North Borough Junior School

North Borough Junior School Inspection report

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Unique Reference Number 118301 Local Authority Kent Inspection number 358305 Inspection dates 4–5 July 2011 Reporting inspector Mike Capper

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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 Junior School category Community Age range of pupils 7–11 Gender of pupils Mixed Number of pupils on the school roll 223 Appropriate authority The governing body Chair Jeff Tree Headteacher Christine Marshall Date of previous school inspection 18 June 2008 School address Peel Street Maidstone Kent ME14 2BP Telephone number 01622 754708 Fax number 01622 200002 Email address office@north-borough.kent.sch.uk

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Age group 7–11 Inspection dates 4–5 July 2011 Inspection number 358305 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. Inspectors observed 17 lessons taught by eight teachers. Meetings were held with parents and carers, members of the governing body, staff and groups of pupils. The inspectors observed the school's work and looked at school documentation, including teachers' planning, assessment information, safeguarding policies and samples of pupils' work. Inspectors analysed 79 questionnaires from parents and carers, 19 from staff and 106 from pupils. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The effectiveness of the school's new approach to teaching mathematics.  The consistency of teaching and how well it meets differing needs.  The role of leaders at all levels in monitoring teaching and learning and in driving sustained school improvement.  Pupils' responsibility taking and their understanding of how to improve their work.

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Information about the school

Most pupils come to this average sized junior school from the local community. The proportion of pupils identified as having special educational needs and/or disabilities is well above average. These pupils have a wide range of needs, including specific learning difficulties and behavioural, emotional and social difficulties. The proportion of pupils known to be eligible for free school meals is above average. The majority of pupils are from White British families, but around a quarter are from minority ethnic groups and speak English as an additional language. Only a small number are at an early stage of English language acquisition. The most common first language for these pupils is Nepali and Polish. Quakers, the after-school club that shares the school site, is not managed by the governing body and was not inspected. The school has Silver Eco-School status and an Activemark for its work in physical

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Information about the school

education. 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

This satisfactory school touches the lives of pupils in many positive ways. The school takes pupils with a very wide range of social and educational needs, and the challenges this provides are embraced by members of staff. They provide good- quality pastoral support to pupils and their families. Adults are particularly successful at helping pupils to develop an enthusiasm for learning and ensuring that they are settled and happy at school. Pupils' achievement is satisfactory. Pupils' attainment has improved across the school over the last two years and it is broadly average by the end of Year 6. Pupils make the best progress in mathematics, where leaders have revamped how the subject is being taught. In numeracy lessons, pupils are tested weekly and most teachers use this information well to identify and then to tackle gaps in their knowledge. This has had a good effect on pupils' learning. A start has been made to introducing a similar structure into literacy

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Main findings

lessons, but it is not as well embedded and pupils' attainment continues to be lower in writing than in reading. Pupils do not get enough opportunities to use their writing skills in different subjects and this slows the pace at which they can improve. Pupils who speak English as an additional language make good progress. They quickly improve their language skills and most attain well in national tests at the end of Year 6. Pupils from different ethnic backgrounds play together happily and are sensitive to each other's beliefs. There was good teaching seen in nearly every year group, but leaders are aware that there is inconsistency across the school and that in Year 3, in particular, teachers' expectations are not always high enough. Throughout the school, teachers make learning enjoyable, but work is not always matched closely enough to the needs of all pupils, and this also explains why too much teaching is satisfactory.

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Main findings

Pupils behave well and thoroughly enjoy school, especially the wide range of clubs and visits. These greatly enrich the curriculum and contribute strongly to pupils' good personal development. Pupils have a good understanding of the importance of adopting healthy lifestyles and they feel very safe. As one pupil commented, 'There is always someone to talk to if you have a worry.' Pupils keenly take responsibility for tasks around school by being house captains, prefects and school councillors. The school council gives pupils a good voice and they are pleased that adults listen to their ideas. Recent improvements in target setting are helping pupils to be clearer about the next steps in their learning. However, this is not consistently strong across the school and pupils do not yet take enough responsibility for improving their own work. The school is improving because leaders have created an ethos in which everyone is

