Elham Church of England Primary School

Elham Church of England Primary School Inspection report

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Unique Reference Number 118741 Local Authority Kent Inspection number 363889 Inspection dates 20–21 June 2011 Reporting inspector Alison Cartlidge

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

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Type of school Primary School category Voluntary aided Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 116 Appropriate authority The governing body Chair Trevor Gasson Headteacher Steven Owen Date of previous school inspection 21 November 2007 School address Vicarage Lane Elham Canterbury CT4 6TT Telephone number 01303840325 Fax number 01303840325 Email address headteacher@elham.kent.sch.uk

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Age group 4–11 Inspection dates 20–21 June 2011 Inspection number 363889 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 two additional inspectors. The inspection team observed 11 lessons taught by six teachers. Meetings were held with members of the governing body, staff and pupils. The inspectors observed the school's work, and looked at pupils' books, information on pupils' progress, safeguarding policies and other documents. Questionnaires from 64 parents and carers and 64 pupils were scrutinised. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The way teaching and the curriculum are increasing the progress of more-able pupils in mathematics and science and of all pupils in writing.  How well teachers challenge and support all pupils and involve them in marking to move learning forward.  The impact of monitoring by leaders at all levels, including the governing body, in driving improvement in teaching, learning and pupils' progress.

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Introduction

 How care, guidance and support help pupils in their spiritual development and enable them to become involved in the school community.

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Information about the school

This is a much smaller-than-average-sized primary school. Almost all pupils come from White British heritages. The proportion of pupils known to be eligible for free school meals is below average. The school has an above-average percentage of pupils with special educational needs and/or disabilities. These pupils have a wide range of needs, including specific learning and emotional and behavioural difficulties. The proportion of pupils joining or leaving the school after Year 2 is high in some years. The school has received several awards, including Healthy School status. All classes have two year groups. There have been several changes in leadership recently, with the headteacher joining the school in April 2011.

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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

Caring members of staff help pupils to enjoy learning at this satisfactory school. Good relationships and links with parents, carers and other agencies contribute to the good care provided. Most pupils make the progress expected and this leads to average levels of attainment overall by the end of Year 6. However, sometimes pupils' progress is uneven in lessons and over time. Largely, this is because more-able pupils are not consistently challenged to make use of their mathematics and writing skills to extend and support learning across the curriculum. Pupils' involvement in taking responsibility for tasks around the school and within the local community is outstanding. They express their opinions responsibly, behave well and are quick to help others and the local environment. For example, they asked sensible questions to help select the new headteacher and are involved in devising a new school motto.

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Main findings

Teachers provide frequent and encouraging comments on pupils' work, but they do not always make clear enough specifically what pupils of differing abilities are expected to learn. Opportunities are missed to ensure that guidance and marking involve the pupils and enable them to improve as quickly as possible. There are satisfactory procedures for self-evaluation. The smooth running of the school has been maintained during the changes in leadership. One parent spoke for others by saying, 'The school has gone through considerable changes recently in its leadership; however, the changes were well managed and parents were informed.' The new headteacher and other senior leaders are already having a positive impact on the school, although it is too soon for them to be able to demonstrate sustained improvement. Leaders, including the new governing body, are strongly committed to raising the bar for provision and pupils' progress, and understand strengths and areas for development.

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Main findings

Subject leaders know that there is more to do to ensure that provision and progress in their subjects are consistently good. Leaders work well with the local and global community, enabling the school to provide more than it could alone. Recent improvements in teaching and in pupils' writing demonstrate the school's satisfactory capacity to improve. About 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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What does the school need to do to improve further?

 Increase the proportion of good or better teaching and learning 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

ensuring expectations about what pupils are going to learn in each lesson are sharply focused and made clear to the pupils making sure that work is consistently well matched to pupils' needs making sure that teachers' marking always involves pupils and is used to move learning forward swiftly.  Extend the achievement and challenges given to the most able pupils, especially in their application of mathematics and writing skills across the curriculum.  Ensure subject leaders have the opportunity to check learning so that any inconsistencies in provision and pupils' progress are dealt with quickly.

