Bentley New Village Primary School

Bentley New Village Primary School Inspection report

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Unique Reference Number 106751 Local Authority Doncaster Inspection number 363708 Inspection dates 7–8 July 2011 Reporting inspector Glynis Bradley-Peat

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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 283 Appropriate authority The governing body Chair Mrs Debbie Allott Headteacher Mrs Lynne Paradine Date of previous school inspection 14 December 2007 School address Asquith Road Bentley, Doncaster South Yorkshire DN5 0NU Telephone number 01302 874385 Fax number 01302 874952 Email address admin@newvillage.doncaster.sch.uk

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Age group 3–11 Inspection dates 7–8 July 2011 Inspection number 363708 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 16 lessons, observed 10 teachers and held meetings with the headteacher, senior leadership team, teaching staff, members of the governing body and pupils. They observed the school's work and looked at pupils' books. The inspectors checked documents including the school improvement plan, systems for tracking pupils' progress, safeguarding documentation and school policies. They also analysed information from 75 questionnaires from parents and carers, in addition to those received from staff and pupils. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  What the trends evident in achievement are, including the school's latest provisional results in national tests and teachers' assessments.  What leaders are doing to ensure that satisfactory teaching moves to good.

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Introduction

 Whether teaching challenges the most able in each class.  What leaders are doing to ensure children get the best possible start in the Early Years Foundation Stage.

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Information about the school

This is a larger than average primary school. The proportion of pupils known to be eligible for free school meals is much higher than average. The percentage of pupils from minority ethnic groups and the proportion who speak English as an additional language are well below average. The proportion of pupils with special educational needs and/or disabilities is just above average. The needs of these pupils are mainly related to moderate learning difficulties. The headteacher is new to the school since the previous inspection. The school has achieved the Healthy School status.

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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

Bentley New Village Primary is a satisfactory school. Leaders' self-evaluation is accurate and, as a result, identifies areas of strength and realistic areas for development. Since the time of the last inspection, there have been some improvements in certain aspects. The Reception class now has a well equipped, spacious outdoor area. Work to raise pupils' attainment by the end of Year 2 has resulted in higher attainment in reading and writing in particular. Overall results in national assessments at the end of Year 2 in 2010 were higher than at any time in the last five years. The headteacher communicates well her vision for improving the school. Consequently, staff are motivated and dedicated to school improvement. The capacity of leaders and managers to continue to bring about further improvement is satisfactory. Children enter the Early Years Foundation Stage with skills below those expected for their

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Main findings

age and they make satisfactory progress. They go on to make satisfactory progress throughout the rest of the school, although it is inconsistent across year groups. This has affected the levels of attainment reached by some pupils, especially those who are most able. In 2010, teacher assessments in Year 6 indicated below-average attainment; however, the 2011 provisional test results demonstrate a recovery and show results to be closer to last year's national averages. The headteacher has taken firm steps to eliminate inadequate teaching and rightly realises that underachievement in some year groups has to be made up in the following year. Her focus on moving satisfactory teaching to good is beginning to pay dividends. She is aware that teachers do not always ensure that lesson objectives are focused well enough on learning and, as a result, pupils do not always know how well they are doing. Marking and

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Main findings

feedback in English and mathematics do not consistently inform pupils about how to improve their work. Although electronic whiteboards are used in some classes, they do not enhance learning well enough. Progress in writing is not as good as it could be because pupils do not have regular opportunities to write at length. Good levels of care, guidance and support have resulted in potentially vulnerable pupils being able to take a full part in school life. Those pupils with special educational needs and/or disabilities make satisfactory progress because support is well targeted. However, the impact of the support is not always evaluated as well as it could be. The school provides a caring environment and safeguarding is robust. Pupils have a clear sense of how to keep themselves safe and understand what constitutes safe and unsafe situations. Pupils also recognise the merits of exercise and of eating healthy food and articulate this

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Main findings

well. Up to 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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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?

 Raise attainment and accelerate progress by: ensuring that all pupils are provided with regular opportunities to write for extended periods in a variety of subjects ensuring that the most able pupils are challenged to reach the levels of which they are capable.  Improve the quality of teaching so that it is consistently good by: ensuring that pupils know how well they are doing and how they can improve their work ensuring that lesson objectives are sharply focused on what teachers want pupils to learn ensuring that electronic whiteboards are used consistently to engage pupils and enliven learning.

