Mount Pleasant Primary School

Mount Pleasant Junior Infant and Nursery School Inspection report

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Unique Reference Number 130925 Local Authority Kirklees Inspection number 360159 Inspection dates 28–29 June 2011 Reporting inspector Christine Millett

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

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Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 520 Appropriate authority The governing body Chair Mr Mohammed Imran Headteacher Mrs Adele Stringer/Mr Keith Ford Date of previous school inspection 12 September 2007 School address Lockwood Road Lockwood, Huddersfield West Yorkshire HD1 3QS Telephone number 01484 223198 Fax number 01484 223199 Email address keith.ford@edukirklees.net

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Age group 3–11 Inspection dates 28–29 June 2011 Inspection number 360159 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 four additional inspectors. The inspectors visited 23 lessons or part lessons taught by 18 teachers. They also held meetings with groups of pupils, representatives of the governing body and staff. They observed the school's work and looked at work in pupils' books, school policies and plans, data tracking pupils' progress, records on safeguarding, health and safety, and attendance. Inspectors considered the 101 questionnaires completed by parents and carers as well as those from pupils and staff. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  Systems in place for tracking pupils' progress.  Pupils' knowledge of, and involvement in, target setting.  The impact of strategies put in place to improve attendance.  How well leadership roles are shared among all staff.

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Information about the school

The school is much larger than the average sized primary school. The proportion of pupils known to be eligible for free school meals is above the national average. The large majority of pupils are of Pakistani heritage and a very small number are from White British backgrounds. The remainder are from a range of other minority ethnic heritages. The proportion of pupils who speak English as an additional language is above average. The number of pupils with special educational needs and/or disabilities is broadly average. The school has achieved a number of awards including Activemark, Artsmark Gold and Healthy School status. There has been a new leadership team since the previous inspection. The substantive headteacher is currently on long-term sick leave and an acting headteacher has been in post since September 2010. There have also been a number of changes to the governing body.

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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

Mount Pleasant provides a satisfactory standard of education for all of its pupils. However, its pastoral provision is strong. The level of care, guidance and support that pupils receive is good. Among its other strengths are the safe and welcoming environment, which contributes well to pupils' personal development, and its commitment to the local community. Pupils behave well, are proud of their school and are keen to talk to visitors about their work. They have confidence in adults to help them sort out problems and have a good understanding of what constitutes an unsafe situation. Pupils think about others, are keen to take on responsibilities, contribute well to the school and local community and are particularly knowledgeable on factors which contribute to a healthy lifestyle. Pupils' experiences of different cultures and beliefs are enhanced through the curriculum and visits provide opportunities for them to meet with pupils from other backgrounds. These

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Main findings

contribute well to both spiritual, moral, social and cultural development as well as good community cohesion. Partnerships with parents and carers are also a strength. Children start school with skills and knowledge that are below those expected for their age and make satisfactory progress throughout their time in school. Attainment in English and mathematics at the end of Year 6 is low but shows a marked improvement this year. Regular assessments are analysed and, by means of the school's own tracking system, gaps in learning are being identified. This is having a positive impact upon the levels of progress being made across the school. Appropriately targeted intervention strategies enable pupils with special educational needs and/or disabilities and those new to English to make similar levels of progress as their peers. Teaching is satisfactory and sometimes good, although occasionally expectations are not high enough and tasks do not always

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Main findings

provide sufficient challenge. Consequently, the pace of learning slows. The marking of pupils' work provides them with satisfactory guidance. They do not always receive sufficient guidance on how to improve their work and some pupils were unaware of their personal targets and whether they were meeting them. Attendance is currently average and improving due to the effective systems the school has in place and the number of persistent absentees has been reduced considerably. Appropriate safeguarding arrangements are in place and, as a result, the very large majority of pupils say they feel safe. Senior leaders and the governing body are committed to raising attainment. Under the direction of the acting headteacher key areas for development have been identified and self-evaluation is accurate. Shared monitoring and evaluation, involving middle managers, is beginning. The effect of such well-founded changes has yet to show full impact upon

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Main findings

raising standards and accelerating achievement. Consequently, current capacity for improvement is satisfactory.

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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

Up to 40% of schools whose overall performance is judged to be 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?

