Studlands Rise First School

Studlands Rise First School Inspection report

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Unique Reference Number 117331 Local Authority Hertfordshire Inspection number 363866 Inspection dates 7–8 July 2011 Reporting inspector Margaret Goodchild

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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 3–9 Gender of pupils Mixed Number of pupils on the school roll 140 Appropriate authority The governing body Chair Julie Atkins Headteacher Janet Saunders Date of previous school inspection 4 December 2007 School address Studlands Rise Royston SG8 9HB Telephone number 01763 243930 Fax number 01763 822171 Email address admin@studlandsrise.herts.sch.uk

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Age group 3–9 Inspection dates 7–8 July 2011 Inspection number 363866 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 two additional inspectors. They observed 12 lessons or parts of lessons, many jointly with the headteacher, and saw six teachers. Meetings were held with staff, pupils and the Chair of the Governing Body. Inspectors observed the school's work, and looked at pupils' books, assessment data, monitoring and self- evaluation records, and documents indicating how well the school safeguards its pupils. They analysed 70 parental questionnaires and 47 responses from pupils. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  What role do leaders at all levels play in driving improvement and is monitoring rigorous enough to secure outstanding teaching?  To what extent does the school promote not only local, but also national and global, community cohesion?  Does evidence support the school's suggestion that provision and outcomes in the

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Introduction

Early Years Foundation Stage have improved so that they are now outstanding?

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Information about the school

This is a smaller than average school. Almost all pupils are of White British heritage and nearly all speak English as their first language. An average proportion of pupils have special educational needs and/or disabilities, although the percentage with a statement of special educational needs is below average. The proportion of pupils known to be eligible for free school meals is well below average. The school has National Healthy Schools status and the Activemark award. The school makes Nursery provision in the mornings only but it offers childcare for some children who stay on into the afternoon. This extended provision is managed by the governing body and was included as part of the inspection.

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

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

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Main findings

This is a good school that has sustained and built on the many strengths found at the last inspection. Most parents and carers are pleased with the opportunities the school provides. One expressed this by saying, 'Studlands is a lovely school. I would recommend it to parents looking for a school for their children.' Another said, 'I cannot tell you how much our son enjoys school - in the mornings, I am asked many times whether it is time to go to school yet.' When they join the Early Years Foundation Stage, most children's skills, knowledge and understanding are above those expected for their age. They make good progress in the Nursery and Reception classes and their attainment exceeds the national average by the time they move up into Year 1. Pupils continue to make good progress in Years 1 to 4 and their attainment is high in reading, writing and mathematics. The combination of good progress and high standards means that achievement is outstanding, and the school

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Main findings

prepares pupils exceptionally well for the next stage of their education. It also enables them to gain an outstanding grasp of how to live healthily and the opportunity to take part in a wide range of sporting activities. Teaching is good and there is a focused, purposeful atmosphere in lessons. Staff have high expectations and pupils' outstanding behaviour is a major contributory factor in their learning. Teachers give pupils interesting and varied activities, and make clear what they need to do to succeed. A particular strength of the school is the way pupils consolidate their literacy and information and communication technology skills in a range of subjects. However, teachers do not always match work sufficiently to the prior attainment of different groups in their classes, especially to the needs of less-able pupils. As part of this, they do not deploy their teaching assistants as well as they could during some lesson

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Main findings

introductions that are too long. At times, they also invite pupils to work together when they would make faster progress by thinking for themselves, especially when activities involve recording in English and mathematics. Exceptionally good partnerships with other schools and organisations extend pupils' learning opportunities and broaden their personal horizons. Care, guidance and support are outstanding and each pupil is known and valued as an individual. Pupils say that they enjoy school a great deal and this is evident in their high rate of attendance. The school is a cohesive community and relationships are very positive. The school promotes community cohesion well and has strong links with the local area. Nevertheless, leaders have rightly identified the need to increase opportunities for pupils to find out at first hand about contrasting communities in this country and overseas. The school is led and managed well. The headteacher has high expectations and is

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Main findings

strongly committed to making the school as good as possible. Leaders work continuously to bring about improvement and rigorous tracking of pupils' progress enables the school to

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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

act quickly where any pupil's learning is slipping. There are well-established systems in place for checking teachers' work but the monitoring of teaching is not always as focused as it could be. Although a good deal of lesson observation takes place, leaders have not concentrated enough on the impact teaching has on the learning of different groups or on the difference between good and outstanding teaching. The school is working on the right priorities for development, however, and has a good capacity to improve further.

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What does the school need to do to improve further?

