Beaconside CofE Primary School

Beaconside CofE Primary School Inspection report

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Age group 3–11 Inspection date(s) 03–04 October 2011 Inspection number 378488 Unique Reference Number 112423 Local authority Cumbria Inspection number 378488 Inspection dates 3–4 October 2011 Reporting inspector Sue Sharkey

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Primary School category Voluntary aided Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 474 Appropriate authority The governing body Chair Judith Markey Headteacher Timothy Glendinning Date of previous school inspection 6 May 2009 School address Hutton Hill Penrith Cumbria CA11 8EN Telephone number 01768 242172 Fax number 01768 242173 Email address admin@beaconside.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 four additional inspectors. The inspectors observed teaching and learning in 19 lessons and the work of 16 teachers. Meetings were held with the headteacher, pupils, representatives of the governing body and staff. The inspectors observed pupils’ work and looked at the school’s system for tracking their progress, safeguarding documents and key policies. Inspection questionnaires from 139 parents and carers, 26 school staff and 151 pupils were also taken into account.

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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

 What strategies the school has in place to raise attainment and improve pupils’ progress in reading and mathematics.  How far teaching challenges the more-able pupils in order to help them achieve their full potential.  How far reading and mathematics is used throughout the curriculum to engage and motivate both girls and boys.  Whether there is sufficient challenge for children in the Early Years Foundation Stage to help them achieve above the level that is usually expected for their age.

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Information about the school

Beaconside is larger than the average primary school. The proportion of pupils known to be eligible to free school meals is lower than the national average. Almost all pupils are from White British backgrounds and very few pupils speak English as an additional language. The proportion of pupils with special educational needs and/or disabilities is below the national average. The school has a strategic resource provision for a very small minority of pupils in the Early Years Foundation Stage and Key Stage 1 with profound, severe and complex learning difficulties. The school has Healthy School status and the Inclusion Charter Mark. 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

Beaconside Church of England Primary School provides a satisfactory quality of education. Pupils say they feel safe because teachers listen to them well. Parents and carers have positive comments about the school's work, a typical comment being, ‘By Year 6 children are mature, confident and eager to continue their learning. The school has a caring and thoughtful atmosphere.’

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Main findings

Children make a satisfactory start to their education in the Early Years Foundation Stage, where a wide range of attractive resources help to make learning interesting. However, the outdoor areas do not provide the same learning experience in all areas of learning as they do indoors in order to ensure that children are constantly challenged. Pupil’s attainment at the end of Year 6 is broadly average reflecting satisfactory achievement and progress across the school, although progress in Years 1 and 2 is higher than in other year groups. Pupils with special educational needs and/or disabilities and pupils who speak English as an additional language make satisfactory progress because support for them is readily available.

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Main findings

Teaching is monitored but as yet not all teaching is consistently better than satisfactory. Lessons are planned in a variety of ways to make them interesting and often with a wide range of resources. However, expectations of pupils are not always high enough nor is there consistent challenge for all pupils, including those attaining the higher levels, to extend their learning. Teachers use assessment information to help plan lessons but activities are not always matched precisely enough to individual needs and abilities. Teachers use a range of learning styles but lessons are not always delivered at a swift pace so that pupils are fully engaged and motivated throughout the lesson. During lessons teachers discuss with pupils how to improve their work but this does not always extend to the marking of pupils’ work in mathematics so that they always know their next steps in learning. The curriculum is satisfactory but the wide range of clubs and enrichment activities, which are greatly

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Main findings

enjoyed and well supported by pupils, is a stronger element. Links with local schools ensure that pupils have plenty of opportunities to take part in sporting activities.

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Main findings

Procedures for self-evaluation are satisfactory and broadly accurate. The school has satisfactory capacity to improve. All leaders, including the governing body, are committed to continuing to improve provision and pupils’ rates of progress. The headteacher and his senior leadership team are always seeking ways to improve the quality of teaching for pupils. Teaching is monitored regularly; however, the system used by the headteacher and the governing body to use information found during monitoring activities lacks the necessary rigour to promote rapid improvement. Since the last inspection, the school has improved systems for tracking pupils’ progress and this helps to ensure that all relevant support for pupils is quickly put in place.

