Uplands Primary School

Age group 4–11 Inspection date(s) 04–05 October 2011 Inspection number 379164 Uplands Primary School Inspection report

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Unique Reference Number 115890 Local Authority Hampshire Inspection number 379164 Inspection dates 04–05 October 2011 Reporting inspector David Curtis

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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 300 Appropriate authority The governing body Chair Elizabeth Pretty Headteacher Judith Ramshaw Date of previous school inspection 2–3 March 2009 School address Morshead Crescent Fareham Hampshire PO16 7QP Telephone number 01329 232878 Fax number 01329 318777 Email address office@uplands.hants.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 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. They observed 18 lessons taught by 11 teachers. Meetings were held with members of the governing body, pupils and senior leaders and managers. They observed the school’s work, and looked at documentation relating to safeguarding and child protection, the school’s improvement plan, minutes of meetings held by the governing body and the school’s data showing pupils’ attainment and progress. The inspection team looked at the 135 questionnaires returned by parents and carers, together with those returned by staff and pupils in Years 3 to 6.

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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

 In Years 1 and 2, the effectiveness of leaders and managers in raising the attainment in writing and mathematics of pupils of above average ability.  How well pupils use and apply key literacy and numeracy skills across the curriculum.  Pupils’ attainment in subjects other than English and mathematics.

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Information about the school

This is larger than the average sized primary school. Most pupils are White British, with a few coming from a range of other minority ethnic heritages. The proportion of pupils known to be eligible for free school meals is well below the national average. The proportion of pupils with special educational needs and/or disabilities, most of whom have speech, language and communication difficulties, is below the national average. In the Early Years Foundation Stage, there are two classes for Reception. Pupils in Years 1 to 6 are taught in three mixed-age classes, each class has two age groups.

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Information about the school

Since the previous inspection, there have been a number of staff changes. Following the promotion of the deputy headteacher to a headship, the governing body appointed two assistant headteachers as from 1 September 2011.

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Information about the school

The school has the ‘Rights, Respects and Responsibilities’ Level 1 Award.

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

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

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Main findings

This is a good school. The headteacher, ably supported by staff and a very effective governing body, has driven significant improvement successfully in provision and in the outcomes for pupils, despite a period of changes in staffing and the make-up of the leadership team. Pupils’ achievement is good. They make good progress from their starting points and, by the end of Year 6, attainment is above average. As the result of effective teaching and improved provision, pupils in Years 1 and 2 with above average ability now achieve at least as well as similar pupils nationally in both writing and mathematics. Outstanding strengths in the Early Years Foundation Stage, especially in the use of assessment and partnerships, mean that children make excellent progress in their first year at school.

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Main findings

Pupils’ attendance is high and reflects their obvious enjoyment of school. Behaviour is good. Pupils are polite and courteous in lessons and when moving around the school. They embrace fully ‘Rights, Respects and Responsibilities’ and this is evident in their excellent relationships with each other. While pupils’ spiritual, moral and social development is good, it is not yet outstanding because pupils are less aware of cultures other than their own. This is because the school does not focus sufficiently on the national and international dimensions of community cohesion.

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Main findings

Lessons are planned successfully and, in almost cases, meet successfully the needs of pupils in mixed-age classes. Teaching assistants are deployed effectively to work with individuals, pairs or groups based on pupils’ needs. Teachers make very effective use of interactive whiteboards to teach new skills, knowledge and understanding. Although teachers use ‘WILF’ (What I am looking for) in lessons, these are not always precise enough in telling pupils exactly what they should achieve by the end of lessons. As a result, within such lessons, progress is no better than satisfactory. While pupils have individual targets for literacy and numeracy, they are too general and do not guide pupils sufficiently to the steps they need to reach their next National Curriculum levels.

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Main findings

School self-evaluation is accurate and based on detailed analysis of pupils’ performance by ability, gender and ethnicity, including in the Early Years Foundation Stage. School improvement planning is a strength, with clear and measurable outcomes in relation to raising pupils’ attainment. Taking into consideration the significant improvements made to pupils’ achievement, the quality of provision and leadership and management, the effectiveness of senior leaders and the governing body in school improvement planning, the school has the good capacity for further

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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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What does the school need to do to improve further?

 Strengthen pupils’ understanding of how well they are doing in school by:

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What does the school need to do to improve further?

 ensuring that they know what they are expected to achieve by the end of a lesson  ensuring that individual targets focus more closely on showing pupils how to move through and reach their next National Curriculum level.

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What does the school need to do to improve further?

 Improve the national and international dimensions of community cohesion in order to raise pupils’ awareness of cultures other than their own.

