Saviour CofE Primary School

Saviour CofE Primary School Inspection report

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Unique Reference Number 105548 Local Authority Manchester Inspection number 355796 Inspection dates 12–13 July 2011 Reporting inspector Robert Jones

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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 Voluntary aided Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 216 Appropriate authority The governing body Chair Mrs Joyce Mounfield Headteacher Mrs Evelyn Lister Date of previous school inspection 14 July 2008 School address Eggington Street Collyhurst Manchester M40 7RH Telephone number 0161 205 1221 Fax number 0161 205 1577 Email address admin@saviour.manchester.sch.uk

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Age group 3–11 Inspection dates 12–13 July 2011 Inspection number 355796 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by three additional inspectors. The inspectors visited 12 lessons, observed the work of eight teachers and held meetings with members of the governing body, staff and pupils. They observed the school's work and looked at a range of documentation, including policies, the school improvement plan, records of pupils' progress and child protection records. The inspection team received and analysed 48 questionnaires from parents and carers, as well as a number of questionnaires completed by pupils and staff. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The progress pupils make during their time in Key Stage 1.  The measures taken by the school to improve the quality of reading.  How effectively the school is improving attendance.  How well children develop communication, language and literacy skills in the Early

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Information about the school

This is a smaller-than-average primary school. Almost two-thirds of pupils are known to be eligible for free school meals, which is well above average. The majority of pupils are from minority ethnic groups and more pupils than average speak English as an additional language. An average proportion of pupils have special educational needs and/or disabilities although this is uneven across year groups, with the greater number found in Year 6. A greater number of pupils than average begin or leave the school other than at the normal times. The school holds Healthy School status.

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

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

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Main findings

This is a good school. Parents and carers are overwhelmingly supportive of the school, making comments such as, 'I could not wish for more from such a caring school'. The school engenders an ethos of consideration for others and mutual respect, which is apparent in the consistently outstanding behaviour of pupils inside and outside the classroom. In addition, their spiritual, moral, social and cultural awareness is outstanding. This welcoming, nurturing ethos is highly effective in helping the many pupils who join the school midway through the year to settle in quickly and achieve well. The outstanding Early Years Foundation Stage provides a first-rate platform to kick start children's learning. It is here where children develop the routines, excellent behaviour and social skills which enable them to achieve well throughout their time at school. Attainment varies from year to year but is generally average overall. In mathematics

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Main findings

pupils' attainment is above average. In English it is average but higher in reading than in writing. The quality of teaching and learning across the school is good, with a notable feature being the outstanding quality of assessment which supports learning. The curriculum is vibrant, relevant and fun, which brings learning alive to pupils through many visits and visitors to the school. Good care, guidance and support ensure those pupils who require the most support receive it promptly. The school has worked hard to improve attendance and has been successful in reducing persistent absenteeism. However, it is aware that more can be done to work with the families of those pupils whose attendance is below average but above the threshold of being classified as persistently absent. The summaries of the detailed and accurate assessments of pupils' learning are sometimes over-detailed, with the result that information given to the governing body is

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Main findings

often too complex. This means that the governing body cannot always hold the leadership to account sharply enough in relation to pupils' achievement. Senior and middle leaders monitor and evaluate all areas of provision well and the quality of self-evaluation is sharp and incisive. Teachers analyse data effectively, which enables them to plan challenging work for pupils of all abilities. This ensures that pupils throughout the school make good progress overall, particularly in mathematics and reading where their progress is outstanding in some cases. Excellent opportunities for professional development have enabled staff in the Early Years Foundation Stage in particular to develop outstanding provision and practice. These factors illustrate well the school's good capacity to sustain its improvement.

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What does the school need to do to improve further?

 Raise attainment and improve progress in writing by increasing the opportunities for pupils to complete extended pieces of writing across 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

 Improve attendance so it is above average by working closely with families of pupils who have low attendance but do not fall into the persistent absentee bracket.  Simplify the methods used to summarise pupils' achievement so the governing body has succinct, easily understandable information to hold the school to account more effectively.

