Mount Primary School

Age group 4–11 Inspection date(s) 12–13 September 2011 Inspection number 377155 Unique Reference Number 104993 Local authority Wirral Inspection number 377155 Inspection dates 12–13 September 2011 Reporting inspector Frank Carruthers

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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 321 Appropriate authority The governing body Chair Alison Hardy Headteacher Bernard Cassidy Date of previous school inspection 03 June 2009 School address Mount Pleasant Road Wirral CH45 5HU Telephone number 0151 6303329 Fax number 0151 6301462 Email address schooloffice@mount.wirral.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 rates council children's services, and inspects services for looked after

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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.

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Introduction

This inspection was carried out by three additional inspectors. Thirteen lessons or parts of lessons were observed involving 11 teachers. Meetings were held with pupils, staff and the Chair of the Governing Body. Inspectors observed the school's work, and looked at pupils’ books, school assessments, planning and school policies, including those concerning the safeguarding of pupils. One hundred and three questionnaires were returned by parents or carers and Key Stage 2 pupils completed pupil questionnaires. Staff also completed questionnaires. These questionnaires were read and analysed by the team.

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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

 What the attainment of children is on entry to school and how well reception- aged children are doing.  What achievement is like across Key Stages 1 and 2, especially in relation to reading in Key Stage 1 and mathematics in Key Stage 2.  Whether there are any outstanding features in the curriculum.  How robust all aspects of safeguarding are.  How effective the contribution of leadership and management in raising pupils’ achievement is.

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Information about the school

This is a larger than average-sized primary school. The school population has increased slightly since the last inspection. The proportion of pupils known to be eligible for free school meals is just above average. The proportion with special educational needs and/or disabilities is above average. Almost all pupils are White British. On the same site is a Children’s Centre which is subject to a separate inspection. The school runs breakfast- and after-school clubs which are part of this inspection. The school has the Basic Skills, the Wirral Inclusion and the Bike It awards and is in the process of being assessed for the Respecting Rights School Award (RRSA) by UNICEF.

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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

The school provides a good education for its pupils. They achieve well in their learning and thrive thanks to good teaching and outstanding care, guidance and support. Throughout the school pupils make good progress in English and mathematics. Most children join the Reception year with skills that are below expected levels in key aspects of communication, language, literacy and emotional development. By the end of Year 6, standards are slightly above the average of schools nationally. Pupils with special educational needs and/or disabilities make good progress overall and at times individual pupils make outstanding progress. Pupils behave well and show good attitudes to learning. In two aspects of their personal development their achievement is outstanding. These are their understanding and adoption of a healthy lifestyle and the contribution they make to the school and the wider community.

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Main findings

The quality of teaching is good. A particular strength is teachers’ planning, which links subjects of the curriculum together very well and caters for the needs of different pupils. Teaching assistants and specialist teachers make a very effective contribution to pupils’ learning, especially those with additional needs. However, in a few lessons, teachers fail to make sure pupils are on task at all times. In addition, expectations for standards of handwriting and presentation in general are too variable. The curriculum is well-planned and has outstanding features, such as the focus given to supporting pupils’ personal development and attitudes to learning. Staff go the extra mile to help more vulnerable pupils to overcome barriers to learning and some of their actions provide a model for best practice.

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Main findings

Under the outstanding leadership and direction of the headteacher, the school’s senior leaders, middle managers and all staff share a common vision for how pupils are to thrive. They are backed by a supportive and challenging governing body. Of particular note is the excellent way that senior staff make partnerships with outside agencies to promote pupils’ well-being. The effectiveness of safeguarding procedures is good. School self-evaluation is robust, based on a close analysis of pupils’ progress and achievement. Staff use this analysis well to identify any trends in under- performance and take the steps needed to tackle it. Standards of attainment have been maintained since the last inspection and some aspects of the work of the school have improved from good to outstanding. A strong senior leadership team is supported by a newly-created middle management team. Taken together these factors indicate the school has good capacity to sustain its quality and raise

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What does the school need to do to improve further?

■ Raise the expectations of all staff to match the best found in school in relation to:  classroom management so that pupils make effective use of time in all lessons  the presentation of pupils’ work and in particular handwriting.

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Outcomes for individuals and groups of pupils 2

Pupils’ achievement is good. They enjoy lessons and share ideas with one another well. This was evident when Year 6 pupils explored different types of letter writing and shared their understanding of unfamiliar words. They rise to a challenge well. Pupils in Year 3, for example, produced some interesting questions they wanted to have answered as they began a topic on the workings of the human brain. Pupils’ progress is good and when there have been variations, for example between boys and girls, staff have identified trends quickly and taken action to reduce them. A thorough programme of teaching letters and sounds is lifting standards of reading in Key Stage 1. In the mixed Reception/Year 1 class, staff make good provision for the Year 1 pupils so that they are challenged according to their attainment. The school is usually successful in achieving challenging targets for pupils to reach. For example,

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Outcomes for individuals and groups of pupils 2

the proportion of pupils reaching Level 5 in mathematics rose this year and is now above average compared to schools nationally. A high proportion of pupils with special educational needs and/or disabilities makes the expected level of progress from Years 3 to 6.

