Moorside Primary School

Moorside Primary School Inspection report

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Age group 3–11 Inspection date(s) 18–19 October 2011 Inspection number 377318 Unique Reference Number 105910 Local authority Salford Inspection number 377318 Inspection dates 18–19 October 2011 Reporting inspector Andrée Keddle

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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 315 Appropriate authority The governing body Chair Lisa Corbett Headteacher Violetta Chandler Date of previous school inspection 02 February 2009 School address Holdsworth Street Swinton Salford M27 0LN Telephone number 0161 9211295 Fax number 0161 7934280 Email address violetta.chandler@salford.gov.uk achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children's services, and inspects services for looked after

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children, safeguarding and child protection.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.

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T: 0300 123 4234 Textphone: 0161 618 8524 enquiries@ofsted.gov.uk www.ofsted.gov.uk

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Introduction

This inspection was carried out by three additional inspectors. The inspectors visited 23 lessons taught by 12 teachers and held meetings with groups of pupils, members of the governing body, the local authority School Improvement Officer and staff. They observed the school's work, and looked at documentation including safeguarding records, school policies, the school improvement plan, test and assessment data, pupils’ work, and teachers’ planning. The inspectors also analysed questionnaires returned by staff, pupils and 92 parents and carers.

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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 achievement of all groups of pupils, especially higher attaining pupils, to determine whether teaching and the curriculum are ensuring that they make sufficient progress. ■ The quality of teaching, to determine whether learning activities are challenging enough, especially in English. ■ The rigour and effectiveness of the leaders’ systems to bring about improvement and raise standards. ■ The accuracy of assessment procedures in the Early Years Foundation Stage.

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Information about the school

This is a larger than average-sized primary school. Most pupils are of White British heritage and only a few pupils speak English as an additional language. The percentage of pupils known to be eligible for free school meals is below average and the proportion of pupils with special educational needs and/or disabilities is below average.

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Information about the school

There have been a number of staff changes very recently including to the post of assistant headteacher, appointed from September 2011, and three new teachers in the Early Years Foundation Stage and Key Stage 1.

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Information about the school

The school has achieved Healthy School status, the Eco Green Flag award and the Activemark.

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Information about the school

There is childcare provision on-site managed by a private provider. It did not form part of this school inspection but a report of its quality can be found on the Ofsted website. 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 school provides a satisfactory education for its pupils. Most children enter the Early Years Foundation Stage with a level of skills and knowledge which is typical for children of similar age. Pupils make satisfactory progress and they leave at the end of Year 6 with broadly average standards in English and mathematics. Attainment is strongest in reading and weakest in writing. The assessments and tests at the end of Key Stage 1 and Key Stage 2 show standards are improving.

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Main findings

Overall, teaching is satisfactory, but it is inconsistent. As a result, the progress pupils make is variable across classes and subjects. Most lessons are satisfactory and some are good, but a few lessons are not challenging enough and pupils do not move on quickly enough in their learning. Improvements have been made to the teaching of reading, and progress for all pupils is much improved as a result. Pupils’ progress is slower in writing. However, senior leaders have recognised this and pupils now have more regular opportunities to write for extended periods of time. They are given a clear purpose and focus for their writing and teachers’ marking gives them good information to help them to improve. In the Early Years Foundation Stage children’s progress is satisfactory overall, but it is sometimes limited by planning for activities which focuses on what the children are going to do, rather than what they are going

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Main findings

The satisfactory curriculum is broad and balanced, and is suitably enriched by a range of extra-curricular clubs and educational visits. Links between subjects are made and in some lessons pupils apply their knowledge in one subject to work in another. For example, in one lesson, pupils used their geographical knowledge to help them to write a postcard. The curriculum is improving, but its impact on raising standards is yet to be fully realised.

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Main findings

This is a warm and welcoming school and pupils say that they feel happy and safe. Pupils have a good understanding of how to keep themselves safe, including when using the internet. Staff care for them well and pupils enjoy coming to school. This is reflected in their high attendance rates. Pupils understand what constitutes a healthy lifestyle and they participate enthusiastically in regular physical activity during and after school. They behave well both in lessons and around school.

