Lady Bankes Primary School

Lady Bankes Junior School Inspection report

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Unique Reference Number 102388 Local Authority Hillingdon Inspection number 355181 Inspection dates 12–13 July 2011 Reporting inspector David Shepherd

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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 319 Appropriate authority The governing body Chair Avtar Sherri Headteacher George Knox Date of previous school inspection 29 April 2008 School address Dawlish Drive Ruislip HA4 9SF Telephone number 01895 634318 Fax number 01895 631610 Email address ladybankesjun@hillingdongrid.org

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Age group 7–11 Inspection dates 12–13 July 2011 Inspection number 355181 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, who observed nineteen lessons led by thirteen different teachers. Meetings were held with the senior staff, a group of pupils and two members of the governing body. Inspectors observed the school's work, and looked at safeguarding documentation and the school's analysis of its data. Questionnaires from 100 parents and carers, 33 staff and 100 pupils were received and analysed. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  Why girls appear not to perform as well as boys in mathematics in Year 6 and whether this is replicated throughout the school.  The level of challenge for more-able pupils in English.  How consistently effective teaching and assessment are throughout the school.  The impact of the monitoring carried out by senior and middle leaders on pupils' progress and attainment.

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Information about the school

This school is larger than most primary schools and draws its pupils from the local area. The proportion of pupils from minority ethnic backgrounds is average, as is the proportion who speak English as an additional language. A lower than average proportion of pupils have special educational needs and/or disabilities as is the proportion who have a statement of special educational needs. Lower than average proportions of pupils are known to be eligible for free school meals. The school has gained Healthy School status and the Activemark award.

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

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

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Main findings

Lady Bankes Junior School is a good and improving school. Pupils, including those with special educational needs and/or disabilities and those who speak English as an additional language, make good progress. This is because teaching is good. Excellent care, guidance and support mean that pupils really enjoy school, feel extremely safe, get on well together, lead very healthy lifestyles, behave well and play a significant part in enabling the school to run smoothly. Attendance is high. Pupils' attainment at the end of Year 6 has been rising steadily during the past three years and is now above average in English and mathematics. Throughout the school, both girls and boys are making good progress in these subjects. More-able pupils have achieved well and improved in English as well as in mathematics this year. The proportions of pupils reaching the higher levels in these subjects are above average. Relationships between pupils and adults are consistently good, and this is a key feature of

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Main findings

lessons. As a result, pupils try hard to please staff. Teaching contains a number of strengths. Planning is good but, whilst the purpose of lessons is included in planning, on a few occasions there is not always sufficient detail about what pupils at different levels of ability are expected to learn. This means that teaching is not always closely linked to pupils' individual needs. Feedback to pupils through marking is encouraging and often provides good guidance for pupils about how to improve as well as ensuring there is time for them to respond to suggestions made. However, these good features are not consistently present. The curriculum is enriched by a wide variety of visitors to the school and visits to places of interest. Effective links with outside agencies are leading to improved outcomes for pupils, particularly those with special educational needs and/or disabilities. The headteacher provides clear leadership, and strong teamwork between the

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Main findings

headteacher, staff and the governing body is a notable feature of leadership and management. The headteacher and senior staff understand the school's strengths and weaknesses well. Their evaluations are accurate and rigorous, and have led to clear improvements in provision and outcomes. Senior staff are supporting middle leaders well in developing their skills of monitoring and evaluation, and are having a marked impact in improving progress and attainment in their areas of responsibility. Links with parents and carers are good. The governing body is keen and supportive. Self- evaluation is accurate and appropriate priorities for development are identified. This, along with the good relationships throughout the school and the school's success in raising attainment in English and mathematics, demonstrates the school's good capacity to sustain further improvement.

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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?

 By April 2012, improve the quality of teaching and assessment by ensuring that all teachers consistently: identify what pupils of different abilities are to learn in lessons indicate in marking the next steps in learning and provide pupils with opportunities to correct their mistakes.

