Byerley Park Primary School

PROTECT - INSPECTION

Byerley Park Primary School Inspection report

p.1

PROTECT - INSPECTION

Age group 4–11 Inspection date(s) 15–16 September 2011 Inspection number 378812 Unique Reference Number 114189 Local authority Durham Inspection number 378812 Inspection dates 15–16 September 2011 Reporting inspector Linda Buller

p.1

PROTECT - INSPECTION

This inspection of the school was carried out under section 5 of the Education Act 2005.

p.1

PROTECT - INSPECTION

Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 215 Appropriate authority The governing body Chair Ian Banks Headteacher Alison Gargan Date of previous school inspection 17 March 2009 School address Greenfield Way Newton Aycliffe DL5 7LE Telephone number 01325 300598 Fax number 01325 311560 Email address byerleypark@durhamlearning.net 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

p.1

PROTECT - INSPECTION

children, safeguarding and child protection.

p.2

PROTECT - INSPECTION

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.

p.2

PROTECT - INSPECTION

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

p.2

PROTECT - INSPECTION

You may copy all or parts of this document for non-commercial purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

p.2

PROTECT - INSPECTION

To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'.

p.2

PROTECT - INSPECTION

T: 0300 123 4234 Textphone: 0161 618 8524 enquiries@ofsted.gov.uk www.ofsted.gov.uk

p.2

Introduction

This inspection was carried out by three additional inspectors. They observed 12 lessons and eight teachers. They held discussions with groups of pupils, parents and carers, members of the governing body and staff. Inspectors observed the school's work and looked at policies, development planning, data related to the tracking of pupils' progress, senior leaders' monitoring of teaching and learning, safeguarding documents, minutes of the governing body meetings and pupils' work. Information from 166 questionnaires from parents and carers, together with those from pupils and staff was analysed.

p.3

Introduction

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

p.3

Introduction

 Pupils’ achievement particularly in mathematics and writing at Key Stages 1 and 2 to determine whether teaching is consistently good.  How successful the school has been in adjusting curriculum provision in order to drive improvement in outcomes for pupils, particularly those of more-able pupils.  How successful the redistribution of the roles and responsibilities of leaders and managers at all levels has been in driving improvement in the quality of teaching.

p.3

Information about the school

The school is an average-sized primary school. Most pupils are of White British heritage. The proportion of pupils from minority ethnic backgrounds is below average and very few pupils speak English as an additional language. The proportion of pupils with special educational needs and/or disabilities is well below average. The proportion of pupils known to be eligible for free school meals is below the national average. Since the time of the last inspection, the school has undergone a number of staffing changes, including the retirement of a number of long-serving staff. The school has the Eco Silver Status, International School, Basic Skills, Artsmark Silver and Activemark awards.

p.3

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

p.4

Main findings

This is a good school. Pupils are very happy and thrive in a friendly purposeful community. Actions taken by leaders and managers have brought about significant improvements, particularly in pupils’ attainment and progress so that their overall achievement is outstanding. Attainment is high; by the time they leave the school, Year 6 pupils consistently reach standards that are significantly above average in national tests. Underpinning these improvements is an outstanding partnership with parents and carers and the careful analysis of the school's data from tests and assessments. This accurately informs all aspects of self-evaluation and drives school improvement planning. There is good capacity to improve further.

p.4

Main findings

The quality of teaching is good overall. It is improving with examples of outstanding practice in each key stage. Outstanding lessons move at a fast pace, pupils work hard to meet the teachers’ high expectations eagerly answering probing questions and making outstanding progress. In a few classes, teaching remains satisfactory. Too much time is taken up by teachers’ explanations. This limits opportunities for independent learning and for pupils to put new knowledge into practice. Assessment of pupils’ individual ability is accurate and used well to group pupils according to ability and to provide appropriate additional support for pupils when needed. However, teachers' evaluation of pupils’ learning during lessons is not consistently leading to the provision of appropriate levels of challenge for all pupils. Careful consideration has been given to providing pupils with a curriculum which captures their interest and motivates them to learn. This is a key reason why the gap is

p.4

Main findings

closing rapidly between the standards pupils attain in reading and those in writing and mathematics. Practical, fun activities enliven pupils' learning; for instance, Year 6 pupils enthusiastically rose to the challenge of using their number knowledge and calculation skills to beat the ‘Countdown Clock’.

p.4

Main findings

Since the previous inspection, there has been a concerted effort by the headteacher and the governing body to ensure that staff have a shared vision and commitment to gaining the best possible outcomes for pupils. Training and mentoring have been effective in improving the quality of teaching. Nonetheless, there is some variation across the school. Regular monitoring has in the main ensured that agreed policies and procedures are fully adhered to and are resulting in rising standards. At times, monitoring activities are too general and do not focus sharply on those areas of teaching and learning which have been identified as needing most improvement. As a result, the quality of teaching is not consistently good.

p.4

What does the school need to do to improve further?

