Holy Trinity CofE Primary School, Cookham

Age group 4–11 Inspection date(s) 27–28 September 2011 Inspection number 378021 Holy Trinity C of E Primary School Inspection report

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Unique Reference Number 109961 Local Authority The Royal Borough of Windsor and Maidenhead Inspection number 378021 Inspection dates 27–28 September 2011 Reporting inspector Nina Bee

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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 All-through School category Voluntary Controlled Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 216 Appropriate authority The governing body Chair Arthur Burgin Headteacher Patricia Bridges Date of previous school inspection 15 May 2009 School address School Lane Cookham Maidenhead SL6 9QJ Telephone number 01628 523766 Fax number 01628 523766 Email address holytrinity@rbwm.org 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 three additional inspectors. The inspectors observed 13 parts of lessons and 9 teachers were seen. Discussions were held with the headteacher, staff, members of the governing body and a small number of parents and carers. The work of the school was observed and the inspectors looked at documentation, including that related to internal and external monitoring, safeguarding, school development planning, teachers’ planning and academic performance data. Responses to questionnaires from 85 parents and carers were analysed, along with 21 from staff and 42 from pupils.

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Introduction

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

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Introduction

 The team examined learning and progress to see whether the quality of teaching is good enough to ensure that all pupils achieve well.  It evaluated provision for information and communication technology (ICT) and how effectively pupils’ ICT skills are developed and used across other subjects.  Inspectors reviewed the capacity of middle managers in bringing about sustained improvement and the impact of their actions on improving the quality of teaching and pupils’ progress.

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Information about the school

Holy Trinity is an averaged-size primary school which serves the village of Cookham. Most pupils are from White British families. The remainder comes from a range of minority ethnic heritages. The number of pupils identified as having special educational needs and/or disabilities is below average. Very few pupils speak English as an additional language. None are at the early stages of learning English. The proportion of pupils known to be eligible for free school meals is well below average.

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Information about the school

A daily breakfast club is provided which is managed by the governing body. The Early Years Foundation Stage children are taught in one Reception class. Historically, children enter this school the term after they are five. A change in local authority policy has meant that the whole 2011/2012 year group of Reception children started school in September. There has been a high turnover over staff since the previous inspection. 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

Holy Trinity provides a satisfactory education for its pupils. The school’s strengths lie in two main areas: the pastoral care provided for pupils and the skills and ambitious vision for improvement by the headteacher. Spiritual, moral, social and cultural development is good. Most pupils know and follow the school rules. Behaviour is consistently good during assemblies and hymn practices, where pupils have good opportunities to reflect on moral issues and sing tunefully together. Behaviour, overall, is satisfactory because not all older pupils are disciplined enough to move sensibly around the school when adults are not watching them. Pupils spoke enthusiastically about their imminent Harvest Festival service in church. They said they enjoy going to church, while a few proudly spoke about being in the choir. Pupils show a good understanding of Christianity and the other religions they study. Visits out, which take them to see different places of worship, enable them to further

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Main findings

gain a good grasp of the culturally diverse society in which we live. Pupils’ contribution to the community is good. Older pupils speak sensitively about raising funds for people living abroad in less favourable circumstances to their own. Pupils develop good academic, personal and social skills by the time they leave.

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Main findings

The headteacher and governing body have a clear idea of how well the school is doing and what needs to be done to improve it further. However, a recent high turnover of teaching staff, along with inexperienced middle managers, means that improvement has been slow. At times, the headteacher has been attempting to do too much alone. The middle managers have a secure understanding of learning and progress within their own classes. However, they are not effectively involved in analysing whole-school information to gain the big picture of achievement, particularly in their areas of responsibility. They do not have a clear understanding of how well different groups achieve. In addition, they are not adequately involved in monitoring and evaluating identified priorities in key areas, such as literacy, numeracy and the Early Years Foundation Stage provision for which they are responsible.

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Main findings

Teaching, the use of assessment, target setting and the quality of teachers’ marking are all too variable as pupils move through the school. Teachers’ planning does not address the different abilities within the classes, particularly higher attaining pupils. As a result, pupils often receive activities which are not well matched to their individual needs. Teachers’ marking, as well as the planning and the delivery of lessons, does not focus on the individual targets pupils are given to improve their literacy and numeracy skills. Marking is not effectively informing all pupils on what 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

they need to do to improve. A few have difficulty reading the comments teachers have written and the targets they have been given, so cannot respond to what they need to do to improve. As a result, targets are not always contributing to the learning pupils make.

