Wooden Hill Primary and Nursery School

Age group 3–11 Inspection date(s) 5-6 October 2011 Inspection number 378009 Wooden Hill Primary and Nursery School Inspection report

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Unique Reference Number 109922 Local Authority Bracknell Forest Inspection number 378009 Inspection dates 5–6 October 2011 Reporting inspector Carolyn Carnaghan

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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 359 Appropriate authority The governing body Chair Jo Riddaway Headteacher Joanna Quinn Date of previous school inspection 31 March–1 April 2009 School address Staplehurst Bracknell Berkshire RG12 8DB Telephone number 01344 421117 Fax number 01344 305952 Email address head@office.woodenhill.bracknell-forest.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 16 teachers and held meetings with staff, members of the governing body and pupils. They scrutinised the school’s documents and policies and the responses to 128 questionnaires from parents and carers, and those completed by staff and pupils.

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Introduction

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

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Introduction

 Whether teaching in all key stages is sufficiently challenging to meet the needs of the most able pupils.  Whether teaching has improved since the last inspection to ensure a rise in attainment and progress.  How effectively the school has closed the gap in achievement between English and mathematics.  How effectively the school is ensuring equal opportunities for all groups of pupils.

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Information about the school

This is a larger than average-sized primary school, with below average proportions of pupils known to be eligible for free school meals or who speak English as an additional language. The proportion of pupils with special educational needs and/or disabilities is average. The majority of these pupils have difficulties with speech, language and communication. The school has provision for a morning and afternoon Nursery as part of the Early Years Foundation Stage and there is a before- and after- school club, managed by the governing body.

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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 satisfactory school. Children arrive in the Early Years Foundation Stage with just below average levels of age-related skills. They currently make good progress there and satisfactory progress in the main school. Pupils leave the school with average attainment and this represents satisfactory achievement for all groups, including those with special educational needs and/or disabilities.

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Main findings

The school has undergone a period of change in staffing in the recent past and is now settled and improving. Leaders and managers have galvanised staff and have raised the expectations and ambitions of both staff and pupils. The school’s capacity for sustained improvement is satisfactory because the staff now work closely as a team and there is clearer focus on accurate self-evaluation, particularly on what needs to be done in lessons to raise attainment. Leaders and middle managers have laid the foundations for better learning. The school provides good pastoral support and guidance both for pupils and their parents and carers, often helped by the effective family liaison officer.

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Main findings

Progress in mathematics has been slow over several years but new developments in the way teachers deliver this subject are beginning to pay off. Inconsistencies in pupils’ progress across year groups and subjects, and for those who are known to be eligible for free school meals, have meant attainment remains average. Lessons are now adequately planned and generally offer opportunities for all pupils to achieve at a satisfactory or better rate. However, not all learning activities provide sufficient challenge, particularly for the more-able. Pupils’ progress is satisfactory but inconsistent, and sometimes pupils have to wait for others to catch up. Occasionally teachers do not ensure there is enough pace throughout the lesson and pupils’ attention flags. The good teaching seen in some lessons is not yet fully shared across the school to bring about further improvement. Although pupils often show good

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Main findings

understanding of the targets their teachers have set, and understand the next steps in their learning, this is not consistent. This can hold pupils back, particularly the more-able.

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Main findings

Writing has been another area of concern. However, a concerted effort from those who plan the curriculum, from the teachers who deliver it, the parents and carers who help support their children at home through preparation for writing and from the pupils themselves, has led to a recent acceleration in progress.

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Main findings

Pupils’ attendance is above average at school and they enjoy their work. They make

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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

good progress in their personal development, behave well and support each other by becoming peer mentors and serving on the school council. They have the opportunity to learn, and enjoy, a modern foreign language and they take up the many enrichment activities on offer with enthusiasm. Pupils do not have enough chances to find out about life in other parts of this country or the wider world because the school has not ensured there are sufficient opportunities to build links with different peoples and places.

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

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 attainment by September 2012 by: – ensuring 80% of lessons are good or better by capitalising on the best teaching that already takes place in the school – making sure all pupils understand their own targets and the next steps in their learning – providing appropriate learning opportunities that fully stretch all pupils, including the more able.