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Main findings

Up to 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted Inspector before their next section 5 inspection.

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What does the school need to do to improve further?

 Raise the quality of teaching to a consistently good or better standard by:  ensuring that all lessons have quick pace in order to fully engage and motivate pupils  raising expectations of what pupils can achieve in lessons ensuring that there is consistent challenge for all groups of pupils, including the more able  ensuring that all marking consistently tells pupils precisely what they have to do in order to improve their work in mathematics  ensuring that assessment information is used well in order to match work precisely to pupils’ needs and levels of ability, particularly in Key Stage 2.

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What does the school need to do to improve further?

 Ensure there are rigorous systems in place for the headteacher and the governing body to use the information gathered from monitoring to raise attainment and the quality of pupils’ learning.  Improve outdoor learning experiences for children in the Early Years Foundation Stage so that they are consistently challenged in all areas of learning.

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Outcomes for individuals and groups of pupils 3

The school is making a number of changes to increase pupils’ interest in mathematics. During a Year 1 and 2 lesson pupils were exploring the properties of one- and two-dimensional shapes. Some pupils were enjoying looking at triangles and squares to create triangular based pyramids while another group was working out shapes as the teacher described the properties. Pupils enjoyed the activities while learning new words to describe shapes. In another mathematics lesson, Year 3 pupils were exploring the use of numbers and finding out that by using patterns they can quickly add different numbers that make the same answer. Throughout the activity pupils worked well together, sharing thoughts, while consolidating their understanding of the importance of patterns in numbers.

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Outcomes for individuals and groups of pupils 3

Overall, children enter the Early Years Foundation Stage with skills that are lower than those usually expected for their age, particularly in communication, language and emotional skills. Even though attainment in English and mathematics is average at the end of Year 6 pupils’ progress is inconsistent across classes with variations in the rate of pupils’ learning. It is usually better in Key Stage 1. As a result, pupils’ progress, learning and achievement are satisfactory overall. Last year there was a dip in the number of pupils achieving the higher levels in English, particularly in reading, and in mathematics, where pupils, particularly boys, did not reach the expected levels. The school is aware of this issue and has already put actions in place to raise achievement in both of these areas. Carefully planned support for pupils with special educational needs and/or disabilities and pupils who speak English

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Outcomes for individuals and groups of pupils 3

as an additional language ensure they make similar progress to their peers.

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Outcomes for individuals and groups of pupils 3

The enjoyment of school life for most pupils is reflected in their above-average attendance. Pupils demonstrate why the school has Healthy School status because they talk knowledgably of ways to improve their own health and enjoy taking part in physical exercise. Pupils make a suitable contribution to the school and wider community and enjoy raising money for charities. However, they have limited opportunities to learn about other lifestyles, faiths and cultural heritages, so their spiritual, moral, social and cultural development is satisfactory. The school’s involvement in the community has led to pupils working with other schools to help redesign a garden in the town. The school council is proud of their role in helping others and like taking on responsibilities in school in helping it to improve. Pupils’ satisfactory progress in developing their basic skills along with the good aspects of their personal development means they are satisfactorily prepared for the next stage

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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 3 The quality of pupils' learning and their progress 3 The quality of learning for pupils with special educational needs and/or disabilities and their progress The extent to which pupils feel safe 2 Pupils' behaviour 3 The extent to which pupils adopt healthy lifestyles 2 The extent to which pupils contribute to the school and wider community 3 The extent to which pupils develop skills that 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 3

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How effective is the provision?