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Main findings

valued and respected. There are satisfactory systems for evaluating school effectiveness. 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

Consequently, leaders have a realistic view of how well the school is currently performing. Subject leaders are keen and enthusiastic and where they have been involved in monitoring lessons, for example in mathematics, they are helping to improve teaching and learning and to drive improvement. This practice is not yet consistently strong in all subjects and recent initiatives in literacy are not being checked closely enough to ensure that they are applied consistently and are having the desired effect on pupils' learning. Leaders have a wealth of data about pupils' progress. They analyse this information in detail to find out where improvement is needed and they are doing the right things to advance progress more quickly. Many successes in the last year are securely helping to raise attainment, especially in mathematics. The improving track record of achievement combined along with determined leadership demonstrates that there is a satisfactory

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Main findings

capacity for further improvement. The school has a good partnership with outside agencies and other groups and engages well with parents and carers. Leaders work successfully to break down the barriers between home and school and they keep parents and carers well informed about their children's learning. Recent curriculum meetings are helping parents and carers to become increasingly involved in supporting their children's learning. They are very appreciative of the way that there is always someone to talk to if they need support. 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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What does the school need to do to improve further?

 Move remaining satisfactory teaching to good by ensuring that work is consistently pitched at the right level for pupils and, especially in Year 3, that expectations are always high enough.  Improve pupils' attainment in writing by: ensuring that leaders monitor literacy teaching more regularly to check that recent initiatives are being applied consistently across the school and are having the desired effect embedding the use of literacy skills into different subjects.  Ensure that all pupils are clear about the next steps in their learning so that they can take more responsibility for improving work for themselves.

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Outcomes for individuals and groups of pupils 3

Pupils thoroughly enjoy school. They attend regularly and their achievement is satisfactory. From their broadly average starting points in Year 3, pupils make satisfactory or better progress in lessons, meaning that they are satisfactorily prepared for the next stage of their education. In around a half of lessons, progress is no more than satisfactory and work is sometimes too hard or too easy for some pupils. For example, in a Year 3 science lesson, all pupils worked on the same task as they investigated gravity, and skills improved only slowly because they got overexcited and were unclear about what they were trying to learn. In a Year 5 literacy lesson, pupils enjoyed thinking about the key features of a good poem but not all were involved well enough in discussions. In lessons where pupils' progress is good, there is a faster pace to learning and they are expected to Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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Outcomes for individuals and groups of pupils 3

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

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Outcomes for individuals and groups of pupils 3

work independently. For example, in a good Year 4 numeracy lesson, pupils worked together sensibly to try to work out the perimeters of different shapes. Pupils worked hard and were fully engaged because they were being challenged to think like mathematicians. In a good literacy lesson in Year 6, pupils were supported well by the teacher as they looked in detail at a text and tried to identify the different characteristics of a story. The teacher asked challenging questions and learning moved on quickly because pupils behaved well and cooperated sensibly. Pupils with special educational needs and/or disabilities make satisfactory progress. They make the best progress outside lessons, when well-planned provision, including access to nurture groups in 'The Blue Room', meets differing needs effectively and helps them to acquire new skills quickly. Pupils who speak English as an additional language are

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Outcomes for individuals and groups of pupils 3

supported well and make good progress. Pupils become responsible young citizens and there is a delightful atmosphere in most lessons. Relationships between classmates and adults are very good and pupils work hard most of the time, although they do not always take enough care with how they present their work. Pupils are sociable and articulate and talk very confidently to visitors. They show good concern for the needs of others by raising funds for charity, sometimes organising these by themselves. Pupils have a good awareness of how to live healthy lifestyles. They grow their own food in the school's gardens and participate enthusiastically in physical exercise. Pupils are involved well in the local community and their work on improving the environment has been recognised in the school's Eco-School award. 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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Outcomes for individuals and groups of pupils 3

These are the grades for pupils' outcomes

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Outcomes for individuals and groups of pupils 3

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

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Outcomes for individuals and groups of pupils 3

Taking into account: Pupils' attainment¹

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Outcomes for individuals and groups of pupils 3

The quality of pupils' learning and their progress 3

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Outcomes for individuals and groups of pupils 3

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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Outcomes for individuals and groups of pupils 3

The extent to which pupils adopt healthy lifestyles 2

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Outcomes for individuals and groups of pupils 3

The extent to which pupils contribute to the school and wider community 2

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Outcomes for individuals and groups of pupils 3

The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being

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Outcomes for individuals and groups of pupils 3

Taking into account: Pupils' attendance¹

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Outcomes for individuals and groups of pupils 3

The extent of pupils' spiritual, moral, social and cultural development 2

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Outcomes for individuals and groups of pupils 3

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?

