Church Walk CofE Primary School

Ulverston C of E Infant School Inspection report

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Age group 4–7 Inspection date(s) 12–13 September 2011 Inspection number 378475 Unique Reference Number 112361 Local authority Cumbria Inspection number 378475 Inspection dates 12–13 September 2011 Reporting inspector Sue Sharkey

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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 4–7 Gender of pupils Mixed Number of pupils on the school roll 82 Appropriate authority The governing body Chair Anthony Bryson Headteacher Bernadette Calvey Date of previous school inspection 15 February 2007 School address Church Walk Ulverston LA12 7EN Telephone number 01229 894137 Fax number 01229 894136 Email address head@churchwalk.cumbria.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 two additional inspectors. The inspectors observed teaching and learning in five lessons taught by three teachers. Meetings were held with the headteacher, pupils, representatives of the governing body and staff. The inspectors observed pupils’ work and looked at the school’s system for tracking their progress, safeguarding documents and key policies. Inspection questionnaires from 54 parents and carers and six school staff were also taken into account.

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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

 The strategies the school has in place to raise attainment and improve achievement in reading.  How well pupils use a wide range of information and communication technology (ICT) resources and how this impacts on the quality of their work.  Whether teaching is sufficiently challenging for pupils so that they are motivated to read and make the best progress possible.  How planning in the Early Years Foundation Stage makes full use of both the indoor and outdoor learning environments

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Information about the school

This is a smaller-than-average sized infant school. The proportion of pupils known to be eligible for free school meals is lower than the national average. Most pupils are from White British backgrounds. The proportion of pupils with special educational needs and/or disabilities is below average. The school has Eco-School and Healthy Schools status. 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

Ulverston Church of England Infant School is a good school. Care, guidance and support for pupils are excellent. This creates a welcoming and supportive environment where different groups of pupils say they feel safe. Links with a wide range of partners and the community are first class and bring considerable benefits to the learning and personal development of pupils. Engagement with parents and carers is outstanding; they rightly feel that the school is very caring and recognise that pupils’ personal development is a high priority. A typical comment was, ‘My child loves school, there is a general atmosphere of warmth and inclusiveness where children are nurtured as individuals.’

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Main findings

Children enjoy learning from the start in the Early Years Foundation Stage where they learn to share, follow routines and quickly adapt to the school’s high expectations of politeness and courtesy. Attainment at the end of Year 2 in reading, writing and mathematics is above that expected of pupils of a similar age reflecting good achievement and progress for all groups of pupils. This includes those with special educational needs and/or disabilities who benefit from extra support or adaptations to the tasks they are given so that their needs are met well.

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Main findings

Throughout the school good teaching and the good curriculum ensure that pupils progress well. Opportunities for pupils to make choices and learn both actively and independently throughout the day are woven seamlessly throughout a wide range of activities. However, teachers do not always provide sufficient challenge when pupils are carrying out independent learning. Teachers assess pupils' learning well in lessons through good questioning; however, the marking and feedback of pupils’ work is not always consistent to ensure that pupils know the next steps in their learning. Pupils’ understanding of a healthy lifestyle is first class and they appreciate the many opportunities they have to take part in fitness activities, particularly after school. Pupils are proud of their school where they readily make an excellent contribution as well as playing an active role in community activities.

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Main findings

The school has good capacity for sustained improvement. The drive and ambition of the headteacher ensures that the school is always seeking ways to support pupils even more. Teamwork is strong and staff share a united ambition to ensure every child achieves as well as possible. Since the last inspection, accurate self-evaluation has led to a range of effective strategies that ensure the school continues to move forward and progress.

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What does the school need to do to improve further?

 Further improve achievement and raise attainment, by: - ensuring that marking and feedback consistently help pupils to know how to improve their work - ensuring that teachers plan activities that provide greater challenge for pupils when they are carrying out independent learning.

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Outcomes for individuals and groups of pupils 2

In lessons, pupils are active participants, are keen to succeed and are enthusiastic learners. During a Year 2 lesson pupils were keen to find out about activities in guided reading particularly as this was their new class at the beginning of the school year. They listened carefully as the teacher explained the different working groups and the range of tasks. One group found it fascinating that after they had discussed and sounded letters needed at the end of words they could put the word card into a ‘machine’ and out popped the answer. This not only encouraged discussion but also enabled pupils to enjoy their learning. Other groups enjoyed reading favourite stories and sounding words to adults. During a Year 1 lesson the teacher used the interactive whiteboard to share pictures with children. Children had to recognise the pictures and sound the initial letter. They enjoyed this thoroughly and their use of

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Outcomes for individuals and groups of pupils 2

actions added to the excitement and ensured pupils were engaged and made good progress.

