Longnor CofE Primary School

Age group 5–11 Inspection date(s) 21–22 September 2011 Inspection number 380664 Longnor CofE Primary School Inspection report

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Unique Reference Number 123482 Local Authority Shropshire Inspection number 380664 Inspection dates 21–22 September 2011 Reporting inspector Kathy Hooper

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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 5–11 Gender of pupils Mixed Number of pupils on the school roll 106 Appropriate authority The governing body Chair Tim Corbett Headteacher Michael Betts Date of previous school inspection 9 November 2006 School address Frodesley Road Longnor Shrewsbury SY5 7PP Telephone number 01743 718493 Fax number 01743 718493 Email address admin.longnor@shropshirelg.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 assesses council children’s services, and inspects services for looked

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after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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

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Introduction

This inspection was carried out by two additional inspectors. They observed eight lessons and six teachers. Meetings were held with the headteacher, staff, members of governing body and pupils. Inspectors observed the school’s work and lunch and break times. They examined pupils’ work, analyses of their progress, teachers’ planning of work, minutes of meetings and other records. They scrutinised 72 questionnaires from parentsparents and carers, 59 from pupils and 12 from staff.

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Introduction

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

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Introduction

 Are boys and all more-able pupils at both key stages sufficiently challenged to achieve their potential?  Given the number of part-time teachers, is practice consistent and are lessons sufficiently well adapted to the full range of pupils’ abilities?  How well does the monitoring of teaching and learning identify the needs of any pupils who are failing to reach their potential and lead to effective remedial action?  How does the school ensure that there is good transition between the Early Years Foundation Stage and Key Stage1?

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Information about the school

The school is smaller than the average primary school and has a lower-than-average proportion of girls. The overwhelming majority of pupils are of White British heritage. Very few pupils are known to be eligible for free school meals. There is a higher- than-average proportion of pupils with special educational needs and/or disabilities, but very few pupils have statements of special educational needs. Pupils are taught in classes made up of two age groups. A small minority of the pupils live locally but an increasing number live further afield and come to school by bus. The school has National Healthy Schools status, the Eco-school gold award, the Silver SEN Quality Mark and Financial Management Standard in Schools status.

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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

This is an outstanding school. A comment from a parent sums up many other parents’ and carers’ views about the school. ‘It is staffed by a dedicated team of teachers and support staff and led and managed by a headteacher who genuinely wants the best education for every child in his school.’ More-able pupils achieve well and those with special educational needs and/or disabilities thrive equally well. There is little difference between the achievement of boys and girls. Children in the Early Year Foundation Stage make good progress and quickly adopt good learning skills.

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Main findings

Pupils’ high levels of independence and confidence make them socially aware and supportive of each other. They say that there is no bullying, and they feel extremely safe. Pupils have an excellent understanding of health issues and a large majority belong to school sports clubs. There is a strong sense of community and purpose. Pupils’ spiritual development is outstanding. The school’s ethos and the exciting curriculum promote pupils’ sense of spirituality and their strong sense of right and wrong. Camping overnight on the school grounds with pupils from a multicultural school in Bristol and many international contacts contribute strongly to their social and cultural development.

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Main findings

Exciting lessons and high levels of challenge engage pupils well and make them anxious to please. Good communication between part-time teachers ensures continuity in learning throughout the week. Nevertheless, teachers’ short-term planning of pupils’ work does not always identify the learning outcomes for different ability groups that would help to inform day-to-day assessments. There is good oversight of pupils’ progress through marking that encourages them to contribute. There are regular reviews of progress involving all staff, but details of day-to-day assessments are sometimes limited.

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Main findings

The rich and wide curriculum is designed to capture pupils’ interests and imagination. Excellent links between subjects make the curriculum coherent for pupils while reinforcing basic skills. Extra-curricular activities are a very strong part of the provision. Pupils’ care, support and guidance are outstanding. Every individual is very well known to all staff and excellent communication ensures needs are promptly addressed. Children progress smoothly from the Early Years Foundation Stage to Year 1, and working links with the local secondary school ensure pupils are properly prepared for the next stage of their education.

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Main findings

The whole school shares the headteacher’s very clear vision to advance, even

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

Please turn to the glossary for a description of the grades and inspection terms

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

further, pupils’ achievement and personal development. Parents and carers greatly value the way in which their children become questioning and resourceful learners. Effective monitoring of pupils’ progress identifies those who are failing to reach their expected levels and those who are exceeding them. Individual needs are successfully addressed through a variety of interventions. Analysis of pupils’ performance provides the basis for the school’s development priorities, but limited day-to-day assessments of pupils’ progress limits searching analysis.

