Witnesham Primary School

Age group 4–11 Inspection date(s) 13–14 October 2011 Inspection number 380936 Witnesham Primary School Inspection report

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Unique Reference Number 124618 Local Authority Suffolk Inspection number 380936 Inspection dates 13–14 October 2011 Reporting inspector Susan Thomas-Pounce

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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 94 Appropriate authority The governing body Chair Jo Boast Headteacher Jan Hubbard Date of previous school inspection 11 December 2008 School address High Road Witnesham Ipswich IP6 9EX Telephone number 01473 785252 Fax number 01473 785492 Email address ad.witnesham.p@talk21.com 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 sch ool 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 two additional inspectors. They observed five teachers teaching nine lessons and held meetings with groups of pupils, members of the governing body and staff. They observed the school’s work, looked at pupils’ books and scrutinised a range of documentation, including safeguarding and other policy documents, the school development plan and records of pupils’ progress. Inspectors also took into account the 58 questionnaires returned by parents and carers, together with questionnaires from pupils and staff.

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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

 The effectiveness of the school’s work to improve pupils’ progress, especially in literacy for boys across the school and more-able pupils at Key Stage 1.  Whether the impact of actions taken to improve outcomes for pupils have led to sustained improvement.  How effectively the curriculum contributes to pupils’ enjoyment and their use of key skills across different subject areas.

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Information about the school

In this smaller-than-average primary school, pupils are taught in four mixed-age classes. The school serves the local community and neighbouring villages. The very large majority of pupils are of White British heritage and none speaks English as an additional language. The proportion of pupils known to be eligible for free school meals is smaller than in most other schools. The proportion of pupils with special educational needs and/or disabilities is much lower than in other schools. An average proportion of pupils have a statement of special educational needs. The school holds a number of awards, including the National Healthy School Award. The school works in collaboration with Otley Primary School. Although the headteacher leads and manages both schools, each school has its own 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

In this good school, care, guidance and support for pupils are outstanding. Partnerships to promote learning and well-being are outstanding and the school has many links with its local community and through collaboration with another local school. The school is set in exceptionally large wooded grounds, which are used well for children to learn about the natural environment and to use their own initiative to solve problems and cooperate with others. The library and learning resource area has recently been extended. Highly effective partnerships and recent improvements to the environment, coupled with the energy and drive of staff to make use of the outdoor environment, have opened up a wide range of learning opportunities. They provide pupils with activities that would not otherwise be accessible in a small village school and contribute to pupils’ excellent understanding of how to live healthily.

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Main findings

Outcomes for all pupils are good. Teaching is good and pupils know their targets and how to improve their work. The curriculum engages pupils in learning and is well enriched. A very large majority of pupils take part in extra-curricular activities. Pupils of all abilities make good progress across the school and leave Year 6 with above- average attainment. This reflects good achievement given pupils’ starting points in the early Years Foundation Stage, which are broadly in line with those expected for their age. Pupils with special educational needs and/or disabilities make good progress because of the close well-targeted support they receive from skilful teaching assistants. Attendance is above average for all pupils.

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Main findings

Boys’ attainment in writing and the attainment of the more-able pupils in writing at Key Stage 1 have been relative areas of underperformance, but are steadily improving. This is because of the strong focus the school has given to this important skill. Even so, standards in writing across the school for all pupils continue to lag a little behind those reached in reading and mathematics. Some pupils’ skills in handwriting, grammar and punctuation are not systematically built on across the curriculum. Although the curriculum is effective, the opportunities pupils have to develop their speaking and listening skills in all their subjects are not sufficiently planned for in subjects other than English.

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Main findings

Since the school was last inspected many aspects have improved. These include the quality of care, guidance and support provided, the extent to which pupils feel safe as well as their understanding of how to live healthy lifestyles, all of which are outstanding. Stimulating activities, for example through the excellent partnerships

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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

forged by the school, provide pupils with opportunities to make a very positive contribution in both the local and wider community. Through these activities and their lessons, pupils develop a good understanding of young people from local backgrounds and communities. However, the school recognises that still lacking is pupils’ understanding of the similarities, as well as the differences, between their own culture and that of others.

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

Leadership and management at all levels are good. The headteacher articulates her vision clearly. Areas for improvement identified at the previous inspection have been addressed successfully. The governing body are both challenging and supportive, ensuring the school is kept on track. The school’s monitoring and evaluation are rigorous and areas for development are fully understood. The progress of pupils is tracked regularly and accurately. The maintenance of good achievement in recent years and improvements to the learning environment and aspects of the curriculum demonstrate the school’s good capacity for sustained improvement.

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What does the school need to do to improve further?

 Raise attainment, especially in writing by:  ensuring that pupils’ skills in handwriting, grammar and punctuation are built on in a systematic way  ensuring that teachers identify and plan every possible opportunity to promote pupils’ speaking and listening skills in all subjects, to the extent currently seen in English.

