Barnoldswick Church of England Controlled Primary School

PROTECT - INSPECTION

Barnoldswick Church of England Controlled Primary School Inspection report

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Age group 4–11 Inspection date(s) 20–21 September 2011 Inspection number 379786 Unique Reference Number 119360 Local authority Lancashire Inspection number 379786 Inspection dates 20–21 September 2011 Reporting inspector Kevin Johnson

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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 controlled Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 192 Appropriate authority The governing body Chair John Lancaster Headteacher Melanie Darcy Date of previous school inspection 07 May 2009 School address York Street Barnoldswick BB18 5BB Telephone number 01282 813014 Fax number - Email address head@barnoldswick.lancs.sch.uk Inspection report: Barnoldswick Church of England Controlled Primary School, 20–21 September 2011 2 of 14

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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 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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If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk

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T: 0300 123 4234 Textphone: 0161 618 8524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Inspection report: Barnoldswick Church of England Controlled Primary School, 20–21 September 2011 3 of 14

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Introduction

This inspection was carried out by three additional inspectors. They observed fifteen lessons and saw eight teachers. Meetings were held with groups of pupils, members of the governing body, and staff. Inspectors observed the school's work, and looked at the school’s self-evaluation and local authority reports, minutes of the governing body meetings, school policies, national test results and data, and the school’s assessments, curriculum and safeguarding documentation and samples of pupils’ work. Also taken into account were 49 questionnaires returned by parents and carers as well as those completed by staff members and pupils.

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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

 Whether teaching provides enough challenge for more-able pupils.   How effectively the curriculum has been adapted to promote better writing, particularly that of boys.   How robustly leaders and managers set targets and check pupils’ progress. 

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Information about the school

Almost all pupils are White British in this slightly smaller than average primary school. The proportion of pupils known to be eligible for free school meals is broadly average. The proportion of pupils with special educational needs and/or disabilities is similar to that in most primary schools. Healthy School status has been achieved and the school holds the Silver Artsmark in recognition of its curriculum development. Inspection report: Barnoldswick Church of England Controlled Primary School, 20–21 September 2011 4 of 14

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Information about the school

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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The school's capacity for sustained improvement 2

This is a good school where pupils thrive because of the good care, guidance and support they receive. They are safeguarded effectively and pupils say that they feel very safe in school. Indeed, their understanding about how to keep themselves and others safe and healthy is outstanding. Behaviour is good. Relationships are very good and pupils’ enjoyment of school is reflected in their high attendance.

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The school's capacity for sustained improvement 2

The quality of teaching and learning is good overall. There is some outstanding teaching. The good quality of teaching accounts for the good progress currently seen throughout the school. Children in the past have entered the Reception class with generally below expected learning and development for their age, although children's abilities have been rising for the past two years. Attainment by the end of Year 6 is average. Targets are challenging and the results of 2011 national tests showed that they were met in English but not in mathematics. Nevertheless, too few pupils reach higher levels of attainment in English and mathematics at the end of Year 2 and Year 6. Pupils with special educational needs and/or disabilities make good, and some make excellent, progress from their relative starting points.

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The school's capacity for sustained improvement 2

The curriculum engages pupils well. It is rich and varied and provides good opportunities for learning. A successful whole-school drive to improve writing, focussing particularly on boys, has boosted pupils’ interest and achievement and raised attainment in English at both key stages.

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The school's capacity for sustained improvement 2

Effective self-evaluation has resulted in leaders at all levels recognising the need for increasing the progress of the more able pupils. The governing body and senior leaders were quick to raise targets to increase challenge in lessons. They are giving more attention to monitoring pupils’ progress towards their targets although the school recognises the need to do this more regularly. Solid work has already taken place to improve assessment in mathematics although this is not yet fully embedded. Aspects of pupils’ personal development have consolidated and improved. Following the previous inspection, subject leaders’ skills have improved, and their accountability for school improvement increased. Overall, leaders and managers have a clear picture of the school’s performance and demonstrate good capacity for sustained improvement. Inspection report: Barnoldswick Church of England Controlled Primary School, 20–21 September 2011 5 of 14

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What does the school need to do to improve further?