Children make satisfactory progress throughout the school because the quality of teaching is mostly satisfactory and is sometimes good. Relationships between staff and pupils are good and help to foster pupils’ positive attitudes towards learning. Where teaching is good, lesson objectives are well used so that pupils are clear about what they are learning. When lessons are divided into short, practical activities there is good pace. However, a brisk pace was not evident in all lessons and there were occasions when pupils were not fully engaged or motivated. Most work is marked regularly although marking in mathematics does not tell pupils clearly how they can improve their work. At times, teachers do not have high enough

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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 expectations and work planned is not always sufficiently challenging. Pupils work well together, particularly in pairs, and also independently. Teachers mostly use assessment information to plan activities for different pupils but this information is not always used well to ensure that work is matched accurately to pupils’ different needs and abilities. Teaching assistants provide effective support for pupils with special educational needs and/or difficulties when they work individually with pupils or with small groups.

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How effective is the provision?

The curriculum is appropriately adapted to meet the needs of different groups of pupils. Although there is a focus on the development of basic skills and writing is evident throughout the curriculum, there are some missed opportunities for threading reading, mathematics and information and communication technology throughout different subjects. The good range of opportunities for outdoor education through residential activities helps to raise pupils’ awareness of different people's needs and life experiences, helping to ensure that they are soundly equipped for their future lives.

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How effective is the provision?

The school works with a range of agencies to support pupils, including those with additional learning needs. The quality of support for pupils and families whose circumstances make them potentially more vulnerable is effective and utilises the right sort of external help to enhance pupils’ learning. Pupils are given information about the progress they make but this is not always enough to help them improve their learning. Appropriate strategies are in place to ensure attendance reaches above average levels.

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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 3 The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships The effectiveness of care, guidance and support 3

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How effective are leadership and management?

The leadership team has a common vision of improving the school to give pupils the best opportunities. Leaders have a wide range of information about provision and progress and are starting to make better use of this to help prioritise development. They embed ambition and drive improvement appropriately because they know what the school does well and how it should be improved. Subject leaders have clear action plans for development and are confident that pupils’ achievement in English and mathematics will improve. Systems for tracking pupils’ progress are in place and the deputy headteacher ensures that this is regularly monitored. Teachers are now beginning to use this information more effectively when planning lessons. Monitoring of teaching is carried out but the systems in place for the school leaders to use the information gathered to raise attainment and the quality of pupils’ learning, is not

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How effective are leadership and management?

Leaders promote equal opportunities and tackle discrimination satisfactorily and this is evident in the similar achievements of all different groups of pupils. Members of the governing body challenge school leaders appropriately and are aware that pupils’ attainment and achievement is a high priority. They ensure child protection and safeguarding procedures meet requirements. The school promotes community cohesion satisfactorily and evaluates its impact on pupils' attitudes in order to inform plans for further improvement. The school provides satisfactory value for money.

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How effective are leadership and management?

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 3 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 3 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 3 The effectiveness with which the school deploys resources to achieve value for money

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Early Years Foundation Stage

Most children in the Early Years Foundation Stage settle in well to daily routines and quickly enjoy the opportunities they have to choose activities to either investigate on their own or work with an adult. Many children quickly develop the qualities of politeness and courtesy that lead to purposeful relationships with adults and other children. The learning environment indoors enables children to talk, play and learn to share together as well as read stories, explore different patterns and enjoy a range of activities. Children are able to use both indoors and outdoors but the outdoor area does not replicate the quality of activities available indoors in order to challenge children. As a result, there are fewer opportunities for children to enjoy a wide range of experiences outside.

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Early Years Foundation Stage

Leadership and management of the Early Years Foundation Stage are satisfactory ensuring that planning reflects an understanding of how young children learn. Children’s welfare and safety are given a high priority and adults are well deployed to support children’s learning. Use of both indoor and outdoor activities enables an appropriate balance between child-initiated activities and those led by adults in order to consolidate early learning. Children make satisfactory progress across the different areas of learning. Overall progress is stronger in the Nursery because teaching and learning are better. Children with special educational needs and/or disabilities are supported sensitively by staff and they also make satisfactory progress. 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 3

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Early Years Foundation Stage

The quality of provision in the Early Years Foundation Stage 3 The effectiveness of leadership and management in the Early Years Foundation Stage

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Views of parents and carers

The very large majority of parents and carers who returned the questionnaire are very happy with the way the school cares for and educates their children. They feel that their children enjoy school, are kept safe and are pleased with their children’s progress. Some took time to add comments to the questionnaire they returned, many to reinforce the strength of their positive views, which inspection findings support.