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Outcomes for individuals and groups of pupils 2

Pupils behave exceptionally well because, in the majority of lessons, they are actively engaged in their learning and enjoy the varied tasks presented to them. As a result, pupils achieve well. In one lesson, for example, pupils used role play and drama to help them gain a deeper understanding of a story they were reading. Much lesson time is devoted to teamwork and discussions. This develops their cooperative skills alongside their speaking and listening. Consequently, pupils grow in confidence and those who are in the early stages of learning English quickly develop good language skills. Children enter the Nursery with skills which are generally below those expected of their age. Pupils make good progress across the school and leave Year 6 with attainment that is average overall. Those pupils with special educational needs and/or disabilities make good progress due to a range of individual and group support sessions and the work of

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Outcomes for individuals and groups of pupils 2

dedicated, effective teaching assistants. Pupils make at least good, and often outstanding, progress in reading and in mathematics. Over the past three years pupils' progress has been slower in Key Stage 1. The inspection team found that the excellent work being done in the Early Years Foundation Stage is now equipping pupils with the essential basic skills they need to succeed in Key Stage 1, so the rates of progress have accelerated. Within lessons there are ample opportunities for pupils to make good, positive contributions to discussions and debates. This is supplemented outside the classroom, with pupils operating as members of the school council or as play leaders in the playground. Rising attendance, good information and communication technology (ICT) skills and above average mathematics skills ensure they are well prepared for the future. The majority of pupils stay for school meals, which are nutritious

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Outcomes for individuals and groups of pupils 2

and varied, and many take part in a rich menu of sports activities. This helps them develop a good understanding of the importance of a healthy lifestyle. In this highly cohesive community pupils of different backgrounds understand and respect each others' differences, gaining a good understanding of religions and cultures other than their own. As one pupil said, 'It's really interesting to learn about other children's countries, languages and cultures and it makes us better people'.

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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 1

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?

During the inspection teaching was never less than good and sometimes outstanding. Teachers show great enthusiasm. This in turn enthuses and motivates pupils. They encourage pupils to answer questions in full sentences, which develops their speaking and reasoning skills. Teachers use drama within reading lessons to bring stories alive so pupils gain a deeper understanding of the books they are reading. While there are many examples of effective teaching of writing, the school recognises that more emphasis on increasing the opportunities pupils have to develop their writing skills across the curriculum is of the essence if attainment in this subject is to rise. The use of assessment to support learning is exemplary. Not only do teachers give detailed feedback on pupils' work, time is also given over in lessons for pupils to look over teachers' comments and decide how they will act on this feedback. Consequently, all pupils are in no doubt about

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How effective is the provision?

what they should do to improve their work. The teaching of reading throughout the school is particularly effective. Every corner of the school is used to teach mixed-age, small groups of pupils who have been grouped by ability. This enables teachers and teaching assistants to deliver highly customised lessons that precisely meet the learning needs of pupils. Similarly, pupils make rapid gains in their knowledge and understanding of mathematics due to a mathematics curriculum that is highly practical, relevant and, above all, fun. A good range of well-attended extra-

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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

curricular activities along with several visits and visitors enhance the good curriculum and also promote pupils' personal development well. While some work has still to be done to improve attendance further, care, guidance and support are good overall. Support ensures that pupils whose circumstances make them vulnerable receive precisely the right amount of help while also encouraging them to become confident, independent young people by the time they reach Year 6. Good transition arrangements are in place to help reception children settle into Year 1. The school works well with a range of outside agencies and with parents and carers.

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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 and deputy headteacher lead with energy and vision. They have successfully galvanised the enthusiasm of the staff, embedded ambition and driven improvements. Teachers now have a most secure understanding of the progress of their pupils and what is needed to challenge them. Arrangements for safeguarding are robust. The site is safe and secure and all staff are regularly updated to ensure they have the very latest information on child protection matters. All pupils feel safe in the school. All parents and carers who responded to the questionnaire feel the school keeps their children safe. The governing body fulfils its statutory duties. They receive good information on the rates of attendance, which has enabled them to hold the school to account well on this issue. However, the information they are given on achievement is not summarised succinctly enough to enable them to interrogate the data and hold the school to account for the

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How effective are leadership and management?

progress and attainment of different cohorts in the school. Equal opportunities are promoted well, with any differences between boys' and girls' achievement being addressed effectively. Cases of discrimination or bullying are rare but dealt with decisively when they occur. The school promotes community cohesion well. Within the school the excellent sense of community is palpable in the outstanding relationships between pupils and between pupils and adults. Good links with other schools have been particularly effective in sharing expertise. This is particularly evident in the Early Years Foundation Stage.

