Fairfield Primary School

Fairfield Primary School Inspection report

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Age group 3–11 Inspection date(s) 02–03 November 2011 Inspection number 381699 Unique Reference Number 134621 Local authority Stockton-on-Tees Inspection number 381699 Inspection dates 2–3 November 2011 Reporting inspector Barbara Hudson

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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 450 Appropriate authority The governing body Chair Kevin Strachan Headteacher Judith Harrison Date of previous school inspection 21 January 2009 School address Glenfield Road Fairfield Stockton-on-Tees TS19 7PW Telephone number 01642 581305 Fax number 01642 571057 Email address judith.harrison@stockton.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 four additional inspectors. The inspectors visited 19 lessons taught by 16 teachers. The inspectors held meetings with members of the governing body, staff and pupils. They observed the school’s work, looked at work in pupils’ books and documentation related to safeguarding, pupils’ progress records, teachers’ assessments and school development planning. In total, 132 parents’ and carers’ questionnaires were analysed. Questionnaires returned by staff and pupils were also taken into account

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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 amount of progress made by the different ability groups, particularly the average-ability groups in Key Stage 2.  Teachers’ use of assessment and marking of pupils’ work to set challenging tasks for all groups of pupils.  The targets the school sets itself to establish if they are rigorous enough and if they are met.

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Information about the school

Most of the pupils who attend this above-average-sized primary school are of White British heritage. A smaller than average proportion is from a minority ethnic background. Very few pupils speak English as an additional language, a very small minority of whom is at the early stage of learning English. A smaller-than-average proportion is known to be eligible for free school meals. A smaller percentage of pupils than average have special educational needs and/or disabilities. A few have a statement of special educational needs. The school has acquired a number of awards, including the gold award for Healthy Schools status.

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Information about the school

In the previous school year, 2010 to 2011, the school underwent extensive refurbishment and building work. There is a childcare and before- and after-school provision on the school site but this is led and managed independently and subject to a separate inspection. 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

Fairfield Primary is a good school. Pupils say they enjoy coming to school because they learn lots of new things. Their achievement is good. Pupils attain above average standards by the end of Year 6 from average starting points when they enter the nursery. All pupils, including those with special educational needs and/or disabilities, those who are more potentially vulnerable than most, and the small proportion of pupils learning to speak English as an additional language, make good progress because the school makes good provision for their needs. Children get off to a good start in the Early Years Foundation Stage, where they are cared for outstandingly well and the teaching and curriculum are good. Parents, carers and pupils hold very positive views about the school

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Main findings

In Key Stages 1 and 2 most of the teaching is good or better. However, there is a very small amount of satisfactory teaching. This is most often seen when pupils are grouped by ability for literacy and numeracy lessons. The more-able pupils in each of the sets for these lessons are not always sufficiently challenged and, therefore, on such occasions make satisfactory rather than good progress. Most lessons are characterised by teachers’ good explanations and questioning to ensure pupils’ knowledge is accurate and misconceptions are eradicated. Although the approach to marking pupils’ work is good overall, and usually provides very useful feedback for pupils on how to improve their work, there is some variation in the quality of feedback for pupils between classes.

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Main findings

The curriculum provides pupils with a good range of learning experiences within lessons and in the many well-attended after-school clubs. The good quality care, guidance and support pupils receive ensure they feel exceptionally safe. The school is a harmonious and inclusive community. Pupils get on very well together and with staff. Their attendance, punctuality and behaviour are good and pupils relish having jobs to do.

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Main findings

Leadership and management are good because senior leaders are determined to ensure that areas for development are successfully addressed. Rigorous systems are in place to check pupils’ progress and development and to ensure that pupils have equality of opportunity. The school’s self-evaluation effectively ensures that strengths and areas for improvement are accurately identified. Systems for evaluating the quality of teaching are in place, but the school recognises that these are not yet focused sharply enough on moving satisfactory quality teaching to good and improving the good teaching to outstanding. Since the previous inspection, the school’s plans for improvements have become much more focused and improvements have been successfully achieved, for example, using tracking procedures to ensure individual pupils are achieving as well as they can and improving pupils’ attendance. As a result, the school demonstrates good capacity to

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What does the school need to do to improve further?

 Ensure teaching is consistently good or better by: - ensuring that when pupils are grouped for literacy and numeracy lessons, the more-able pupils in each set are always sufficiently challenged - using the school’s existing good practice to develop a consistent approach to providing pupils with feedback about their work so that all are clear about what they have learned and understand how to improve further - sharpening the focus with which teaching is evaluated by senior leaders in order to raise the quality of teaching consistently to that of the best.

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Outcomes for individuals and groups of pupils 2

Most pupils are enthusiastic, interested in their work and keen to improve its quality. They persevere and take pride in their work. They listen carefully to instructions, work cooperatively in pairs and groups and are confident in articulating their thinking and expressing their point of view. These attributes were very evident in a mixed- age Year 3 and 4 English lesson where pupils were initially engaged in reading aloud and then used the text to answer a variety of questions.

