Freethorpe Community Primary and Nursery School

Age group 4–11 Inspection date(s) 13–14 September 2011 Inspection number 380106 Freethorpe Community Primary School Inspection report

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Unique Reference Number 120808 Local Authority Norfolk Inspection number 380106 Inspection dates 13–14 September 2011 Reporting inspector Mary Hinds

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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 4–11 Gender of pupils Mixed Number of pupils on the school roll 139 Appropriate authority The governing body Chair Catherine Jones Headteacher Rachel Quick-Gunning Date of previous school inspection 16 October 2008 School address The Green Freethorpe Norwich NR13 3NZ Telephone number 01493 700215 Fax number 01493 701758 Email address head@freethorpe.norfolk.sch.uk 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

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after children, safeguarding and child protection. 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 . 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 information 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’.

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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 six teachers, while visiting 11 lessons. Two of the lessons were observed jointly with the headteacher. Inspectors held meetings with senior leaders, groups of pupils, the members of the governing body and staff. They observed the school’s work, and looked at the school’s documentation, monitoring and assessment information, plans for improvement, important policies and pupils’ work. The inspection team also looked at 73 questionnaires from parents and carers, together with those from pupils and staff.

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Introduction

The inspection team reviewed many aspects of the school’s work. It looked in detail at a number of key areas.

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Introduction

 Is the progress pupils make consistently good, particularly for more-able girls in mathematics in both key stages and in writing at Key Stage 2?  It assessed the progress made by pupils with special educational needs and/or disabilities.  It examined how well informed are pupils in knowing how to improve their work.  It explored how well leaders at all levels evaluate the quality of the school’s work in order to drive ongoing improvement.

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Information about the school

The school is smaller than most other primary schools. Virtually all the pupils are of White British heritage. The percentage of pupils known to be eligible for free school meals is broadly average, while the proportion of pupils with special educational needs and/or disabilities, including those with a statement of special educational needs, is above average. The school runs a breakfast club that is managed by the governing body. An independent pre-school shares the same site as the school, but is subject to a separate inspection report. The school has gained several awards, including Healthy Schools status, Eco-Bronze Award and Active Mark.

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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

Freethorpe is a good school. A number of significant strengths include community cohesion, and consequently the school is held in high esteem by the local community it serves. The needs of the pupils whose circumstances make them most vulnerable are met exceptionally well through a range of outstanding partnerships to promote their well-being. Pupils have an excellent understanding of healthy living, keenly taking part in many sports. Furthermore, pupils feel exceptionally safe and almost all pupils enjoy everything that the school offers, as their high attendance demonstrates. A parent who says, ‘My child has been welcomed wholeheartedly by the staff and children and I couldn’t have wished for a better start to school. He has come out of school every day with a big happy smile on his face,’ reflects the inclusive nature of the school. One of the main factors contributing to the school’s success is the work of the highly committed headteacher, whose continual striving

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Main findings

for excellence is shared and supported well by the assistant headteacher. Staff morale is high. Governance has improved significantly since the previous inspection. Leaders and the governing body share an accurate understanding of what the school does well and what needs to be achieved next. The school’s good track record, combined with a focus on striving for further developments and accurate self- evaluation, provides it with good capacity to continue to improve.

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Main findings

Achievement is good, because good quality teaching and an exciting and creative curriculum ensure that pupils are engaged in their learning. Pupils make good progress so that by the end of Year 6 their attainment is above average in mathematics and average in English. There is little difference in the achievement of different groups, and pupils with special educational needs and/or disabilities also make good progress. This is because the school rigorously tracks pupils’ progress and intervenes swiftly to ensure that all pupils are well supported and receive personalised programmes of learning. The most significant differences in achievement are within subjects, for example, in writing not enough pupils achieve the higher levels in Key Stage 2. Some teachers use marking and ongoing assessments effectively in order to secure good or better progress, and are adept at assessing pupils’ progress within lessons. These teachers identify key concepts or

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Main findings

skills which pupils need to acquire in order to achieve the learning outcome. This ensures that pupils of all abilities are effectively challenged. Pupils are encouraged to use these small steps in their learning to assess how well they are doing, even in writing tasks. However, practice varies because leaders do not monitor pupils’ progress in lessons consistently well.

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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 2012,raise the quality of teaching so that at least 50% is outstanding and improve progress in writing for more-able pupils, by:  planning graded steps to success in lessons which challenge all abilities, particularly in writing in Key Stage 2  using these steps to provide more opportunities for pupils to understand exactly what they will be learning in lessons and how to achieve the learning outcome  ensuring that teachers and pupils use the steps to assess progress  sharing existing best practice in teaching and the use of assessment through coaching and modelling.

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What does the school need to do to improve further?

