Beckstone Primary School

Beckstone Primary School Inspection report

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Age group 3–11 Inspection date(s) 20–21 September 2011 Inspection number 381725 Unique Reference Number 134739 Local authority Cumbria Inspection number 381725 Inspection dates 20–21 September 2011 Reporting inspector Adrian Francis

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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 Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 325 Appropriate authority The governing body Chair Gary McKeating Headteacher David Warbrick Date of previous school inspection 14 June 2007 School address Eadie Street Harrington Workington CA14 5PX Telephone number 01946 830423 Fax number 01946 834936 Email address admin@beckstone.cumbria.sch.uk achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children's services, and inspects services for looked after

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children, safeguarding and child protection.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.

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

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Introduction

This inspection was carried out by three additional inspectors. The inspectors visited 14 lessons and observed 13 teachers. Meetings were held with members of the governing body, staff and pupils. They observed the school’s work and looked at samples of school documentation, including development plans, tracking and assessment records, policies, safeguarding documents and samples of pupils’ work. The inspectors considered the views of 95 parents and carers who returned questionnaires.

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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 the quality of teaching and learning is good enough to continue improvements for all pupils, particularly in reading, writing and mathematics.  Whether or not the school’s judgements relating to pupils’ personal development are accurate.  The extent to which leaders and managers take effective steps to evaluate the achievement of all groups of pupils as they move through the school.

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Information about the school

Beckstone Primary is larger than the average-sized primary school. Most pupils are of White British heritage. The proportion of pupils known to be eligible for free school meals is slightly higher than average and the proportion identified as having special educational needs and/or disabilities is broadly average. Ten of the twelve classes contain pupils of mixed-age groups. The school has received a large number of awards in recognition of its work, including Investors in People, Healthy School Status, Artsmark Gold award, a Community award and a Respect Education award.

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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

Beckstone Primary School provides a good education for its pupils. It has some outstanding features, including excellent care, guidance and support, the extent to which pupils adopt healthy lifestyles and the effectiveness of the school’s engagement with parents and carers. Work with a wide range of partners makes a consistently excellent contribution to pupils’ good achievement and well-being. Behaviour is excellent in lessons and around the school. Strong links with the community, effective teaching and a good curriculum give pupils a good start to life. As one parent expressed it: ‘Beckstone Primary is a fantastic school. The staff are friendly and very professional and my child is very happy there’.

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Main findings

Pupils make good progress in their learning. They enter the Early Years Foundation Stage with skills generally well below those expected for their age and have made good progress by the time they enter Year 1. However, the quality of provision is stronger in Nursery than in the Reception class. Pupils’ learning continues to be good across Key Stages 1 and 2 and by the time they leave the school, pupils' attainment is broadly average.

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Main findings

Behaviour is outstanding. Pupils are conscientious and want to learn. They gain a good understanding of their own personal safety and have an excellent understanding of what they need to do to stay fit and healthy. They take on responsibilities in school well and have good opportunities to be involved with their local community. Pupils are punctual and their attendance is above average. As a result of how well pupils develop their enterprise capabilities, they are well-prepared for their future economic well-being.

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Main findings

Teaching is of good quality with some excellent features and pupils learn well. Where teaching is most effective, teachers demonstrate a good understanding of how well pupils have progressed and assess their learning throughout lessons, often talking to pupils about their perceptions of how well they are doing. The curriculum is good and links are identified across a range of subjects. Especially strong is the range and quality of the extension and enrichment activities in place, with the school actively seeking out partners with whom they can work in order to make a positive contribution to pupils’ personal development. The school’s pastoral support and guidance for pupils are outstanding and lead to all pupils, including those who are potentially more vulnerable, making good and often very good progress in their personal development. The school has developed effective systems to track pupils’ progress to ensure they

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Main findings

are doing as well as they can. Although self-evaluation is good overall, there is sometimes a lack of clarity in middle leaders' action plans as to exactly what improvements pupils are expected to make. There are many strengths in leadership and management which are reflected in overall good and sometimes outstanding outcomes for pupils. The headteacher’s drive and clear vision, along with a strong professional partnership with all staff, have been particularly successful in providing a very caring and supportive ethos for all pupils. The governing body is effective in providing a good balance of support and challenge. As a result of all these aspects and the effective improvements made since the last inspection, the school has a good capacity to improve further.

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What does the school need to do to improve further?

 Improve attainment further by ensuring that middle leaders produce more sharply-focused plans for improvement, which include clearly measurable outcomes.

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What does the school need to do to improve further?

 Ensure provision for Reception children is of as consistently high quality as that for those in Nursery by the more effective use of assessment in order to inform planning and future provision. 