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Outcomes for individuals and groups of pupils 2

Work observed in lessons, and in pupils’ books, together with the school’s own data confirms that most pupils make good progress and are on track to meet the school’s challenging attainment targets. While progress is good overall, it is inconsistent because the higher attaining pupils in each of the literacy and numeracy sets are not always given sufficiently challenging work. The good support provided for pupils learning to speak English as an additional language, those with special educational needs and/or disabilities or those whose circumstances make them potentially more vulnerable than most, enables them to make good progress.

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Outcomes for individuals and groups of pupils 2

Pupils thoroughly enjoy their school. Their behaviour in lessons and around the school is good. They make a very valuable contribution to the smooth running of the school and to the well-being of other pupils, especially when they act as prefects and school ambassadors. Pupils know their opinions and suggestions are valued and they appreciated the input that they have had into their new school building. Pupils have a good understanding of how to keep themselves healthy through the frequent reminders in lessons and in the dining hall. Pupils’ above-average basic skills, combined with their above-average attendance and good punctuality, equip them well for the next stages in life and education. These are the grades for pupils' outcomes Pupils' achievement and the extent to which they enjoy their learning Taking into account: Pupils' attainment 1 2 The quality of pupils' learning and their progress 2 The quality of learning for pupils with special educational needs and/or

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Outcomes for individuals and groups of pupils 2

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 2 The extent of pupils' spiritual, moral, social and cultural development 2

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How effective is the provision?

Adults have very positive relationships with pupils. Teachers have strong subject knowledge which they use well to explain new things to the pupils. They ask pertinent questions to ensure understanding is good and they correct misconceptions. Teaching assistants provide very effective and targeted support for individual and groups of pupils. In the good and outstanding lessons, work that pupils are given is exceptionally well matched to the different ability groups within a class, and pupils are set a challenging amount of work to do in the time available. In the few satisfactory lessons, work is not always sufficiently challenging for more-able pupils and pupils are not as clear as they could be about what they are learning. The approach to marking pupils’ work is good and consistently used across the school. The way in which this information is fed back to pupils is inconsistent, however, resulting in some pupils being unclear about what they need to do next to improve

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How effective is the provision?

The good curriculum is appropriately modified to meet the needs of pupils, particularly for those who have special educational needs and/or disabilities. Literacy and numeracy skills are carefully woven into most lessons. However, pupils are not always provided with sufficient opportunities to use information and communication technology in lessons to fully develop their skills. Pupils enjoy a wide range of additional activities in school time and beyond, which aid their personal development and well-being.

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How effective is the provision?

Pupils feel that they are cared for well and parents and carers agree. Staff keep a vigilant watch over all pupils, particularly those who may be more vulnerable than most. Every effort has been made to reduce the disruption caused by the recent building work on the school site and to ensure pupils are safe and secure. Strong links with a very wide range of agencies to support pupils and their families and the way in which the procedures for keeping pupils and staff safe are embedded in the

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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 culture of the school, and are also effective in promoting good care. Procedures to ensure that pupils come to school and be punctual are robust. Parents and carers are consulted about their children’s well-being and are actively encouraged to support their learning.

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How effective is the provision?

These are the grades for the quality of provision The quality of teaching Taking into account: The use of assessment to support learning 2 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?

The ambition, drive and high aspirations of the headteacher and the senior leadership team play a fundamental part in the school’s good improvement. This is evident in the way in which individual pupils’ progress is carefully tracked to make sure that they are achieving well enough. The impact of this team approach, along with better-focused monitoring and evaluation procedures are seen in the school’s accurate judgements about what it does well and where it needs to improve. The school recognises that the monitoring and evaluation of teaching to ensure it is consistently good or better is not yet sharp enough. Middle leaders are increasingly confident in their role, are committed to sustaining improvements and give good support to developing the school, for example, through evaluating provision for their subjects.

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How effective are leadership and management?

Relationships with parents and carers are good and they are becoming more involved in supporting their children’s learning and development. Members of the governing body play an active part in shaping the strategic direction of the school and recognise that they need to become more involved in setting appropriate priorities for the school. Good partnerships with support agencies, local authority services, other schools and universities add to the quality of pupils’ learning.

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How effective are leadership and management?

The school adopts good procedures for safeguarding and risk assessment and staff take every opportunity to emphasise the need for safety to pupils in lessons and around school. Community cohesion is promoted well within the school, but provision to broaden pupils’ understanding of other beliefs and cultures is satisfactory. The school has plans in place to address this. Equality of opportunity is positively promoted and all pupils are equally involved in a wide variety of enjoyable activities. The school has recognised that more-able pupils are not always challenged well enough in some literacy and numeracy lessons and is starting to take steps to address this. The good outcomes for pupils and the efficient use of resources ensure that there is good value for money.

