Higham Ferrers Junior School

Age group 7–11 Inspection date(s) 2–3 November 2011 Inspection number 382295 Higham Ferrers Junior School Inspection report

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Unique Reference Number 121828 Local Authority Northamptonshire Inspection number 382295 Inspection dates 2–3 November 2011 Reporting inspector Stephen Abbott HMI

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This inspection was carried out under section 8 of the Education Act 2005 which gives Her Majesty’s Chief Inspector of Education, Children’s Services and Skills (HMCI) the authority to cause any school to be inspected. The inspection was also deemed a section 5 inspection under the same Act .

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Type of school Junior School category Community Age range of pupils 7–11 Gender of pupils Mixed Number of pupils on the school roll 324 Appropriate authority The governing body Chair Sean Reedman Headteacher Andrew Brown Date of previous school inspection 20–21 October 2010 School address Saffron Road Higham Ferrers Rushden NN10 8ED Telephone number 01933 312748 Fax number 01933 418703 Email address head@highamferrers-jun.northants-ecl.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 assesses council children’s services, and inspects services for looked

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after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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

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Introduction

This inspection was carried out by one of Her Majesty’s Inspectors. During the inspection, 12 lessons were observed, taught by 11 teachers. Meetings were held with groups of staff and pupils, members of the governing body and a representative of the local authority. The inspector observed the school’s work and looked at pupils’ work, the school’s assessment records, the single central record of safeguarding checks, the bullying log, the incident book, the minutes of the governing body, meetings and action plans produced by subject leaders and the special educational needs coordinator and the school’s self-evaluation and planning documents.

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Introduction

The inspector reviewed many aspects of the school’s work, with a particular focus on the areas for improvement identified at the last inspection.

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Introduction

 How much improvement has there been in pupils’ attainment and progress in English and mathematics?  To what extent has the quality of teaching and learning improved, including teachers’ use of information and communication technology and the quality of marking and target setting?  Are leadership and management, including the work of middle leaders and the governing body, having a greater impact on the quality of education provided?  Do pupils feel safe in school?

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Information about the school

Higham Ferrers Junior School is an above average-sized junior school in an urban setting. The vast majority of pupils are of White British heritage, with very few from minority ethnic backgrounds. All speak English as their first language. The proportion of pupils identified as having special educational needs and/or disabilities is below average; a reduction since the last inspection. The proportion known to be eligible for free school meals is below average. The school holds the Artsmark and International Schools awards and has Healthy Schools status.

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Information about the school

When the school was inspected in October 2010, it was judged to require special measures. Subsequently, the school was inspected on two occasions. At the last monitoring inspection, the school was judged to be making satisfactory progress in tackling its areas for improvement. Since then, two teachers have left the school and two experienced replacements have joined.

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Main findings

In accordance with section 13 (4) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that the school no longer requires special measures. Since its last monitoring inspection in June 2011, the school has made good progress in addressing the areas for improvement identified at its last inspection. Higham Ferrers Junior School is a good school where pupils enjoy learning and now make good progress, both academically and in their personal development.

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Main findings

The improvements over the last year have been achieved by the hard work of all the staff, pupils and members of the governing body. Four important changes have transformed the school.

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Main findings

 There is now a reliable and well-understood system for assessing pupils’ attainment and tracking their progress.  Leadership is more widely distributed, with clear roles for the literacy and mathematics coordinators and year team leaders.  Teaching and learning is more effective, due to a well-designed programme of professional development.  Leaders and the governing body are monitoring much more rigorously the impact of provision on pupil outcomes, so that self-evaluation is now good.

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Main findings

Overhauling the school’s assessment system was the vital first step in the school’s improvement. Teachers now assess accurately and moderate their assessments with each other and with other schools. They use the assessment information to plan lessons that meet the needs of each pupil. Year group leaders and class teachers scrutinise the progress of each pupil to identify any who are falling behind. The procedures for identifying pupils with special educational needs and/or disabilities have also been sharpened, resulting in a reduction in the number of pupils classified as having special educational needs. Learning support is now well targeted to help those most in need.

