Helsby Hillside Primary School

Helsby Hillside Primary School Inspection report

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Age group 4–11 Inspection date(s) 28–29 September 2011 Inspection number 378213 Unique Reference Number 111004 Local authority Cheshire West and Chester Inspection number 378213 Inspection dates 28–29 September 2011 Reporting inspector Denise Shields

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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 4–11 Gender of pupils Mixed Number of pupils on the school roll 214 Appropriate authority The governing body Chair Nigel Tomlinson Headteacher Craig Richardson Date of previous school inspection 18 January 2007 School address Bates Lane Helsby Frodsham WA6 9LN Telephone number 01928 722991 Fax number 01928 725663 Email address head@hillside.cheshire.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 observed teaching and learning in 10 lessons or part-lessons and these included the observation of seven teachers. Meetings were held with staff, groups of pupils and members of the governing body. Inspectors observed the school’s work and scrutinised a range of documentation, including pupils’ past and present work, assessment and tracking information, monitoring and evaluation records, and additional evidence of the support for pupils whose circumstances make them potentially vulnerable. Inspectors also looked at whether the school meets statutory requirements with regard to safeguarding. A representative sample of questionnaires returned by pupils, staff and the 143 questionnaires returned by parents and carers was 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

 Inspectors explored whether pupils are making enough progress in writing.  The team considered the extent to which the curriculum meets the needs of the more-able pupils and boosts boys’ achievement in writing.  Inspectors evaluated whether pupils’ learning and progress and the quality of provision observed during the inspection, justifies the school’s judgement for its overall effectiveness.

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Information about the school

This is a slightly-below-average-sized primary school. Almost all pupils are White British. The proportion of pupils known to be eligible for free school meals is much lower than average. A well below average proportion of pupils are assessed as having special educational needs and/or disabilities, while the proportion that have a statement of special educational needs is average.

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Information about the school

Since the previous inspection a new headteacher has been appointed. There have also been several changes in the membership of the senior leadership team. The school holds Healthy School status and has achieved Activemark, Inclusion Quality Mark and the International School awards. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Main findings

This is a good school. It is a happy school where pupils thrive and grow in confidence. Achievement is outstanding. This is because pupils are making good progress to reach high levels of attainment in English and mathematics at the end of Year 6, from starting points generally slightly above the expected levels for their age on entry to Reception. Pupils develop good and sometimes outstanding life skills. They behave well and have an excellent understanding of how to lead healthy lifestyles. Pupils feel exceedingly safe mainly because, as they say, ‘There is no bullying at our school; we all look after each other.’ They make an extensive and valuable contribution to school and community life. The good curriculum, including the excellent range of activities beyond lessons, is greatly enjoyed by pupils and adds depth and richness to their learning. Pupils’ spiritual, moral, social and cultural awareness is outstanding.

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Main findings

Children in the Early Years Foundation Stage have a good start to their education. They enjoy learning and achieve well. During tasks that are led by an adult, children’s progress is good. There is a suitable range of activities that children can choose for themselves both indoors and outside. Their purpose, however, is not always sufficiently clear and adults do not always intervene swiftly enough to ensure meaningful learning takes place. Consequently, sometimes children’s progress slows.

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Main findings

Pupils learn well because teaching is good. Outstanding practice was observed during the inspection. All groups of pupils make good progress generally, including those with special educational needs and/or disabilities. However, there are some slight differences between groups and subjects, which is why pupils’ learning and progress are good but not yet outstanding. Achievement in writing compared to reading and mathematics is not as strong, especially at the higher levels, because tasks do not always sufficiently stretch the more-able pupils. In addition, although boys’ writing is higher than expected levels nationally, more boys could produce work of an above-average standard. This is because sometimes boys lack motivation when their writing topics do not capture their full interest.

