed well, did not listen to them, or did not meet their child's needs. Inspectors thoroughly investigated all of these concerns and found no evidence to support them. They agree with the parents' positive views. Inspectors also found that the school has extended the range of ways in which it communicates with parents and carers to keep them up to date and involved in their children's learning.

p.9

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Stanhope Primary and Nursery School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 62 completed questionnaires by the end of the on-site inspection. In total, there are 257 pupils registered at the school.

p.10

Total % Total % Total % Total %

My child enjoys school 40 65 22 35 0 0 0 0 The school keeps my child safe 32 52 23 37 6 10 1 2

p.10

Total % Total % Total % Total %

My school informs me about my child's progress 29 47 29 47 4 6 0 0

p.10

Total % Total % Total % Total %

My child is making enough progress at this school 36 58 21 34 5 8 0 0

p.10

Total % Total % Total % Total %

The teaching is good at this school 34 55 26 42 1 2 0 0

p.10

Total % Total % Total % Total %

The school helps me to support my child's learning 33 53 23 37 4 6 0 0

p.10

Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 32 52 26 42 4 6 0 0

p.10

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 39 33 53 0 0 0 0

p.10

Total % Total % Total % Total %

The school meets my child's particular needs 36 58 19 31 6 10 0 0

p.10

Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 14 23 36 58 9 15 2 3

p.10

Total % Total % Total % Total %

The school takes account of my suggestions and concerns 23 37 32 52 6 10 0 0

p.10

Total % Total % Total % Total %

The school is led and managed effectively 24 39 29 47 4 6 2 3

p.10

Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 36 58 21 34 4 6 0 0

p.10

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%.

p.10

Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

p.11

Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

p.11

Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

p.11

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.

p.11

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.

p.11

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

p.12

Common terminology used by inspectors

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

p.12

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.

p.12

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.

p.12

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.12

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.

p.12

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.

p.12

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.12

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

main findings from the inspection of their school.

p.13

Inspection of Stanhope Primary and Nursery School, Nottingham NG4 4JD

Thank you very much for the very warm welcome you gave us when we visited your school, and for talking with us about your work. We were pleased to hear that you enjoy school and take a great deal of pride in what you do there. You go to a satisfactory school, where adults ensure you are safe, and take good care of you. We noted that you have a good understanding of how to keep yourselves safe, fit and healthy. Your good behaviour helps you to concentrate well in lessons, and you are obviously keen to improve your learning. You told us that when any unacceptable behaviour, including bullying, is brought to the school's attention, it is dealt with quickly and effectively. However, some of you said that you do not tell staff when you have any such concerns but you must do, so that they can help you. Those who lead and manage the school do so satisfactorily. They have already identified several areas in which improvements can be made. We found that you make better

p.13

Inspection of Stanhope Primary and Nursery School, Nottingham NG4 4JD

progress in Years 1 and 2 than in Years 3 to 6. Therefore, we have asked the staff to concentrate particularly on the following. Ensure that there is more good teaching in Years 3 to 6, and that every opportunity is taken to help you make progress in skills, including literacy and numeracy, as subjects are brought together in topic work. Make sure that those who lead and manage the school are clear about what they are looking for when they check teaching and learning, and about how they will measure progress towards the targets they set for the whole school. All of you can help by continuing to work hard and doing your best at all times. We hope that by doing so, you will continue to enjoy learning in the future as much as you do now. We wish you all well.

p.13

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.14