 Extend existing outstanding practice so that all teaching is good or better by: - redressing the balance between the time given to explanations by the teacher and the time allocated for pupils’ independent learning - teachers consistently evaluating the learning taking place during lessons so that they can provide appropriate additional challenge - setting success criteria which are adjusted to reflect the differing tasks and abilities of pupils within the each class - sharply focussing the monitoring activities undertaken by leaders and managers on the areas which have been identified as needing improvement.

p.5

Outcomes for individuals and groups of pupils 2

Pupils are enthusiastic learners. Their positive attitudes towards learning and their good behaviour have a positive impact on their achievement. They thrive on the opportunities to be involved in open-ended challenges and enjoy the good use made of new technologies. They are proud of Byerley Park and describe it as ‘their dream school’. They usually display high levels of concentration which occasionally lapse when pupils are not fully involved in active learning during activities led by teachers. Pupils' current work confirms that they are making good progress from their average starting points on entry to the school. Attainment in the current Year 6 is continuing the upward trend of high performance. Pupils with special educational needs and/or disabilities make the same good progress as their peers, often reaching the expected attainment for their age by the time they leave the school in Year 6. As a result,

p.5

Outcomes for individuals and groups of pupils 2

pupils’ achievement over time is outstanding.

p.5

Outcomes for individuals and groups of pupils 2

Pupils feel safe, secure and valued. They have a good appreciation of what it means to live a healthy life. They enjoy physical education lessons and many take part in the good variety of after-school sports and exercise clubs provided at the school. Pupils contribute well to their school community, being involved for example, in caring for the youngest children and helping the school to make decisions through the School Council. Discussions with pupils highlighted a commitment to promote similarities and celebrate diversity. Above-average basic skills, above average attendance and sensible, caring attitudes to learning and each other, prepare pupils well for the next stage of their education.

p.5

Outcomes for individuals and groups of pupils 2

These are the grades for pupils' outcomes

p.5

1

Pupils' attainment 1 1 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

p.5

The extent to which pupils feel safe 2

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

p.5

How effective is the provision?

The quality of teaching is good overall. Teachers have good classroom management skills and their knowledge and understanding of the subjects taught are good. The use of teachers' specialist expertise in subjects such as mathematics and French enhances pupils' learning. Teachers' lesson planning is conscientious and carefully shows how different groups are to be catered for. Although clear success criteria are consistently shared with pupils, they are not adjusted to reflect pupils’ differing ability or the different level of the tasks being set. As a result, some pupils, particularly the most able, are not provided with the expectation or guidance needed to ensure they are sufficiently challenged to make the best possible progress.

p.6

How effective is the provision?

The good curriculum provides pupils with many opportunities to extend their learning experiences through a wide range of visits and visitors to the school. Teachers make appropriate links between different subjects of the curriculum and this is contributing to the year-on-year improvement in pupils’ attainment. Occasionally, the desire to incorporate opportunities to extend pupils’ writing skills means that the focus for the learning in foundation subjects such as design and technology is confused, pupils are not clear about what they are required to learn and progress slows.

p.6

How effective is the provision?

The good quality of care, guidance and support ensures that pupils feel safe, work and play together very harmoniously and have strong moral values. Secure links with outside agencies ensure additional help is available for pupils who may need it. The support for pupils moving classes and on to secondary school is praised by pupils, all of whom felt well-prepared for any changes.

p.6

How effective is the provision?

These are the grades for the quality of provision

p.6

2

The use of assessment to support learning 2

p.6

How effective are leadership and management?

The headteacher's thorough analysis of the school's performance and the clear direction for development that she and the senior leadership team have set are effective in raising standards and providing an atmosphere where achievement is valued and celebrated. The governing body is fully involved in strategic planning. Its members are organised and trained extremely well, and use their individual expertise to support the school. Relative weaknesses in writing and mathematics have in the main been successfully tackled although there are still fewer pupils reaching the higher levels for their age in mathematics than in English. Middle managers have a strong sense of accountability in their areas of responsibility and a good grasp of pupils' outcomes, but most are at any early stage in developing the monitoring skills necessary to drive further improvement. The school takes effective action to promote equality of opportunity. Pupils' progress is tracked with rigour and, as a result, the

p.6

How effective are leadership and management?

performance of individuals and groups is more widely understood than at the time of the last inspection. The headteacher holds regular meetings with all teachers to check the progress of pupils in their classes and to make sure no-one falls behind. As a result, all pupils who left Year 6 in 2011 had made at least the progress expected for pupils of their age since entering Key Stage 2.

p.7

How effective are leadership and management?

Effective safeguarding procedures ensure that pupils feel safe and secure. Systems are firmly in place and policy and procedures strictly adhered to. The school involves parents and carers outstandingly well in their children's learning. Parents and carers appreciate the opportunities provided to discuss their children’s progress and respond exceptionally well to the school’s request for support, for example, in hearing their children read. This contributes significantly to pupils’ attainment. The school operates effectively as a cohesive community. It is well-regarded within its local community. A good range of first-hand experiences add valuable new dimensions to pupils' learning and prepare them well for life in a socially and culturally diverse society.

p.7

How effective are leadership and management?