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Main findings

Value for money is outstanding as outcomes are first-class. However, the school is not yet outstanding overall as teaching, the curriculum and the way it cares for pupils are good but not yet outstanding. The school’s capacity for sustained improvement is good because leaders and managers are effective. Self-evaluation is robust and linked to future development planning clearly. Priorities for improvement are pursued carefully. Advances, such as the development of a varied curriculum, revisions to systems to assess and track the progress made by pupils, so that they are now robust, and close collaboration among leaders, have created a record of success.

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What does the school need to do to improve further?

 Increase the rate of learning and progress made by pupils in writing by ensuring:  there is a greater level of challenge in the tasks given to more-able pupils  boys are provided with more exciting topics to write about  a whole school handwriting policy is implemented which better meets the needs of pupils in all classes  pupils’ learning targets are closely matched to their abilities and easy for them to understand.

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What does the school need to do to improve further?

 Improve the quality of provision in the Early Years Foundation Stage by ensuring that all activities that children can choose for themselves have a clear purpose and adults intervene to ensure that successful learning takes place.

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Outcomes for individuals and groups of pupils 1

Overwhelmingly, pupils say they like school and enjoy learning. This is reflected in their consistently above-average attendance. Most concentrate well and are keen to succeed. When given the opportunity, the large majority of pupils work enthusiastically with a partner or in groups and this is helping them to become confident learners. Behaviour is good; when teaching is inspiring, it is exemplary. Most pupils, even the very youngest, are keen to help and support each other. This has a positive impact on their good learning and progress.

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Outcomes for individuals and groups of pupils 1

Achievement is outstanding owing mainly to the school’s track record of high attainment at the end of Year 6. Attainment in reading and mathematics is impressive, because in all classes these skills are taught well. Pupils’ writing skills are not as strong because a minority of pupils struggle with correct letter formation and pencil control; this holds back their ability to write more rapidly. In addition, sometimes boys lack the same level of motivation as girls because, as many boys say, they would like more exciting topics to write about. The large majority of pupils try their best at all times and say they learn a lot in lessons, but a minority comments that their work in writing is sometimes too easy. Pupils with special educational needs and/or disabilities make good progress and enjoy learning because of the sensitive guidance they receive from the teaching assistants.

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Outcomes for individuals and groups of pupils 1

Pupils feel extremely safe in school because as they say, ‘Everyone is friendly and we all get on with each other.’ They understand exceedingly well about how to lead healthy lives. Sport is thoroughly enjoyed and pupils understand the importance of eating well-balanced meals. Pupils state very confidently that their views are listened to and acted upon and that they make a real contribution to the school’s improvement. The many opportunities to work with adults and other pupils in the locality give pupils an understanding of their role in the community. They also gain a notable insight into global cultural diversity through their links with schools in South Africa.

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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 1 The quality of pupils' learning and their progress 2 The quality of learning for pupils with special educational needs and/or disabilities and their progress The extent to which pupils feel safe 1 Pupils' behaviour 2 The extent to which pupils adopt healthy lifestyles 1 The extent to which pupils contribute to the school and wider community 1 The extent to which pupils develop skills will contribute to their future economic well-being Taking into account: Pupils' attendance 1 2 The extent of pupils' spiritual, moral, social and cultural development 1

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How effective is the provision?

Nearly all lessons are lively and interesting. Revisions to the curriculum have enhanced links between subjects and this makes learning more purposeful. In all classes, the use of new technology is effective and engages pupils’ interest. In the main, plentiful opportunities are provided for pupils to work in pairs and small groups; this successfully promotes speaking, listening and cooperation. In the very best lessons, teachers capture pupils’ attention through the use of very well chosen resources and practical tasks, often linked to real life experiences. Unanimously, pupils comment that these help them to learn more quickly. At its best, questioning is effective and makes pupils think more deeply about their learning. These features, however, are not consistent in every class. Reading skills are taught consistently well. However, teachers do not always ensure pupils use the correct letter formation

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How effective is the provision?

and pencil grip or provide enough opportunities for pupils to practise and improve their handwriting skills. In all classes marking is helpful and provides constructive comments to help pupils understand how well they are doing and how to improve. For the most part, pupils comment that their learning targets in mathematics are easy to understand and help them to improve their work. However, many are not so certain how to improve their writing, because their targets are not always detailed enough to meet individual needs or easy to understand.

