Christ Church Primary School

PROTECT – INSPECTION

Age group 3–7 Inspection date(s) 22–23 September 2011 Inspection number 380778 Christ Church Infants' School Inspection report

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PROTECT – INSPECTION

Unique Reference Number 124034 Local Authority Staffordshire Inspection number 380778 Inspection dates 22–23 September 2011 Reporting inspector John Horwood

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PROTECT – INSPECTION

Type of school Infant School category Community Age range of pupils 3–7 Gender of pupils Mixed Number of pupils on the school roll 160 Appropriate authority The governing body Chair Sue Marbrow Headteacher Victoria Anderson Date of previous school inspection 5 February 2009 School address Dale Street Burton-on-Trent DE14 3TE Telephone number 01283 239445 Fax number 01283 239445 Email address office@christchurch-infants.staffs.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 assesses council children’s services, and inspects services for looked

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PROTECT – INSPECTION

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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PROTECT – INSPECTION

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 three additional inspectors. They observed nine lessons taught by six teachers. Meetings were held with groups of staff and members of the governing body, and discussions were held with several groups of pupils. Inspectors observed the school’s work and looked at documentation including pupils’ work, minutes of meetings, progress monitoring records and school policies. The responses to 61 questionnaires from parents and carers and 18 questionnaires from staff were scrutinised.

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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

 Do the school’s tracking data and the provisional Year 2 national test results for 2010/11 show improved progress and higher attainment than in previous years?  What is the quality of pupils’ personal development?

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Information about the school

This is a smaller than average school in an urban area. The majority of pupils are from Pakistani and White British backgrounds. The proportion from minority ethnic groups is well above that found in most schools as is the proportion of pupils who speak English as an additional language. The proportion of pupils with special educational needs and/or disabilities is below that found in most schools as is the proportion with statements of special educational needs. The proportion known to be eligible for free school meals is well above average. The school has recently achieved the Dyslexia Friendly School status at level 1 and Healthy Schools status. The headteacher joined the school in September 2010. 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

Christ Church Infants’ School provides a good quality education with outstanding outcomes for pupils. The care, guidance and support provided by the school are outstanding and this is exemplified by the provision of a bi-lingual teaching assistant, a family support worker and a teacher trained to welcome new arrivals. The support given is also reflected in the school achieving the Dyslexia Friendly School level 1 status. The school maintains a strong focus on supporting the well-being of every pupil. It is also increasingly effective in improving the progress made by pupils in their academic work and as a result their achievement is good. By the time pupils reach the end of Year 2, their attainment levels in national tests are similar to that in most schools in reading and writing but slightly lower in mathematics. Both the school tracking data and the Key Stage 1 national test results show improvement on

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Main findings

All the lessons seen were good or better and teachers use assessment systems well so that the work they set is usually well matched to pupils’ differing attainment levels. However, in some lessons teachers’ expectations of what progress groups of pupils could make were not high enough so that opportunities to extend their learning were missed. Although the pace of learning was good overall in the lessons observed, some were less effective than others because too much time was spent on particular activities, such as sitting on the carpet listening to the teacher.

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Main findings

Behaviour is outstanding, reflecting the outstanding spiritual, moral, social and cultural development of pupils. All the pupils get on exceptionally well with each other and with adults. The curriculum supports their personal development well. The procedures for promoting improved attendance are good and have made the school’s expectations clear to staff, pupils and parents. However, there are still too many families who do not enable their children to attend as regularly as they should because of extended and term-time holidays. Questionnaires show that parents and carers are overwhelmingly of the view that their children are safe in school and this is confirmed by pupils’ comments. Pupils say they feel safe because there is no bullying in the school and everyone gets on well together. Pupils have an excellent understanding of healthy living and make healthy choices of food. They enthusiastically join in sports both in and out of school. They greatly enjoy the daily

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Main findings

exercise sessions provided by the school and confidently talk about how they keep fit and healthy.