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Outcomes for individuals and groups of pupils 2

Children start school with skills that are expected for their age, except in communication, language and literacy where they are below that usually expected. Pupils listen very attentively in lesson introductions and take part enthusiastically in question and answer sessions. The engagement of boys is a noticeable feature and a contributory factor to them achieving significantly better than boys nationally. Pupils are confident in discussing both sides of an argument and very articulate in presenting their case, for example whether Liverpool City Council should give an 18 Certificate to any film in which people or cartoon characters smoke. Pupils can work independently although, on occasions, their concentration wanes, particularly when they are not fully aware of what they must achieve by the end of lessons. There is no significant variation in the performance of groups by gender, ability or ethnicity.

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Outcomes for individuals and groups of pupils 2

Pupils with special educational needs and/or disabilities make good progress as the result of effective planning and support from teachers and teaching assistants in meeting their specific needs.

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Outcomes for individuals and groups of pupils 2

Pupils use and apply successfully their literacy and numeracy skills in other subjects, especially science, geography and history. Skills in scientific investigations, geographical enquiry and historical research are good. This was evident in Years 5 and 6, when pupils used a range of key skills most successfully to record their research into deforestation.

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Outcomes for individuals and groups of pupils 2

The school council makes an effective contribution to the ‘pupil voice’ in school; for example, members are currently debating where to place and equip a ‘Quiet Zone’ and how to improve the school garden. Pupils have a good understanding of healthy lifestyles and of how to keep themselves safe in school. Older pupils take their responsibilities as ‘Peer Pals’ most conscientiously. Pupils are prepared successful both academically and socially for transfer to secondary education.

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

These are the grades for pupils’ outcomes

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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

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contribute to their future economic well-being

Taking into account: Pupils’ attendance 1

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How effective is the provision?

Teachers have excellent relationships with pupils and manage their behaviour successfully. In Years 1 and 2, there are significant strengths in the teaching, and in the assessment, of pupils’ progress in guided reading. Across the school, teachers use flexible grouping successfully to ensure that the differing learning needs of pupils are met. For example, at the start of a mathematics lesson in Years 3 and 4, the teaching assistant worked with a small group on a different activity in order to consolidate pupils’ understanding of number bonds. Teachers have high expectations, especially in the way pupils should present their work. While marking is mainly good, it does not consistently guide pupils towards their next steps in learning by linking sharply enough to their individual literacy and numeracy targets.

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How effective is the provision?

The curriculum is effective in developing pupils’ investigative, enquiry and research skills. It is adapted successfully to meet the needs of all pupils, including those of above average ability in Years 1 and 2, especially in writing and mathematics. While pupils benefit from learning Spanish, there is insufficient focus on promoting wider cultural awareness. They enjoy participating in residential visits that have a significant impact on both their academic and social development. The successful promotion of pupils’ personal development, especially through ‘Rights, Respects and Responsibilities’ is a significant strength and contributes much to their very strong moral and social development.

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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

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

There are excellent systems in place for children who join the school in Reception. Through the questionnaires, a number of parents and carers endorsed this through very positive written comments as to how well their children have settled into school life. Staff have a good understanding of individual needs, especially for pupils with special educational needs and/or disabilities. Individual education plans for these pupils have very clear and measurable targets.

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

These are the grades for the quality of provision

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The quality of teaching

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The headteacher, senior leadership team and governing body are totally focused on driving school improvement. A period of significant change in relation to staffing has been managed successfully and had no negative impact on the outcomes for pupils. In fact outcomes for pupils have improved since the school’s last inspection. The headteacher, senior leaders and year leaders have a detailed understanding through rigorous analyses of strengths and areas for improvement within subjects and year groups. The results of analysis of data inform the school improvement plan with precise and measurable targets to improve further pupils’ attainment.

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How effective are leadership and management?

The governing body is very effective in challenging the school and in holding it to account. Members fulfil their roles on committees and their monitoring roles most conscientiously. While the governing body ensures that most statutory policies are fully in place, especially the strengths in child protection, a few safeguarding issues were brought to its and the school’s attention. These were rectified by the end of the inspection.

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How effective are leadership and management?

Discrimination in any form is not tolerated in the school. Pupils get on remarkably well with each other, both in lessons and around the school. The school promotes equality of opportunity effectively, with the result that differences in the performance of groups have narrowed considerably, especially in Years 1 and 2 for those pupils of above average ability. While the school and governing body work hard to promote the local dimension of community cohesion, especially in developing wider community links, there is a limited focus on promoting the national and international dimensions. As a result, there are gaps in pupils’ awareness of other cultures.