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Outcomes for individuals and groups of pupils 3

Most children are working within the levels expected for their age when they start school in the Reception year. Pupils enjoy school, especially physical education, art and creative writing. They do best in speaking and reading because these skills are promoted well across the school. For example, in a good literacy lesson in Years 5 and 6, the teacher asked probing questions about two contrasting characters. The pupils rehearsed their answers with their talk partners before backing up their views by referring to the text. The gap between reading and writing is closing and teachers are modelling writing and helping pupils to understand good features to include in their work. In an outstanding lesson in Years 1 and 2, pupils were very enthusiastic about helping to evaluate two pieces of writing written by the puppets 'Zippy' and 'Hector'. In this lesson, the most able pupils were extended fully as they demonstrated their impressive knowledge about metaphors

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Outcomes for individuals and groups of pupils 3

and similes. However, more-able pupils are not consistently working at the level of which they are capable and progress for these pupils is not always fast enough. Pupils' achievement is satisfactory, although progress varies slightly between classes. In some lessons, teachers do not ensure that all pupils are working at the right level or challenged consistently well. For example, in one numeracy lesson the more-able pupils finished the mental calculations too quickly and had to wait for other pupils to catch up. Pupils, including those with special educational needs and/or disabilities, make at least satisfactory progress. Pupils' sound progress in developing basic skills, along with good aspects of personal development, prepares them satisfactorily for the next stage of education and later life. Rates of attendance are broadly average and the school is collaborating with other schools in the area to take a tougher stance over term-time

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Outcomes for individuals and groups of pupils 3

holidays. Pupils cooperate well and work sensibly on the tasks they are given. Most pupils say that if they have a worry it is tackled swiftly by members of staff, and they have a good understanding about how to stay safe, including when using the internet. Pupils are exceptionally good at helping others and are especially proud of the part they play in raising funds for charities and improving the local play area. Pupils have a good spiritual, moral, social and cultural awareness. They write sensitive prayers such as, 'Please help people in the world who have no food', and participate in various cultural events. They are developing a greater awareness of cultural diversity through their links with other schools. The school deserves Healthy School status because pupils appreciate taking part in sport and mostly eat healthy food at lunchtime.

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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 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 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 plan lessons that match the pupils' interests, although they do not always ensure that there is enough challenge for more-able pupils. They have established good relationships, enabling them to manage behaviour well. Tasks are explained clearly, but teachers sometimes concentrate more on what pupils are going to do rather than on what pupils of differing ability are expected to learn. Teachers and teaching assistants provide much valuable praise and encouragement for all pupils, including those with special educational needs and/or disabilities. Pupils do not always have enough opportunities to consolidate their learning by responding to advice given in marking. The curriculum has a strong emphasis on the development of literacy and numeracy, although some opportunities are missed for pupils to extend these skills when working in other subjects. For example, there is too little use of data handling, including graphs, and

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How effective is the provision?

missed opportunities for good quality scientific reporting. Pupils appreciate the good enrichment opportunities provided, including visits, visitors and the wide range of clubs. Members of staff know the pupils well and increase pupils' confidence. Pupils make positive comments such as, 'Teachers go over things if you don't understand' and, 'If you're stuck they give you a clue.' There is good support for children when they first join the school in the Reception or in subsequent years. Senior leaders are tightening up procedures for identifying pupils with special educational needs and/or disabilities,

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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

because in the past this process has been over zealous, resulting in too many pupils being identified.

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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?

Leaders embed ambition and drive improvement satisfactorily because there is a clear and shared understanding of what needs to be done to improve the school so that it can become good in the future. Recent improvements have been made in the tracking of pupils' progress, enabling senior leaders to identify more precisely where development is needed. Leaders promote equal opportunities and tackle discrimination satisfactorily. All pupils are included well socially, and the school is working to eliminate unevenness in learning and progress, especially of more-able pupils. The school's safeguarding arrangements are thorough and all parents who replied to the inspection questionnaire agree that pupils are kept safe at school. There are good procedures for first aid, and risk assessments and policies are kept up-to-date. Governance is satisfactory and is improving. The governing body is starting to have an

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How effective are leadership and management?

impact on improving provision and pupils' progress. The school provides good opportunities for pupils to be involved in the local community and to learn about cultures other than their own. For example, pupils recently enjoyed a French day where pupils from a school in France joined them to celebrate French food and art. The school is developing community cohesion further by helping pupils to develop non-stereotypical views about the people in the countries that benefit from their fund raising.

