Waterside Primary School

Waterside Primary School Inspection report

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Unique Reference Number 115899 Local Authority Hampshire Inspection number 357840 Inspection dates 28–29 June 2011 Reporting inspector Paul Canham

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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 4–11 Gender of pupils Mixed Number of pupils on the school roll 180 Appropriate authority The governing body Chair Roger Guy Headteacher Penny Bullough Date of previous school inspection 13 November 2007 School address Ashford Crescent Southampton SO45 6ET Telephone number 02380 842143 Fax number 02380 849356 Email address penny.bullough@waterside.hants.sch.uk

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Age group 4–11 Inspection dates 28–29 June 2011 Inspection number 357840 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. The inspectors visited 11 lessons, observed eight teachers, and held meetings with members of the governing body, staff and groups of pupils, as well as talking with pupils in lessons. The inspectors also held discussions with parents and carers. Inspectors observed the school's work and looked at a range of documentation, including assessment and attendance information, lesson plans, safeguarding arrangements, strategic planning, the governing body minutes and pupils' work. Inspectors scrutinised the 32 questionnaires received from parents and carers, as well as those from staff. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The extent to which improved teaching and a topic-based curriculum, highlighted in the school's self-evaluation, are helping to increase the degree of challenge and lift

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Introduction

achievement levels for boys.  The extent to which the school is providing opportunities for pupils to improve their understanding of different cultures and faiths represented within this country and further afield.  The level to which the restructured leadership team is increasing the school's effectiveness and ensuring continued improvement.

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Information about the school

Waterside is smaller than most other primary schools. Most pupils are from families of White British heritage. The proportion of pupils with special educational needs and/or disabilities, including those with a statement of special educational needs, is above average. The range of special educational needs includes behavioural, emotional and social difficulties. The proportion of pupils known to be eligible for free school meals is average. Children enter the Early Years Foundation Stage in a Reception class. The school has won a number of awards, reflecting its commitment to healthy living and the development of pupils' creative and musical skills. The children's centre and nursery located on the school site did not form part of this inspection.

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

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

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Main findings

Waterside is a good school. It has a number of good features including the care and support that ensure pupils have a solid foundation on which to develop their personal qualities. These include the pupils' keen interest in what they do and enjoyment of learning. However, a small number of pupils do not attend often enough and attendance is no higher than average. Good spiritual, moral, social and cultural development enables pupils to reflect on their own and other people's experiences, strengthen their understanding of different cultures and faiths in this country and abroad, and develop a recognisable set of personal values. Pupils also have a good understanding of healthy lifestyles and how to keep safe. The school has introduced a number of initiatives to strengthen its links with parents and carers. These are beginning to enhance the effectiveness of the school as a family community. This improving picture is reflected in

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Main findings

their response to the questionnaires in which they are all in agreement that they are happy with their children's experience at school. The tenacity and resolve of the headteacher and strengths in collective leadership are key factors in driving improvement. Since the last inspection, the headteacher, with support from governors, has strengthened the leadership team and sharpened the focus on key priorities. These changes have led to improved assessment procedures, greater consistency in teaching, and staff taking more responsibility for attainment in their subjects. These positive elements have helped to drive recent improvements in pupils' achievement levels and lift attainment. The school leaders' awareness and vision are well informed by effective self-evaluation procedures. The governing body and leaders at all levels have a clear understanding of the school's strengths and the priorities that need to

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Main findings

be addressed to maintain recent improvements. The school's capacity for sustained improvement is good. The determination to raise achievement levels has been underpinned by a systematic monitoring of classroom practice and support for staff in the development of their roles and responsibilities. Accurate and reliable assessment procedures support successful teaching, which motivates pupils and draws them into interesting and challenging activities. When pupils are provided with challenge right from the start of the lesson and the content then holds their interest, they make good progress. By the end of Year 6, attainment is broadly average. Achievement is good and intervention work, including tailored support for individual pupils, is successfully supporting pupils with special educational needs and/or disabilities. Pupils spend much time in discussion and generating ideas, although they do not get enough opportunities to write for different purposes and

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Main findings

at length, which limits their attainment and progress in writing.

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

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

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What does the school need to do to improve further?

 Provide more opportunities for pupils to write at length for different purposes.  Improve attendance by using the improving relationships with parents and carers to make sure their children come to school more regularly, especially those who have an irregular pattern of attendance.