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Main findings

The effectiveness with which the school promotes community cohesion is 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

outstanding. There are excellent opportunities for pupils to meet children from different backgrounds and faiths both within school and within the wider community. The school has developed many strong links locally, nationally and globally which are very effective at developing pupils’ cultural understanding. These links, as well as many excellent ones with agencies to support pupils’ academic and social needs, contribute to an outstanding range of partnerships which support pupils’ learning and well-being.

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Main findings

The headteacher provides good leadership and management and all staff share a determination to provide the best for the pupils. There has been a strong focus on raising the quality of teaching and learning, which are now good. The school’s self- evaluation clearly identifies the strengths and areas which need to improve. The improvements that have already taken place confirm that the school has a good capacity for sustained improvement.

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What does the school need to do to improve further?

 Raise attainment, especially in mathematics, by:  ensuring that teachers’ expectations of what progress pupils can make are consistently high  ensuring that all phases of lessons maintain the good pace characteristic of most.

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What does the school need to do to improve further?

 Work with parents and carers to improve pupils’ attendance.

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Outcomes for individuals and groups of pupils 1

Pupils make good progress from below average starting points. Pupils say they enjoy lessons and this was very evident in a Year 2/1 phonics lesson where one boy exclaimed ‘I like phonics, it helps me with my reading’. In most lessons there is a good pace of learning, with the pupils’ enthusiasm clearly evident. This was seen, for example, in a Year 2 science lesson on the effects of exercise on our hearts and bodies, where every pupil participated fully and showed good understanding of the principles involved. In this same lesson pupils made good use of their literacy skills to write evaluative sentences. In all lessons the outstanding behaviour of pupils and their positive attitudes result in a happy and productive learning environment. Overall, pupils’ achievement is good. Pupils with special educational needs and/or disabilities make good progress. Pupils with English as an additional language make

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Outcomes for individuals and groups of pupils 1

good progress in developing their English language skills in the Early Years Foundation Stage and well-targeted support sustains their progress in Key Stage 1. Pupils’ behaviour is also outstanding outside of the classroom and the school is a very harmonious place. Pupils have good opportunities to take on responsibilities, such as membership of the school council or providing support for younger children. However, more could be done to ensure that younger pupils begin to take over responsibilities as they move towards Year 2. Pupils make a good contribution to the local community and raise funds for a range of projects. Pupils’ spiritual, moral, social 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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Outcomes for individuals and groups of pupils 1

and cultural development is outstanding. They have outstanding social skills resulting in excellent relationships, and an excellent and respectful understanding of those from different backgrounds, faiths and cultures. Pupils increasingly develop the capacity to reflect on moral issues and all are very considerate to others. Pupils talk freely about what they need to do to keep fit and healthy and, for example, regularly drink water during the day. Their outstanding understanding of how to stay healthy is reflected in the school obtaining the Healthy Schools award.

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Outcomes for individuals and groups of pupils 1

Attendance is within the expected range for pupils in similar schools. There are clear signs of improvement in attendance, reflecting policy and procedures to make stronger partnerships with parents, but overall figures remain average as a consequence of occasional or long-term absence for term-time holidays.

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Outcomes for individuals and groups of pupils 1

These are the grades for pupils’ outcomes 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 The extent to which pupils feel safe 1 Pupils’ behaviour 1 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 The extent of pupils’ spiritual, moral, social and cultural development 1

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How effective is the provision?

Teachers plan their lessons well and have good subject knowledge. They have excellent relationships with the pupils and readily offer them help. However, they do not always have sufficiently high expectations of the progress pupils can make and so do not take opportunities to extend their learning. Teachers make good use of information and communication technology (ICT) to support teaching and learning and they involve pupils in using the interactive whiteboards during the lessons. Teaching assistants make a good contribution to the teaching and are well trained to support pupils. They work closely with pupils who need extra help, including those with special educational needs and/or disabilities and those with English as an

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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 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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How effective is the provision?

additional language, to make sure they understand the tasks and learn effectively.

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How effective is the provision?