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Outcomes for individuals and groups of pupils 2

Pupils' achievement is good, given that the pupils start in Year 3 with attainment in reading, writing and mathematics that is broadly average. They progress to the point where test results, as well as standards seen in lessons and books by inspectors, are above average. Pupils, including those with special educational needs and/or disabilities and those who speak English as an additional language, successfully apply their well- developed basic skills across the curriculum and are well equipped with wider skills and personal qualities for their future lives. The progress made by pupils known to be eligible for free school meals is also good. Unlike in 2010, girls in Year 6 this year have performed at similar levels to boys in mathematics. This reflects the national pattern in this subject. Girls reach higher levels than boys in English throughout the school but the difference is as is typical nationally.

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Outcomes for individuals and groups of pupils 2

Pupils settle down quickly to their work. For example, in Year 6, pupils responded thoughtfully as they were keen to consider the feelings of different groups of people on VE Day, such as soldiers, families at home and evacuated children. Year 4 pupils worked eagerly when comparing and ordering numbers using mathematical symbols to indicate 'more than' and `less than'. However, the same tasks were set for all pupils during the introduction to the lesson and those who finished quickly were asked to wait whilst others caught up. This sometimes took a long time because the tasks were too hard for less-able pupils, who then needed support. Pupils have an excellent knowledge and understanding about healthy eating and the importance of regular exercise. They really enjoy physical activities in lessons and after school which help promote their very healthy lifestyles. The impact of the work done to achieve Healthy School status and the Activemark award can be seen by pupils' positive

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Outcomes for individuals and groups of pupils 2

responses in their questionnaires. Pupils indicated in their questionnaires and confirmed in conversations with inspectors that they feel very safe in school. Their behaviour was good during the inspection, and was often exemplary. However, a few pupils indicated in their questionnaires that behaviour is not always as good as this. Pupils make a good contribution to the school and local communities. For example, they act as monitors carrying out jobs around school, some are house captains and vice-captains and all have raised money for a wide range of charities at home and abroad. They lead on growing their own vegetables and fruit in the organic garden. Elected pupils represent their peers on the school council. Pupils reflect thoughtfully upon some of the broader issues in life, such as the importance of getting on with others. Their high attendance reflects their enjoyment of 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 pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 2

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of pupils' learning and their progress 2

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Pupils' achievement and the extent to which they enjoy their learning 2

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

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2

Taking into account: Pupils' attendance¹

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

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

Teachers' planning and classroom organisation are effective in enabling lessons to flow smoothly. Teachers and teaching assistants provide good guidance and support for pupils. However, on a few occasions during the inspection, teachers did not ensure a wide range of pupils in the class were involved in answering questions. Teachers and teaching assistants support pupils with special educational needs and/or disabilities and those who speak English as an additional language well. Support is given on an individual and/or group basis and this helps these pupils in their understanding of particular aspects of their work. This additional teaching helps these pupils make good progress. Occasionally, the introductions of lessons are too long for some pupils to sustain their concentration, and the pace of learning in these lessons drops. Provision to promote pupils' personal development is included effectively throughout the

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How effective is the provision?

curriculum. Pupils receive good opportunities to develop their computer skills, and learn about the world around them now and in the past in geography and history lessons. Very occasionally, work in mathematics is too repetitive and does not challenge pupils sufficiently. In a few classes, not enough opportunities are provided for pupils to carry out their own investigations in science. Enrichment activities, including residential visits and after school clubs, are plentiful and varied and make an excellent contribution to the curriculum.

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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

Pupils joining the school at the beginning of the school year settle very quickly. Pupils feel that they are looked after very well by staff. One parent reflected this when writing, 'The staff are approachable, caring and dedicated to meeting children's needs. The headteacher is skilled and able to understand difficulties and provide effective solutions.' Procedures for promoting attendance are excellent, as indicated by the low levels of absence. Transition arrangements are outstanding from Year 6 to secondary education.