 Raise attainment in English and mathematics and hence further improve pupils' overall achievement by: - fully embedding revised systems for assessing pupils’ progress in mathematics - ensuring that the more able pupils are consistently challenged in English and mathematics - checking more regularly on the progress pupils make towards their more challenging targets.

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Outcomes for individuals and groups of pupils 2

Pupils behave well in lessons and make good progress because they work hard. They appreciate the interesting activities provided and know their teachers value their efforts. ‘Teachers always try their best to make our lessons fun’. This commonly held view among pupils was exemplified clearly in one lesson when they had to find a coded message by calculating in negative numbers. Independent thinking is encouraged and pupils work effectively in groups, or with partners, to discuss and investigate problems. Their increasing involvement in assessing their own progress gives pupils good knowledge about how to improve their work.

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Outcomes for individuals and groups of pupils 2

Attainment in English and mathematics is broadly average at Key Stage 2. Pupils’ current work and the school’s assessment data for Years 3 to 6 show that good year- on-year progress is now established, consistent with the quality of teaching pupils receive. There is also improvement at the end of Year 2, where the impact of more effective work in the Early Years Foundation Stage is beginning to pay dividends. The results of national assessments for 2011 showed significant improvement in reading, writing and mathematics over previous years. The school is dealing effectively with the difference in attainment identified between girls and boys in writing and, with similar resolve, is diminishing the difference in girls’ attainment in mathematics where targets were missed previously. Occasionally, in lessons where challenge for the more able pupils is not consistent, these pupils do not make as much progress as

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Outcomes for individuals and groups of pupils 2

they could. Pupils with special educational needs and/or disabilities make good progress because of well-planned support for literacy and numeracy delivered by well-trained and skilled teaching assistants. They work effectively with groups and individuals both in, and outside the classroom

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Outcomes for individuals and groups of pupils 2

Pupils have excellent understanding of how to stay safe and avoid potential dangers outside of school. They are fully aware of the importance of trusting relationships. Pupils are polite and well-mannered, and adamant that bullying and racist behaviour are non-existent in the school. Some Year 6 pupils run a lunchtime club where pupils can choose to avoid the hurly-burly of playground games and instead play quietly indoors with their friends. Pupils have an impressive understanding about the importance of a sensible diet and lots of exercise. They are very active in the playground, making good use of the climbing wall, and after-school sports clubs are well attended. Pupils make a good contribution to the life of the school. The active school council ensures that the pupil voice is heard. As a result, playground and toilet facilities have improved and healthy school meal and tuck-shop choices are now

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Outcomes for individuals and groups of pupils 2

Inspection report: Barnoldswick Church of England Controlled Primary School, 20–21 September 2011 6 of 14

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Outcomes for individuals and groups of pupils 2

established features. The school council is given a role when staff appointments are made and pupils generally have opportunities to discuss topics with teachers and help plan what they are to learn.

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Outcomes for individuals and groups of pupils 2

Pupils’ attendance is high and with their good personal qualities and improving competencies in literacy, numeracy and information and communication technology (ICT), they are prepared well to secure their future economic well-being.

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Outcomes for individuals and groups of pupils 2

These are the grades for pupils' outcomes Pupils' achievement and the extent to which they enjoy their learning Taking into account: Pupils' attainment 1 3 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 1 Pupils' behaviour 2 The extent to which pupils adopt healthy lifestyles 1 The extent to which pupils contribute to the school and wider community 2 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 1 The extent of pupils' spiritual, moral, social and cultural development 2

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How effective is the provision?

Most lessons are lively and interesting for pupils and teachers set a good pace for learning. Helpful resources are made available to pupils and effective use is made of electronic whiteboards and laptops in classrooms. Teachers’ subject knowledge is good and they use this well to question and challenge pupils to think for themselves. In literacy lessons, strategies to encourage writing and basic skills are strong. For example, one class was shown a range of useful ways to help them to learn spellings. The words they had to learn were personal to them having been selected from the teachers’ assessment of their writing, or in preparation for future work and so produced meaningful and rewarding work. In the best lessons, all pupils are fully engaged in well-focused activity, which promotes not only excellent learning but also their personal development. Enjoyment was immense in a science lesson when pupils