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How effective are leadership and management?

These are the grades for the leadership and management The effectiveness of leadership and management in embedding ambition and 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 2 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 a confident start in this happy, friendly and stimulating environment. They settle very quickly because of the excellent care that they receive and the positive relationships between staff and children and their parents and carers. Most children enter the Nursery class with the skills and knowledge expected for their age, however, writing and calculation are more frequently below expectations. They make good progress and achieve well.

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Early Years Foundation Stage

A good range of activities, both indoors and outside, provide children with a wide range of learning experiences, enabling them to make good progress. Staff are very adept at planning activities which follow the children’s interests. A ‘pirate’ boat provided children with much enjoyment and staff took advantage of this as they developed key skills of speaking, reading, writing and counting. Staff encourage the children to talk about what they are doing, by engaging them in discussions and asking pertinent questions, which moves their learning on. A good example was seen in a Reception class lesson that linked Diwali and light very successfully together. Staff encourage children to suggest developments to and extensions of the activities in which they participate. They take careful note of what the children say and do. This helps them plan tasks matched well to children’s needs to ensure that they make good progress in all areas of learning. Staff are vigilant about ensuring

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Early Years Foundation Stage

children’s welfare needs are very well met. The Early Years Foundation Stage team is well led and managed by the team leader. The team has a clear picture of the strengths and areas for development. Progress towards meeting the areas for development is not always annotated well enough.

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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 2 The quality of provision in the Early Years Foundation Stage 2 The effectiveness of leadership and management in the Early Years Foundation Stage

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Views of parents and carers

One parent wrote on the questionnaire, ‘My child is happy, well-educated and very safe. She comes out smiling every day.’ This statement typifies the sentiments of most parents and carers. In a very small minority of cases parents and carers disagreed with the way in which the school deals with unacceptable behaviour, that the school does not always take account of their suggestions and concerns, and the way in which the school is led and managed.

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Views of parents and carers

The inspectors raised these concerns with the school and satisfied themselves that the issues were known to the school and that the senior staff were addressing them. During the inspection, pupils’ behaviour was good and the pupils said that any incidents of bullying were quickly managed by the staff. Many parents and carers were appreciative of the way in which the staff did not allow the building work to impinge on their children’s education.

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questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Fairfield 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 132 completed questionnaires by the end of the on-site inspection. In total, there are 450 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 83 63 46 35 3 2 0 0 The school keeps my child safe 88 67 40 30 2 2 2 2 The school informs me about my child's progress 62 47 64 48 6 5 0 0 My child is making enough progress at this school 60 45 66 50 3 2 1 1 The teaching is good at this school 65 49 60 45 3 2 0 0 The school helps me to support my child's learning 59 45 64 48 6 5 1 1 The school helps my child to have a healthy lifestyle 54 41 70 53 7 5 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) 53 40 72 55 4 3 0 0

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questionnaire

The school meets my child's particular needs 58 44 69 52 4 3 0 0 The school deals effectively with unacceptable behaviour 54 41 57 43 13 10 4 3

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questionnaire

The school takes account of my suggestions and concerns 47 36 63 48 15 11 3 2

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questionnaire

The school is led and managed effectively 61 46 54 41 13 10 1 1 Overall, I am happy with my child's experience at this school 74 56 51 39 4 3 0 0

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

findings from the inspection of their school.

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Inspection of Fairfield Primary School, Stockton-on-Tees TS19 7PW

Thank you very much for the friendly welcome you gave the inspection team when we visited your school recently. We enjoyed talking with you and appreciated the honest way in which you answered our questions. I am sure you will be delighted to know that we judge your school to be a good school. This means that the school has lots of good things about it and some that need improving.

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Inspection of Fairfield Primary School, Stockton-on-Tees TS19 7PW

These are some of the good things about your school.

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Inspection of Fairfield Primary School, Stockton-on-Tees TS19 7PW

 Children in the Early Years Foundation Stage get a good start to their education.  Pupils in Key Stage 1 and 2 work hard and reach above-average standards.  Adults look after you well and help you get along together.  All the staff and governing body are determined to make the school even better.

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Inspection of Fairfield Primary School, Stockton-on-Tees TS19 7PW

Even in good schools there are still things that can be improved. We have asked your headteacher, staff and the governing body to look at more ways to:

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Inspection of Fairfield Primary School, Stockton-on-Tees TS19 7PW

 help to make sure that all lessons are as good as the very best ones  ensure that when you are set for literacy and numeracy those of you who are quick learners are always given work that really challenges you to learn  make sure that in all lessons you know what you are learning and that that you understand how you can make your work even better.

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Inspection of Fairfield Primary School, Stockton-on-Tees TS19 7PW

You can help the school become even better by continuing to work as hard as you do now in your lessons. I would like to wish you every success in the future.

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Inspection of Fairfield Primary School, Stockton-on-Tees TS19 7PW

Barbara Hudson 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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