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Main findings

The headteacher and governing body have an accurate understanding of the strengths and areas for development. The impact of past issues, relating to weaknesses in assessing levels of attainment at the end of Year 2, has been effectively addressed and pupils’ progress is now tracked carefully. The satisfactory curriculum is enriched well by visitors who are invited into school and the visits out that are arranged. A good range of extra-curricular activities are offered which support many areas, particularly the physical education programme. Consequently, pupils develop a good awareness of the need to exercise regularly and the necessity to adopt healthy lifestyles. They speak confidently and knowledgeably of what constitutes a healthy diet and have a good understanding of the consequences of not eating sensibly. As a result, pupils enjoy school and attendance is above average. These successes reflect a satisfactory capacity to sustain improvement.

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Main findings

About 40% of the school’s whose overall effectiveness is judged satisfactory may receive a monitoring visit from an Ofsted inspector before their next section 5 inspection.

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What does the school need to do to improve further?

 Improve learning, in all parts of the school, including the Reception class, through eradicating the inconsistencies in teaching by ensuring that:  all teachers use assessment data to effectively plan lessons that challenge pupils of different abilities, particularly those who are higher attainers  planning and delivery of lessons focus on the individual targets pupils are given for literacy and numeracy  when marking work, teachers make it clear to pupils how they can improve their work  pupils are given more opportunity to reflect and act upon any comments made in teachers’ marking  teaching assistants contribute well to learning in all classes.  Improve the leadership and management skills of the middle managers by:  deepening their analysis of performance data so that they can clearly see the progress of different groups of pupils, within the school  widening the strategies they use to monitor their areas of responsibility so

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What does the school need to do to improve further?

that they gain a clear understanding of pupils’ achievement across the school.  Improve the evaluating and monitoring procedures in the Early Years Foundation Stage so that all staff have a clear understanding of how well they are doing against their identified priorities and how effective the provision is overall. 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 3

Historically, attainment is above average by the end of Year 6. In relation to pupils’ starting points, which are above average, this represents satisfactory achievement. Pupils with special educational needs and/or disabilities achieve well because their needs are clearly identified and they are supported effectively in lessons. Pupils generally show enjoyment in their learning. Behaviour is not as good as it should be in satisfactory lessons, when pupils quickly lose concentration because activities are not well adapted to their needs and abilities.

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Outcomes for individuals and groups of pupils 3

There is not enough good learning and progress in the school. However, in some lessons learning and behaviour are good, for example, as seen in a numeracy lesson in Year 4, when activities relating to developing measuring skills were suitably resourced. In addition, the interactive whiteboard was used effectively to consolidate learning and activities were effectively matched to pupils’ individual needs. In good lessons, such as a literacy lesson in Year 6, assessment information was used well due to good adult questioning from the teacher. This ensured that all pupils learnt how to write imaginatively using creative language. In addition, opportunities for pupils to discuss and share ideas were planned for well. Weaknesses in the quality of teaching affect learning and progress throughout the school. Where learning is less than good, activities are not planned accurately to match all abilities. This particularly

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Outcomes for individuals and groups of pupils 3

affects learning for children in the mixed-aged classes in Years 1 and 2 and higher- attaining pupils in most classes. Teaching assistants are not always effectively deployed to contribute well to learning.

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Outcomes for individuals and groups of pupils 3

Pupils say they feel safe in school and the people who look after them at home agree. They speak enthusiastically about visiting ‘Hazard Alley’ and learning more about safety. They know about internet safety and how to keep safe on the road. However, their safety awareness is satisfactory and not good because, when unsupervised, pupils do not always move around the school safely.

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Outcomes for individuals and groups of pupils 3

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 3 Pupils’ behaviour 3 The extent to which pupils adopt healthy lifestyles 2

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Outcomes for individuals and groups of pupils 3

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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Outcomes for individuals and groups of pupils 3

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 2

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How effective is the provision?

The learning environment is attractive and stimulating and conducive to learning. Relationships are good between staff and pupils and, as a result, pupils are generally keen to learn. Teaching is satisfactory overall, although there is some good teaching in Years 4 and 6. The school has a high number of support staff who work in classrooms. At times, the support staff are not effectively deployed and consequently do not contribute fully to learning.