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

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

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

These are the grades for leadership and management

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3

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

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Early Years Foundation Stage

Children make at least satisfactory progress in the Reception Year and enter Year 1 with mostly average levels of attainment. They make best progress in learning about letter sounds and in mathematical calculations because these skills are promoted especially well. For example, children are expected to be independent in trying out spellings for themselves and enjoy adding small numbers of animals together when discovering them buried in the sand tray. Children's social development and emotional development are comparative weaknesses and stories are being chosen to help children to empathise with others. For example, during the inspection children were invited to comment on the feelings of a fish that was left out of a game. There is good balance between tasks that children have chosen for themselves and activities that are led by adults. Occasionally, some activities that children can choose for themselves are not fully resourced or

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Early Years Foundation Stage

explained to maintain the children's interest. When this happens, children do not learn new things quickly enough. However, overall, teaching and learning are satisfactory. Close links with parents and carers enable children to settle into school routines swiftly, to enjoy learning and behave sensibly. Members of staff work together closely to support children and they assess their learning carefully. Although leaders have clear plans for improvement, opportunities are missed to make the best use of assessment information to accelerate children's progress.

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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 3

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

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Overall effectiveness of the Early Years Foundation Stage 3

The quality of provision in the Early Years Foundation Stage 3

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Overall effectiveness of the Early Years Foundation Stage 3

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

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Views of parents and carers

There was a higher than average return of questionnaires from parents and carers compared with other primary schools. Most are pleased with all aspects of the school's work. They are especially pleased with leadership and management and the way that their children are kept safe at school. The inspection team found that the new leadership team and governors are starting to have a positive impact on the school and pupils are kept safe. A very small minority of parents and carers expressed concerns over the way children's needs were being met and the progress they made. The inspection team found these aspects of the school's work to be satisfactory and that differing needs are not always being met in full, especially for the more-able pupils.

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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 Elham Church of E ngland Primary 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 64 completed questionnaires by the end of the on-site inspection. In total, there are 116 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 45 70 18 28 1 2 0 0 The school keeps my child safe 50 78 14 22 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 36 56 25 39 2 3 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 25 39 34 53 3 5 0 0

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Total % Total % Total % Total %

The teaching is good at this school 35 55 28 44 1 2 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 34 53 27 42 2 3 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 35 55 27 42 2 3 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 33 52 22 34 2 3 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 32 50 27 42 3 5 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 33 52 29 45 2 3 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 31 48 27 42 2 3 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 32 50 27 42 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 39 61 24 38 1 2 0 0

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

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

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Grade Judgement Description

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

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Grade Judgement Description

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

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 31 December 2010 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

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

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

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

main findings from the inspection of their school.

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Inspection of Elham Church of England Primary School, Canterbury CT4 6TT

We enjoyed coming to see your friendly school. Thank you for being so helpful during our visit. Your school provides you with a satisfactory education. These are the best things about your school.  You are good at speaking and reading.  You behave well and enjoy coming to school.  Well done for being exceptionally good at helping around the school and in the local area. We are pleased that you helped to select your new headteacher.  We agree with you when you say that teachers look after you well.  The headteacher and other leaders know what needs to be done to make the school better. These are the things we have asked your school to do next to make it better.  Make sure that you are always clear about what you are all expected to learn in each lesson and that you are involved in marking so that you can improve your work straight away.  Make sure that you always complete work that is hard enough for you and use your

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Inspection of Elham Church of England Primary School, Canterbury CT4 6TT

mathematics and writing skills in other subjects, especially those of you who find learning easy.  Make sure that teachers who look after subjects have the opportunity to check how well you are learning so that they can make sure that everyone is as successful as possible. Thank you once again for telling us about your school and letting us see your work. You could help your teachers by always doing your best work.

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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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