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Main findings

Leadership is more effective because there are now clear roles for the year team leaders and the key subject coordinators. These middle leaders now make a major contribution to driving forward improvements, allowing the headteacher more time for strategic thinking. Year team leaders work closely with class teachers to plan lessons that are creative and engaging, with consistent progression across each year group. The literacy and mathematics coordinators are constantly seeking to improve teaching and learning and to devise ways of helping pupils who need to catch up or improve their progress.

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Main findings

Teaching and learning are monitored through lesson observations and scrutiny of pupils’ work. The headteacher, deputy headteacher and the literacy and mathematics coordinators check that teachers are following the agreed procedures and implementing any new initiatives consistently. Prompt action is taken to tackle any weaknesses that emerge. Professional development is increasingly linked to the findings of lesson observations. Each teacher now maintains a ‘learning log’ to record their own professional development. The advanced skills teacher has devised a mechanism for teachers to support each other by sharing their expertise through ‘open-door’ lessons and paired coaching sessions. In addition, visits to other schools are allowing various members of staff to learn from good practice elsewhere. Consequently, teachers are developing their expertise in teaching mathematics and in using information and communication technology (ICT) to enhance learning.

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Main findings

Accurate assessment information has transformed the way that senior leaders and the governing body monitor the effectiveness of the school. They now focus relentlessly on pupil outcomes, checking that the average progress across year groups and subjects is in line with the school’s challenging targets, and monitoring the performance of different groups of pupils, including pupils known to be eligible for free school meals. In addition, the governing body has made itself far more effective in holding the school to account, through a mix of training and some new appointments.

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Main findings

The transformation of leadership has brought about a steady increase in the quality of teaching. This has been complemented by curriculum changes in mathematics and ICT that are making learning more active and engaging. This effective provision is leading to good achievement. Learning and progress are now good in a large majority of lessons, and attainment in reading, writing and mathematics is currently above average in every year group. These changes provide clear evidence of the school’s good capacity to improve.

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Main findings

The quality of teaching and assessment is now good overall. Nevertheless, a few inconsistencies remain, which is why senior leaders are continuing to sustain the professional development programme. All teachers mark pupils’ work regularly and pupils are guided increasingly well on how to improve their work, especially in literacy-based subjects, but there is still some variability in teachers’ marking of mathematics. While mathematics teaching is improving, it is not consistently good. For example, pupils sometimes need more time to master a topic than the scheme of work allows, but not all teachers have sufficient confidence to adapt their planning. All lessons now include different activities to meet the needs of pupils working at different levels, but the most-able pupils in some classes are not always challenged in every lesson to produce their best work.

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Main findings

As lessons have become more engaging, pupils have responded enthusiastically and behaviour is good in most lessons. Pupils feel safe most of the time and know how to report their concerns. Most feel that reports of bullying are taken seriously and are usually dealt with effectively, but some feel that the ‘bully box’ report system is too public. Year 3 pupils speak highly of the ‘Year 6 buddies’ system, which eases the transition from infant to junior school. However, a few pupils raised concerns about safety in the cramped playground. Pupils naturally like to run around but some do not look out enough for others, for example when playing football or running round corners. The school’s accident records show that minor scrapes and bruises are not uncommon. The school has mitigated the problem by staggering break and lunchtimes. The new coordinator for personal, social and health education is taking a

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Main findings

pro-active stance on bullying and use of the playground, but developments are at an early stage.

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What does the school need to do to improve further?

 Consolidate the improvements in teaching and learning, especially in mathematics, by:  further developing the use of coaching, ‘learning logs’ for teachers and the sharing of good practice within the school and with other schools  ensuring that enough time is spent on each topic in mathematics to allow pupils to master the key skills  making sure that marking consistently provides guidance to pupils on how to improve further  ensuring that the most-able pupils are challenged in every lesson to produce their best work.

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What does the school need to do to improve further?

 Increasing pupils sense of feeling safe by:  further developing the school’s anti-bullying programme  developing strategies to reduce the number of minor accidents in the playground.

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Outcomes for individuals and groups of pupils 2

Pupils’ attainment on entry is above average. The judgement that achievement is now good is based on the good learning and progress of pupils currently in the school. Pupils were captivated in an outstanding Year 4 poetry lesson by a video clip of Michael Rosen reading his own work. The teacher made excellent use of short bursts of paired discussion to allow pupils time to gather their thoughts before drawing from them their ‘top tips’. The well-briefed teaching assistant made sure that pupils with special educational needs and/or disabilities made a full contribution. Pupils then selected their best lines from the previous days’ writing to create their own performances. The teacher moved among the groups to identify any that needed extra support or challenge.