 Refine the monitoring of lessons by ensuring that:  strategies to improve assessment are effectively and consistently implemented in lessons through focused monitoring of the quality of pupils’ learning and progress  high-quality marking consistently provides clear guidance to pupils on how well they have done and what they need to do to improve their work further.

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Outcomes for individuals and groups of pupils 2

Pupils typically respond enthusiastically in lessons because there is a relevant link between subjects, they can use their basic skills in a real-life context, and they are collaborating and are actively involved. In an upper Key Stage 2 lesson, pupils were engaged and highly motivated when they explored the emotions and motivations of people who lived through war-time Britain through drama and lively discussions. In an information and communication technology (ICT) lesson tasks were well matched to pupils’ abilities. The resources were suitably adapted and the teacher, whose enthusiasm and subject knowledge were infectious, made good use of questioning. Pupils are attentive and keen to learn. The excellent support and targeted interventions enable pupils with special educational needs and/or disabilities to participate fully in lessons. More-able pupils rise to the challenge provided for them in mathematics, where the school has introduced a greater focus on problem solving

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Outcomes for individuals and groups of pupils 2

to ensure that pupils apply their mathematical concepts fully.

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Outcomes for individuals and groups of pupils 2

Children begin the Reception class with skills, knowledge and abilities below national expectations in all six areas of learning. By the time pupils enter Year 1 their basic skills are average. Good progress ensures that pupils’ attainment by the end of Year 2 is rising and is now above average. This impetus of improvement is now being realised across Key Stage 2 and particularly in mathematics, where attainment is well above average. Attainment in English is also improving but not as quickly as in mathematics, particularly at the higher levels in writing, and as a consequence the school has revised how this subject is now taught.

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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’ understanding of different cultural values is strong. They have a good understanding of the richness and diversity of the United Kingdom and the global community, through many first-hand experiences. For example, the school has a national link with a school with a different social, ethnic and cultural intake, and international links such as hosting a visit of Chinese teachers last year. During this time many pupils learned to speak Mandarin. Pupils behave well, have an appreciation of equalities and are caring and supportive of one another. There are many opportunities for pupils to take responsibility. For example, they relish being peer mediators and as school councillors, they contribute much to the day-to-day running of the school and to the process of decision making. The school has created strong links with neighbouring villages through a wide variety of sports clubs, such as bowls and cricket. The broad range of well attended extra-curricular and enrichment

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

activities have enabled most pupils to have an outstanding appreciation of how to lead a healthy lifestyle. The effective partnerships and activities that the school has developed, for example with the local police and the Safer Neighbourhood team, simultaneously promote pupils’ contribution to the community and enables pupils to appreciate how to stay safe.

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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

Taking into account: Pupils’ attainment 1 The quality of pupils’ learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress

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contribute to their future economic well-being

Taking into account: Pupils’ attendance 1

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How effective is the provision?

In all lessons observed during the inspection, relationships between teachers and pupils were highly positive. Teachers have good subject knowledge and use resources well. In the best lessons, they ensure the pace of learning is brisk and

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How effective is the provision?

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

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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

encourage pupils to talk about their thinking with each other to consolidate ideas. Regular feedback is provided through questioning and they make specific references to the steps to in their learning. In these lessons, pupils are made aware of their progress towards the learning outcome. Teachers also provide high quality marking so that pupils are well informed about what they have achieved and what they need to do next to improve further. In a few lessons, learning slows especially for the more able, as teachers occasionally talk too much and tasks do not take sufficient account of the pupils’ prior learning.

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

The creative curriculum focuses well on the development of basic skills in English, mathematics and ICT across a wide range of other subjects. This thematic approach sometimes uses the local community as a rich and relevant context for pupils’ learning and it has resulted in some high quality work, especially in art.

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

Outstanding care, guidance and support make a major contribution to pupils' personal development. There is a significant focus on relationships through the systematic teaching of emotional and social aspects of learning. The school is committed to ensuring that all pupils access all that the school offers, including those pupils with complex learning difficulties. Specific support strategies for pupils and their families are highly effective and supplemented by the skilled work of the parent support adviser who works for the group of local schools. One parent’s comment reflects the appreciation felt by parents and carers for this work: ‘They are a support network for us.’ Links with a range of agencies are very strong. The breakfast club provides a safe and stimulating start to the day. Transition arrangements and links with secondary schools are excellent.

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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

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The drive for improvement is guided by the clear vision of the headteacher, who has secured the commitment of staff at all levels. Target setting is ambitious and challenging, leading to improved outcomes for all pupils. The rigorous anaylsis of the school’s performance illustrates that gaps between pupils’ achievement are being closed, and although there is still more work to be done in challenging more- able pupils in writing this represents effective promotion of equality of opportunity. The work of the school is regularly reviewed and priorities are well planned. Middle leaders are now taking on more responsibility for specific areas of work. The governing body provides professional and determined challenge and support,

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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

enabling it to hold leaders to account. It is developing robust systems to enable it to review the work of the school more comprehensively. Safeguarding procedures have improved due to the recent audit and action plan, led by the safeguarding governor. All recommended good practice is adopted.