 Accelerate pupils' progress and improve the quality of teaching by: ensuring that teachers in Years 1 to 4 match tasks and approaches to the prior attainment of different groups of pupils, particularly those who are less able keeping lesson introductions suitably concise and making full use of the skills of teaching assistants throughout each lesson using paired working between pupils more judiciously, only where doing so deepens and extends their thinking checking closely how well teaching promotes the learning of different groups of pupils and concentrating monitoring on those features that would shift teaching from good to outstanding.  Build on the strong local links to provide pupils with more opportunities to learn at first hand about the lives of people in contrasting communities in the United Kingdom and globally.

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Outcomes for individuals and groups of pupils 1

Pupils make good progress throughout the school so that their attainment is high at the end of Year 2 and by the time they leave at the end of Year 4. There are no differences in the overall achievement of different groups, including the few pupils of minority ethnic heritage. Less-able pupils and those with special educational needs and/or disabilities sometimes spend too long working with the rest of the class on activities that are not closely matched to the next steps in their learning. However, they benefit greatly from the skilled support that teaching assistants provide and from intensive support programmes matched very well to their needs. Pupils make good progress not only in reading, writing and mathematics but also in other subjects. Their consistent application and enjoyment of learning, together with very well- developed literacy skills, enable them to succeed quickly with new tasks. This was evident

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Outcomes for individuals and groups of pupils 1

equally in Years 1 and 2 where pupils confidently recorded the detailed findings of their scientific experiments and in Year 4 where they wrote a persuasive letter expressing their concern about the plight of an endangered tribe. Pupils develop a wide range of information and communication technology skills and working with computers supports their learning in other subjects. Their attention to detail is apparent in the many examples of attractive artwork on display that reveal above-average skills and a high level of finish. Pupils are considerate and supportive of one another. Most say that they feel safe in school and they are confident that issues they raise will be dealt with effectively and promptly. Pupils willingly take on responsibility and participate fully in school life and events in the local community. They are actively involved in fundraising and contribute not

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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

only to school improvement but have also met with town councillors to express their views about local affairs. Pupils have highly developed social skills and a strong sense of right and wrong. They think about their own experiences and respect the feelings and needs of others. Pupils engage enthusiastically in artistic and cultural activities, including through the many links with local schools and organisations. Involvement in drama, music and community activities, together with the themed weeks as part of the curriculum, contributes greatly to pupils' confidence and self-esteem.

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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 1

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 1

The quality of pupils' learning and their progress 2

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Pupils' achievement and the extent to which they enjoy their learning 1

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

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1

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 organise their classrooms and manage pupils' behaviour exceptionally well. They provide pupils with motivating and varied activities, which capture their interest and encourage them to apply themselves conscientiously. Teachers' skilled questioning probes pupils' thinking. Pupils, in turn, are confident to share their ideas and eager to take an active part in their own learning. Whether supporting pupils in class or leading special programmes for small groups, teaching assistants are skilled, some exceptionally so, in adapting tasks and explaining new concepts. Their substantial contribution to the progress of pupils who need additional support helps to counteract the fact that teachers do not always tailor activities sufficiently to the prior attainment of less-able pupils. At a whole-school level, leaders use assessment information well to match the curriculum to pupils' learning needs. They ensure that pupils have varied experiences and plenty of

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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

opportunities to develop their basic skills. The school is in the process of evaluating the impact of recent changes to the curriculum to include more opportunities for imaginative development, active learning and enrichment. It broadens pupils' horizons well through educational visits, including a residential trip in Year 4, and working with a range of visitors to the school. The school provides well-targeted support and pays excellent attention to pupils' pastoral care. Expectations for behaviour are exceptionally clear and staff pay careful attention to instilling in pupils a sense of personal responsibility. The school works with a wide range of other agencies to support pupils who need additional help, including those whose circumstances may make them vulnerable. It has thorough systems in place to support children when they join the school and when they move on at the end of Year 4. The breakfast club provides pupils with a caring and positive start to

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

the day, and the school makes good extended provision for nursery-aged children who stay on in the afternoons.

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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?

The headteacher has a clear knowledge of the school's work and receives good support from other staff with key responsibilities, including subject leaders. Rigorous tracking of pupils' progress ensures that pupils have equal opportunities to do well. It enables leaders to identify quickly any pupil who is in danger of falling behind and information from the analysis of data is used very well to target support. This has enabled the school to accelerate the progress of some pupils who did less well at the end of Year 2 in 2010 and they are now on course to meet their challenging targets. Senior leaders are concentrating now on improving the quality of teaching in their efforts to move this from a good to an outstanding school. Well-established monitoring systems include checks on teachers' planning, observation of lessons, scrutiny of pupils' work, and half-termly interviews between the headteacher and class teachers to discuss pupils' progress. Nevertheless,

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How effective are leadership and management?