 Accelerate progress further by improving the quality of teaching and learning to consistently good or better by:  – sharing the good practice that already exists in school  – raising teachers' expectations and increasing the level of challenge in all lessons  – improving the pace and timing of lessons so more is accomplished  – ensuring the regular monitoring of teaching in order to identify strengths and areas for development  – ensuring marking relates consistently to learning objectives and pupils' targets, identifies areas for improvement and provides pupils with opportunities to respond  – encouraging the use of self-assessment by pupils in lessons and in written work.

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Outcomes for individuals and groups of pupils 3

Pupils are keen to learn, enjoy school and achieve satisfactorily. They collaborate well when given opportunities to work in groups or in pairs. In the main, children start school with skills and knowledge that are below the levels expected of them, particularly in communication, language and literacy. They settle quickly into Nursery and are cared for well. Data for 2010 show attainment at the end of Key Stage 2 to be low. However, test results for this year show a marked improvement on previous years, particularly at the higher levels. The percentage of pupils achieving the higher levels in mathematics is now broadly in line with national averages. The progress of all pupils is monitored carefully. Work seen in pupils' books confirmed the school's own analysis that, while progress is satisfactory overall, there are pockets within school where progress is better. Classroom observations confirmed that when pupils are fully engaged in lessons and challenged to

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Outcomes for individuals and groups of pupils 3

learn they make good progress. Pupils work and play in a safe environment which encourages everyone to support and take care of others. Pupils get on well with one another and with adults. In particular, potentially vulnerable pupils are extremely well looked after. Pupils are encouraged to think beyond themselves and this contributes much to their good spiritual, moral, social and cultural development. Pupils have a good understanding about how to keep fit and healthy and, as a result of requests from pupils, cricket and basketball have been added to the range of sports available. Pupils respond well to the responsibilities they are given and make positive contributions to the school community, through the school council, for example. Pupils' grasp of basic skills, including the competent use of information and communication technology and their developing personal qualities, equips them satisfactorily for the next stages of their education. Attendance is broadly average and

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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?

A common feature in the school is the warmth of the relationships that ensures pupils respond positively to their work. Satisfactory and sometimes good teaching has resulted in improving attainment. However, the good practice seen in some classes is not consistent across the school. In the best lessons the pace of learning is sharp and pupils benefit from an appropriate amount of time made available for them to work independently. Teachers' marking does not always give pupils clear targets to aim for or enough guidance on what they need to do to improve their work. There are too few opportunities for pupils to be involved in their own learning through self- or peer-assessment. Effective tracking procedures enable teachers to identify underachievement and to plan suitable interventions to support those pupils who need extra help. The curriculum places appropriate emphasis on English and mathematics. An impressive

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How effective is the provision?

range of enrichment activities has a positive impact upon pupils' enjoyment. A range of clubs and visitors, such as poets and musicians, brings learning to life. A variety of visits such as that to the London Eye widen pupils' experiences of the wider world. Interactive whiteboards and information and communication technology are used effectively to reinforce learning. Mount Pleasant is a welcoming, caring and harmonious school. Adults know pupils well and respond positively to their needs. Pupils feel well supported by the school and know to whom they can turn if they have a problem. The individual needs of those with special

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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

educational needs and/or disabilities are met well through liaison between teachers and support staff. The successful links with outside agencies further reinforce this good quality of care.

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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?

The acting headteacher has ensured the drive for improvement has continued and has put much in place to bring this about. For example, the leadership team has been broadened to include middle managers, though the full impact of this is not yet being seen. Whilst the effectiveness of leadership and management in embedding ambition and driving improvement, particularly in teaching and learning, is satisfactory, the senior leaders are united in their determination to improve outcomes for pupils. The quality of teaching and learning is monitored through lesson observations and work scrutinies and the school has recognised the need to involve more of the leadership team in this process. Systems for recording and analysing pupils' attainment have been upgraded recently and are providing a sharp focus on the different groups of pupils. The relatively new governing body take their roles and responsibilities very seriously. They

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How effective are leadership and management?

understand the challenges the school faces and are working hard to make their contribution to school life count. Parents are encouraged to be active partners in the education of their children and are welcomed into school. This is an inclusive school which is working to promote equality of opportunity, especially for its potentially most vulnerable pupils, with the result that all groups of pupils are making similar levels of progress as their peers. The governing body ensures that all requirements with regard to the safeguarding of pupils are fully met. The school's contribution to community cohesion is good. The governors, headteacher and staff know the local community well. Links with other schools have been put in place in order to develop pupils' understanding of the religious, ethnic and socio-economic diversity of the world in which they live. Community cohesion on a more global level is still developing. The school's promotion of equal

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How effective are leadership and management?

opportunities is seen in the harmonious and inclusive atmosphere, the attention given to meeting the pastoral needs of all pupils and the fact that all groups are achieving at least satisfactorily.