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

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

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

These are the grades for leadership and management

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2

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

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Early Years Foundation Stage

Pupils begin Nursery with personal and social skills that are well below those expected for their age. No time is wasted in helping children to develop excellent habits, routines and behaviour. This results in them behaving extremely well and children of different cultural backgrounds playing together safely and happily. Children very quickly develop an excellent understanding of letters and sounds through inspirational teaching which draws upon the very latest national research into how children learn best. For example, they develop good finger control which in turn helps them to write well through 'dough disco' - moulding dough in time to music. As a result, their communication, language and literacy skills are accelerating apace. The outdoor area enhances learning extremely well. One group of children buzzed with excitement as they blew soap bubbles into a large bucket, explaining confidently how the bubbles were formed. The curriculum is brought alive by

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Early Years Foundation Stage

many visits. During the inspection, pupils busily searched around the outdoor area counting small 'dinosaur eggs', following a visit to see a large egg. Planning and record-keeping are meticulous. Monitoring and evaluation of pupils' progress and of provision take place on a daily basis, with a constant re-evaluation of what is working best and how improvements can be made. The setting works extremely well with parents and carers, who are initially engaged through home visits on entry to the Nursery and continue to be involved in their children's learning through 'stay and play' sessions. Safety and welfare are afforded the highest priority, with daily checks and risk assessments carried out on equipment. Children thrive as a result of this outstanding provision and are consequently very well prepared for the next stage in their education.

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

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

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

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 1

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

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Overall effectiveness of the Early Years Foundation Stage 1

The quality of provision in the Early Years Foundation Stage 1

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Overall effectiveness of the Early Years Foundation Stage 1

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

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Views of parents and carers

The overwhelming majority of parents and carers are supportive of the school's work. Many of their comments focused on the friendly, welcoming nature of the school and how well the school involves them as partners in their children's education. All parents and carers who responded to the inspection questionnaire feel the school keeps their children safe and that their children enjoy school. The inspection findings endorse the very positive responses from parents and carers. A very small minority of parents and carers disagree that the school takes account of their suggestions and concerns. The inspection team examined this concern and found that the school has recently introduced questionnaires and other opportunities to elicit the views of parents, such as in relation to arts and crafts events.

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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 Saviour CofE Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 48 completed questionnaires by the end of the on-site inspection. In total, there are 216 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 37 77 11 23 0 0 0 0 The school keeps my child safe 35 73 13 27 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 31 65 17 35 0 0 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 30 63 16 33 2 4 0 0

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Total % Total % Total % Total %

The teaching is good at this school 35 73 12 25 1 2 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 27 56 18 38 2 4 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 25 52 21 44 2 4 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 30 63 14 29 3 6 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 22 46 25 52 1 2 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 26 54 20 42 2 4 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 26 54 17 35 5 10 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 28 58 17 35 3 6 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 33 69 13 27 1 2 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 Saviour CofE Primary School, Manchester, M40 7RH

Thank you for the warm welcome you gave us when we came to inspect your school. I am very pleased to tell you that you go to a good school, but there are some things which are outstanding. That is another of those 'wow' words that means 'really, really good'. Children in the Nursery and Reception classes get off to a flying start and very quickly learn all the important skills of playing together, talking and letter writing. Other great things about your school are how well you all behave and how thoughtful you are to each other, including understanding each other's customs, religions and languages. Your teachers work very hard behind the scenes preparing interesting work for you to do, and you told us how much you enjoy school. In turn, this means that you make good progress, which prepares you well for secondary school. In particular, your teachers mark your work very well, which helps you know exactly how to improve it.

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Inspection of Saviour CofE Primary School, Manchester, M40 7RH

There is always room to make things even better. I have therefore asked your headteacher and staff to do three things. First, I have asked them to help you make better progress in writing and reach higher levels by giving you opportunities to practise your writing in all the subjects you do in school. Second, I have asked them to improve the attendance of those of you who do not always come to school as regularly as you should. Third, I would like them to simplify the paperwork that goes with tracking your progress in reading, writing and mathematics so that governors have a better idea of how you are progressing. All of you can help by trying very hard to attend school regularly. This will help you to grow into mature, responsible young people.

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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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