Wilberlee Junior and Infant School

Wilberlee Junior and Infant School Inspection report

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Age group 4–11 Inspection date(s) 27–28 March 2012 Inspection number 377617 Unique Reference Number 107648 Local authority Kirklees Inspection number 377617 Inspection dates 27–28 March 2012 Lead inspector Katharine Halifax

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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 63 Appropriate authority The governing body Chair Anthony Bowers Acting Headteacher Susan Crowther Date of previous school inspection 18 November 2008 School address Heys Lane Wilberlee Slaithwaite Huddersfield HD7 5UX Telephone number 01484 222588 Fax number 01484 222596 Email address office.wilberlee@edukirklees.net You can use Parent View to give Ofsted your opinion on your child's school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.

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Introduction

This inspection was carried out with two days' notice. The inspector observed five teachers teaching nine lessons, of which one was a joint observation with the acting headteacher. Meetings were held with groups of pupils, representatives of the governing body, parents and carers, and school staff. The inspector observed the school’s work and looked at a number of documents, including the school development plan, the safeguarding and equality policies, and minutes of the governing body meetings. She heard pupils from Years 1, 2 and 6 read. The inspector looked at the online questionnaire (Parent View); where three parents or carers had responded. The inspector analysed the responses to 45 parental questionnaires, and also those completed by pupils and staff.

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Information about the school

This smaller than average school serves a rural community. The majority of pupils are of White British heritage. A handful of pupils come from other ethnic backgrounds, and there are a few pupils of mixed heritage. The proportion of disabled pupils and those who have special educational needs varies considerably from year to year, but is below average overall. The proportion of pupils known to be eligible for free school meals is below average. By Year 6, the school meets the current floor standard (the minimum expectation for pupils’ attainment set by the government). Pupils are taught in three classes with each class catering for pupils from at least two year groups. The school has been awarded Healthy School status.

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Information about the school

The school has experienced a change in leadership since the last inspection. Following the retirement of the previous headteacher, the deputy headteacher has been leading the school for the past two terms. 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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Key Findings

 This is a good school. It is not yet outstanding because, while achievement is good, pupils who have a gift or talent do not always reach their full potential. Furthermore, best use is not made of the information regarding pupils’ progress. Outstanding links with parents and carers allow them to play a greater part in their child’s learning. They are unanimous in their views that it fulfils its aim of ‘a little school with a big heart where children can be children’.

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Key Findings

 Achievement is good. By Year 6 attainment is well-above average overall. Pupils particularly enjoy the outstanding provision for Spanish and as a result do exceptionally well. In addition, making good academic progress, pupils experience considerable success in sport, and in the creative and performing arts. Pupils are keen to learn and are clear about what they need to do to attain the next National Curriculum level.

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Key Findings

 Behaviour is good and pupils have a good understanding of keeping safe.

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Key Findings

 Teaching is good. Teachers are resourceful and imaginative. They make learning enjoyable and endeavour to cater for the wide age and pupil ability range in their lessons. While this is mostly successful, additional activities are not always planned for pupils who have a gift or talent. Furthermore, not all activities are highly challenging for these pupils.   Leadership and management are good. The effective interim leadership is contributing considerably to school improvement. The monitoring of classroom practice and the ensuing professional training has seen raised attainment in mathematics. Revised routines and clear guidance enable the school to function more efficiently. The acquisition of a new system to check pupils’ progress is already paying dividends, but limited use is made of the information that is provided. Furthermore, though some gifted and talented pupils have been identified and provision made, leaders acknowledge there are others where the

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What does the school need to do to improve further?

  Enable pupils with a gift or talent to reach their full potential by: - ensuring all pupils with a gift or talent are identified - systematically including activities for pupils with a gift or talent in the planning of each lesson - ensuring activities challenge pupils’ thinking from the onset of the lesson.   Improve the leadership of the school by: - making better use of the information provided by the tracking data - evaluating the effectiveness of the small group work and support for pupils with disabilities, those with special educational needs, and those who learn more slowly. 

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Achievement of pupils

Inspection findings endorse the views of parents and carers that their child is making good progress. Pupils enjoy their learning and are keen to join in everything the school has to offer. They are eager, listen intently to their teachers and settle quickly to tasks. While the skills of children entering the school are typical for their age, some children have little experience of early writing, of shape space and measure, and are limited in their knowledge of the world about them. Children make good progress in the Reception class, which continues through Key Stage 1. By the end of Year 2 attainment is above average. Pupils make equally good gains in Key Stage 2 and by Year 6 attainment is well above average. Pupils attain well above the expected levels in reading. By Year 2, they have acquired a range of strategies to help them make sense of new words, and read simple fiction and non-fiction texts with increasing

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Achievement of pupils

fluency. Pupils’ skills are furthered at Key Stage 2; they read with deeper understanding using their knowledge well to research topics in science and humanities as well as following the instructions; for example, on seed packets in their ‘plants and growth’ topic.