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

These are the grades for leadership and management

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driving improvement

Taking into account: The leadership and management of teaching and learning

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Early Years Foundation Stage

Children make excellent progress and by the time they leave Reception, their attainment is above average. Taking into consideration that they have been in school for a short time, they show outstanding levels of determination and concentration in both adult-led activities and those they choose for themselves. Their behaviour and relationships with each other, staff and visitors are exemplary. Already, a number write their names unaided and they make excellent progress in learning their letters and sounds, and in counting to 10 and beyond. Children are extremely polite and were very keen to introduce themselves and their friends to the inspectors.

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Early Years Foundation Stage

Staff are very skilled at moving children’s learning forward through effective challenge and questioning; for example, developing riding on scooters and bikes into role play where children ‘ran a garage’ with self-service pumps and a car wash. The development of language linked to this was a significant strength, such as, ‘I need to insert my credit card into the pump so I can pay’. Children’s learning is assessed in great depth and day-to-day assessments are detailed and linked closely to each of the six areas of learning. Termly assessments give staff a detailed picture of the performance of groups. The excellent ‘Learning Journals’ give children and their parents and carers a detailed picture of the outstanding progress made.

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Early Years Foundation Stage

Partnerships with parents and carers, and other Early Years providers, are excellent and underpin the outstanding way in which the leadership and management have embraced fully all requirements of the Statutory Framework for the Early Years Foundation Stage. Moderation of children’s progress with two local primary schools contributes significantly to the accuracy of the school’s evidence in contributing to the end-of-year Foundation Stage Profile.

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

These are the grades for the Early Years Foundation Stage

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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

Forty-five per cent of parents and carers returned the questionnaire. Most parents are happy with all aspects of the school’s work and its impact on their children’s progress. Comments such as: ‘She was nervous about the transition from nursery school – the school has dealt with this brilliantly so far’ support parents’ and carers’ positive views about their children starting school. Inspection evidence shows that pupils make good progress in school and that the school’s procedures for informing parents and carers about progress are effective. Inspection findings indicate that staff deal effectively with inappropriate behaviour on the rare occasions when it does occur. Concerns about leadership and management appear to link to the staffing changes over the last year or so. Evidence from the inspection shows that these changes did not have a negative impact and were managed successfully by the school. The provision for all pupils, including those in Years 1 and 2 (where concerns

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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 Uplands 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 135 completed questionnaires by the end of the on-site inspection. In total, there are 300 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 69 51 62 46 3 2 0 0 The school keeps my child safe 81 60 49 36 5 4 0 0 The school informs me about my child’s progress 55 41 66 49 11 8 0 0 My child is making enough progress at this school 39 29 74 55 13 10 1 1 The teaching is good at this school 53 39 65 48 7 5 0 0 The school helps me to support my child’s learning 52 39 71 53 5 4 1 1 The school helps my child to have a healthy lifestyle 65 48 64 47 2 1 1 1 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) 50 37 62 46 3 2 0 0

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Total % Total % Total % Total %

The school meets my child’s particular needs 42 31 73 54 18 13 1 1 The school deals effectively with unacceptable behaviour 40 30 66 49 11 8 4 3 The school takes account of my suggestions and concerns 41 30 68 50 10 7 4 3

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Total % Total % Total % Total %

The school is led and managed effectively 44 33 65 48 15 11 5 4 Overall, I am happy with my child’s experience at this school 60 44 66 49 3 2 2 1

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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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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 Uplands Primary School, Fareham PO16 7QP

Thank you very much for making your contribution to the inspection through completing questionnaires, talking to inspectors in lessons, and in meetings with Year 6 and the school council. The inspectors enjoyed meeting you. I am pleased to tell you that you go to a good school and that it has improved significantly since its last inspection. These are some of the areas in which the school is particularly successfully.

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Inspection of Uplands Primary School, Fareham PO16 7QP

 Those of you in Reception make excellent progress and your behaviour is exemplary.  By the end of Year 6, your attainment is above average and better than in many schools, and you make good progress.  You are very aware of and take your ‘Rights, Respect and Responsibilities’ seriously.  Teaching is good and helps you to make good progress.  All adults in school know you as individuals and provide good care and support, including for those of you who may find learning a little harder at times.  Your headteacher, teachers and governing body are determined to make your school even better.

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Inspection of Uplands Primary School, Fareham PO16 7QP

Although you go to a good school, there are a few areas that we think will make it even better. These are to:

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Inspection of Uplands Primary School, Fareham PO16 7QP

 make sure that teachers tell you what you must achieve by the end of lessons, and make sure that you understand your targets  make sure that you develop a greater awareness of what it is like to live in other parts of the United Kingdom and in other countries.

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Inspection of Uplands Primary School, Fareham PO16 7QP

You can help by asking your teachers if you are not sure of your targets and what you must do in lessons. I wish you every success in the future.

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

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

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