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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

The overall effectiveness of the Early Years Foundation Stage is satisfactory. However, recent changes to the accommodation, indoors and out, mean that provision is now good, though the impact of this on outcomes is yet to be seen. Children enter the Nursery with knowledge and skills that are below those expected for their age. The school's clear priorities for the development of language through stimulating opportunities for play and a range of teaching methods enable pupils to make sound progress, and some have caught up to attain expected levels for their age in some areas by the time they leave the Reception class. Children have access to an exciting and imaginative range of resources that capture their interest and stimulate learning. For example, the Owl and the Pussy Cat role play area is inspirational. The Reception class's visit to a farm gave them lots to talk about. Children make good use of the learning areas due to adult intervention which focuses children's

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Early Years Foundation Stage

attention. Observations are recorded and used to inform planning and add detail to children's individual records of learning. Strong relationships with parents and carers ensure children settle well and enjoy being part of the school. Children behave well and are learning about risk taking and personal safety in a safe, secure environment. They are developing healthy habits such as washing hands and enjoying fruit snacks. Leaders and other staff are knowledgeable, enthusiastic and keen to raise standards by presenting children with a wide range of experiences. A strong sense of common purpose is emerging and there is clear evidence of the capacity to improve further.

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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 2

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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

Around 19% of parents and carers responded to the questionnaire. The overwhelming majority agreed that they were happy with their child's experience at school and that their child enjoyed school. The same proportion thought that teaching was good, their child made enough progress and school helped them support their child. A very large majority were in agreement with all other areas. A few parents raised individual concerns and these were followed up by the inspectors. It was found that the school either has effective procedures in place in relation to the issues raised or they were beyond the school's control.

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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 Mount Pleasant Junior Infant 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.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 101 completed questionnaires by the end of the on-site inspection. In total, there are 520 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 60 59 39 39 1 1 1 1 The school keeps my child safe 58 57 38 38 3 3 2 2

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Total % Total % Total % Total %

My school informs me about my child's progress 51 50 48 48 2 2 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 44 44 56 55 0 0 1 1

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Total % Total % Total % Total %

The teaching is good at this school 47 47 50 50 1 1 1 1

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Total % Total % Total % Total %

The school helps me to support my child's learning 41 41 58 57 1 1 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 40 40 55 54 4 4 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) 34 34 61 60 0 0 3 3

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Total % Total % Total % Total %

The school meets my child's particular needs 40 40 55 54 1 1 2 2

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 36 36 60 59 4 4 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 28 28 61 60 3 3 1 1

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Total % Total % Total % Total %

The school is led and managed effectively 39 39 56 55 4 4 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 49 49 48 48 0 0 3 3

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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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HD1 3QS

Thank you very much for the warm welcome you gave the inspectors when we visited your school recently. We thoroughly enjoyed finding out about the work you do. This is what we found out about your school.  You are polite, friendly and helpful to visitors.  Your behaviour is good, both in the classroom and around school.  You have a good understanding and appreciation of each other's cultures.  You settle well into the Early Years Foundation Stage and you all make satisfactory progress during your time in school.  Standards at the end of Year 6 are not yet as high as in most schools, but they are rising.  Adults look after you well and make sure you are safe.  Most teaching is satisfactory but some is good and teachers try to make lessons interesting.  You contribute well to the life of the school and the local community.  Your school is helping you prepare for the next stages in your education.

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HD1 3QS

We think that with your help your school can improve even more and we have asked your headteacher and your teachers to work together to improve teaching by doing the following things.  Set you more challenging work during lessons.  Increase the pace of lessons so you get more work done.  Watch each other teach and share ideas with each other.  Make sure that marking tells you how to improve your work and meet your targets.  Encourage you to take part in more self-assessment of your work. We believe that this will help you all to make more progress and we are sure you will all work hard to make this happen.

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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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