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Outcomes for individuals and groups of pupils 2

Pupils have positive attitudes to learning, settle quickly to their work and apply themselves well. When given the opportunity, they work well in pairs or groups and show respect for each other’s ideas and contributions. Pupils develop good independent learning skills because teachers encourage them to find things out for themselves. Assessment information, pupils’ work and lessons observed by inspectors demonstrate that overall progress is good for pupils of all abilities. This represents good achievement overall. Progress and the quality of learning are also good for pupils with special educational needs and/or disabilities.

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Outcomes for individuals and groups of pupils 2

Behaviour is excellent and pupils say they feel safe in school. Pupils know how important healthy lifestyles are and describe many ways in which they have adopted healthy lifestyles. They eat healthily and know which foods are good for them and those that need to be treated with more caution. Vegetables from the school garden are picked by pupils and cooked for school meals throughout the year. Pupils are very willing and active participants in the full and varied package of sporting and other enrichment opportunities the school provides. A strong feature of the school is the way in which older pupils support and help the younger ones, both in their learning and at playtimes. The school council is an active group and its members regularly represent the views of their classmates and report back the decisions made by the council. Pupils speak with enthusiasm about their local community and have contact with a

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Outcomes for individuals and groups of pupils 2

range of local groups. These include the local marina regeneration action group and a disability association. Pupils’ spiritual, moral, social and cultural development is strong: they know the difference between right and wrong and work co-operatively in lessons and beyond. Pupils are encouraged by staff during assemblies and other discussion times to reflect on the impact of their actions on others.

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Outcomes for individuals and groups of pupils 2

These are the grades for pupils' outcomes

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2

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

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How effective is the provision?

The quality of teaching is good. Teachers have good subject knowledge and use resources and other adults to support and stimulate learning well. In the best lessons, teachers encourage pupils to act as resources for each other, for example, through discussion in pairs to develop each other’s thinking. Teachers generally provide pupils with effective feedback so they are motivated to work effectively and know what they need to do to improve. Where this is not so effective, teachers’ marking is not as sharp and clear as it needs to be in order to guide pupils’ improvements. Overall, the quality of teaching and learning are good enough to continue improvements for all pupils.

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How effective is the provision?

The curriculum enables pupils to achieve well and provides particularly well for vulnerable pupils and those with special educational needs and/or disabilities. The range of enrichment activities, within the curriculum and beyond, is especially strong. For example, pupils showed excitement when talking about the range of clubs on offer and the activities and events in which the school takes part, including Rock Challenge and Mathletics. The timetable provides an appropriate balance between subjects, placing sufficient emphasis on literacy and numeracy, and enabling more links between subjects so that pupils have opportunities to apply their basic skills. Pupils’ good achievement in information and communication technology (ICT) has been supported by the development of a wide range of up-to-date resources and extended opportunities.

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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 The quality of care, guidance and support is outstanding. The school’s work has a very positive effect on pupils’ personal development. Close monitoring of pupils’ well- being and personal development ensures that they are supported to a high level and the provision of a strong nurturing environment is a key part of this. Relationships are respectful and very positive and links with services to support vulnerable pupils are excellent. Transition arrangements between all Key Stages are effective and pupils are well-prepared for the next stage of their education.

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How effective is the provision?

These are the grades for the quality of provision

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2

The use of assessment to support learning 2

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How effective are leadership and management?

The headteacher has a clear and well-articulated vision for the school. He is well- supported by the deputy headteacher and by the governing body which is engaged in a focus on improving pupils' achievement and personal development. High expectations and a strong drive for improvement are clearly-visible in the school, supported by robust tracking systems and an ethos where staff work effectively for the well-being of pupils. Teaching quality is monitored well by senior staff, with a good understanding of its strengths and weaknesses. However, middle leaders are not always fully-involved in devising sharply-focused plans, designed to tackle specific aspects of pupils' achievement, based on their evaluation of the school’s work.

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How effective are leadership and management?

The governing body has a clear understanding of the school’s strengths and weaknesses. The Chair of the Governing Body is very knowledgeable and is keen that members of the governing body further extend their role in challenging the school, tackling weaknesses and supporting the school in its drive for improvement.

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How effective are leadership and management?

Safeguarding procedures are good. Thorough checks are carried out on all staff and visitors to the school. Staff receive regular training to update them on safeguarding and child protection procedures. Risk assessments are carried out on pupils’ activities and visits.

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How effective are leadership and management?

The school engages extremely well with parents and carers and with its other partners. There are many opportunities for parents and carers to engage with the school and the school is actively looking for ways to involve them more in their children’s learning. There is a range of opportunities to promote community cohesion through local links. National and international links are developing well, for example, through the contacts with schools in Cambodia and Tanzania. Leaders and managers at all levels promote equality and tackle discrimination well. The use of assessment is good overall. The school holds considerable amounts of good-quality information about pupils’ learning, their personal development and the standards they attain. Much work is done by staff in scrutinising these assessment records and individual samples of work in order to help all groups of pupils achieve well. Because pupils’ outcomes are good the school gives good value for money.