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Achievement of pupils

The school has maintained the trend of well above average attainment overall since the last inspection. However, attainment and progress in mathematics did not match that in English in 2011. As a consequence of mathematics becoming a school priority, progress is accelerating and attainment for the current Year 6 is on a par with that in English. In addition, pupils have increased confidence, for example, when using and applying their mathematical knowledge to work out perimeter and a planting pattern for 600 trees in their Field of Dreams. Very good provision for speaking and listening has resulted in attainment in writing going from strength to strength, and eradicated the differences between reading and writing, and between boys and girls. There are no significant differences in the achievement of pupils from different ethnic groups or those with disabilities or special educational needs. Pupils are passionate about their

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Achievement of pupils

Spanish lessons, parents commented on how well the youngest children used the language on holiday in Spain. By Year 6 pupils are working at the level expected of those two years older.

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Quality of teaching

Teaching is consistently good with many outstanding features especially in the pace at which lessons are conducted, the variety to activities to ensure pupils remain interested, and in meeting pupils’ different styles of learning. The enthusiasm of teachers for their work coupled with knowledge of their subjects is infectious in prompting pupils to give of their best. Teachers plan their work conscientiously, ensuring each year group within the class receives their full curriculum entitlement. Tasks of varying difficulty are mostly matched well to pupils’ abilities. However, activities are not always planned for those with a gift or talent. Furthermore, where extension work is planned for these pupils, it is sometimes to do more of the same exercise. Learning for this group of pupils is most successful when challenging activities are planned from the start. Pupils achieve well in English and mathematics

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Quality of teaching

because their skills are developed particularly well in other subjects. For example, in geography, pupils improved their mathematical knowledge by estimating and calculating the vast distances fruit and vegetables travel to the United Kingdom. Pupils presented logical arguments about the morality and cultural impact if they were to just eat local produce. Teachers plan effectively to promote pupils’ spiritual, moral and cultural development. For example, pupils were in awe as their teacher described the spectacle of the planets Jupiter and Venus in-line in the night sky. An appreciation of a range of cultures is prominent in teachers’ planning, resulting in pupils acquiring skills such as African drumming and creating stirring African-style dances. Outstanding teaching in Spanish has resulted in pupils writing letters of a good standard to their Spanish penfriends comparing similarities and differences in

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Quality of teaching

Inspection findings agree with the views of parents, carers and pupils that teaching is good. Both pupils and adults comment that homework tasks are relevant and furthering progress. Pupils devour the tasks given with, for example, all 21 children and pupils in the youngest class having produced informative booklets about ‘pets’.

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Behaviour and safety of pupils

Inspection findings agree with the opinion of parents, carers and pupils that behaviour is good. The behaviour of most pupils is exemplary. Pupils are respectful and courteous. The school is a harmonious community where pupils from different backgrounds work and play happily together. There have been no exclusions or racist incidents for many years. A very small number of parents and carers made comments about bullying. Pupils say they feel safe in school and that incidents of bullying, (all name calling), are rare and are quickly dealt with and followed up by work in class and assemblies. The school has justifiably earned a reputation for its effective work with pupils permanently excluded from other primary schools. These pupils are welcomed by staff and pupils alike and, through the very good relationships, a consistency of approach, and suitable individual behaviour plans; they learn to take responsibility for their actions. While there are the odd recorded

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Behaviour and safety of pupils

instances of inappropriate behaviour, these have vastly reduced and have minimal impact on the learning of others. Pupils’ attendance is satisfactory. Being a small school, the figure is affected by long-term absences of a very small minority of pupils.

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Behaviour and safety of pupils

Pupils have a very good understanding of keeping safe and apply this to their everyday lives. For example, by Year 6, all pupils have gained swimming awards in personal survival and are clear about the dangers of the nearby river and canal. They put into practice their equally good understanding of e-safety, and of keeping safe in the home.