The curriculum is adapted regularly to meet the needs of the pupils in the mixed-age classes. It provides broad and balanced experiences for all groups of pupils. Sensible links are made between subjects to develop pupils’ understanding of topics or themes. Good use is made of ICT resources although this is an area currently being further developed by the school. There is a good enrichment programme including a wide range of visitors and visits, for example, to Tamworth Castle and local museums.

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How effective is the provision?

Pupils, parents and carers overwhelmingly agree that pupils are safe and well cared for in school. All aspects of health and safety are very well addressed. All the staff are friendly and welcoming to pupils and visitors and this contributes to the outstanding welfare provision. The outstanding partnerships with external agencies facilitate additional support for pupils’ academic and social needs. School records show that there are extremely effective links to support those pupils whose circumstances may make them vulnerable. There are excellent links with the junior and secondary schools to extend opportunities for the pupils and to ensure a smooth transition to the next phase of their education. The procedures for encouraging good behaviour are very effective and measures to improve attendance are having a demonstrable impact.

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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 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 provides good, clear leadership. The staff survey shows that the staff are united in their support for the headteacher’s vision for the school. The school development plan is sharply focused on raising attainment by developing leadership and management to help further improve teaching and learning. Raising attendance is also a priority. Governance is good. The governing body is well led and members have a good range of skills and experience. Several come into school regularly and most are becoming more involved in monitoring the quality of provision. The governing body fully supports the headteacher’s drive for improvement but also provides challenge by asking questions about results. Statutory requirements are fully met.

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How effective are leadership and management?

The school is effective in promoting equality of opportunity. There is no evidence of any discrimination and pupils say that they are all treated fairly. Performance data 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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How effective are leadership and management?

are analysed to look for and remedy any variations in performance between groups of pupils. The leaders are aware that pupils do less well in mathematics than in English and are currently addressing this matter. All pupils have the same opportunities as they move through the school, for example joining in school visits. Safeguarding arrangements are good, with staff training of a very high quality to ensure safety and to support the pupils. Risk assessments are thorough, although the evaluation of outcomes could be more rigorous. Records are secure but not fully consistent in format. Safeguarding is central to the school ethos and there are excellent collaborative working arrangements with external agencies. Child protection procedures are all in place.

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How effective are leadership and management?

The headteacher and Chair of the Governing Body carried out an ‘audit’ of the school’s community and produced an action plan for community cohesion together with a community cohesion policy. Within this multi-cultural and multi-faith school there is outstanding cohesion with everyone enjoying learning and playing together. Actions taken by the school ensure this is enhanced through the curriculum and through the direct contact that pupils have with those in different schools and regions. For example, they met pupils from a wide range of schools when they took part in the East Staffordshire Gardening Olympics. They also visit a range of local churches and visit the Derby Faith Trail. Many pupils travel to visit extended families overseas and the school encourages them to do some project work to share when they return.

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How effective are leadership and management?

These are the grades for 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 The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively a nd 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 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 1 The effectiveness with which the school deploys resources to achieve value for money

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Early Years Foundation Stage

High quality leadership by an experienced, knowledgeable practitioner ensures children make good progress from their generally very low starting points. Good links 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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Early Years Foundation Stage

are made with parents and carers by home visits before children start nursery. Parents of children in the Early Years Foundation Stage are invited to join the children for reading mornings and to attend meetings to learn about the curriculum. There has also been a very well attended ‘Dad’s evening’ where children bring their fathers to school.

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Early Years Foundation Stage

In the Nursery and in Reception, children’s abilities are assessed within the first two weeks to establish a baseline. This enables a swift start to learning by planning the appropriate provision. The schemes of work are well established and adapted as necessary to meet the needs of individual children. To make learning enjoyable, a theme is selected each half-term based on children’s identified interests. Teaching is consistently good and both the indoor and outdoor areas are well used to support learning. There is a good range of activities available to children although they could be given more opportunity to make their own choices of what to do. Although some children are in a class with Year 1 pupils, much of their learning takes place as a separate group, ensuring that they have the same experiences as other children in the Reception Year. There has been a strong focus on use of data to ensure that

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Early Years Foundation Stage

staff have an accurate understanding of how well each child is doing. Every half term, data is used to make comparisons within school and then with two other primary schools.