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Outcomes for individuals and groups of pupils 3

Children’s needs are effectively met and they achieve well in the Early Years Foundation Stage. They spend the first term in Year 1 gradually progressing towards the challenges posed in Key Stage 1. Progress in writing and mathematics has been slow over many years and pupils in Key Stage 1 have not achieved as well as those higher up the school. Pupils’ performance is accelerating because the headteacher has reorganised her staff team to provide a more effective and demanding learning environment to improve pupils’ basic skills. Pupils’ recent assessments have shown that progress in mathematics and writing is rising across the school, with those known to be eligible for free school meals and with special educational needs and/or disabilities reaching satisfactory levels of achievement more in tune with their peers.

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Outcomes for individuals and groups of pupils 3

More-able pupils receive targeted support, often from the dedicated team of teaching assistants. Although their progress is not consistently good, numbers reaching higher levels in English and mathematics are rising, but still have some way to go. Where lessons are challenging, well planned and fun, learning goes on apace. These good lessons often have opportunities to use core basic skills in different contexts, such as searching the school for shapes explored in class in Year 1. Independent learning is encouraged from Key Stage 1, such as by inviting pupils to research their own monster from outer space, using the internet at home, and then applying ideas to extended writing in class. Parents and carers are also involved in this learning and homework, sometimes saying that it turned into a family trip to explore a place or idea. Extended writing is now a regular activity and pupils are excited by the chance

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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

to choose the subjects that they write about.

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

Good behaviour from pupils ensures most learning is not interrupted. Pupils’ good attitudes to one another and to their work mean that activities are safely carried out. Pupils move around school sensibly, watching out for each other. Behaviour at break times is excellent. Above-average attendance has been a feature of the school for several years and pupils are satisfactorily developing the skills necessary for their future lives.

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

Pupils use their initiative in working for charity, where they have chances to learn about different peoples of the world. However, these are not extensive and pupils’ understanding of the world’s cultural diversity is underdeveloped. Many use the opportunity afforded through the very popular after-school cooking club to learn about healthy eating and how to look after themselves.

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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?

Teaching is satisfactory, although there is plenty of good practice going on in classrooms. The best lessons are planned closely with the needs of the pupils in mind. The highly active team of learning assistants are deployed effectively, sometimes supporting on a one-to-one basis, other times moving around the classroom, meeting immediate learning needs. The best planning assures learning through appropriate challenge and pace. Less effective lessons lack energy and are insufficiently focused on the ability of each pupil. While planning is thorough, not all

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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

lessons deliver enough challenge for the most able. However, those with special educational needs and/or disabilities are suitably supported and cared for so they can work at the pace that meets their needs and challenges them.

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

The curriculum has undergone radical reform and development. There is a cross- curricular emphasis where basic skills are used and encouraged across subject boundaries. Mathematics teaching has been improved and its features currently focus on the number skills that pupils use across all kinds of calculations. Work is placed into context and made fun. The extended writing lessons in English have helped pupils enjoy applying their literacy skills, backed up with letters and sounds work to help develop their reading skills. Lesson objectives are generally shared and understood by pupils and, where targets are straightforward and accessible, there is clear ambition to reach them. Less successful learning happens when pupils do not understand what they can do to improve or move towards their next steps. Assessment is sometimes very effectively used so everyone understands pupils’ progress and needs. However, teachers do not always ensure pupils appreciate what

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

Good care, guidance and support make a very positive impact on pupils’ personal development. This often involves their parents and carers too. The school engages and communicates with families effectively, ensuring parents and carers are aware of their children’s progress. Pupils are taught how to be safe both in and out of school; for example, they understand internet safety and whom to turn to if they need help. They are well cared for and happy at the before- and after-school clubs because activities are well planned and relationships are very positive.

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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 recent changes in leadership and management have resulted in an ambitious team at the helm of the school, one that shares its goals with its middle managers and teachers to drive improvement. Teachers now work closely together, planning for curriculum developments and ways to help raise achievement. Teaching is regularly and accurately monitored but this has not yet had a significant impact on its overall quality. The leadership team ensures staff receive appropriate training and support. An improved use of assessment has helped the school to identify and close gaps in pupils’ achievement, particularly in mathematics and writing. As a result, the school promotes satisfactory equality of opportunity.