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Main findings

Senior leaders have a secure understanding of the school’s strengths and areas for development. Self-evaluation is accurate and shared with the governing body. School data and pupils’ books show that rates of progress are increasing, and effective systems are in place to check on the progress of all groups. This demonstrates the school’s satisfactory capacity for sustained improvement. Members of the governing body are supportive and regularly come into school. A new committee is in place to focus on school improvement and the level of challenge from the governing body is satisfactory.

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Main findings

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 standards of attainment and accelerate pupils’ progress in English and mathematics, by ensuring that:  teachers are rigorously held to account for the progress that pupils make  teachers have high expectations of the quality and quantity of work produced by pupils  learning activities are challenging, particularly for higher attaining pupils in Key Stage 2  the accuracy and regularity of assessment is improved throughout the school.

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What does the school need to do to improve further?

■ Improve the quality of teaching so that it is consistently good or better, by ensuring that:  lessons are delivered at a good pace with good opportunities for pupils to apply their skills and knowledge  lessons have a clear learning focus with specific success criteria which are used to evaluate the quality of pupils’ work  teaching assistants are fully deployed to support pupils in all parts of lessons  pupils have the opportunity to respond to teachers’ marking.

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What does the school need to do to improve further?

■ Accelerate children’s progress in the Early Years Foundation Stage by ensuring that:  activities are sharply focused on what children are going to learn, rather than what they are going to do  children have good opportunities to apply their skills and knowledge through child-initiated activities.

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Outcomes for individuals and groups of pupils 3

Overall, pupils make satisfactory progress. Their average basic skills combined with their high attendance prepare them satisfactorily for their future lives. Pupils’ progress in reading and mathematics is better than in writing. It is good in lessons where the teaching is good, the pace is rapid and the activities are well matched to pupils’ prior skills and knowledge. For example, in a mathematics lesson, pupils were observed sorting numbers into sets in a Venn diagram. The teacher’s good subject knowledge was communicated well and pupils were able to use correct vocabulary to explain where the numbers should be placed. The higher attaining pupils were challenged well with more difficult multiples of numbers to sort, leading to them making good progress in this lesson. Not all lessons are fast paced or give opportunities for pupils, and particularly higher attaining pupils, to apply their skills and knowledge to challenging activities. A smaller proportion of higher attaining

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Outcomes for individuals and groups of pupils 3

pupils reach the higher level of attainment in Key Stage 2 than are now doing so in Key Stage 1. Pupils with special educational needs and/or disabilities make satisfactory progress as the result of satisfactory support in lessons.

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Outcomes for individuals and groups of pupils 3

Pupils behave well and cooperate sensibly in lessons with partners and in groups. They respond enthusiastically to praise and try hard. This was illustrated in one Key Stage 1 lesson, when one pupil acted as the teacher’s helper and awarded raffle tickets to those pupils behaving particularly well. Pupils say they feel very safe in school and feel confident to talk to staff if there are any problems. They say that problems are resolved well by staff. Pupils understand well the importance of exercise and a balanced diet in maintaining a healthy lifestyle. They participate well in a range of physical activities and there is good attendance at the sports clubs run after school. Pupils’ contribution to the school and wider community is good. They take on responsibilities readily, such as becoming members of the school council and the eco team. Pupils have been involved in a community project and have produced

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Outcomes for individuals and groups of pupils 3

a compact disc (CD) of their tuneful singing.

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Outcomes for individuals and groups of pupils 3

These are the grades for pupils' outcomes Pupils' achievement and the extent to which they enjoy their learning Taking into account: Pupils' attainment 1 3 The quality of pupils' learning and their progress 3 The quality of learning for pupils with special educational needs and/or disabilities and their progress The extent to which pupils feel safe 2 Pupils' behaviour 2 The extent to which pupils adopt healthy lifestyles 2 The extent to which pupils contribute to the school and wider community 2 The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being Taking into account: Pupils' attendance 1 1 The extent of pupils' spiritual, moral, social and cultural development 2

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How effective is the provision?