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Early Years Foundation Stage

Children’s behaviour is very good and there are good relationships between children and with adults. They are eager and keen to learn and quickly develop the skills to explore and to share. Children with different home languages learn together in harmony as they improve their confidence and competence in English. Children’s welfare is given the highest priority and policies and practices are agreed and followed by all.

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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 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

Parents and carers are extremely pleased with the school. There was an above average return of questionnaires and these revealed a higher level of satisfaction than in most schools. There were no areas of significant concern amongst parents and carers, as shown by the very few responses showing any disagreement. The number of ‘don’t know’ responses was much higher than normal but this was because a significant number of children in the Early Years Foundation Stage had 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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Views of parents and carers

only been in school for a few days. A few parents and carers made written comments. Typical of these was: ‘I am very happy with the school, it exceeds my expectations. The staff are fantastic and help and support children through their learning.’ The inspection findings confirm parents’ and carers’ favourable views.

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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 Christ Church Infants' 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 61 completed questionnaires by the end of the on-site inspection. In total, there are 160 pupils registered at the school.

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Responses from parents and carers to Ofsted’s questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 42 69 18 30 1 2 0 0 The school keeps my child safe 38 62 22 36 1 2 0 0 The school informs me about my child’s progress 26 43 34 56 0 0 0 0 My child is making enough progress at this school 22 36 34 56 2 3 0 0 The teaching is good at this school 34 56 26 43 0 0 0 0 The school helps me to support my child’s learning 35 57 25 41 0 0 0 0 The school helps my child to have a healthy lifestyle 26 43 33 54 1 2 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 36 30 49 1 2 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The school meets my child’s particular needs 26 43 32 52 0 0 0 0 The school deals effectively with unacceptable behaviour 25 41 33 54 0 0 0 0 The school takes account of my suggestions and concerns 22 36 36 59 1 2 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The school is led and managed effectively 27 44 29 48 0 0 0 0 Overall, I am happy with my child’s experience at this school 37 61 23 38 0 0 0 0

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Responses from parents and carers to Ofsted’s 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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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 Christ Church Infants' School, Burton-on-Trent, DE14 3TE

Thank you for making us so welcome when we visited your school. We really enjoyed talking with you in your lessons and when some of you came to talk to us. We also enjoyed the cakes that some of you made and thank you for sharing them with us. Your school is giving you a good education.

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Inspection of Christ Church Infants' School, Burton-on-Trent, DE14 3TE

Here are some of the things your school does well.

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Inspection of Christ Church Infants' School, Burton-on-Trent, DE14 3TE

 You enjoy school and tell us that everyone behaves very well.  You told us that you feel safe in the school and that adults look after you very well.  It was good to see you enjoying your phonics lessons which you say help you with your reading.  You make good progress as a result of good teaching.  Everyone in the school gets on well together.  There are close links to other schools, such as the junior school, which makes sure you know all about it when you move there.  You are able to meet pupils with different backgrounds from your own and learn about other communities.  You develop excellent skills which will help you as you grow older.

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Inspection of Christ Church Infants' School, Burton-on-Trent, DE14 3TE

We have asked the school to do the following things to make it even better:

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Inspection of Christ Church Infants' School, Burton-on-Trent, DE14 3TE

 ensure that teachers expect even more of you in lessons  ensure that lessons are always interesting all the way through  to work with your families to make sure that you come to school as much as you possibly can.

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Inspection of Christ Church Infants' School, Burton-on-Trent, DE14 3TE

All of you can help the school move forward by continuing to work hard. We wish you every success in the future.

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Inspection of Christ Church Infants' School, Burton-on-Trent, DE14 3TE

John Horwood 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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