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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

The effectiveness of the governing body is satisfactory. Members of the governing bodying body are closely involved with the school, frequently coming in and helping with events. They have surveyed parent and carer opinion, and supported the school in the development of its grounds and entrances, making it safer for pupils. They are developing a clearer understanding of how well the pupils are doing by being linked to subjects and were supportive of the headteacher during recent staff changes. They challenge the school adequately, based on their appreciation of pupils’ current needs, and they communicate well with parents and carers. However, they have not always ensured the school has addressed disparities between achievement across key stages, subjects and groups of pupils.

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

Safeguarding is good. The school has robust procedures to keep pupils safe and secure from risk at all times and regular training of staff ensures everyone is up to date with, and implements effectively, current safeguarding requirements.

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

The school as a whole engages well with its families and makes use of relevant partners to ensure most pupils’ needs are met. Outside agencies work closely with the family support advisor. The school is a positive member of its local community, making links with local churches and organisations, but does not look further afield sufficiently to build positive relationships with communities in this country and beyond.

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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

There is a sincere and welcoming atmosphere in the Early Years Foundation Stage. This means children and their parents and carers feel confident and happy coming into school. The good balance of child-centred and adult-led activities helps children

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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

with different learning styles make good progress from their slightly below average starting points. New arrangements in staffing are beginning to have a positive impact on children’s progress. Self-esteem and self-confidence are very clearly in evidence and children feel safe, enabled to learn from their mistakes. They leave with skills that are typical for their age.

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

A positive and caring ethos pervades the setting, with a culture of mutual respect between children and adults. Teaching assistants are well deployed, supporting the wide range of activities inside and out that help build good progress. Children are encouraged to be independent, and outstanding behaviour ensures a safe and harmonious environment.

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

Assessment is used to paint an ongoing picture of children’s progress, captured in learning journals that provide a record of their daily activities. Parents and carers are regularly consulted about their views and opinions of their children’s education, helping them become more closely involved in their development. There is detailed planning and monitoring by leaders and managers, afforded by the open and shared environment, and resources are targeted to support the needs of each child. Good teaching motivates and inspires children and their developing curiosity, creativity, imagination and concentration.

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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

The vast majority of parents and carers who responded to questionnaires stated that their children enjoy school and that they are safe there. A small number said that they do not feel the school deals effectively with behaviour. The inspection found that behaviour was generally good and any failings are quickly addressed. A few stated that they do not feel their child is making sufficient progress at school; the inspection found that pupils make satisfactory progress at Wooden Hill.

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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 Wooden Hill 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 128 completed questionnaires by the end of the on-site inspection. In total, there are 359 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 72 56 51 40 5 4 0 0 The school keeps my child safe 84 65 43 33 2 2 0 0

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Total % Total % Total % Total %

The school informs me about my child’s progress 57 44 61 47 7 5 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 50 39 65 50 9 7 2 2

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Total % Total % Total % Total %

The teaching is good at this school 54 42 72 56 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child’s learning 51 40 72 56 5 4 0 0 The school helps my child to have a healthy lifestyle 59 46 67 52 2 2 0 0

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Total % Total % Total % Total %

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) 52 40 63 49 3 2 0 0

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Total % Total % Total % Total %

The school meets my child’s particular needs 49 38 72 56 3 2 1 1 The school deals effectively with unacceptable behaviour 40 31 73 57 11 9 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 50 39 64 50 7 5 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 65 50 58 45 4 3 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child’s experience at this school 71 55 54 42 3 2 1 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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8DB

Thank you very much for making us feel so welcome when we recently visited your school on inspection. It was lovely meeting you and seeing you working and enjoying your lessons. We have decided that your school gives you a satisfactory education. You enjoy coming to school and behave well, often helping each other out by volunteering for the school council or simply by being kind and thoughtful to one another.

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8DB

We found that your school looks after you well and that it makes sure you and your parents and carers are kept informed about how well you are doing. There are some things your teachers can do better and so we have asked that they:

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8DB

 make sure most lessons are good or better by ensuring the best teaching practice is extended across all classes  make sure you all understand your targets and the next steps in your learning  provide learning opportunities to fully stretch you all, including the more-able.

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8DB

You can help by trying your best in every lesson and always ask if you do not understand the next steps in your learning.

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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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