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How effective is the provision?

worked collaboratively testing their ideas about forces. Teaching assistants are a valuable part of the teaching team. They work effectively with class teachers and contribute much to the learning of pupils in their care. Where satisfactory learning occurred pupils’ attention drifted and tasks failed to challenge them. Although assessment is mostly used well to match work to pupils’ ability and interest, occasionally it is not used sharply enough in mathematics to set sufficiently challenging work for more-able pupils. On the other hand, the successful use of assessment led to the improvement in boys’ writing. In lessons, staff keep a watchful eye to ensure any misunderstandings are swiftly rectified. Marking is good and pupils are usually clear about their progress and what to do next.

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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 Inspection report: Barnoldswick Church of England Controlled Primary School, 20–21 September 2011 7 of 14

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How effective is the provision?

The curriculum is planned effectively and enables pupils to achieve well. The whole- school focus on boys’ writing has been linked well to the many enriching first-hand experiences the school provides. For example, pupils’ space stories were enlivened for them after their visit to a planetarium. Information and communication technology is used routinely across the curriculum. Provision for the development of mathematical skills is currently being extended into other subject areas in order to make it more related to real-life situations. Physical education and music both have high profile in the school and pupils achieve well in those areas. A good range of after-school clubs allow pupils to foster their skills and interests well. Residential visits also contribute to pupils’ good personal development. The school has made good progress in establishing French in the curriculum.

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How effective is the provision?

Parents and carers unanimously endorse pupils’ views that they are safe and well cared for in school. Strong pastoral care for all pupils is rooted in the school’s family ethos and ensures that their passage through the school is a smooth and happy one. There are good links with outside agencies school to ensure the best support for pupils’ additional needs. Arrangements for pupils joining the school and transferring to the next are supportive to both pupils and parents and carers. Attendance is high because it is closely monitored and effective home-school links mean that it is maintained.

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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 2

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How effective are leadership and management?

Senior leaders and the governing body provide clear direction for the school. There is a strong, cohesive staff team driven by a common commitment to school improvement. Leaders are reflective about pupils’ outcomes and show no complacency in their ambition to raise standards and quality of provision. Teaching and learning are monitored well and weaker aspects are being challenged. Astute appointments to teaching staff and effective professional development have secured the quality teaching and laid open the way to sustained progress.

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How effective are leadership and management?

The governing body provides strong support and challenge for the school. It too is reflective about its practice and has developed a very effective on-line system of communication to make their preparatory work and subsequent meetings more efficient. This has been recognised in a local authority award. Members of the governing body, along with other school leaders, acknowledge that targets, especially for more-able pupils, have not been as aspirational as they might have been. Targets have being adjusted and closer attention is beginning to be given to monitoring the progress of this group. These actions confirm members of the governing body's full commitment to equality of opportunity and their challenge to discrimination. Measures taken to safeguard pupils are good. Policies and procedures Inspection report: Barnoldswick Church of England Controlled Primary School, 20–21 September 2011 8 of 14

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How effective are leadership and management?

are clear to all staff and pupils. Training for safeguarding has been extensive. The site and building are well maintained and access to the school building is well controlled.

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How effective are leadership and management?

The school makes good provision for community cohesion. Links with local community groups are positive and there are productive links with other schools. Pupils compare cultural lifestyles with others in Canadian and Australian schools via email. The curriculum provides good opportunities for pupils to sample the arts and festivals of other cultures and overall helps to maintain a culturally harmonious school community

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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 cha llenging 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 2 The effectiveness of partnerships in promoting learning and well-being 2 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

Good leadership and management of the Early Years Foundation Stage secure children’s good progress in learning and development of skills. Personal, social and emotional development is given high priority. Children quickly learn to make decisions and to respond well to adults and each other so that they become confident, independent learners.