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Outcomes for individuals and groups of pupils 2

Overall, children enter the Early Years Foundation Stage with skills that are broadly in line with what is expected for their age, but are often lower in emotional development, speech and language, calculation and writing. Pupils make good progress over time so that when they leave school in Year 2, their attainment is above average. The school has made successful strides in raising attainment and pupils’ progress in writing. The current focus on reading indicates that the strategies being used are also proving to be successful.

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Outcomes for individuals and groups of pupils 2

Pupils behave well in school. They are polite, helpful and respectful to staff and other pupils. They agree that they are safe in school because adults look after them well and that gates and doors are always closed and secure. They are keen to raise funds for a wide range of charities locally, nationally and internationally. The school council plays a vital role in ensuring that they continually have a voice in school improvements while the eco-council has worked with community partners to help the school to gain the green award for their eco-developments in school. Pupils have an excellent understanding of how to keep healthy and talk confidently about the importance of fruit and vegetables in their diet. Spiritual, moral, social and cultural development is good; pupils are curious and embrace new experiences. These are the grades for pupils' outcomes Pupils' achievement and the extent to which they enjoy their learning

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Outcomes for individuals and groups of pupils 2

Taking into account: Pupils' attainment 1 2 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 The extent to which pupils feel safe 2 Pupils' behaviour 2 The extent to which pupils adopt healthy lifestyles 1 The extent to which pupils contribute to the school and wider community 1 The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being Taking into account: Pupils' attendance 1 3 The extent of pupils' spiritual, moral, social and cultural development 2

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How effective is the provision?

Positive relationships between pupils and adults help pupils make good progress and enjoy their learning. Lessons are characterised by a positive climate for learning and a strong sense of purpose. Teachers have a good understanding of pupils’ performance, using data to plan suitable tasks for them. However, there are occasions, particularly when pupils are working independently, when the tasks are not always challenging enough. Teachers use assessment well to support good learning in lessons through effective questioning and good explanations. However, the marking and feedback of pupils' work in books does not always point out clearly to pupils their next steps in learning. Lessons are paced well, which helps to ensure that pupils who find concentration difficult remain engaged and motivated in their learning. Teaching assistants play an effective role in pupils’ learning in class and in phonics and guided reading group work.

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How effective is the provision?

The curriculum meets pupils’ needs well. Good use is made of both the indoor and outdoor learning environment to provide interesting and stimulating activities. Theme weeks and days help to provide a focus to extend pupils’ skills and knowledge. For example, Africa week gave children the opportunity to dress up in different styles of clothes, to design skirts using repeating patterns and enjoy dance. There is a wide range of enrichment activities after school offering pupils the chance to add to their skills and interests. Pupils talk excitedly about sport clubs as well as gardening and Young Explorers. The range of visitors, partnerships and extended opportunities available to pupils greatly enhances their learning as well as their personal development.

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How effective is the provision?

The school’s outstanding care, guidance and support ensure that all pupils can succeed in learning, develop well personally and reach the ambitious targets set for them. Pupils’ attendance is average when compared nationally but the school has a wide range of successful guidance and strategies in use to encourage regular attendance and improve punctuality. For example, in working closely with parents

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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 and carers punctuality has improved significantly due to the school changing the start time of the school day. Arrangements when children commence school are admirable and links with local primary schools ensure that Year 2 pupils are well- prepared for Key Stage 2, ensuring excellent continuity in their learning and development. The school provides a rich learning environment for all pupils with a wide range of art work and thematic displays.

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How effective is the provision?

These are the grades for the quality of provision The quality of teaching Taking into account: The use of assessment to support learning 2 The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships The effectiveness of care, guidance and support 1

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How effective are leadership and management?

The headteacher’s drive for improvement is well supported by all staff as demonstrated by the rise in attainment in writing. Subject leaders play an active role in school development and have good knowledge of their areas of responsibility. The tracking of pupils’ progress is carried out by all teachers and monitored rigorously by the headteacher who ensures that targets set for pupils enable them to achieve good outcomes. The first-rate partnerships with others enable the school to provide rich learning experiences. This is a notable strength. Governance is good. The governing body brings a wide range of expertise and provides a clear strategic view; its members support and challenge with enthusiasm and commitment. They make sure that safeguarding requirements reflect good practice ensuring that the school environment is well managed and provides a safe site for pupils.

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How effective are leadership and management?

The school is a cohesive community within which all groups are treated equally and there is no room for discrimination. This is exemplified through the good progress made by all groups of children and the way in which they work and play well together. The school’s strong involvement in the local community, its good links with other schools and the wider community and its success in extending pupils’ awareness of other beliefs and ways of life, show that community cohesion is promoted well. The school has identified where pupils’ understanding of different cultures represented in the United Kingdom needs to be developed. The school has excellent relationships with parents and carers. It provides good value for money.

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How effective are leadership and management?