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Leadership and management

The acting headteacher has accomplished a remarkable amount in her short time in post and has the backing of the staff. The school improvement plan has been revised and is now linked to the main priorities, including the performance of teachers. An analysis of pupils with disabilities or special educational needs, and relevant training, has seen improved provision and more efficient use of staff and resources. The recently introduced electronic tracking system has produced a wealth of information, but this has not been drawn together, nor sufficiently analysed, for example to determine the progress of different groups of pupils within school. While staff chat informally about individual pupils, there is no formal process to rigorously go through the results for each pupil, or to analyse the data in depth. A number of initiatives including small group work and individual tuition are in place for pupils who learn

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Leadership and management

more slowly, but the monitoring of how these are contributing to pupils’ progress is at a very early stage.

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Leadership and management

Governance is satisfactory. The governing body makes good use of a limited budget. Much of their time has been taken up with staffing matters. Nevertheless, they have ensured that the policies and procedures to safeguard and protect pupils are good. Under the leadership of the acting headteacher, all other legally required policies are now in place. Members of the governing body endeavour to promote equality and tackle discrimination. Overall this is good, but they recognise more needs to be done to identify and provide for pupils who have a gift or talent.

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Leadership and management

The curriculum is good. Initiatives such as ‘Super maths day’ have been introduced to provide for pupils who are mathematically gifted. Furthermore, the mix of ages in each class enables pupils who learn more quickly to work with older pupils, but this is not always sufficient for those with a gift or talent. Pupils respond well to the good provision for their spiritual, moral, social and cultural development. Conscious that most of the pupils are of White British heritage, numerous links have been established with pupils from other cultures including China, and very recently a school for pupils of Asian heritage. Outstanding links have been established with the local community. The work undertaken by pupils in the planning and conversion of an adjacent field to create a wildlife conservation area for the village has raised pupils’ understanding of their responsibilities as citizens.

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Leadership and management

Leaders and managers are successfully building on the school’s strengths. Teaching is good in all age groups. Attainment is well-above average and mathematics has improved. The good teaching coupled with staff’s passion to be the best gives the school good capacity to continue to improve.

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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 46 46 8 0 Primary schools 8 47 40 5 Secondary schools 14 38 40 8 Special schools 28 48 20 4 Pupil referral units 15 50 29 5 All schools 11 46 38 6

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors make judgements that were not made previously.

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Type of school Outstanding Good Satisfactory Inadequate

The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent judgements that were made under the school inspection arrangements that were introduced on 1 September 2009. These data are consistent with the la test published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ).

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Type of school Outstanding Good Satisfactory Inadequate

The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools.

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Type of school Outstanding Good Satisfactory Inadequate

Primary schools include primary academy converters. Secondary schools include secondary aca demy converters, sponsor-led academies and city technology colleges. Special schools include special academy converters and non-maintained special schools.

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Type of school Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and development taking account of their attainment.

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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

Behaviour how well pupils behave in lessons, with emphasis on their attitude to learning. Pupils’ punctuality to lessons and their conduct around the school.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving based on its self-evaluation and 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 governors and 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.

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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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Common terminology used by inspectors

Safety how safe pupils are in school, including in lessons; and their understanding of risks. Pupils’ freedom from bullying and harassment. How well the school promotes safety, for example e-learning.

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to share with their children. It describes Ofsted's main

findings from the inspection of their school.

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Inspection of Wilberlee Junior and Infant School, Huddersfield, HD7 5UX

 First, may I say what an enjoyable time I had when I visited your school? Thank you for talking to me and making me feel so welcome. Thank you, too, for showing me around the school. I especially enjoyed seeing all the hard work that has gone into your Field of Dreams, and watching your amazing dances. It was clear from our chats and the questionnaire replies I received from you, and your parents and carers, that you enjoy school, and think that you are safe and well cared for. Your school provides you with a good education. As the result of good teaching and a well-thought-through curriculum, your achievement is good. As well as working hard you have a positive attitude to everything the school offers. You enjoy lessons, clubs, sporting competitions, and visits out of school. You are well behaved. All this is because you have good leaders. Here are some areas I have asked your leaders to consider to make your school

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Inspection of Wilberlee Junior and Infant School, Huddersfield, HD7 5UX

 A number of you are gifted or have special talents, I would like to see these talents furthered in lessons and clubs.  Your leaders acquired a new computer program to help keep a check on your progress, now they need to make greater use of the information it gives them.

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Inspection of Wilberlee Junior and Infant School, Huddersfield, HD7 5UX

I know you will do all you can to help your teachers and I wish you every success in your future.  Yours sincerely

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Inspection of Wilberlee Junior and Infant School, Huddersfield, HD7 5UX

Katharine Halifax Lead inspector procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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