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How effective is the provision?

The curriculum enables pupils to achieve satisfactorily in literacy, numeracy and ICT. The ICT system is currently being updated. Computers are said to be unreliable at times, hence few pupils were observed using ICT. A few pupils used laptops confidently during the breakfast club and older pupils spoke about developing ICT skills during regular class lessons. Others spoke of using computers in subject areas, such as literacy and religious education. Pupils spoke confidently about making multi- media presentations and using computers to research information. Residential visits, other visits out and extra-curricular activities, particularly those which focus on sporting events where pupils have the opportunity to compete with others, promote pupils’ personal and social skills effectively.

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How effective is the provision?

Pupils receive good quality, care and support which address their personal and social needs. Detailed and helpful documentation is kept on all vulnerable pupils. As a result, their needs are well catered for. Transition arrangements are thorough when pupils leave the school and enable them to be well prepared for their next school. Procedures for monitoring attendance are effective and as a result the number of persistent absentees is below average. The breakfast club is well attended and gives pupils the opportunities to chat, choose activities and eat breakfast with their friends. This provision is satisfactory but it is not rigorously evaluated and monitored. For example, observations show that guidelines, particularly relating to eating breakfast on a separate table to any of the activities on offer, are not strictly always followed.

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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 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?

The effectiveness of care, guidance and support 2

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How effective are leadership and management?

The headteacher has focused on improving the quality of teaching and learning but acknowledges that there is not enough good teaching in the school. She, the middle managers and the governing body are ambitious and committed to improving teaching and learning. However, half of the teachers are relatively new to the school and this has slowed down the process of improvement. Nevertheless, the picture looks quite promising. Discussions with teachers during the inspection show that those who are delivering satisfactory lessons are keen to improve their practice. The support and challenge the school receives from the governing body is satisfactory. Members have a sound understanding of the challenges the school faces. However, holding staff accountable for pupils’ progress is not firmly established. Weaknesses in middle management have been identified and discussed but still remain an issue. Safeguarding and security arrangements are satisfactory; a few health and safety

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How effective are leadership and management?

issues had to be resolved during the inspection. There are clear procedures for vetting new staff and ensuring that all staff are suitably trained to ensure the safety of all pupils.

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How effective are leadership and management?

The school makes an effective contribution to community cohesion. The governing body and staff know the local community well and have done much to promote the school locally. Pupils’ cultural awareness has developed effectively because visitors from different cultures are invited into school to broaden their experiences and enhance their understanding of the multicultural world they live in. Links nationally and globally are developing as pupils become involved in raising funds for the Sierra Leone Clean Water Project.

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How effective are leadership and management?

The school promotes equality of opportunity satisfactorily and tackles discrimination which results in pupils being treated fairly and with respect. However, the use of information collected on individuals is not used accurately when teachers plan lessons. As a result, pupils do not always receive activities which are suited to their individual needs. This affects learning in lessons and achievement over time for some pupils particularly those who are higher attainers. The school engages well with parents and carers. Their views are regularly sought and they have many opportunities to discuss their children’s progress. Home/school diaries are a good channel for communication, which parents and carers say are a really useful link between home and school. Relationships are generally good and responses from the questionnaires identified no real area of concern.

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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 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?

The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met The effectiveness of the school’s engagement with parents and carers 2 The effectiveness of partnerships in promoting learning and well-being 3 The effectiveness with which the school promotes equality of opportunity and tackles discrimination The effectiveness of safeguarding procedures 3 The effectiveness with which the school promotes community cohesion 2 The effectiveness with which the school deploys resources to achieve value for money

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Early Years Foundation Stage

Outcomes for children are satisfactory. As a result of satisfactory teaching, children’s learning and progress are satisfactory. By the end of Reception, children reach levels of attainment that are above those expected for their ages. There is an appropriate balance between indoor and outdoor learning as well as activities which have an adult focus and those which are child initiated. The class teacher has made effective links with local nurseries which have enabled good transition procedures to be developed. As a result, children quickly settle into school and parents and carers say they are pleased about this. She has developed a good system which clearly shows the progress children make. Activities are resourced adequately and children quickly learn how to use items such as scissors safely. At times, there is not enough adult focus on developing listening skills, particularly when children are all seated on the

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Early Years Foundation Stage

carpet. Adult expectation, at these times, is not high enough when the adults allow children to talk whilst they are talking. Similarly, although no anti-social behaviour was seen, behaviour is not consistently good because, on occasions, children run around the classroom area and this lack of awareness to safety is not effectively addressed by the adults.