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How effective is the provision?

The recently revised curriculum is organised into meaningful themes which pupils really enjoy. Mathematical and reading skills are consistently taught well but writing activities are not always sufficiently demanding for the more able or exciting enough to always fully motivate boys. There are excellent arrangements for pupils’ personal, social and health education. The extremely wide range of activities beyond lessons,

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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 including visits, visitors, themed events and links with schools abroad is greatly enjoyed by pupils.

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How effective is the provision?

Good quality care, guidance and support are provided throughout the school. Special emphasis is placed on knowing pupils as individuals, and this is appreciated by them and their parents and carers too. ‘The teachers are nice and kind, they’ll listen if you need to talk to them.’ is a typical view expressed by many pupils. There is good support for pupils with special educational needs and/or disabilities and those who are vulnerable due to their circumstances, which has led to noticeable improvements in their behaviour, self-esteem and confidence. Arrangements to help pupils move from year group to year group and then on to secondary school are effective

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How effective is the provision?

These are the grades for the quality of provision The quality of teaching Taking into account: The use of assessment to support learning 2 The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships The effectiveness of care, guidance and support 2

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How effective are leadership and management?

The headteacher provides very strong leadership and has a crystal clear vision for the school’s future. He maintains a clear oversight of the school and constantly seeks to improve the quality of provision and the outcomes for pupils. He is supported well in his efforts by the effective team of senior and middle leaders. Morale is high. Systems to monitor and evaluate the school’s work are rigorous and effective. Improvement planning is sharply focused. Procedures to assess and track pupils’ progress are now robust. Revised arrangements enable the school to focus more precisely on and tackle any potential underachievement. These systems are relatively new and still embedding and yet to fully impact on increasing pupils’ progress.

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How effective are leadership and management?

The effective governing body holds the school to account. It is fully involved in assuring the quality of provision and checking on the progress pupils make. The school's procedures for safeguarding pupils are good. Every parent, carer and pupil that expressed a view during the inspection confirms this. A notable point is the promotion of safeguarding within the curriculum.

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How effective are leadership and management?

Discrimination is not tolerated. Provision for equality of opportunity is good. The school is well aware of the need to bring the progress in writing in line with reading and mathematics. Community cohesion has strengths in pupils’ involvement in the immediate area and the wider global communities. Opportunities to develop pupils’ understanding of national communities are increasing. Relationships with the large majority of parents and carers are good. Many parents and carers are active partners in their children’s learning and in the life of the school. These are the grades for the leadership and management The effectiveness of leadership and management in embedding ambition and driving improvement Taking into account: The leadership and management of teaching and learning 2 The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities

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How effective are leadership and management?

met The effectiveness of the school's engagement with parents and carers 2 The effectiveness of partnerships in promoting learning and well-being 2 The effectiveness with which the school promotes equality of opportunity and tackles discrimination The effectiveness of safeguarding procedures 2 The effectiveness with which the school promotes community cohesion 2 The effectiveness with which the school deploys resources to achieve value for money

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Early Years Foundation Stage

Children are warmly welcomed into the Reception class. Good liaison with parents and carers and effective induction arrangements ensure that children settle quickly and follow routines. Children are cared for well. As a result they have trusting relationships with adults, behave well, play happily together and enjoy learning. Teaching and learning are good and so children make good progress. By the time they enter Year 1, almost all are working securely at the expected levels for their age with a small minority above. However, this varies from year-to-year due to the different levels of skills with which the children enter the Reception class.