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Outcomes for individuals and groups of pupils 3

The vast majority of pupils enjoy attending school, have good attitudes to learning and behave well. They work together well in pairs and groups and, when given problems to solve, contribute to lively debate. In a good mathematics lesson in Year 4, pupils tackled an interesting problem involving multiples and remainders. They showed high levels of perseverance and progress was good. When they had finished they enthusiastically set about making up problems of their own along a similar theme and asked their teacher to solve them. This type of activity and effective approach to learning is not consistent across year groups or subjects. In a few lessons, pupils were less motivated because the tasks were dull and teachers spent too long talking. This slowed rates of progress. This is more evident in writing lessons. There is little difference in achievement between most groups of pupils except for the most able. They are not always challenged sufficiently well to reach the levels of which

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Outcomes for individuals and groups of pupils 3

they are capable. Pupils with special educational needs and/or disabilities make similar progress to their peers. Attendance is improving because the school is persistent in its approach. In light of this and the average levels of attainment, pupils are prepared appropriately for the next stage of their education. Pupils fulfil a variety of roles within the school and enjoy participating on the school council, helping the school office and being on litter patrol. Pupils are able to speak confidently about current environmental issues and participated well in a debate chaired by an ex-local councillor about the pros and cons of solar energy. Pupils are also able to explain what they have learned about different cultures and beliefs; they develop a good understanding of spiritual, moral, social and cultural issues.

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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?

Teaching is satisfactory overall but it is inconsistent across year groups. Although the majority of teaching is good, pupils' progress is affected by a significant proportion of satisfactory teaching and a very small minority which is inadequate. Across the school, there are examples of good teaching where pupils make good progress. For example, in a Year 6 mathematics lesson, pupils learnt swift mental methods to solve percentage problems. The teacher consistently evaluated how well the pupils were making progress towards the lesson objectives and no time was wasted. Pupils enjoyed the lesson and worked hard. In a Year 1 literacy lesson, a wide range of activities ensured pupils' good engagement and enjoyment. An effective phonics session (linking letters and sounds) using rhymes and actions promoted good learning and progress. In the satisfactory lessons, learning objectives are not always clear enough and, as a result, pupils do not

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How effective is the provision?

know what is needed to achieve them. More-able pupils waste too much time completing work which is too easy. Pupils are not provided with opportunities to write for a purpose often enough; too little is expected of them. The satisfactory curriculum is broad and balanced and the newly developed creative element is beginning to engage pupils across the school. Although changes have taken place, these are relatively new and as yet have had insufficient time to have any impact on achievement. Staff in some year groups have been slower to embrace change than others. Visits to enrich learning and extra-curricular clubs are popular with pupils; for

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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

example, pupils in Year 4 visited a large shopping centre as part of their numeracy and information and communication technology work. Further quality experiences include music and dance workshops and visits from classical musicians. During the inspection, Year 3 had a visit from 'a Viking' and pupils were held spellbound by tales of hunting and conquests. The school works hard to tackle barriers to learning; for example, pupils with special educational needs and/or disabilities, and those who have fallen behind in their learning, benefit from a number of different booster and support programmes which have had a good impact. The school works well with a variety of outside agencies to ensure pupils can learn effectively. Generally, teaching assistants provide good support for those pupils with additional needs.

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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 headteacher's effective leadership provides clear direction for the school and staff are motivated and are keen to improve their practice. The inconsistencies in the quality of teaching have slowed down the rate of improvement, although this is still satisfactory. The quality of lesson observation is a strong feature and provides teachers with clear areas for improvement. There is evidence that this is beginning to have an impact on moving satisfactory teaching to good. Subject leaders contribute satisfactorily to the monitoring in their areas of responsibility. The governing body is becoming increasingly effective. Many members are new and inexperienced but they support the school satisfactorily and are learning to develop their other roles including promoting community cohesion. The school has a satisfactory understanding of its context and is beginning to work well with the local community. It has a clear ethos of equality of opportunity for all and overcomes

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How effective are leadership and management?

discrimination. Leaders are working to promote more consistent progress across classes and to ensure the most able make progress in line with their capabilities. Leaders ensure that the most vulnerable pupils participate fully in the life of the school. Close attention is paid to safeguarding and effective policies are in place to check all adults prior to them working in the school. The governing body works diligently to minimise risks. The school has engaged well with parents and carers and questionnaires indicate overwhelming support. The school considers parents and carers to be paramount in helping the future development of the school.