In the best lessons, many of which focus on writing, pupils make good progress as the result of a fast pace and the teachers’ high expectations of the quality and quantity of work to be produced. The teaching provides pupils with a clear learning focus and specific tasks, with success criteria, detailed marking against them and opportunities for pupils to respond. Feedback from teachers clearly informs pupils about what they have done well and what they need to do to improve. However,

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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 these strengths are not yet evident in the majority of lessons where, too often, teachers’ expectations are too low and learning activities are not challenging enough. Teaching assistants support pupils well in group activities but they do not always interact fully with pupils in all parts of the lesson. The satisfactory curriculum has been revised and stronger links made between subjects to reinforce learning and make it more interesting. For example, a recent visit to Llandudno was used as the stimulus for writing in a lesson observed by inspectors. Standards in reading are rising as the result of more opportunities for pupils to read in sessions during which teachers focus on the next steps which pupils need to take to improve their reading skills. Pupils speak highly of the range of extra-

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How effective is the provision?

curricular clubs, which include gardening, cookery, musical drama, French and a range of sports. The school cares for pupils very well, particularly those whose circumstances may make them vulnerable. Good relationships exist between teachers and pupils, and between pupils. A recent drive to improve attendance has been very successful and attendance rates are high. These are the grades for the quality of provision The quality of teaching Taking into account: The use of assessment to support learning 3 The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships The effectiveness of care, guidance and support 2

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How effective are leadership and management?

Senior leaders have a sound vision for school improvement and the drive to raise standards is gathering pace. Effective systems are in place to check on the progress that pupils make and to hold individual teachers to account but expectations are not always set high enough. Previously, end-of-year assessments in writing have relied on tests and the school has recognised that these are not always an accurate reflection of pupils’ performance. Regular assessment of writing in pupils’ books is in place and is beginning to demonstrate an improvement in the accuracy of assessment. The governing body recognises the need to raise standards and holds the school to account in a satisfactory manner. Test and assessment data are used to evaluate the school’s performance and set improvement priorities, however, the regularity and accuracy of assessment is not yet sufficiently consistent. The school works successfully to form good relationships with parents and carers.

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How effective are leadership and management?

There is effective communication and parents and carers have good opportunities to become closely involved in their child’s learning. For example, learning and activity bags are sent home with Year 1 pupils. Procedures to safeguard children are good and meet government requirements. Staff are well trained in child protection and very effective procedures are well embedded. The school is a cohesive community and makes a satisfactory contribution to community cohesion. There is only limited evidence of its success in promoting community cohesion in the wider area. The school’s work in promoting equal opportunity and tackling discrimination is satisfactory. Assessment information is collected and the progress of different groups of pupils is checked by senior leaders and the governing body. These are the grades for the leadership and management The effectiveness of leadership and management in embedding ambition and

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How effective are leadership and management?

driving improvement Taking into account: The leadership and management of teaching and learning 3 The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met The effectiveness of the school's engagement with parents and carers 2 The effectiveness of partnerships in promoting learning and well-being 3 The effectiveness with which the school promotes equality of opportunity and tackles discrimination The effectiveness of safeguarding procedures 2 The effectiveness with which the school promotes community cohesion 3 The effectiveness with which the school deploys resources to achieve value for money

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Early Years Foundation Stage

Children make satisfactory progress overall, with improving progress in aspects of communication, language and literacy, as the result of teaching to help children develop their knowledge of letters and sounds. Progress is weaker in writing. By the start of Year 1, children have a level of skills and knowledge that is broadly in line with that expected for their age.

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Early Years Foundation Stage

Children engage appropriately on tasks for sustained periods of time when activities are interesting. For example, children were observed writing party invitations to Big Ted. Other children were observed listening well to a story accompanied by the teacher operating puppets linked to the story. There are some opportunities for children to apply their knowledge and skills to independent learning activities, but these are limited by planning which focuses on what the children are going to do, rather than specifically on what they are going to learn.