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

The governing body is well qualified and able. Members are productively involved in all the school’s activities, and are questioning but supportive. They have limited the headteacher’s teaching commitment to ensure he has adequate time to monitor teaching and learning. A variety of school events provide a valued focus for the local community. However, the school’s many valuable partnerships and rich extra- curricular experiences are not always sufficiently systematically evaluated to identify their contributions to the school and its community. Outstanding leadership, enrichment of the curriculum, improvements in teaching and learning, and the continued good achievement of pupils indicate that the school has excellent capacity to improve.

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What does the school need to do to improve further?

 Develop day-to-day assessment procedures to provide a detailed picture of individual progress that can be used by all staff to plan precisely for all needs.

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What does the school need to do to improve further?

 Extend the strategies for monitoring and evaluating the impact of partnerships and the extended curriculum on the school as a community and its local community.

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Outcomes for individuals and groups of pupils 1

Pupils achieve well and a good proportion of them attain the higher levels in tests at the end of Key Stage 2. Year 6 pupils used text from ‘Romeo and Juliet’ to write dialogue using everyday language for a play to be presented at a local theatre. Despite the high levels of challenge, all were well engaged with the activity. Pupils’ good progress is due to teachers’ high expectations, clear routines and excellent relationships. In a lesson for Years 1 and 2, pupils collaborated to find words beginning with ‘ch’. They knew how to check their words using a school-made dictionary. Pupils with special educational needs and/or disabilities make rapid progress in their skills and understanding with well-focused support from teaching assistants. The self-esteem of those with behavioural difficulties grows with the support of their peers and staff ensuring they take a full part in all activities. A parent of a child with special educational needs, who moved her son from another school

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Outcomes for individuals and groups of pupils 1

comments that, ‘His achievement both academically and socially were beyond our wildest dreams.’

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Outcomes for individuals and groups of pupils 1

Pupils’ personal development is outstanding. The school’s family atmosphere enables

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

Please turn to the glossary for a description of the grades and inspection terms

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

pupils to develop confidence and strong relationships. As a result, their behaviour is exemplary and they develop high levels of independence. They value each other’s opinions and are exceptionally tolerant of each other’s differences. A Year 6 pupil commented that, ‘We are respected by teachers and we give them respect back.’ They become responsible by taking part in activities, such as those related to the forest school and a thriving gardening club. Some have recently formed their own dance club with a view to running a competition.

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

Pupils’ outstanding awareness of safety is also promoted through their involvement in a safe-school council where they identify and address possible problems. Pupils greatly value the fact that teachers listen to them and trust them. Pupils develop an outstanding understanding of the world of work through regular opportunities in lessons to function in teams and when they organise small business activities. International links with the local international college and with countries, such as Guinea and Uganda, provide valuable opportunities for pupils from a predominantly White British environment to appreciate other cultures and they take up these opportunities with great enthusiasm.

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

These are the grades for pupils’ outcomes

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Pupils’ achievement and the extent to which they enjoy their learning

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

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contribute to their future economic well-being

Taking into account: Pupils’ attendance 1

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How effective is the provision?

Lessons are enhanced by the wide knowledge and skills of teachers who relish their contact with the pupils. Teaching assistants support pupils with special educational needs and/or disabilities through excellent questioning and on-going assessments. Lessons are typically well paced and active. Most pupils’ attention is fully focused

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How effective is the provision?

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

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

Please turn to the glossary for a description of the grades and inspection terms

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

during periods when teachers are talking. However, they are exceptionally attentive when, for example, staff and pupils act out roles of teacher and evacuees during the Second World War. On these occasions, they frame some excellent questions. Pupils make good use of information and communication technology, for example, by the support for writing for Year 6 boys. Younger Key Stage 2 girls used the interactive whiteboard to help the class consolidate understanding of how to add two-digit numbers. Teachers’ good understanding of assessment has been extended well through recent training. However, they do not always systematically record the details of individual progress that would inform their planning of work.

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

The curriculum has been developed using broad themes to appeal to pupils and to encourage lively and enquiring minds. One parent/carer observed that the school’s approach to learning gave children experiences that ‘stay with them for life’. Years 5 and 6 pupils experimented with wattle and daub structures during a forest school lesson, in preparation for a visit to a local Tudor building. Parents and carers identify the high quality of care, support and guidance as a strength of the school. Individual issues and particular circumstances are promptly and sensitively addressed. Both the curriculum and care, guidance and support contribute strongly to pupils’ excellent personal development.

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

These are the grades for the quality of provision

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The quality of teaching

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

Teachers work as a well-knit team with a shared perspective that is child-focused. They plan imaginative and innovative learning opportunities for pupils. Monitoring of teaching and learning is well linked to the school’s priorities. However, the learning outcomes in day-to-day planning relate to tasks rather than learning. As a result opportunities for assessment throughout lessons are missed, limiting the data available for monitoring pupils’ progress over time.