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Outcomes for individuals and groups of pupils 2

The pupils' enthusiastic approach to learning is echoed in their willingness to become involved in well-paced activities in English, mathematics and during project work. Having discussed the different techniques used by writers, pupils in Year 6 began to string together a number of ideas using some unusual descriptive words to create a poem based upon a character from a story. Pupils made effective use of the dictionary to find the meanings of new words. In mathematics, pupils could not wait to find out whether their predictions, using their knowledge of probability, proved to be right. In most cases, boys were fully involved in the activities and thrived on sharing ideas in an attempt to arrive at solutions to the problems they had been given. In assembly, groups of pupils performed well and produced a high-quality sound while singing different parts of a song simultaneously. However, pupils make less progress in lessons and during activities when

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Outcomes for individuals and groups of pupils 2

teaching is not so engaging. Children join the school with attainment that is well below expected levels across the areas of learning, especially in aspects of communication, language and literacy, and personal development. Progress is good and pupils' attainment is broadly average by the end of Key Stage 2. The current Year 6 is a lower-attaining cohort than is usual for the school and their progress was constrained by disruptions due to staff changes during Key Stage 2. School data show that levels of attainment and the rate of progress are continuing to improve rapidly and securely, although weaknesses remain in writing. The gap is narrowing between the progress made by boys and that of the girls. Pupils say they like coming to school because they enjoy making friends and taking part in the interesting activities and school trips. One, expressing a typical view, commented that: 'We get on well together regardless of accents.' Pupils value the respect shown towards

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Outcomes for individuals and groups of pupils 2

each other and adults. Pupils represent the views of others through the school council and make decisions regarding the range of small games equipment and the content of school meals, for example. Pupils' good understanding of how to keep safe and live healthily is evident in the way they talk confidently about aspects of their own safety on adventurous trips, and the importance of eating different kinds of food, including salads and fruit. This is recognised in the school's national award.

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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?

Well-paced activities and good relationships are the foundation of effective teaching and learning. Information and communication technology is used well to increase the range of learning experiences and provide opportunities for independent research. Questioning often discloses the level of pupils' understanding and this information is used well to adapt the pace of learning. Activities, such as those that link different subjects and encourage originality, successfully stimulate pupils' interests. Occasionally, activities do not always expect enough from pupils and they become restless. Improvements to assessment procedures and planning have led to pupils making more rapid gains in learning than before. Marking is supportive and is closely tied to pupils' targets in some subjects. However, comments do not always explain what pupils need to do to improve. The curriculum provides a balance between basic skills in English and mathematics, and

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How effective is the provision?

the development of pupils' creative and performance skills. An effective programme for personal, social and health education underpins pupils' learning. Changes to the curriculum include a closer link between subjects and more attention to pupils' different learning styles, especially boys. These changes are having a positive influence on progress, although there are not enough opportunities for pupils to initiate their own writing or write for different purposes. Skills such as the ability to work collaboratively and those that relate to independent study are developed well. The teaching of French adds a

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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

further positive dimension. Pupils' learning experiences are further enriched by a wide range of clubs, residential trips, and visits to places of interest. The good support for pupils' personal development and pastoral care is recognised and valued by parents and carers. All pupils are valued and the pastoral care is a strong feature of the school community. Key members of staff have been engaged to generate links with families and outside agencies. Well-developed transition procedures ensure that pupils are well prepared for their next stage of education in the school. Attention to pupils' health and well-being is reflected in the number of opportunities for physical activity and healthy school meals. Several strategies have been implemented and proven to be effective in developing individualised programmes of support for pupils whose circumstances make them vulnerable to underachievement. As a result, pupils with the

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

greatest needs gain confidence, develop their self-esteem and make good, and sometimes better, progress.

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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?