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Early Years Foundation Stage

Children are happy, settled and secure, and relate well to adults. During the inspection, they were confident to talk to inspectors about their activities. Routines are becoming established and staff reinforce their expectations with praise. Staff are effectively deployed to meet the needs of children with special educational needs and/or disabilities. The leadership and management of the Early Years Foundation Stage are satisfactory and the new leader is using data suitably to establish the priorities for improvement. Children are assessed regularly and accurately and this information is recorded clearly.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage Overall effectiveness of the Early Years Foundation stage Taking into account: Outcomes for children in the Early Years Foundation Stage 3 The quality of provision in the Early Years Foundation Stage 3 The effectiveness of leadership and management in the Early Years Foundation Stage

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Views of parents and carers

Parents and carers are mostly very positive about the work of the school. Their responses show that they are pleased that their children are happy, safe and enjoy coming to this school. Parents and carers say that the teaching is good but inspectors have judged the quality of teaching to be satisfactory. A few parents and carers feel that unacceptable behaviour is not dealt with well. The inspectors saw no evidence of this and judged pupils’ behaviour as good.

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questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Moorside 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 92 completed questionnaires by the end of the on-site inspection. In total, there are 315 pupils registered at the school.

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questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 69 75 19 21 3 3 0 0 The school keeps my child safe 71 77 21 23 0 0 0 0 The school informs me about my child's progress 46 50 40 43 3 3 1 1 My child is making enough progress at this school 47 51 37 40 4 4 2 2 The teaching is good at this school 49 53 35 38 6 7 0 0 The school helps me to support my child's learning 47 51 39 42 3 3 1 1 The school helps my child to have a healthy lifestyle 50 54 36 39 3 3 0 0 The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 39 42 40 43 4 4 0 0

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questionnaire

The school meets my child's particular needs 45 49 43 47 3 3 0 0 The school deals effectively with unacceptable behaviour 41 45 37 40 6 7 0 0

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questionnaire

The school takes account of my suggestions and concerns 43 47 38 41 3 3 0 0

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questionnaire

The school is led and managed effectively 59 64 27 29 4 4 0 0 Overall, I am happy with my child's experience at this school 65 71 23 25 3 3 1 1

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questionnaire

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

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Grade Judgement Description

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

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Outstanding Good Satisfactory Inadequate

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

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Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously.

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Outstanding Good Satisfactory Inadequate

The data in the table above 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 ).

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Outstanding Good Satisfactory Inadequate

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

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Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils’ attainment at the end of a key stage with their attainment when they started.

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Inspection of Moorside Primary School, Salford, M27 0LN

Thank you very much for the warm welcome you gave the inspectors when we inspected your school. Thank you for talking to us freely and giving your opinions in the questionnaires. It is clear that you enjoy coming to school as shown by your high attendance. We were impressed with your good behaviour and how safe you feel in school. You understand how to keep yourselves safe, such as when using the internet and you make healthy choices, such as eating fruit and taking part in exercise.

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Inspection of Moorside Primary School, Salford, M27 0LN

Adults in your school care for you very well. You make satisfactory progress in your learning as the result of satisfactory teaching. Your progress is improving as the result of improvements made to teaching and to how teachers mark your work, especially in writing.

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Inspection of Moorside Primary School, Salford, M27 0LN

Overall, we have judged that Moorside is a satisfactory school. To help your school improve, we have asked the senior leaders to:

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Inspection of Moorside Primary School, Salford, M27 0LN

■ help you to achieve higher standards in English and mathematics by improving teaching still further

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Inspection of Moorside Primary School, Salford, M27 0LN

■ help you make quicker progress in your work

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Inspection of Moorside Primary School, Salford, M27 0LN

■ help the children in Nursery and Reception make greater progress through better learning activities. You can help by continuing to attend school every day and by working hard to meet your targets.

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Inspection of Moorside Primary School, Salford, M27 0LN

Andrée Keddle 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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