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Outcomes for individuals and groups of pupils 2

Pupils report that they feel safe in school. Bullying is rare and if pupils have any concerns they know which member of staff to turn to. The focus in the curriculum on respecting rights helps pupils to understand their own role in making a good learning environment in school for all. In addition, they make an excellent contribution to the school and wider community, being involved in the planning and design of a number of neighbourhood facilities as well as supporting charities and events locally. Pupils have excellent opportunities to be fit and healthy, for example at playtimes in the exceptional outdoor areas the school has provided, and they speak with enthusiasm about activities such as fencing and jujitsu. Since the last inspection levels of attendance have improved and have been above average in the last two years. Pupils take good attitudes and skills with them when they move on to secondary

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Outcomes for individuals and groups of pupils 2

These are the grades for pupils' outcomes

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2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low The quality of pupils' learning and their progress 2 The quality of learning for pupils with special educational needs and/or disabilities and their progress

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How effective is the provision?

Strengths of the teaching include good relationships among pupils and staff, and a brisk pace to learning. Even at this early stage in the school year, teachers are planning for the different needs of pupils and challenging the more-able pupils with the tasks they give them. In the best lessons, teachers give clear explanations and demonstrations, for example when Year 4 pupils were practising basic juggling skills in physical education. In a few lessons where teaching was only satisfactory, pupils’ learning was adversely affected because staff did not keep pupils focused on the task in hand or gain their full attention. The marking of pupils’ work helps them to make progress by indicating next steps. There are plenty of opportunities for pupils to comment on their own performance and consider the efforts of other pupils and this is carried out in a supportive manner. There is too much variation, however, in the

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How effective is the provision?

expectations of staff about presentation and handwriting in pupils’ workbooks.

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How effective is the provision?

The curriculum is good overall and has some excellent features. The school is working towards achieving Respecting Rights status and the five strands identified in a good learner, covering aspects such as responsibility and resilience, are well embedded in the topics taught. Links between subjects are forged to good effect, helping to make learning comprehensible for pupils. Some of these initiatives are in the process of development and their full impact is yet to be realised in raising standards. In addition there are excellent opportunities for enrichment, such as learning to play a musical instrument, out-of-school activities, trips and residential visits.

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How effective is the provision?

Parents and carers hold the school in high regard in the way the staff care for pupils and help them in difficult times. For example, through an initiative called The Tree of Life, all pupils have been encouraged to be reflective. Pupils and their families experiencing trauma have been supported particularly well through this approach. The school’s breakfast- and after-school clubs are popular and provide a secure and welcoming experience for pupils. Arrangements for the transfer of pupils into school, between classes and on to secondary school help pupils to settle extremely well.

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How effective is the provision?

These are the grades for the quality of provision

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2

The use of assessment to support learning 2

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How effective are leadership and management?

The senior leadership team has a very good grasp of the school’s performance and pupils’ achievements thanks to robust systems to track pupil progress and monitor the quality of teaching and learning. These procedures are helping to lift standards and raise the quality of provision. The impact of recent measures, such as a refined policy for teaching and learning, an enhanced middle management group and curriculum enrichment, is yet to be fully felt.

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How effective are leadership and management?

The governing body has a very thorough understanding of issues facing the school and teamwork among members is a strength. They closely follow all aspects of safeguarding to ensure procedures are effective and challenge the school well by asking ‘how can we make it better?’ School development planning is very well- focused on raising pupils’ attainment and improving provision. The school has a budget deficit but is on track to clear it by the end of the financial year.

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How effective are leadership and management?

The school promotes equal opportunity for all pupils well and is reducing the gap in performance between pupils not eligible for free school meals and those who are. There are excellent links with outside agencies to promote pupils’ learning and welfare. It is, for instance, creating a strong partnership with a pilot school in the local authority for developing its own speech and language therapy provision. It makes full use of the expertise of outside professionals to train staff. The school promotes community cohesion well, including raising the awareness of pupils to wider issues through global links. Developments in the curriculum are intended to promote these aspects even further.

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How effective are leadership and management?