Adults place pupils' well-being at the centre of their work and they work extremely hard to make school a happy and safe place to be. There is a good partnership with outside agencies to provide additional support for pupils who are having problems at home or at school and to help families who may face challenging circumstances. Pupils with emotional, social or behavioural difficulties are supported extremely well by highly skilled teaching assistants in 'The Blue Room' and this ensures that they only rarely have a negative impact on the learning of others. The school's procedures to raise attendance are ensuring its steady improvement. Teachers manage pupils' behaviour very effectively and make good use of resources to make learning exciting. For example, in a Year 4 literacy lesson, well-chosen clips from a book were shown on an interactive whiteboard to encourage pupils to think more deeply about the story. Teachers often assess learning carefully and, where teaching is good, use

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How effective is the provision?

this information to plan what to teach next. Such good practice is not consistent and, consequently, too much teaching is satisfactory. In a few lessons, mainly in Year 3, teachers' expectations are not high enough and this means that pupils do not always produce their best work. There has been some effective, recent work on setting targets for pupils. This initiative is helping to strengthen pupils' understanding of how to improve their work but practice is not consistently strong across the school. 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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How effective is the provision?

The curriculum is interesting and varied and supports pupils' good personal development extremely well. Learning is enriched through an exciting range of visits and visitors, as well as a good number of clubs, especially in sport. The school's good work in physical education is reflected in its well-deserved Activemark. Special weeks help to bring subjects alive. For example, a Year 5 pupil spoke very positively about a recent science week where 'I learnt to make shelters and to think like a scientist'. The school has made a good start to making learning more purposeful by linking subjects together and its innovative approach to improving provision in numeracy is already proving effective. However, there are still missed opportunities for pupils to practise and improve their writing skills in lessons.

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How effective is the provision?

These are the grades for the quality of provision

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How effective is the provision?

Taking into account: The use of assessment to support learning

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How effective is the provision?

The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships

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How effective is the provision?

The effectiveness of care, guidance and support 2

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How effective are leadership and management?

The calm and purposeful leadership of the headteacher and other senior leaders is having a positive impact on the work of the school. Together they are identifying the right priorities for improvement and their drive and ambition are satisfactorily embedded across the school. There is a very strong and successful focus on developing the emotional and social well-being of pupils, and this is greatly appreciated by parents and carers. Leaders are now rightly working on raising attainment and a good start has been made to this with recent initiatives in mathematics. Leaders are proactively removing the remaining inconsistencies in teaching and they have good plans in place to focus more sharply on monitoring literacy lessons in the next academic year. The governing body provides sound support and challenge, although it is too reliant on the school for information rather than checking provision for itself.

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How effective are leadership and management?

The school promotes equality and tackles discrimination successfully. Leaders use data precisely to analyse the progress of different groups and they are responding quickly to any variations in performance so that attainment and achievement are rising. Pupils who are at an early stage in learning English as an additional language rapidly gain an effective working knowledge of the language and they progress well. Pupils from different backgrounds show good respect for each other and there is no discrimination. Parents and carers from all social and ethnic backgrounds are confident that their children enjoy school and are well cared for. Good engagement with parents and carers and strong partnerships with outside agencies helps leaders to respond quickly to local community needs. Pupils develop a good cultural awareness through global partnerships and links with Ghurkha families at the local army barracks but their understanding of life in other parts of Britain is less strong. The school

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How effective are leadership and management?

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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How effective are leadership and management?

is rightly seeking to strengthen this further by seeking to establish links with a school in a different socio-economic setting in another part of the country. Pupils' safety is given a high priority and this is reflected in every aspect of school life. Leaders are diligent in ensuring that everyone is able to work in a safe environment, and this is greatly appreciated by parents and carers and pupils.