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Outcomes for individuals and groups of pupils 2

The improvements to teaching mean that pupils now understand what they are trying to learn and are motivated to succeed. The school has taken concerted action to tackle the underachievement that previously affected certain groups. As a result, boys are making better progress in reading and writing, and girls are making better progress in mathematics. However, the pupils who were in Year 6 last year did not have time to make up for the inadequate progress of the previous three years. Despite making much better progress in their final year, their Key Stage 2 test results were well below average. The school anticipated that this would be the case, and made sure that teachers continued to work intensively with the pupils after the tests, in May, to prepare them as well as possible for starting secondary school. Attainment is above average for pupils currently in the school.

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Outcomes for individuals and groups of pupils 2

Over the last year, the learning and progress of pupils with special educational needs and/or disabilities has improved and is now good. The summer term assessments had highlighted continuing underachievement in mathematics for Year 5 pupils in this group, but the latest assessments show a remarkable transformation, with the pupils making six months worth of progress in less than a term, as a result of carefully targeted support.

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Outcomes for individuals and groups of pupils 2

Pupils are polite, well-mannered and, apart from occasional boisterousness in the playground, they are considerate of each other. They have a good knowledge of how to keep themselves healthy and fit. Older pupils run a healthy tuck shop. All pupils engage in physical activity and sports clubs are very popular. Pupils contribute to the wider community by raising funds for charity and through their involvement in Remembrance Day. They contribute well to the school community through the school council, as sports leaders, playground buddies and in the anti-bullying squad. Pupils speak highly of the recently introduced ‘transformers’ groups, where high attaining pupils help boys to improve their literacy and girls to improve their mathematics. The daily assemblies provide good opportunities for reflection. The curriculum helps pupils to learn about the diverse range of cultures in modern Britain and other parts

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Outcomes for individuals and groups of pupils 2

of the world, despite their limited direct experience.

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Outcomes for individuals and groups of pupils 2

These are the grades for pupils’ outcomes 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 The extent to which pupils feel safe 3 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 The extent of pupils’ spiritual, moral, social and cultural development 2

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How effective is the provision?

Teaching is now good in a large majority of lessons. Teachers have begun to internalise the high expectations set out in the teaching and learning policy and this has led to greater consistency across the school. Every lesson now has clear learning objectives that are shared with pupils. Teaching assistants are deployed effectively. Pupils’ work is marked regularly but marking is still more effective in literacy than in mathematics. Teachers increasingly look out for any gaps in pupils’ knowledge and

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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 arrange individualised catch-up sessions. Teachers work together to devise interesting and varied lessons that include tasks tailored to pupils’ needs, such as an effective Year 6 mathematics lesson on estimating and weighing pieces of fruit, where pupils were engaged by the practical nature of the task and its relevance to a forthcoming lesson where they would go on to make fruit salad. Mathematics teaching is improving as teachers develop their expertise through joint planning, peer observation, coaching sessions and work with other schools.

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How effective is the provision?

In literacy, the best teaching is outstanding. For example, a Year 6 lesson on news reporting was brought alive by use of video clips, including one where the school business manager read out a news story about the theft of sweets from their classroom. This ‘crime’ formed the basis for the pupils’ own reports, which were filmed to allow pupils a later opportunity for peer assessment and reflection.

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How effective is the provision?

The curriculum has been improved by the promotion of literacy and numeracy in subjects other than English and mathematics, and by teachers’ use of ICT to enhance learning. This includes regular use of ‘visualisers’ that enable a pupils’ book to be displayed on the whiteboard for others to see and comment upon.

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How effective is the provision?

The biggest improvements in care, guidance and support have been in the much improved monitoring of pupils’ progress and in the tightening of procedures in identifying pupils with special educational needs and/or disabilities. Behaviour management in the classroom has improved, helped by the more interesting lessons. Pupils and families who find themselves in challenging circumstances benefit from good care. Transition from the infant school and to secondary school are well organised.