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How effective are leadership and management?

The governing body ably supports the school in identifying accurate priorities. Safeguarding procedures are in place and all staff well-informed and vigilant. All procedures have a high profile and all staff are aware and well-trained. Although procedures are good, documentation is over complicated. The accommodation is thoughtfully adapted to the school’s particular needs. A plethora of partnerships augment and enrich pupils’ experiences, for example, in terms of understanding a multi-cultural society. The mutuality of such arrangements is evidenced in the fund- raising that has taken place for a school in Guinea. Equality of opportunity is at the

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

Please turn to the glossary for a description of the grades and inspection terms

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

heart of the school’s concern for individual needs and talents and a parent/carer commented that children ‘learn to try anything without fear of prejudice’. Although a wide range of religious, local, national and international activities are promoting community cohesion well, these have yet to be fully monitored and evaluated.

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

These are the grades for leadership and management

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driving improvement

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

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Early Years Foundation Stage

Children’s attainment on entry is broadly at expected levels, and their achievement at the end of the Early Years Foundation Stage is good. Children take part in a balanced range of adult-led and child-initiated activities. Children were totally absorbed by making cookies for their Bird’s Nest Café, while others made ‘bread’ using salt- dough. They shared equipment and discussed how to make them. They are helped to settle into routines, and learn to interact well with others by working alongside Year 1 pupils. Good levels of discussion with adults and peers promote children’s language and understanding well.

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Early Years Foundation Stage

Teaching is imaginative and designed to capture children’s interests. Planning of work clearly describes activities and outcomes, and records of achievements are well maintained. The curriculum is rich. A visit to a local café stimulated understanding about the activities taking place in the classroom. Good leadership and management ensure pupils are safe at all times. A typical comment from one parent/carer stated, ‘I know they are in the safest hands and will enjoy themselves and if there are any issues or problems I will be informed immediately.’

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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

Please turn to the glossary for a description of the grades and inspection terms

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

Taking into account: Outcomes for children in the Early Years Foundation Stage The quality of provision in the Early Years Foundation Stage The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

Two thirds of the parents and carers returned questionnaires – a much higher proportion than in most primary schools. Of these, about half commented very favourably and often at length about the family atmosphere and the wide range of exciting activities. They are delighted by the progress made by their children, particularly in their personal development. The inspection team found the school to be outstanding due to pupils’ good progress, a rich curriculum, high-quality care, support and guidance, and pupils’ high levels of maturity.

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Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Longnor CofE 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 72 completed questionnaires by the end of the on-site inspection. In total, there are 106 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 51 71 19 26 2 3 0 0 The school keeps my child safe 50 69 21 29 0 0 0 0

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Total % Total % Total % Total %

The school informs me about my child’s progress 39 54 27 38 2 3 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 37 51 30 42 0 0 0 0

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Total % Total % Total % Total %

The teaching is good at this school 47 65 21 29 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child’s learning 42 58 26 36 1 1 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 51 71 21 29 0 0 0 0

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Total % Total % Total % Total %

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) 43 60 24 33 0 0 0 0

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Total % Total % Total % Total %

The school meets my child’s particular needs 43 60 24 33 2 3 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 38 53 28 39 0 0 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 37 51 29 40 3 4 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 54 75 15 21 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child’s experience at this school 50 69 21 29 0 0 0 0

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

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

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Type of school Outstanding Good Satisfactory Inadequate

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

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.  The school’s capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils’ attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

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Inspection of Longnor CofE Primary School, Shrewsbury, SY5 7PP

Thank you so much for making us welcome when we visited your school this week. We very much enjoyed seeing activities, looking at your work and talking to you and your teachers.

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Inspection of Longnor CofE Primary School, Shrewsbury, SY5 7PP

We found your school to be outstanding because of your good progress and your high levels of independence and responsible behaviour. Your school has a real feeling of community. You clearly enjoy coming to school and it was good to see you taking great care of each other. We were very impressed by the many exciting activities that your teachers plan for you, particularly those outside the classroom. We were also impressed by the way you organise things for yourselves.

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Inspection of Longnor CofE Primary School, Shrewsbury, SY5 7PP

In order to make your school even better, we have asked your teachers to do two things.

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Inspection of Longnor CofE Primary School, Shrewsbury, SY5 7PP

 Keep more details of what you learn in lessons to help them plan the next steps for you.  Review the benefits for the school and the community of the many activities you are involved in beyond the classroom.

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Inspection of Longnor CofE Primary School, Shrewsbury, SY5 7PP

You can help by reflecting on what you have learned in lessons and all the exciting activities that you are involved in, and telling your teachers.

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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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