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What does the school need to do to improve further?

 Extend pupils’ knowledge of cultures, religions and beliefs other than their own by providing a wide range of opportunities for them to become more aware of how people from other cultures and religions live their lives.

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Outcomes for individuals and groups of pupils 2

Pupils behave well and enjoy coming to school. They are extremely knowledgeable about the benefits of regular exercise and a healthy diet. The award of Healthy School Status is indicative of the school’s commitment to encouraging this aspect of pupils’ personal development. Pupils like the wide range of activities on offer, which have a positive effect on their learning. This is reflected in the enthusiasm they show for learning. In one lesson observed, pupils were seen cooperating particularly well with each other researching information on the internet. This showed their strong information and communication technology (ICT) skills to good effect. In another lesson, they were bursting to give information they had discovered about Martin Luther King.

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Outcomes for individuals and groups of pupils 2

Pupils make best progress in reading and mathematics and reach above-average attainment in the national tests and their day-to-day work. As a result of changes to the curriculum and a focus on the teaching of writing, increasingly all pupils are

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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

writing accurately and convincingly. While they are encouraged to use a wide range of punctuation, grammar and vocabulary in their writing, in subjects other than English, teachers are not consistently reinforcing these expectations. Teachers’ planning to promote speaking and listening skills across the curriculum is inconsistent. Senior leaders have developed more robust strategies to track the progress of different groups as well as individuals, and provide appropriate intervention support. The school works very well with other agencies to improve pupils’ progress. Consequently, gifted and talented pupils and those who find learning difficult make good, and some make exceptional, progress.

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

Pupils have a keen understanding of right and wrong and of their rights and responsibilities within the community. They talk of the importance of helping others. Although their sense of community and their contribution to the wider community are impressive, pupils’ understanding of people living in communities different to their own is more limited. Consequently, pupils’ multicultural awareness is a weaker aspect of their personal development. Along with above-average attendance, good ICT skills and above-average literacy and numeracy skills, pupils are well prepared for their future.

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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?

Relationships in all classes seen were positive, resulting in pupils who confidently ask and answer questions. The vast majority of teachers are good at sharing with pupils

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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

exactly what they are expected to do in lessons. They use good questioning techniques to challenge pupils and these help them to make sense of their learning. Good use is made of interesting resources, such as pictures, video and film in English lessons, to inspire and engage pupils’ interest, especially that of boys, and this ensures they are actively engaged. There are many planned opportunities to enable pupils to use their imagination and develop their creative-writing skills across the curriculum. However, pupils do not have sufficient planned speaking and listening activities to help them develop their ideas for writing. Teachers’ marking is usually thorough and helpful. Very often ‘next steps’ are given and time provided in lessons to make changes. This is helping pupils to reflect much more on their learning. In the few lessons where teaching is no more than satisfactory, learning and progress are

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

held back because the pace of lessons is slow and teachers talk too much, which limits the time pupils are actively learning.

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

Following changes to the curriculum, the school is making writing more purposeful and interesting to pupils. For example, in the summer term, a beach scene was created in the school grounds and provided a rich source of stimulation, which resulted in pupils enjoying and understanding their learning more. There is good provision for developing ICT skills. Pupils’ research skills in ICT, which were highlighted as an area for development at the previous inspection, have greatly improved. The use of ICT to enrich the curriculum gives pupils access to a wider variety of learning resources. Learning support assistants work well with teachers and provide good proactive support so that all pupils have full access to the good range of learning opportunities provided. Extensive partnerships have resulted in a curriculum that provides excellent enrichment for pupils, supports their understanding of healthy living and extends their experiences. There is also provision

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

for modern foreign languages and instrumental tuition. Visits are used extremely well to support pupils’ learning.

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

This is an outstandingly caring and supportive school. There are rigorous systems to keep pupils safe and excellent programmes to promote their personal, social and emotional development. The school knows its pupils and context well and looks to get the best from each individual. Parents, carers and pupils have high levels of confidence in the levels of care provided. Very close work with families and exemplary relationships with a wide range of agencies build up warm and trusting relationships. As a result of the well-targeted support provided by the school, pupils, particularly those who are potentially vulnerable, make the best of the wide range of opportunities provided.

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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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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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How effective are leadership and management?

The headteacher leads the school effectively and responsibility is shared well among the teaching staff. Assessment data are carefully monitored and used in progress reviews to plan interventions and strategies to support pupils who may be falling behind. Self-evaluation is effective in helping to drive improvement. The governing body plays a key part in both strategic planning and monitoring. The school complies with statutory requirements for safeguarding. All related procedures are well managed and there is a thorough on-going review of their effectiveness. The inclusive ethos of the school promotes equality of opportunity and access to educational entitlement effectively. Consequently, pupils of all abilities achieve equally well. An excellent range of partnerships enriches the curriculum and has a positive impact on pupils’ learning and well-being. Leaders, including the governing body, are keen to put the school at the heart of the local community. The school

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How effective are leadership and management?

promotes community cohesion effectively through the work it does with the local and wider communities. However, pupils’ understanding of the diverse nature of life in Britain is underdeveloped. Parents and carers are regarded as partners and links with them are good as exemplified in the recent camping weekend held in the school grounds for the school community.