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Early Years Foundation Stage

Satisfactory systems are in place to allow the days to run smoothly. However, although the outside area is a lovely place to play and learn, staff are, at times, not vigilant enough in clearing up at the end of the day or checking to make sure it is a safe place to play each morning. Children’s previous attempts at making marks and developing letters show that the children have satisfactory opportunities to record their thoughts whilst developing writing skills, which is an identified priority. However, during the inspection, activities did not show a clear focus on developing mark making or early writing skills. Areas to use these skills were not well signposted or effectively resourced. As a result, very few children chose to ‘write’. The monitoring and evaluating of the work of the Early Years Foundation Stage provision are not as thorough as they should be.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage 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

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

Just over a third of parents returned questionnaires. All of these feel that their children enjoy school and that the school keeps them safe. Over a quarter of these parents and carers took the time to write positive comments, for example about how approachable the teachers are and how much they value the home/school diaries which keep them informed about their children’s learning. A few parents and carers wrote about their concerns relating to a lack of challenge for higher-ability children. Inspection evidence shows that this is an issue in some classes. Overall, parents and carers are happy with the experience their children receive at Holy Trinity.

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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 Holy Trinity C of E 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 85 completed questionnaires by the end of the on-site inspection. In total, there are 216 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 66 77 19 22 0 0 0 0 The school keeps my child safe 50 58 35 41 0 0 0 0 The school informs me about my child’s progress 24 28 58 67 2 2 0 0 My child is making enough progress at this school 29 34 52 60 3 3 0 0 The teaching is good at this school 43 50 41 48 0 0 0 0 The school helps me to support my child’s learning 39 45 40 47 2 2 1 1 The school helps my child to have a healthy lifestyle 38 44 47 55 1 1 0 0 The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 42 49 38 44 0 0 1 1

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Responses from parents and carers to Ofsted’s questionnaire

The school meets my child’s particular needs 35 41 45 52 2 2 1 1 The school deals effectively with unacceptable behaviour 29 34 45 52 4 5 0 0 The school takes account of my suggestions and concerns 27 31 49 57 4 5 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The school is led and managed effectively 30 35 47 55 3 3 0 0 Overall, I am happy with my child’s experience at this school 51 59 32 37 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 Holy Trinity C of E Primary School, Maidenhead SL6 9QJ

Thank you for making us welcome when we came to visit your school. We particularly enjoyed listening to you sing during assemblies, talking to you about how you are getting on and looking at the lovely displays of your work around the school. You really have a lovely environment, both inside and out, in which to learn. We think you go to a satisfactory school. This means that some things are good but a few things need to be improved.

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Inspection of Holy Trinity C of E Primary School, Maidenhead SL6 9QJ

These are some of the things we found out about your school.

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Inspection of Holy Trinity C of E Primary School, Maidenhead SL6 9QJ

 You are all well cared for and looked after.  Behaviour is good during assembly but satisfactory overall. Too many of you do not move around the school as sensibly as you should when the adults are not watching you.  You often think about other people who are not as fortunate as you and do well raising funds to help them.  You have learnt lots about how important it is to eat healthily and take regular exercise.  Adults arrange visits and invite visitors into school to make your learning even more interesting. You also have lots of good opportunities to take part in extra- curricular activities. You told us how much you appreciate these.  By the time you leave, you reach levels which are above those reached by most other pupils in the country.

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Inspection of Holy Trinity C of E Primary School, Maidenhead SL6 9QJ

We have asked the school to do a few things to improve your education.

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Inspection of Holy Trinity C of E Primary School, Maidenhead SL6 9QJ

 Make sure that teaching is good in all classes and so you all learn well.  Check that the classteachers, who have leadership and management responsibilities, look more closely as they analyse the information which tells them how well you are doing.

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Inspection of Holy Trinity C of E Primary School, Maidenhead SL6 9QJ

You too can all help by continuing to work hard.

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Inspection of Holy Trinity C of E Primary School, Maidenhead SL6 9QJ

Nina Bee 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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