Oswald Road Primary School

Oswald Road Primary School Inspection report

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Age group 3–11 Inspection date(s) 03–04 October 2011 Inspection number 381293 Unique Reference Number 131030 Local authority Manchester Inspection number 381293 Inspection dates 3–4 October 2011 Reporting inspector Yvonne Mills-Clare

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

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Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 460 Appropriate authority The governing body Chair Peter Attfield Headteacher Sharon Campbell Date of previous school inspection 22 April 2009 School address Oswald Road Chorlton-Cum-Hardy Manchester M21 9PL Telephone number 0161 8814266 Fax number 0161 8814319 Email address head@oswaldroad.manchester.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 visited 17 lessons and observed 17 teachers. Meetings were held with governors, staff and groups of pupils. Inspectors observed the school's work, and looked at pupils' workbooks, assessment information about pupils' progress, records of the school's reviews of its actions for improvement, the current school development plan and updates of progress towards meeting priorities. They also considered questionnaire responses from 99 pupils, 37 members of staff and 129 parents and carers. 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

 How well teaching at all stages impacts on learning and enables all pupils to achieve as well as they should.  Whether the use of teacher assessment is ensuring that all groups of pupils achieve as well as they can.  To what extent leaders and managers at all levels are driving whole-school improvement.

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Information about the school

This is a significantly larger-than-average primary school. Just over half the pupils are drawn from minority-ethnic heritages, mainly Pakistani. A very high proportion of pupils attending the school speak English as an additional language. The proportion of pupils known to be eligible for free school meals is below average. The number of pupils with special educational needs and/or disabilities is below average. The school has received several awards including the Leading Parent Partnership and the International Schools Award. It holds Investor in People and Healthy Schools status.

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Information about the school

Before- and after-school care is provided on–site by a private provider. This provision is inspected and reported on separately.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

Oswald Road Primary School provides a satisfactory standard of education. Warm and caring relationships in the school and a bright learning environment with good- quality art displays in classrooms and public areas mean that pupils are very happy to come to school. Parents and carers appreciate the school's commitment to the well-being and personal development of its pupils. Consequently, pupils feel very safe and have positive attitudes to learning. They have a good understanding of healthy lifestyles. The school works effectively with outside agencies to ensure that all pupils, including those whose circumstances make them potentially vulnerable, are well cared for. During lessons pupils are willing learners, behave well and respond positively to their learning.

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Main findings

Progress is satisfactory in most years and better towards the end of Key Stage 2. Effective support in some year groups and classes help to ensure that pupils with special educational needs and/or disabilities and those learning English as an additional language make similar progress to their peers. Although teaching is satisfactory overall, inconsistencies in the quality mean that for some pupils their progress is not always steady. By the end of Key Stage 2 attainment in English is above average. However, in mathematics it is not as high. There are examples of some good and outstanding teaching. However, across Key Stage 1 and much of Key Stage 2 too much is satisfactory and pupils only begin to make greater progress in Years 5 and 6.

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Main findings

Leaders and managers accurately evaluate priorities to improve the school. A drive to target pupils' absence has successfully resulted in above average attendance. Many strategies to raise attainment and achievement for different groups have been put in place. The good curriculum, enriched well by visits and visitors, is being skilfully used to narrow the gap in attainment between different groups of pupils. Although there is more to be done, evidence of improvement, especially in English, is apparent. This, coupled with an accurate self-evaluation, demonstrates the school's satisfactory capacity to improve further. Middle leaders and managers, however, are not yet fully effective in supporting the drive for improvement. The school monitors and evaluates strategies for improvement; however, it does not always use the outcomes of this monitoring effectively to identify the steps needed for further improvement.

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Main findings

Up to 40% of schools whose overall effectiveness is judged to be satisfactory may receive a monitoring visit from an Ofsted inspector before the next Section 5 inspection.

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What does the school need to do to improve further?

 Improve the consistency of teaching to ensure good progress and raise attainment by: - making more effective use of assessment information when matching work to the needs and abilities of all groups of pupils - ensuring more effective use of lesson evaluations in informing day-to-day activities to provide consistent challenge for all groups of pupils - using targets and marking consistently to better inform pupils of how well they are doing and what they need to do to improve.

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What does the school need to do to improve further?

 Ensure that monitoring and evaluation activities by school leaders at all levels impact as fully as possible on provision and pupils’ outcomes by: - developing the monitoring and evaluation role of subject and phase leaders so that they play a greater role in whole school improvement - monitoring and evaluating the impact of the school’s actions more rigorously and systematically in order to provide next steps in the cycle of improvement.