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How effective are leadership and management?

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 start school with a range of skills, which vary from year to year because of the small number of children involved. Children get off to a good start and 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 all areas of learning from their average starting points. They are well taught with a range of teacher-led and child-initiated activities. However, on a few occasions, teaching is not always matched appropriately to the needs of the more-able children.

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

Teachers plan good opportunities for children to develop independence as well as learning to share and cooperate with each other. This was seen when three children worked together to replant the tubs in the outdoor area while explaining to each other what they were planting and why.

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

Very positive relationships ensure children feel safe and secure and settle extremely quickly. Staff have good systems for gathering evidence from parents and carers and other providers. Arrangements to promote children’s welfare are good. The indoor environment, although cramped, enables children to access all areas of learning. However, the small, restricted area for outdoor learning, although improved since the previous inspection, is less effective because its size and position prevent the same quality of provision being offered. Leadership and management are good, based on a shared sense of purpose and good teamwork.

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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

Many more questionnaire returns were received than is usual in primary schools. An overwhelming majority of parents and carers were of the view that their children enjoy school and that they were happy with their children’s experiences. A few parents and carers expressed concerns about the way the school manages pupils’ behaviour. Inspectors found behaviour to be good overall. A very small minority of parents and carers have concerns about the account taken of their suggestions and concerns. Inspectors found that the school has regular consultations with parents and carers and is willing to liaise with and accommodate their wishes wherever possible. The inspectors judge that the school works very well with parents and carers, many of whom made positive comments about the school. Comments included, ‘The school encourages the children to become happy, confident and independent learners in an enjoyable and secure environment.’

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Views of parents and carers

Inspectors fully endorse these positive views.

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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 Witnesham 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 58 completed questionnaires by the end of the on-site inspection. In total, there are 94 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 37 64 21 36 0 0 0 0 The school keeps my child safe 44 76 14 24 0 0 0 0 The school informs me about my child’s progress 35 60 21 36 2 3 0 0 My child is making enough progress at this school 31 53 23 40 4 7 0 0 The teaching is good at this school 32 55 25 43 0 0 0 0 The school helps me to support my child’s learning 28 48 27 47 2 3 0 0 The school helps my child to have a healthy lifestyle 37 64 20 34 1 2 0 0 The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 30 52 24 41 2 3 0 0

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Total % Total % Total % Total %

The school meets my child’s particular needs 26 45 30 52 2 3 0 0 The school deals effectively with unacceptable behaviour 31 53 21 36 1 2 2 3 The school takes account of my suggestions and concerns 29 50 23 40 5 9 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 36 62 18 31 4 7 0 0 Overall, I am happy with my child’s experience at this school 40 69 16 28 0 0 0 0

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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 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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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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carers to share with their children. It describes Ofsted’s

Inspection of Witnesham Primary School , Ipswich , IP6 9EX

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carers to share with their children. It describes Ofsted’s

Thank you for the warm welcome you gave the inspectors when we visited your school. We enjoyed talking to you, looking at your work and watching you learn. I thought you would like to know what the inspectors thought about your school and how it could improve even more.

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carers to share with their children. It describes Ofsted’s

We think that Witnesham is a good school. It has some outstanding features. We were impressed that nearly every one of you in the school is involved in at least one extra activity, with many of you taking part in more than this. You told us how much you love the grounds, watching the wild life in the nature area, camping and ‘Welly Wednesdays’.

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carers to share with their children. It describes Ofsted’s

As a result of all this, you achieve well in your work and outstandingly in your contribution to the community and in your understanding of how to live healthily. We were impressed by your good behaviour and to see how well you enjoy your lessons and work well together. You are taught well by your teachers and you enjoy a wide range of learning opportunities. All of the good things the school has to offer are made possible because the people who lead your school, such as the headteacher, other staff and the governors work hard to give you the best education possible.

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carers to share with their children. It describes Ofsted’s

There are two areas for improvement that would be really useful to focus upon. Although you do well in reading and mathematics, you need more help to improve your writing skills. We have asked the school to give you more opportunities to use a wider range of punctuation, grammar and vocabulary and practise your speaking and listening skills in all your subjects. We have also asked the school to provide you with more opportunities to learn about what life is like for people who live in places different from your own.

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carers to share with their children. It describes Ofsted’s

You can help by continuing to attend well, working hard, and enjoying yourselves.

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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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