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Views of parents and carers

There was also a very small minority of parents and carers who raised concerns and these were looked into by the inspection team. Some parents and carers were concerned about how the school deals with unacceptable behaviour. Inspectors found that as well as talking with pupils and parents and carers, when appropriate, the school also uses individual behaviour plans and enforces sanctions. A few parents and carers were concerned that they were not given enough information about their children’s progress nor were they given enough help to support their children’s learning at home.

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Views of parents and carers

During the inspection it was found that parents and carers are informed of their children’s progress through parents’ evenings twice a year, an annual open evening, a written report following which parents and carers can talk with teachers and homework books that go to and from school. The school holds evening sessions for parents and carers to help them support their children with their learning. There are also family learning projects and the inclusion leader welcomes parents and carers at any time if they would like to talk with her about their children’s learning.

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questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Beaconside CofE Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 139 completed questionnaires by the end of the on-site inspection. In total, there are 474 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 73 53 58 42 2 1 0 0 The school keeps my child safe 72 52 56 40 5 4 0 0 The school informs me about my child's progress 34 24 80 58 21 15 1 1 My child is making enough progress at this school 39 28 75 54 18 13 1 1 The teaching is good at this school 52 37 78 56 5 4 0 0 The school helps me to support my child's learning 42 30 73 53 19 14 0 0 The school helps my child to have a healthy lifestyle 48 35 82 59 8 6 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 30 72 52 5 4 5 4

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questionnaire

The school meets my child's particular needs 36 26 83 60 13 9 0 0 The school deals effectively with unacceptable behaviour 33 24 72 52 19 14 0 0

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questionnaire

The school takes account of my suggestions and concerns 28 20 80 58 16 12 1 1

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questionnaire

The school is led and managed effectively 30 22 74 53 22 16 1 1 Overall, I am happy with my child's experience at this school 57 41 68 49 7 5 1 1

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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 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 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 Beaconside CofE Primary School, Penrith, CA11 8EN

Thank you for making us welcome when we visited your school recently. We thoroughly enjoyed talking with you and watching you learn in lessons. We were really delighted that you said that you enjoy coming to school and your attendance is above average. It was good to learn that you feel safe and that you have a good understanding of keeping healthy. We thought that your behaviour is satisfactory. All the jobs you do in and around your school help the school but we were also pleased to see that you raise money for various charities to help others. Overall, we found that your school provides you with a satisfactory education and the progress you make is also satisfactory.

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Inspection of Beaconside CofE Primary School, Penrith, CA11 8EN

There are a few things that we have asked the school to do to help to make it better. First, we want the school to make sure that you work more quickly in lessons so that you are always busy and the work is more challenging so that you have to think even harder. Second, we want teachers to mark your work with comments to let you know what you need to learn next, particularly in mathematics. Third, we want teachers to use the information they have about your learning to make sure they give you work that is at the right level for each of you.

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Inspection of Beaconside CofE Primary School, Penrith, CA11 8EN

We have also asked your headteacher and the governing body to make sure that they use all the information from checks on lessons and your work so it helps you to learn even better. Lastly, we would like the outdoor areas for the younger children to be improved so it can be more challenging for them.

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Inspection of Beaconside CofE Primary School, Penrith, CA11 8EN

Well done for all you do to help the school. Remember to always do your best and help your teachers. Thank you for helping us and for being polite.

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Inspection of Beaconside CofE Primary School, Penrith, CA11 8EN

Sue Sharkey 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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