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Early Years Foundation Stage

The curriculum is planned well with a good balance between activities led by adults and those which children choose for themselves. Teachers stimulate interest well and provide good opportunities for children to follow-up learning independently through play. After a class counting session, for example, two children began to write numbers on a piece of paper and test one another with ’what’s that number?’ Good use is made of the outdoor learning area where physical and social development is encouraged imaginatively. Opportunities for adults to build upon what children learn indoors, however, such as number skills, are sometimes missed even though resources are available. The teaching of early reading and writing skills is effective. Daily sessions to learn letters and the sounds they make get children off to a flying start in early reading and writing. A good feature of provision is how children mix

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Early Years Foundation Stage

with those in Year 1 for creative activities during afternoon sessions. This provides more choices and chances for Reception class children match their language and physical skills with those of older children. Provision for children’s welfare is good. The Reception class provides a bright and welcoming environment. Effective Inspection report: Barnoldswick Church of England Controlled Primary School, 20–21 September 2011 9 of 14

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Early Years Foundation Stage

management ensures assessment systems are very good. These include observations and views from parents and carers who are kept well informed about their children’s daily progress and how they can help.

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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

A minority of parents and carers returned completed questionnaires. Their response was overwhelmingly positive about several aspects of the school, most notably, children’s safety and teaching quality. A few concerns were raised relating largely to communication with the school about children’s progress, and how well the school takes parents’ and carers’ views into account. These issues were discussed with school leaders during the inspection, while ensuring that parents’ and carers’ anonymity was fully protected. Inspection report: Barnoldswick Church of England Controlled Primary School, 20–21 September 2011 10 of 14

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questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Barnoldswick Church of England Controlled 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 49 completed questionnaires by the end of the on-site inspection. In total, there are 192 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 26 53 23 47 0 0 0 0 The school keeps my child safe 30 61 19 39 0 0 0 0 The school informs me about my child's progress 17 35 26 53 4 8 0 0 My child is making enough progress at this school 20 41 22 45 3 6 0 0 The teaching is good at this school 27 55 20 41 0 0 0 0 The school helps me to support my child's learning 24 49 21 43 3 6 0 0 The school helps my child to have a healthy lifestyle 24 49 21 43 2 4 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) 22 45 24 49 1 2 0 0

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questionnaire

The school meets my child's particular needs 22 45 23 47 1 2 0 0 The school deals effectively with unacceptable behaviour 17 35 25 51 4 8 1 2

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questionnaire

The school takes account of my suggestions and concerns 19 39 22 45 5 10 0 0

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questionnaire

The school is led and managed effectively 24 49 19 39 2 4 1 2 Overall, I am happy with my child's experience at this school 25 41 21 43 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%. Inspection report: Barnoldswick Church of England Controlled Primary School, 20–21 September 2011 11 of 14

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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. Inspection report: Barnoldswick Church of England Controlled Primary School, 20–21 September 2011 12 of 14

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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. Inspection report: Barnoldswick Church of England Controlled Primary School, 20–21 September 2011 13 of 14

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Barnoldswick, BB18 5BB

 Thank you for making our visit to you your school so pleasant when we came to inspect it recently. You gave us a very warm welcome and your politeness and charming manners made it a delight to talk to you. You told us a great deal about how good your school is and we found out a few good things for ourselves. Well done for achieving such high attendance. That is very important so do keep it up. Well done also for your lovely singing in the hall. That was extremely tuneful and we enjoyed listening in. You certainly know how to keep yourselves very safe and healthy. That too is important.

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Barnoldswick, BB18 5BB

Yours is a good school. You make good progress and achieve well. The standards you reach in English and mathematics are average and we have suggested some ways of making them higher. We agree with you that teachers make your lessons fun, which is why your progress is good. The grown-ups in school take good care of you and you take good care of each other and make school enjoyable.

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Barnoldswick, BB18 5BB

Your teachers, parents, carers and members of the governing body are just as proud of your school as you are and would like it to improve further. To help that to happen inspectors have asked your school leaders to help you to reach higher standards in English and mathematics. Firstly, by ensuring your work in mathematics as thoroughly assessed. Secondly, by making sure the work set for those who find learning easy in both subjects is hard enough. Finally that leaders check more regularly to make sure you are meeting your targets.

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Barnoldswick, BB18 5BB

Thank you again for your lovely welcome.

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Barnoldswick, BB18 5BB

Kevin Johnson Lead inspector Inspection report: Barnoldswick Church of England Controlled Primary School, 20–21 September 2011 14 of 14

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Barnoldswick, BB18 5BB

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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