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Outcomes for individuals and groups of pupils 3

Pupils work hard and are keen to learn. Their good behaviour and attitudes to work underpin their learning. Teaching in some lessons is too teacher led and lacking in pace with the result that the pace of learning for pupils slows. However, where teaching is brisk and the level of challenge is high, pupils make much more rapid progress. Where teaching assistants are effectively deployed to support the learning of pupils with special educational needs and/or disabilities, pupils make similar progress to their peers. However, this is not consistent across all classes and year groups. A majority of children enter the Early Years Foundation Stage with skills which are expected for their age. As a result of the many curriculum initiatives and the range of provision on offer, progress is good and a large majority of children enter Year 1 with skills above those expected, except in writing and creative development. Progress in Key Stages 1 and 2 is satisfactory overall, although it

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Outcomes for individuals and groups of pupils 3

accelerates towards the end of Key Stage 2. Overall attainment by the end of Key Stage 2 is above average, because a successful focus on English has produced a significant increase in attainment. However, despite some improvement, attainment in mathematics has not kept pace with improvements in English.

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Outcomes for individuals and groups of pupils 3

Pupils understand the wisdom of eating healthily and keeping themselves fit. The school council provides a forum for pupils' views but other responsibilities in the school are limited largely to older pupils. Pupils apply their basic skills securely, particularly in English, but lessons do not always capitalise on existing skills pupils’ have; through meaningful discussions and collaborative learning opportunities. Pupils are not always aware of the next steps they need to take to improve their work. In these respects, the skills they are developing prepare them soundly for later life.

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Outcomes for individuals and groups of pupils 3

These are the grades for pupils' outcomes

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3

Pupils' attainment 1 2 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

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How effective is the provision?

Generally, teaching promotes good relationships, resulting in adults and pupils working together in a calm and positive climate for learning. Some teaching is good or better. In these lessons, teachers use their knowledge of their pupils to plan activities that challenge and motivate them. Here expectations are high: for example, in a Year 6 lesson, through meaningful discussion, ‘The Caged Bird’ poem was effectively used to encourage pupils to explore its deeper meaning and develop empathy and thinking skills. Teachers focus on and evaluate learning. They adapt future tasks so that pupils' skills and knowledge are built upon. Pupils are given guidance on how to improve their work, and targets are meaningful and well used. However, this is the exception rather than the rule and the quality of experiences the pupils receive is inconsistent. Because teachers' expectations are sometimes not high enough and tasks are too easy. In some lessons, teachers talk for too long and do

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How effective is the provision?

not provide enough time for pupils to practise the skills they are learning. Teaching assistants are generally effectively deployed to support the learning of pupils with special educational needs and/or disabilities. This ensures that they make similar progress to their classmates.

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How effective is the provision?

The curriculum is good and has a clear focus on the development of numeracy and literacy. It promotes pupils' personal development well. A recent focus on mathematics has improved the number of pupils attaining expected levels, but the subject still lags behind English at the higher levels. Through effective links with the high school, pupils enjoy the performing arts. A range of after-school activities, visits and visitors enhance the curriculum.

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How effective is the provision?

Well organised arrangements for care, targeted support and a wide range of support programmes ensure pupils feel they are well looked after and trust in the staff in

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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 school. A range of workshops for parents in their home language encourages parents to play an increasing role in their child’s learning, while effective links with outside agencies provide support for pupils whose circumstances make them vulnerable. Arrangements for children moving from the Reception classes into Year 1 are effective, resulting in a seamless transition where pupils settle quickly and securely.

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How effective is the provision?

These are the grades for the quality of provision

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3

The use of assessment to support learning 3

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How effective are leadership and management?

Generally, senior leaders evaluate the school’s effectiveness accurately. Senior leaders and managers use the outcomes effectively to identify where the school could and should be doing better and plan strategies to tackle them. However, middle leaders and managers are not yet fully effective in supporting and driving improvement. The school monitors and evaluates its strategies for improvement regularly; however, it does not always use the outcomes effectively to identify the next steps needed to bring about further improvement. Governors are increasingly involved in the school through clearly structured committees. They are well informed, but currently have little involvement in closely monitoring improvements first-hand.

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How effective are leadership and management?

The leadership and management of the school have been successful in establishing a safe and caring learning environment by putting in place good safeguarding procedures, including regular risk assessments and good quality training for staff in child protection. The promotion of equality of opportunity is satisfactory, with strengths in the way the school cares for its pupils. However, variations in the level of challenge mean there are inconsistencies in the rate of pupils' progress. Community cohesion is well promoted on a local, national and global level. Good links have been forged with schools in different circumstances, both nationally and abroad. Contacts with other local schools, organisations and community groups promote good awareness of multicultural issues among the pupils.