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

The school has highly positive relationships with parents and carers, ensuring that they are fully involved in their child’s learning and progress, and they are involved in the decision making of the school. For example, parents and carers requested more information about the curriculum and the school responded by hosting well attended ‘curriculum mornings’. The extensive range of partners, including the strong cluster school partnership, provides experiences that could not be provided by the school alone. This is particularly so for the promotion of community cohesion, which is exceptionally strong. Together with other schools, pupils experience a myriad of community events such as working with artists in a multicultural festival and a carnival club.

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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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driving improvement

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

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Early Years Foundation Stage

The overall effectiveness of the Early Years Foundation Stage is good. Due to the effective support and intervention of skilled adults, all children make good progress in their learning, enjoy everything they do and feel safe. As a consequence, by the time they enter Year 1 attainment is broadly average, especially in early reading, writing and mathematical skills. Children quickly become confident, play cooperatively and are becoming increasingly independent. Adults use their ongoing assessments well to ensure that all children’s needs are effectively met. Children settle quickly into school life because of strong links with the on-site independent pre-school and with parents and carers. The stimulating activities provide active

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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

exploration of concepts. For example, children enjoy counting and learning about numbers and shapes, both inside and outside the classroom. However, the writing area is not sufficiently stimulating to motivate children further to write independently. Good leadership ensures that adults work well as a team.

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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

Taking into account: Outcomes for children in the Early Years Foundation Stage The quality of provision in the Early Years Foundation Stage 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 happy with their children's experience at school. Almost all comments made by parents and carers showed that they appreciate the work of the school and the headteacher. A very small minority expressed concerns about some aspects of the school’s work, but there were no apparent trends to indicate weaknesses in the school's procedures, nor were any witnessed by inspectors. Nevertheless, inspectors pointed out some of the issues of concern to school leaders and the Chair of the Governing Body. Although inspectors endorsed most of the parents and carers’ positive views, they judged that some pupils should be making more progress in their writing.

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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 Freethorpe Community 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. The inspection team received 73 completed questionnaires by the end of the on-site inspection. In total, there are 139 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 48 66 25 34 0 0 0 0 The school keeps my child safe 54 74 19 26 0 0 0 0 The school informs me about my child’s progress 51 70 22 30 0 0 0 0 My child is making enough progress at this school 42 58 29 40 2 3 0 0 The teaching is good at this school 52 71 21 29 0 0 0 0 The school helps me to support my child’s learning 46 63 24 33 3 4 0 0 The school helps my child to have a healthy lifestyle 45 62 24 33 1 1 0 0 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) 52 71 21 29 0 0 0 0

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Total % Total % Total % Total %

The school meets my child’s particular needs 41 56 30 41 1 1 0 0 The school deals effectively with unacceptable behaviour 34 47 33 45 2 3 0 0 The school takes account of my suggestions and concerns 42 58 26 36 0 0 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 49 67 22 30 2 3 0 0 Overall, I am happy with my child’s experience at this school 54 74 18 25 0 0 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. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. 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

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9

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Type of school Outstanding Good Satisfactory Inadequate

Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5

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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 8 April 2011 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.  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 Freethorpe Community Primary School, Norwich, NR13 3NZ

Thank you very much for your warm welcome and the help you gave to us in finding out more about your school. We think your school offers a good standard of education and that it is led and managed well by your headteacher. Here are some of the good and outstanding things in your school.

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Inspection of Freethorpe Community Primary School, Norwich, NR13 3NZ

 You all feel extremely safe and most of you have an excellent understanding of how to live a healthy lifestyle.  You all make good progress and you have positive attitudes to your learning.  You behave well and your attendance is outstanding.  You have good teachers and staff who care for you exceptionally well.  Your headteacher works very hard and the school has developed excellent partnerships with your parents and carers, the local community, other schools and beyond.

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Inspection of Freethorpe Community Primary School, Norwich, NR13 3NZ

In order to ensure your school continues to improve, these are the things I would like it to do.

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Inspection of Freethorpe Community Primary School, Norwich, NR13 3NZ

 Increase the amount of outstanding teaching so that you all make more rapid progress, especially in your writing.  Make sure that teachers’ marking gives you clear pointers on what you need to do next to improve your work.  Develop both your teachers’ skills and yours in assessing how well you are learning in lessons.  Ensure that leaders check how well teachers are assessing your progress and learning in lessons.

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Inspection of Freethorpe Community Primary School, Norwich, NR13 3NZ

I hope you continue to enjoy coming to school and trying your very best in all that you do.

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from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy

of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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