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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 enter the Nursery class with skills which are below those expected for their age, particularly in speaking and listening and in personal development. Overall, they make satisfactory progress but by the end of their Reception year their skills are still below expectations. Children make good progress in their personal and social skills because of the effective care, guidance and support of all staff. Children behave very well. They are provided with a range of activities which are appropriate for their needs and are a mixture of those requiring adult support and some which are child initiated. Good use is made of the improved outdoor area to promote learning in Reception. This is an improvement since the last inspection. Children engaged in role play such as serving food in the café' and were confident to offer the inspector some tomato soup. They also enjoy imaginative play in the 'beach huts at the seaside.'

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Early Years Foundation Stage

Leadership and management are satisfactory and improving. Appropriate areas for development have been identified and these are rightly focused on developing children's speaking and listening skills. New systems of assessment are monitoring children's progress more effectively. These assessments are beginning to be used be to plan future activities but this is not common practice. There are plans in place to integrate the Nursery and Reception classes. Currently the two classes are sited away from each other and are unable to operate together well enough or to share ideas and plan.

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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

A small minority of parents and carers returned the questionnaires. The vast majority of these were extremely positive about the school overall. All parents and carers agreed that the school keeps their children safe. The vast majority agreed that their children enjoy school and that they are happy with their children's experience. Almost all say that the school takes account of their suggestions and concerns. Most believe the school is well led and managed and that their children are making enough progress. The very large majority believe the school deals effectively with unacceptable behaviour. There was little disagreement with any of the statements in the questionnaire.

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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 Bentley New Village 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.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 75 completed questionnaires by the end of the on-site inspection. In total, there are 283 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 47 63 26 35 2 3 0 0 The school keeps my child safe 50 67 25 33 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 33 44 39 52 2 3 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 33 44 38 51 1 1 1 1

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Total % Total % Total % Total %

The teaching is good at this school 46 61 25 33 3 4 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 35 47 37 49 2 3 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 36 48 38 51 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) 33 44 39 52 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 36 48 37 49 2 3 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 34 45 37 49 2 3 1 1

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 32 43 41 55 1 1 1 1

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Total % Total % Total % Total %

The school is led and managed effectively 33 44 37 49 4 5 1 1

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 39 52 35 47 1 1 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 Bentley New Village Primary School, Doncaster, DN5 0NU

Thank you very much for your warm welcome when we visited your school recently. We were pleased to see how polite and well behaved you all were. Well done! We thought you would like to know what we found out during our visit. The school takes good care of you and you told us that you feel safe. You enjoy the extra activities the school provides and the visitors who make learning fun. It was good to see how interested those of you in Year 3 were when a Viking visited you recently. We think that your school provides you all with a satisfactory education. Your headteacher has worked hard to make sure that all the staff are trying to improve your school. When pupils in Year 6 took their national tests last year they did not do as well as the school had hoped in English and mathematics, and in writing in particular. Your teachers all work to make learning interesting and many of them teach you well. Sometimes, though, teaching

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Inspection of Bentley New Village Primary School, Doncaster, DN5 0NU

does not help you to make as much progress as you should. We have therefore asked that your headteacher and staff do a number of things to help the school improve.  We would like the school to make sure that you make more progress and do better in national tests, particularly in writing. We have also asked that you are given lots of opportunities to write. In addition we have asked the headteacher to check that teachers make sure the work for you in lessons is hard enough.  We have also asked that satisfactory teachers are helped to become good by making sure that you all know clearly what you are learning in every lesson and that teachers provide information about how you can improve your work. In addition, we have requested that teachers use the electronic whiteboards in your lessons to make learning more interesting. We wish you all the best in your future education at Bentley New Village Primary.

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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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