With close support from committed staff, leaders and managers have developed a school that is not only committed to strengthening each pupil's self-esteem, but also to lifting achievement. The importance the school places on the professional development of its staff is evident in the way it has developed leadership skills and broadened the range of management responsibilities. The promotion of equality and approaches to tackling any form of discrimination are good. Improved analysis of data is helping the school to identify the needs of individual pupils at an early stage. As a result, all groups of pupils make similar progress. The governing body readily challenges the school's work and is closely involved in its development. It has implemented a regular approach to monitoring and has a good awareness of what it needs to do next to sustain the school's progress and raise its profile in the community. Comprehensive quality assurance and risk assessment systems have

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How effective are leadership and management?

been established, and clear procedures ensure that safeguarding arrangements are followed. The school has clear management responsibilities to ensure pupils are safe and the governing body routinely evaluates the impact of its policies and procedures. Local services, a school partnership, and links with the children's centre are used well to promote the well-being of pupils experiencing difficult circumstances and those with special educational needs and/or disabilities. Community cohesion is strongly promoted in the school and staff have a deep understanding of local needs and challenges faced by the families it serves. The school provides a number of opportunities for pupils to gain a good

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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

understanding of people's backgrounds within the local area and internationally. However, the school's contribution to community cohesion is satisfactory rather than good because some initiatives are as yet unproven and leaders have yet to evaluate the impact of this work fully. The school is continually reaching out to parents and carers to get them more involved in its work. A forum for parents and carers is beginning to take hold and the parents' association provides important links between the school and the community. Consultation meetings strengthen parents' and carers' links with the school and help them to understand their children's learning experiences. The school recognises the need to build on these developing relationships with parents and carers in order to improve attendance.

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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

The Early Years Foundation Stage is well managed. In Reception, children benefit from a welcoming and stimulating environment in which they are given close support from the beginning. Good assessment procedures ensure that staff have accurate and reliable information about children's progress. Adults give closely targeted support to activities directed by the teacher as well as those which children choose for themselves. As a result, children settle quickly, enjoy learning, and begin to work independently at an early stage. They readily move from one activity to another, making effective use of the stimulating indoor and outdoor areas. Children listen attentively and are encouraged to talk about their work. Consequently, they make good progress, especially in aspects of communication, language and literacy, and personal development, where attainment on entry is considerably weaker than other areas of learning.

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Early Years Foundation Stage

The indoor and outside areas provide a well-organised learning environment, which includes a wild life area and small garden. These experiences help children to develop a

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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

good understanding of the school's immediate environment and how to keep safe. They also enhance children's confidence and promote independent learning.

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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

The return rate to the Ofsted questionnaire was below average. Almost all of the responses from parents and carers expressed positive views about the school's work. A very small number of parents and carers made written comments and most of these expressed satisfaction with the school. They included complimentary remarks about the quality of staff and the level of progress their children are making. A very few questionnaires recorded reservations over a very small number of issues. These included behaviour. The inspection team looked at this during the course of the inspection and judged behaviour to be good. A few pupils occasionally become a little unsettled during lessons, but staff manage this effectively and soon get them working again.

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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 Waterside Primary 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 32 completed questionnaires by the end of the on-site inspection. In total, there are 180 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 19 59 13 41 0 0 0 0 The school keeps my child safe 18 56 14 44 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 16 50 16 50 0 0 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 18 56 14 44 0 0 0 0

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Total % Total % Total % Total %

The teaching is good at this school 16 50 16 50 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 13 41 18 56 1 3 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 15 47 17 53 0 0 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 7 22 22 69 1 3 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 15 47 16 50 0 0 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 9 28 15 47 2 6 3 9

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 12 38 19 59 0 0 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 11 34 20 63 1 3 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 17 53 15 47 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 Waterside Primary Primary School, Southampton SO45 6ET

Thank you for being so welcoming when we visited your school. Thanks also to those of you who talked to us and completed questionnaires to say what you thought of your school. Waterside is a good school and it is continuing to improve. It is a place where you feel safe, and enjoy taking part in the many interesting activities and school trips. Nearly all your parents and carers expressed considerable satisfaction with the school. Here are some other important things about your school.  You make good progress in lessons.  The quality of your work is similar to that found in most other schools, despite most of you beginning from much lower starting points.  You behave well and show respect to each other.  You respond positively to activities and interesting lessons.  You make a good contribution to the smooth running of the school.  You have a good understanding of what makes for a healthy lifestyle and healthy

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Inspection of Waterside Primary Primary School, Southampton SO45 6ET

eating. To make things even better for you, we have asked the headteacher and staff to make sure that:  you are given more opportunities to write and for different purposes  parents and carers make certain that you attend more often, especially those of you who do not come to school regularly. We wish each one of you every success in your future education and hope that you continue to enjoy learning as much as you do now. You can all help the school by continuing to work hard.

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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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