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Early Years Foundation Stage

There is a good range of planned activities that has an appropriate balance between those that children can choose for themselves and those led by an adult. A notable feature is the imaginative role-play areas, such as the baby clinic and the construction site, which really appeal to children. During tasks guided by an adult, children’s learning and progress is consistently good. However, both indoors and outside, when children choose their own activities, these do not always have a clear enough purpose and adults do not always seize the opportunity to take learning forward. On these occasions, children’s progress is slower. All adults work together as an effective team. Leaders have an accurate view of what to do next and clear plans to develop the stage further.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage Overall effectiveness of the Early Years Foundation stage Taking into account: Outcomes for children in the Early Years Foundation Stage 2 The quality of provision in the Early Years Foundation Stage 2 The effectiveness of leadership and management in the Early Years Foundation Stage

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Views of parents and carers

Inspectors received a well-above-average response to the inspection questionnaire. Almost all of the parents and carers indicate a positive view about all aspects of the school’s work. Inspection findings support these positive views. A few parents and carers consider that the school does not inform them about their children’s progress, help them support their children’s learning or deal effectively with unacceptable behaviour. Through their extensive review of the school’s records, observations and discussions with pupils and staff, the inspectors found the school has efficient systems to inform parents and carers about their children’s progress and to help them support their children’s learning and effective procedures for managing pupils’ behaviour.

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questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Helsby Hillside 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 143 completed questionnaires by the end of the on-site inspection. In total, there are 214 pupils registered at the school.

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questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 89 62 52 36 2 1 0 0 The school keeps my child safe 89 62 54 38 0 0 0 0 The school informs me about my child's progress 56 39 77 54 8 6 0 0 My child is making enough progress at this school 59 41 74 52 7 5 0 0 The teaching is good at this school 71 50 68 48 2 1 0 0 The school helps me to support my child's learning 70 49 61 43 10 7 0 0 The school helps my child to have a healthy lifestyle 81 57 59 41 3 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) 68 48 67 47 2 1 0 0

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questionnaire

The school meets my child's particular needs 67 47 67 47 6 4 0 0 The school deals effectively with unacceptable behaviour 56 39 73 51 8 6 0 0

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questionnaire

The school takes account of my suggestions and concerns 47 33 85 59 2 1 0 0

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questionnaire

The school is led and managed effectively 76 53 62 43 1 1 0 0 Overall, I am happy with my child's experience at this school 78 55 64 45 1 1 0 0

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questionnaire

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total n umber 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 that inspectors now make some additional judgements that were not made previously.

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Outstanding Good Satisfactory Inadequate

The data in the table above is for the period 1 September 2010 to 08 April 2011 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ).

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Outstanding Good Satisfactory Inadequate

The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools.

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Outstanding Good Satisfactory Inadequate

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

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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 Helsby Hillside Primary School, Frodsham, WA6 9LN

I am writing to thank you for all the help you gave the inspection team when we came to inspect your school. Helsby Hillside is a good school. These are some of the things we found out.

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Inspection of Helsby Hillside Primary School, Frodsham, WA6 9LN

 We agree with all of you who told us that adults take good care of you. You all have an impressive understanding of how to stay safe and live healthy lifestyles. Your behaviour is good and you all get along with each other.  You told us you have lots of exciting activities after lessons and interesting visits and visitors and these help you learn many new things. We agree.  Your headteacher and all the teachers work closely together and check the school’s work carefully so that improvements can be made.  Nearly all of you told us that staff teach you well and you enjoy learning. We agree. Some of you told us that sometimes your writing tasks are not always hard enough and many boys said they would like to write about subjects that are more interesting. We have asked your school to ensure that more difficult work is given to those of you who learn more quickly and to look at ways to give boys more exciting topics to write about.

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Inspection of Helsby Hillside Primary School, Frodsham, WA6 9LN

 Many of you told us that although your learning targets are clear and helpful in mathematics, this is not always so in writing. We have asked your school to look at ways to make your learning targets clearer and more helpful.  Children get a good start to their education in the Reception class and learn lots of new things. We have asked your teachers to make sure that when children choose their own activities, they are fun and interesting at all times and an adult is always on hand to help them learn more quickly.

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Inspection of Helsby Hillside Primary School, Frodsham, WA6 9LN

I know you are all very proud of your school, so keep working very hard and try your best at all times.

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Inspection of Helsby Hillside Primary School, Frodsham, WA6 9LN

Denise Shields 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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