records show that self-evaluation is not as strategic as it could be and monitoring has not focused enough on how well teachers meet the needs of different groups of pupils in the way they organise their lessons. The governing body is kept well informed about the school's work and its members bring some valuable expertise to their role. Governance is satisfactory, however, because several new governors who joined recently are still in the process of developing their skills. They have undertaken appropriate training and the Chair of the Governing Body has suitable plans in place to strengthen the role governors play in school improvement. The school has good safeguarding procedures. It has very thorough record-keeping systems and pays particular attention to ensuring that staff receive more frequent training in

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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

safeguarding and child protection than is required. In addition, all the staff have been trained to administer first aid. The school has a wide range of partnerships with other educational establishments and organisations that promote pupils' personal development and greatly extend their learning opportunities. It has strong links with the local community and provides pupils with good opportunities to learn about other cultures through topics and special events. Leaders have a thorough understanding of the school's context and are working to extend pupils' first-hand experiences of different ways of life through links with contrasting communities in the United Kingdom and globally. Outcomes for pupils are outstanding and the school gives exceptionally good value for money.

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

These are the grades for leadership and management

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2

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

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Early Years Foundation Stage

Provision in the Early Years Foundation Stage is good and improving. Children's learning journals show that they are making good progress in all areas of learning and they exceed the expectations of the Early Learning Goals by the end of the Reception Year. Teaching is good and staff work well as a team, promoting children's learning and providing high- quality care. Each session includes a good variety of different activities, with a balance between those that are adult-led and others that children choose for themselves. There are some opportunities for children to take part in extended topics, such as that on the Royal Wedding, which they enjoyed a great deal. However, far-reaching projects that involve problem-solving, investigation and creativity are not provided as a continuous backdrop to shorter, skills-based activities. Staff keep good-quality records of children's progress and undertake regular, careful observations of their learning. They provide

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Early Years Foundation Stage

detailed information for parents and carers, for example, about how to support their children's understanding of sounds, letters and numbers. Leadership of the Early Years

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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

Foundation Stage is good and the school is working systematically to make provision outstanding. The teacher is very enthusiastic and outward looking, and working exceptionally well with the headteacher to extend her awareness and drive improvement.

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

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

The quality of provision in the Early Years Foundation Stage 2

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Overall effectiveness of the Early Years Foundation Stage 2

The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

The percentage of parental questionnaires returned was greater than that in most primary schools. The vast majority of parents and carers who responded are pleased with the school and appreciate the fact that their children receive good teaching. They are happy in the knowledge that their children enjoy school and are kept safe. A few feel that the school is not well led and a smaller number express doubts about how the school manages inappropriate behaviour. Inspection findings endorse parents' and carers' positive views. The inspection looked carefully at leadership and judged it to be good, with a strong commitment to school improvement. It found that pupils usually behave exceptionally well and that the school is quick to deal with incidents of inappropriate behaviour.

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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 Studlands Rise First School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 70 completed questionnaires by the end of the on-site inspection. In total, there are 140 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 54 77 16 23 0 0 0 0 The school keeps my child safe 56 80 12 17 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 38 54 29 41 3 4 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 40 57 26 37 4 6 0 0

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Total % Total % Total % Total %

The teaching is good at this school 41 59 27 39 1 1 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 41 59 26 37 3 4 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 49 70 19 27 2 3 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) 38 54 27 39 1 1 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 37 53 27 39 3 4 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 34 49 30 43 4 6 1 1

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 32 46 32 46 3 4 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 33 47 27 39 8 11 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 51 73 18 26 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 Studlands Rise First School, Royston, SG8 9HB

Thank you for being so friendly and helpful when we visited your school recently. We enjoyed our visit and having the opportunity to talk to some of you and to visit many of your lessons. We found that Studlands Rise First is a good school. Teaching is good and this helps you to make good progress. You reach high standards, especially in reading, writing and mathematics, and work hard in lessons. The staff care for you exceptionally well and make you feel valued. You told us that you enjoy school a great deal and feel safe because there is always an adult to turn to if you have a problem. We found that your behaviour and your attendance are both outstanding and this really helps with your learning. You also have a really good understanding about how to live healthily and you take part in many sporting activities. Your school is led and managed well and the headteacher, other adults and the governing

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Inspection of Studlands Rise First School, Royston, SG8 9HB

body want to make the school as good as possible for you. We want to help them with this, so we have asked them to:  check closely what you learn in lessons to make sure teachers always give you work that is just right for you and do not keep you on the carpet for too long  get you to work together only when it really helps your learning  give you more opportunities to find out about the lives of people in contrasting communities in this country and abroad. You can help the school to improve by always doing your best and continuing to come to school every day. We wish you all the best in the future.

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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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