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How effective are leadership and management?

These are the grades for the leadership and management

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2

The leadership and management of teaching and learning 2

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Early Years Foundation Stage

Children enter the Early Years Foundation Stage with skills and abilities that are generally well below those expected for their age, particularly in aspects of language and literacy. As a result of good teaching, particularly in Nursery, they make generally good progress towards the national goals, especially in their knowledge and understanding of the world. However, on entry to Year 1 their skills generally remain below average. The school works effectively to build links with parents and carers, starting in Nursery and the Educare facility where very positive relationships are formed. Children have high-quality experiences in Nursery, but there is some inconsistency in provision for Reception children because assessments do not always fully inform planning and future provision. Children quickly become secure and happy, and their confidence, motivation and skills all grow as a result. Children’s

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Early Years Foundation Stage

abilities to work both independently and in groups generally develop well and by the end of Reception the majority of children have gained improved concentration and perseverance.

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Early Years Foundation Stage

Overall, the curriculum meets children’s needs well. There is a good range of activities provided over the Early Years Foundation Stage, with an emphasis on developing children's social skills. Behaviour is good and children learn to share and take turns. Their speaking skills are also given priority and staff take the opportunity to stimulate children’s imaginations and to enhance their vocabulary. Children’s welfare is given a high priority and staff ensure that their social and emotional needs are met well. In the Reception classes, however, there are some missed opportunities for creative and physical development. Leadership and management are good. Children’s progress is monitored thoroughly and recorded in detail, with the resulting learning journals being a good record for parents and carers. These are the grades for the Early Years Foundation Stage

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2

Outcomes for children in the Early Years Foundation Stage 2 The quality of provision in the Early Years Foundation Stage 2 The effectiveness of leadership and management in the Early Years Foundation Stage

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Views of parents and carers

Questionnaires returned from parents and carers were overwhelmingly supportive of all aspects of the school’s work, such as how much their children enjoy school, the extent to which the school keeps their children safe and the promotion of healthy lifestyles. These views are similar to those of inspectors. Parents and carers are impressed with the quality of relationships between staff and pupils and welcome the opportunity to be engaged with the school as much as possible. They were especially pleased with the good start in life that the school gives to their children and the wide range of extended clubs and activities on offer.

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questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Beckstone 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 95 completed questionnaires by the end of the on-site inspection. In total, there are 325 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 68 72 27 28 0 0 0 0 The school keeps my child safe 70 74 25 26 0 0 0 0 The school informs me about my child's progress 54 57 39 41 1 1 0 0 My child is making enough progress at this school 54 57 37 39 2 2 0 0 The teaching is good at this school 62 65 30 32 0 0 0 0 The school helps me to support my child's learning 60 63 35 37 0 0 0 0 The school helps my child to have a healthy lifestyle 61 64 31 33 0 0 0 0 The school makes sure that my child is well-prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 46 48 44 46 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 51 54 42 44 1 1 0 0 The school deals effectively with unacceptable behaviour 53 56 36 38 1 1 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 48 51 44 46 1 1 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 67 71 28 29 0 0 0 0 Overall, I am happy with my child's experience at this school 71 75 24 25 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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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 tha t 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 is 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 schoo ls.

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Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add up exactly to 100. Sixth-form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

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

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Inspection of Beckstone Primary School, Workington, CA14 5PX

 Thank you for making my colleagues and me so welcome when we inspected your school recently. You will be delighted to know that you go to a good school. We were impressed with how well you all get on together and how proud you are of your school. Your behaviour is excellent. You make a good contribution to school life as well as being involved in the local community. The school provides you with a very good range of activities in lessons and at other times, particularly related to physical education and sports. The school provides you with extremely high-quality care, guidance and support with the result that each one of you is valued and you all feel safe. You told us that you enjoyed your lessons and we agree with you. You make good progress in your learning and achieve well. You enjoy an imaginative variety of experiences and teaching is good.

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Inspection of Beckstone Primary School, Workington, CA14 5PX

So, what does the school need to do to get even better? I have asked your headteacher and teachers to do the following.

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Inspection of Beckstone Primary School, Workington, CA14 5PX

 Improve the ways in which they plan to raise standards in the areas that are important for the school.  Make sure that the children in the Reception classes all have the same high- quality teaching, resources and organisation as the children in Nursery.

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Inspection of Beckstone Primary School, Workington, CA14 5PX

I am sure you will play your part in helping your teachers to improve Beckstone Primary by continuing to work hard and helping each other to succeed. I wish you the very best for the future.

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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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