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How effective are leadership and management?

Links with parents are good. Most parents and carers are positive about the school and feel communication has improved. Regular events, consultation groups and workshops are held to ensure parents and carers feel involved in their child’s learning. Good professional relationships through external partnerships add much to pupils' development.

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How effective are leadership and management?

These are the grades for the leadership and management

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3

The leadership and management of teaching and learning 3

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Early Years Foundation Stage

Children have a very positive start to their school life because relationships between staff and parents and carers are good, and teachers ensure that the children feel safe and secure in their new surroundings. Adults interact well with children, joining in their play while asking questions and facilitating learning. Children learn to cooperate well. These features, together with good teaching and organisation and the correct balance between adult- and child-initiated activities, help children to achieve well. Their ‘to do’ activities, with an expectation of three to be done in the day, and a wide choice of activities, encourage them to become independent learners. Their enjoyment of learning is tangible and activities stem from their interests. Indeed two of the children were having great fun using face paints to make themselves into Shrek. They understand how to stay safe and how important it is to

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Early Years Foundation Stage

be healthy. Resources, both indoors and outside, are stimulating and engaging. Activities give children opportunities to learn across all areas.

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Early Years Foundation Stage

Good welfare arrangements ensure children are well cared for. Parents and carers are appreciative of the way they are encouraged to become involved in their child’s learning, with workshops provided in Urdu to engage Pakistani parents. The setting is well led and managed. Good communication and teamwork ensures staff know their children well and opportunities for formal and informal assessments ensure activities support and challenge children’s learning day-to-day. The Early Years Foundation Stage leader is currently developing a wider overview of starting points and progress and across the whole setting.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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2

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

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Views of parents and carers

There was a 28% return of questionnaires, which is slightly lower than the national average return for primary schools. A large majority of the number of parents and carers who returned the questionnaire are happy with the school. Parents were most pleased that their children enjoy school, that the school keeps them safe and helps them to lead a healthy lifestyle. A small minority of parents and carers disagreed that the school was led effectively, whilst a few parents and carers felt that their child did not make enough progress. A few also felt that school does not always take account of their suggestions and concerns or meet the needs of their child. Inspectors concluded, after discussions with pupils, staff and members of the governing body and scrutiny of recorded contacts with parents and carers that procedures are in place to deal effectively with these concerns. However, inspectors did find that some

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Views of parents and carers

pupils could make more progress and in those cases, pupils’ needs could be better met.

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questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Oswald Road 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 129 completed questionnaires by the end of the on-site inspection. In total, there are 460 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 79 61 43 33 2 2 2 2 The school keeps my child safe 59 46 62 48 6 5 0 0 The school informs me about my child's progress 36 28 78 60 11 9 0 0 My child is making enough progress at this school 40 31 65 50 14 11 2 2 The teaching is good at this school 49 38 62 48 4 3 0 0 The school helps me to support my child's learning 46 36 63 49 8 6 1 1 The school helps my child to have a healthy lifestyle 46 36 69 53 4 3 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) 41 32 72 56 4 3 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 43 33 60 47 10 8 2 2 The school deals effectively with unacceptable behaviour 40 31 59 46 8 6 2 2

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 37 29 52 40 18 14 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 26 20 62 48 21 16 4 3 Overall, I am happy with my child's experience at this school 54 42 60 47 6 5 2 2

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9 Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5 All schools 10 44 39 6

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Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means 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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to share with their children. It describes Ofsted's

main findings from the inspection of their school.

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Inspection of Oswald Road Primary School, Manchester, M21 9PL

I am writing on behalf of the inspection team to thank you for making us welcome when we visited your school. We enjoyed our time with you, talking to you and hearing what you had to say. You enjoy coming to school and make the most of it.

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Inspection of Oswald Road Primary School, Manchester, M21 9PL

The school provides you with a satisfactory education. First of all, here are some of the good things about your school: you feel very safe at school and say how well you all get on together; your behaviour is good and you look after each other; you take plenty of exercise and know all about keeping healthy; and the school takes good care of you.

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Inspection of Oswald Road Primary School, Manchester, M21 9PL

To improve your school further we are asking your teachers to do the following things: make sure that your lessons are always exciting; make sure that what you are asked to do is always hard enough; and make sure that marking shows you how to improve your work. In addition, we are also asking some leaders and managers to be more effective in helping the school improve more quickly, especially in the progress you make in mathematics.

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Inspection of Oswald Road Primary School, Manchester, M21 9PL

You can help by coming to school, on time, every day and keeping up your good attendance levels.

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from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy

of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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