These are the grades for the leadership and management

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2

The leadership and management of teaching and learning 2

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Early Years Foundation Stage

Children learn and develop well in relation to their starting points. At this early part of the school year, children were observed to be settling in well, having come from many different pre-school settings. They showed lively interest in the activities they could choose from, which were based on the theme of the world of work. These included construction activities, small world and role play, where children became teachers and chefs and outdoors, builders and gardeners. They showed they could take responsibility for carrying out small tasks and pay good attention. A well- planned curriculum both indoors and outside gives the children a wide range of quality experiences that help them to achieve the early learning goals. Detailed assessments made at the end of the year indicate that most children make good progress in the Reception year and reach expected levels of attainment in all areas of learning. Year 1 pupils in the mixed-aged class are assessed effectively by staff

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Early Years Foundation Stage

against National Curriculum levels and given challenging work appropriate to their levels of attainment. Provision is good. Adults have warm relationships with the children and engage the children well through good questioning strategies. The welfare of the children is fully supported so that they are happy and secure. The leadership of the Early Years Foundation Stage has just changed after the appointment of a new leader. Previously, the deputy headteacher had oversight of provision and the handover is going ahead smoothly at the time of the inspection. Self-evaluation is very effective and leads to an ambitious action plan with clear priorities for improvement. Staff engage well with parents and carers. Policies and procedures are implemented consistently to promote equality among all the children and give all the best start possible.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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2

Outcomes for children in the Early Years Foundation Stage 2 The quality of provision in the Early Years Foundation Stage 2 The effectiveness of leadership and management in the Early Years Foundation Stage

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Views of parents and carers

Most parents and carers who responded to the inspectors’ questionnaire expressed highly positive views of the school. They greatly value its welcoming atmosphere. Almost all report that their children enjoy school. They judge that the school is well led and managed and that teaching is good. They consider their children are well looked after and taught how to be safe. Some parents and carers wrote highly- supportive comments on the questionnaire. Inspectors endorse these positive opinions and consider they are a reflection of the good partnerships the school has with parents and carers, for instance through the Parents’ Forum. A few parents and carers expressed concern about communication with them over the selection of pupils to be in the mixed-aged classes and whether their children would make sufficient progress. Inspectors explored this and find that in recent years the performance of pupils in the mixed-aged classes when compared to those in the

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Views of parents and carers

discrete year group classes has not been significantly different. Senior staff have agreed to keep communication with parents and carers under review in this aspect.

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questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Mount 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 103 completed questionnaires by the end of the on-site inspection. In total, there are 321 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 51 50 49 48 2 2 1 1 The school keeps my child safe 64 62 38 37 1 1 0 0 The school informs me about my child's progress 42 41 56 54 4 4 0 0 My child is making enough progress at this school 40 39 47 46 10 10 1 1 The teaching is good at this school 44 43 52 50 2 2 0 0 The school helps me to support my child's learning 44 43 54 52 3 3 0 0 The school helps my child to have a healthy lifestyle 50 49 47 46 3 3 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) 48 47 48 47 2 2 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 42 41 49 48 9 9 1 1 The school deals effectively with unacceptable behaviour 29 28 57 55 9 9 2 2

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 35 34 58 56 7 7 1 1

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Total % Total % Total % Total %

The school is led and managed effectively 53 51 47 46 1 1 0 0 Overall, I am happy with my child's experience at this school 60 58 40 39 2 2 1 1

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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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Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9 Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5 All schools 10 44 39 6

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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.

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Outstanding Good Satisfactory Inadequate

The data in the table above is for the period 1 September 2010 to 08 April 2011 and is consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ).

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Outstanding Good Satisfactory Inadequate

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.

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Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add up 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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to share with their children. It describes Ofsted's

main findings from the inspection of their school.

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Inspection of Mount Primary School, Wirral, CH45 5HU

It was a great pleasure to inspect your school. You were all extremely friendly and helpful and we enjoyed finding out from you how you are getting on. On behalf of the inspection team I would like to share with you what we found.

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Inspection of Mount Primary School, Wirral, CH45 5HU

Your school is providing you with a good education. Your behaviour is good and this means you learn well. You told us how you are made to feel welcome in school and people are very friendly. You told us bullying is very rare and if it happens, the staff deal with it promptly. Your awareness of how to keep safe is good. You take on responsibilities extremely well and we were very impressed with the links you have and the work you have done in the local community. You know a very great deal about how to be fit and healthy. You make good progress in lessons and, by the time you leave at the end of Year 6, most of you reach the standards expected in English and mathematics. This is because the teaching you receive is good and you work hard. School leaders and governors do a good job. They have put together a very interesting curriculum for you to follow and you are becoming high-quality learners. The staff take excellent care of you all so that you feel safe. They make sure you are

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Inspection of Mount Primary School, Wirral, CH45 5HU

not put at risk. They have built up valuable links with your parents and carers and with the local secondary schools, and especially with other agencies.

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Inspection of Mount Primary School, Wirral, CH45 5HU

Part of my job is to identify how the school can be even better. There are two improvements for staff to make: ■ ensure you all listen well to your teachers and stay on task in lessons ■ expect high standards of handwriting and presentation from you.

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Inspection of Mount Primary School, Wirral, CH45 5HU

So you can help by doing your best. Please continue to work hard and enjoy school. I send you all my best wishes for the future.

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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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