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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 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 leadership and management of the school have been transformed over the last year. Armed with accurate information about pupils’ learning and the quality of provision, senior leaders and the governing body now have a good understanding of the school’s strengths and weaknesses. They promote equal opportunities well, making good use of data to monitor the progress and well-being of different groups of pupils and devising a range of intervention programmes to tackle inequality. As a result, gaps between different groups of pupils are closing. The governing body holds the school to account effectively, challenging senior leaders to take decisive action to improve pupil outcomes, which are now seen as the ultimate measure of the school’s success. Good support from the local authority has helped the school’s leaders to crystallise their ambition for the school. Senior and middle leaders consistently communicate

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How effective are leadership and management?

high expectations to all staff so they understand and share the vision for the school. Productive partnerships with other schools are enabling the school to learn from good practice elsewhere. The school now demonstrates its own good practice to other schools. Partnership with parents and carers is good. For example, parents and carers of boys recently attended an open evening to help them support their children’s learning.

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How effective are leadership and management?

All requirements for safeguarding are met. Policies and practice exceed government requirements and are regularly reviewed. Child protection training is effective. Issues about safety and risk, including internet safety, are well integrated into the curriculum so that most pupils have a good knowledge of how to keep themselves safe. The school has good procedures for recording and dealing with the slightly higher than usual number of minor accidents. These occur because the school site is small, with limited playground space and no playing field.

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How effective are leadership and management?

The promotion of community cohesion is satisfactory. It is strong within the school and the local and global communities, but less well developed in respect of the national community.

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How effective are leadership and management?

These are the grades for 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 The effectiveness of the governing body in challe nging 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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Views of parents and carers

This inspection was planned as the third monitoring inspection since the school was made subject to special measures. Since monitoring inspections do not include a parental questionnaire, it was only possible to speak to a small number of parents and carers. These parents and carers commented that the school had improved considerably since its last inspection. This inspection confirms their view.

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Responses from parents and carers to Ofsted’s questionnaire

Parental questionnaires are not normally distributed for monitoring inspections conducted under section 8 of the Education Act 2005, unless inspectors have specific reasons to request that the school does so.

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Grade Judgement Description

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

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9

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Type of school Outstanding Good Satisfactory Inadequate

Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.  The school’s capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

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

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

main findings from the inspection of their school.

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Inspection of Higham Ferrers Junior School, Higham Ferrers NN10 8ED

I am writing to tell you about your school’s latest inspection. When the school was inspected in October 2010, it was not doing very well and was put into ‘special measures’. I have been visiting each term to see how the school is improving. The good news is that the school has got better. The teaching has improved a lot and you are now making good progress. I am confident that the school can carry on getting better and that it no longer needs me to keep visiting.

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Inspection of Higham Ferrers Junior School, Higham Ferrers NN10 8ED

Four things have helped the school to improve.

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Inspection of Higham Ferrers Junior School, Higham Ferrers NN10 8ED

 Teachers assess your work carefully and help anyone who is falling behind.  The senior teachers have shared out their work sensibly, so everyone knows what they should be doing.  Your lessons are better planned and more interesting because the teachers have worked together to learn from each other  The school leaders and the governing body are better at checking that you are all making good progress and making changes where necessary.

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Inspection of Higham Ferrers Junior School, Higham Ferrers NN10 8ED

You are learning more in lessons because your teachers are better at explaining the work and telling you how to improve. Your behaviour in lessons is good because the lessons are more enjoyable. You told me that you usually feel safe from bullying, and know who to talk to if you have problems. However, some said that a few pupils run around the playground without taking enough care.

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Inspection of Higham Ferrers Junior School, Higham Ferrers NN10 8ED

I have asked the school leaders to carry on improving the teaching, especially in mathematics. I have also suggested that they help you feel even safer though the new anti-bullying work and by reducing minor accidents in the playground. You can all help by taking more care at playtimes.

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Inspection of Higham Ferrers Junior School, Higham Ferrers NN10 8ED

I would like to thank all of you who made me so welcome and took time to answer my questions. Everybody involved with the school, both adults and pupils, deserves congratulations for working so hard.

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Inspection of Higham Ferrers Junior School, Higham Ferrers NN10 8ED

Stephen Abbott Her Majesty's 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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