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

These are the grades for the quality of provision

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The quality of teaching 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

Morale is very high because staff feel that their contributions are valued by the headteacher and senior leaders. There is a strong sense of pulling together to achieve goals because the headteacher, ably supported by senior leaders, has successfully instilled a sense of ambition and drive to improve the work of the school. The school identifies appropriately the strengths and weaknesses of teaching and learning and incorporates the areas for development into plans of action. Occasionally, these plans focus too much on provision rather than on the impact of that provision. In this respect, they are not always rigorous enough to rapidly correct the few inconsistencies in teaching and learning. The school has good relationships with parents and carers. As one parent, reflecting a typical view, wrote, 'I think the school has excellent teaching and support staff with a fabulous headteacher, who always puts pupils first. The school is very open to parents and

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How effective are leadership and management?

I always feel listened to.' Initiatives such as the school website, weekly newsletters, text messaging and school noticeboards all help to promote this positive relationship. Parents and carers are invited into school on a number of occasions, such as for consultation evenings and curriculum evenings. The governing body is effective. It is keen, enthusiastic and ambitious for the school to do well. It is supportive and shows high levels of commitment to the school. The governing body provides determined challenge to the school, but does not always fully follow through what needs to be done to improve provision and outcomes for pupils. Safeguarding procedures are outstanding. Staff are rigorously vetted and trained regularly in child protection procedures. The school's child protection policy and format for risk assessments are used by the local authority as exemplars of good practice. Links with the

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How effective are leadership and management?

local authority and medical services are good and help to promote effectively the personal development and well-being of pupils. However, links with the infant school are providing a limited picture of attainment on entry. The school promotes equality well for the different groups in the school and tackles any racist behaviour and discrimination effectively. This enables all groups of pupils to make

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

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

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

good progress in all subjects and achieve well. Community cohesion is good. Pupils have a good knowledge and understanding of their local and national communities, and the school has growing links with international communities.

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

These are the grades for leadership and management

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2

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

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Views of parents and carers

The views of parents and carers are positive. Approximately one quarter of the questionnaires returned included written comments, most of which were positive. Parents and carers say that their children enjoy school, are taught how to lead healthy lifestyles and are kept safe. They feel teaching is good and the school helps them to support their children's learning at home. One parent wrote, 'In my opinion, the school is outstanding in all areas. I am very proud to say my child goes to Lady Bankes Juniors.' A small number of parents and carers wrote about a few concerns that they had about the school but these were not typical of the cross-section of parents and carers who returned 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 Lady Bankes 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 100 completed questionnaires by the end of the on-site inspection. In total, there are 319 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 58 58 39 39 2 2 0 0 The school keeps my child safe 69 69 30 30 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 50 50 45 45 4 4 1 1

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Total % Total % Total % Total %

My child is making enough progress at this school 55 55 37 37 7 7 1 1

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Total % Total % Total % Total %

The teaching is good at this school 54 54 42 42 2 2 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 44 44 53 53 2 2 1 1

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 41 41 59 59 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) 55 55 38 38 4 4 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 49 49 44 44 5 5 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 44 44 46 46 8 8 1 1

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 36 36 49 49 6 6 2 2

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Total % Total % Total % Total %

The school is led and managed effectively 58 58 35 35 5 5 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 63 63 34 34 3 3 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 Lady Bankes Junior School, Ruislip HA4 9SF

Thank you for making us so welcome when we visited your school recently. We enjoyed meeting and talking to you. Thank you to those of you who completed the questionnaire for us. We found your responses very helpful. You go to a good school where adults work hard to prepare you for the future. Here are some of the best things we found.  You make good progress and reach standards that are above average.  You feel very safe and really understand the importance of eating healthy foods and taking exercise.  You like your teachers and teaching assistants and try your best to please them.  You are well behaved, get on well with each other and make a good contribution to the school.  You enjoy going on school visits, including residential trips.  You have good teachers who look after you well.  Your attendance is excellent and this shows you like coming to school. We have asked your headteacher, teachers and the governing body to do two things to

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Inspection of Lady Bankes Junior School, Ruislip HA4 9SF

make your school better.  Make sure teachers plan work that is just right for each of you - not too hard or too easy.  In marking, show what you need to do next, and give you time to carry out the improvements suggested. All of you can help by continuing to work very hard.

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www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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