These are the grades for the leadership and management

p.7

2

The leadership and management of teaching and learning 2

p.7

Early Years Foundation Stage

Just as in the rest of the school, children’s attainment and progress in the Early Years Foundation Stage has improved since the last inspection. Good induction procedures, that fully involve parents and carers, ensure that children happily enter the school and settle exceptionally quickly. In only their second week in school, children demonstrated a very good understanding of routines as a result of staff sensitively setting high expectations. Children show a very good understanding of the needs of others and how to contribute to their own safety. They independently access the healthy snack and discuss with a maturity beyond their years, the need for hygiene such as washing their hands. Teaching and learning are good in the Early Years Foundation Stage. Children enter the Reception class with broadly average skills for their age. They make good progress in all areas of their learning, but especially in reading, writing and

p.7

Early Years Foundation Stage

calculation which are often the weaker elements of their attainment when they begin school. Good use is made of the improved outdoor area with a good balance between those activities led by adults and those chosen by the children themselves. Good leadership ensures that children’s progress is carefully observed and recorded, which enables staff to plan interesting tasks which in the main are well-matched to children's needs and interests. Occasionally, assessments of children’s ability are cautious and this can slow the speed with which children are challenged to take the next steps in their learning.

p.8

Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

p.8

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

p.8

Views of parents and carers

A high proportion of parents and carers responded to the inspection questionnaire. The overwhelming response was positive, with 100% saying that the school keeps their children safe and prepares them well for the future. Inspection evidence supports the positive views expressed by parents and carers. A small minority of parents and carers raised concern regarding how the school deals with unacceptable behaviour and how the school deals with their suggestions and concerns. Inspection evidence indicates that pupils behave well both in lessons and around the school. The school was able to point to several examples of how the suggestions of parents and carers have been successfully acted upon, for example, with regard to the timing of consultation evenings.

p.8

questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Byerley Park 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 166 completed questionnaires by the end of the on-site inspection. In total, there are 215 pupils registered at the school.

p.9

Total % Total % Total % Total %

My child enjoys school 112 67 52 31 2 1 0 0 The school keeps my child safe 123 74 42 25 0 0 0 0 The school informs me about my child's progress 95 57 63 38 4 2 0 0 My child is making enough progress at this school 91 55 66 40 4 2 1 1 The teaching is good at this school 103 62 57 34 1 1 0 0 The school helps me to support my child's learning 85 51 68 41 6 4 2 1 The school helps my child to have a healthy lifestyle 95 57 65 39 2 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) 92 55 61 37 0 0 0 0

p.9

Total % Total % Total % Total %

The school meets my child's particular needs 104 63 53 32 5 3 0 0 The school deals effectively with unacceptable behaviour 88 53 63 38 8 5 1 1

p.9

Total % Total % Total % Total %

The school takes account of my suggestions and concerns 82 49 66 40 10 6 0 0

p.9

Total % Total % Total % Total %

The school is led and managed effectively 103 62 56 34 4 2 0 0 Overall, I am happy with my child's experience at this school 117 70 44 27 2 1 0 0

p.9

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%.

p.9

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.

p.10

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

p.10

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.

p.10

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 ).

p.10

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.

p.10

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.

p.10

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

p.11

Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

p.11

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.

p.11

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.

p.11

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.

p.11

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.

p.11

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.

p.11

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.

p.11

Inspection of Byerley Park Primary School, Newton Aycliffe, DL5 7LE

Thank you very much for the welcome you gave to me and my colleagues when we visited the school for its recent inspection. We enjoyed talking with you and seeing all that you do. We were particularly impressed with the pride you show in your school and the way you all get on with each other.

p.12

Inspection of Byerley Park Primary School, Newton Aycliffe, DL5 7LE

Our inspection has judged that you go to a good school. Your parents and carers have an outstanding partnership with the school and help to make sure that you reach high standards by the time you leave the school in Year 6. The people who lead and manage your school have worked very hard to improve what the school provides for you. The good and sometimes outstanding teaching you receive enables you to make good progress. There are still, however, a few classes where the teaching you receive is satisfactory. One of the reasons for this is that teachers spend too much time talking to you and this does not leave enough time for you to do your work. It was good to see that in all of your lessons teachers provide you with information about how you can be successful in your learning. We did notice however, that this is the same for all of you, even when some of you are given different work to complete. We have asked the school to keep a careful check on

p.12

Inspection of Byerley Park Primary School, Newton Aycliffe, DL5 7LE

your lessons to make sure that the teaching you receive continues to improve so that you are all challenged to do as well as you can.

p.12

Inspection of Byerley Park Primary School, Newton Aycliffe, DL5 7LE

You can all play your part by continuing to be enthusiastic about what you are learning.

p.12

Inspection of Byerley Park Primary School, Newton Aycliffe, DL5 7LE

I wish you every success for the future.

p.12

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 .

p.13