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How effective are leadership and management?

These are the grades for leadership and management

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How effective are leadership and management?

The effectiveness of leadership and management in embedding ambition and driving improvement

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How effective are leadership and management?

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

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How effective are leadership and management?

The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met

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How effective are leadership and management?

The effectiveness of the school's engagement with parents and carers 2

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How effective are leadership and management?

The effectiveness of partnerships in promoting learning and well-being 2

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How effective are leadership and management?

The effectiveness with which the school promotes equality of opportunity and tackles discrimination

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How effective are leadership and management?

The effectiveness of safeguarding procedures 2

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How effective are leadership and management?

The effectiveness with which the school promotes community cohesion 3

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How effective are leadership and management?

The effectiveness with which the school deploys resources to achieve value for money 3

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Views of parents and carers

Most parents and carers are happy with the work of the school. Positive comments included, 'The care of my son and the sensitive way that they help him has been excellent.' Another wrote: 'Staff are very approachable and work well with parents and children.' A few parents and carers feel that the school does not tackle unacceptable behaviour well enough. Inspectors saw very little poor behaviour and found that there are good procedures for dealing with it when it does occur.

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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 North Borough Junior 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 79 completed questionnaires by the end of the on-site inspection. In total, there are 223 pupils registered at the school.

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Responses from parents and carers to Ofsted's questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 27 34 47 59 2 3 0 0 The school keeps my child safe 34 43 44 56 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

My school informs me about my child's progress 33 42 41 52 2 3 0 0

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Responses from parents and carers to Ofsted's questionnaire

My child is making enough progress at this school 29 37 43 54 3 4 0 0

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Responses from parents and carers to Ofsted's questionnaire

The teaching is good at this school 35 44 39 49 4 5 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school helps me to support my child's learning 30 38 42 53 3 4 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school helps my child to have a healthy lifestyle 26 33 46 58 3 4 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 24 30 49 62 3 4 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school meets my child's particular needs 21 27 50 63 1 1 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school deals effectively with unacceptable behaviour 21 27 45 57 8 10 1 1

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Responses from parents and carers to Ofsted's questionnaire

The school takes account of my suggestions and concerns 14 18 54 68 5 6 2 3

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Responses from parents and carers to Ofsted's questionnaire

The school is led and managed effectively 24 30 46 58 3 4 1 1

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Responses from parents and carers to Ofsted's questionnaire

Overall, I am happy with my child's experience at this school 34 43 42 53 2 3 0 0

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Responses from parents and carers to Ofsted's questionnaire

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 North Borough School, Maidstone ME14 2BP

Thank you for welcoming us to your school and for showing us your work and completing the questionnaire. You were very polite and friendly. At the moment, your school provides a satisfactory education. This means that we found some good things in your school but also areas that need improving. Some of the things we found out about your school.  Satisfactory teaching means than you make satisfactory progress as you move through the school. You currently do best in mathematics, where teachers test you regularly and use this information to help you to improve.  Your behaviour is good and you get on well together.  There are lots of exciting things to do both in and out of lessons. The science week sounded great fun.  All adults in school are kind and caring and they give you suitable help when you find work difficult.  You happily take responsibility and school councillors are doing a good job for you.

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Inspection of North Borough School, Maidstone ME14 2BP

 The headteacher and other leaders know what needs improving and are taking the right steps to move things forward more quickly.  Most of your parents and carers are pleased that you come to this school. What we have asked your school to do now.  Make sure that work is pitched at the right level for all of you and that teachers always expect enough of you.  Improve your attainment in writing by checking that you get enough opportunities to write in different subjects and making sure that leaders monitor literacy lessons regularly.  Make sure that you are all clear about how to improve your work so that you can take more responsibility for your own learning. We wish you all well for the future. You can all help your teachers by trying to always present your work neatly.

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Inspection of North Borough School, Maidstone ME14 2BP

Mike Capper Lead inspector out in the guidance 'Complaining about inspections', which is available from Ofsted's website: 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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