These are the grades for the leadership and management The effectiveness of leadership and management in embedding ambition and driving improvement Taking into account: The leadership and management of teaching and learning 2 The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met The effectiveness of the school's engagement with parents and carers 1 The effectiveness of partnerships in promoting learning and well-being 1 The effectiveness with which the school promotes equality of opportunity and tackles discrimination The effectiveness of safeguarding procedures 2 The effectiveness with which the school promotes community cohesion 2 The effectiveness with which the school deploys resources to achieve value for money

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Early Years Foundation Stage

Children get off to a good start in the Early Years Foundation Stage, responding well to the warm and welcoming environment. Children quickly settle into the Reception class because of the high-quality care and support they receive as well as the good partnerships with parents and carers and good induction processes. This provides a boost to successful learning. There is a good balance between activities led by teachers and those developed by children themselves. Children’s personal development and well-being is good; they are kind and thoughtful to each other and their strong sense of right and wrong ensures behaviour is good. Leadership and management of the Early Years Foundation Stage is good, ensuring that adults plan well together and have a clear understanding of how children learn. Planning makes certain there is good use of both inside and outside areas, where children widen their learning experience and grow in their desire to explore and be independent. As a

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Early Years Foundation Stage

result of good leadership, children make good progress from what is expected for their age and often excellent progress in speech and language, and emotional development. The stimulating learning environment helps children to play, share and talk together. For example, outside, children talked readily together while they controlled their computerised dinosaurs to move forward and backwards, while inside a group of children designed patterns for their dinosaurs, some preferring spots to stripes. Children with special educational needs and/or disabilities make good progress because early assessment highlights their needs and good teaching assistant support is provided to help them. Staff are vigilant in ensuring that children’s welfare needs are fully catered for.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage Overall effectiveness of the Early Years Foundation stage Taking into account: 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

Around 66% of all parents and carers returned the questionnaires, a proportion that is considerably higher than in most infant schools. All were positive about the way the school cares for and educates their children. They feel that their children enjoy school, are kept safe and are pleased with their children’s progress. Some parents and carers added comments to the questionnaire they returned; many to reinforce the strength of their positive views.

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questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Ulverston Cof E Infant 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 inspector received 53 completed questionnaires by the end of the on-site inspection. In total, there are 82 pupils registered at the school.

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questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 32 60 20 38 0 0 0 0 The school keeps my child safe 29 55 22 42 0 0 0 0 The school informs me about my child's progress 20 38 26 49 1 2 0 0 My child is making enough progress at this school 21 40 24 45 1 2 0 0 The teaching is good at this school 27 51 18 34 1 2 0 0 The school helps me to support my child's learning 23 43 22 42 1 2 0 0 The school helps my child to have a healthy lifestyle 32 60 17 32 0 0 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) 26 49 20 38 0 0 0 0

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questionnaire

The school meets my child's particular needs 21 40 27 51 1 2 0 0 The school deals effectively with unacceptable behaviour 13 25 26 49 2 4 0 0

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questionnaire

The school takes account of my suggestions and concerns 18 34 23 43 1 2 0 0

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questionnaire

The school is led and managed effectively 27 51 20 38 1 2 0 0 Overall, I am happy with my child's experience at this school 32 60 18 34 1 2 0 0

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questionnaire

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 are 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 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 Ulverston C of E Infant School, Ulverston, LA12 7EN

Thank you for being so kind when we visited your school recently. We thoroughly enjoyed talking with you and watching you learn in lessons. It was good to learn that you feel safe and that you have an excellent understanding of keeping healthy. Thank you for showing me your vegetable area and telling me how important it is to grow fruit and vegetables. I thought putting chives into butter in your jacket potatoes, especially when you had grown the potatoes, sounded really yummy.

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Inspection of Ulverston C of E Infant School, Ulverston, LA12 7EN

It was good to talk with your school council members who work so hard to help your school to be good. Your behaviour is good and ‘Well Done’ for raising money for various charities. All the jobs you do in and around school help the school enormously but we were also impressed with all you do outside school and in Ulverston to help other people. Your headteacher and teachers are very good at working with other teachers in other schools as well as other groups of people. This helps you to learn lots of new things as you grow up. Overall, we found that your school provides you with a good education and helps you learn well.

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Inspection of Ulverston C of E Infant School, Ulverston, LA12 7EN

There are two things that I have asked your school to do to help to make it better. First, for teachers to mark your work differently so that they help you to know what you need to learn next. Second, to make sure that when teachers plan work for you, particularly when you are on your own or with a group and do not have an adult with you all the time, you have to think really hard.

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Inspection of Ulverston C of E Infant School, Ulverston, LA12 7EN

We were really impressed with how well you care for each other. Congratulations on all you do to help the school. We were really delighted that you said that you enjoy coming to school. Remember to always do your best and help your teachers. Thank you for helping us and for being so polite.

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Inspection of Ulverston C of E Infant School, Ulverston, LA12 7EN

Sue Sharkey Lead Inspector procedures set out in the guidance 'Complaining about inspections', which is available 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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