Bramhall Park Primary School

Nevill Road Infant School Inspection report

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Age group 3–7 Inspection date(s) 03–04 November 2011 Inspection number 377345 Unique Reference Number 106062 Local authority Stockport Inspection number 377345 Inspection dates 3–4 November 2011 Reporting inspector Jane Millward HMI

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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 3–7 Gender of pupils Mixed Number of pupils on the school roll 249 Appropriate authority The governing body Chair K Mehta Headteacher K Rosie Date of previous school inspection 16 October 2006 School address Nevill Road Bramhall Stockport SK7 3ET Telephone number 0161 4394817 Fax number 0161 4384817 Email address headteacher@nevillroad-inf.stockport.sch.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 one of Her Majesty's Inspectors and two additional inspectors. Inspectors observed 10 teachers, and teaching and learning in 13 lessons or parts of lessons. Meetings were held with groups of pupils, the local authority representative, the vice-chair of the governing body and members of staff. Inspectors observed the school’s work and looked at a range of documentation including the school development plan, pupils’ work, progress data, minutes of governing body meetings, attendance data and safeguarding policies and records. They analysed 133 inspection questionnaires completed by parents and carers, and those submitted by staff and pupils.

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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

 How leaders and managers use current data and self-evaluation to identify areas for improving the school and how these are monitored and evaluated.  How the school broadens pupils’ understanding of people from different cultures.  How the curriculum is having an impact on attainment and progress for all pupils.

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Information about the school

Nevill Road Infant School is an average-sized school of this type, which shares a campus with the junior school. The proportion of pupils known to be eligible for free school meals is lower than the national average and there are fewer pupils with minority ethnic backgrounds than the national average. The percentage of pupils with special educational needs and/or disabilities is in line with the national average. The school has a variety of awards including: an award for information and communication technology; an award for geography; Healthy School status and the Sports Activemark.

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

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

‘My son so far has enjoyed a positive school experience in each of his school years. Professional, inspiring, committed and dedicated staff team. Have found all teachers and headteacher very approachable.’ This view summarises the views of many parents and carers. Pupils, parents and carers appreciate the wide range of activities which spark pupils’ imagination and support the good progress pupils make in lessons. Pupils are happy, enjoy school, display positive attitudes and have above average attainment. Relationships between staff and pupils are very positive and this contributes to the effective personal skills that they develop from an early age. Attendance is average; pupils are encouraged to attend regularly and arrive punctually. Children in the Reception year make good progress which is then built on in Key Stage 1. Progress remains good and no time is wasted in developing pupils’ learning.

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Main findings

Teaching and learning are good overall but variability exists across the school. Generally teachers use data from assessment of pupils’ progress to inform their planning of lessons. Good deployment of adults contributes to the good quality of provision. The school encourages the professional development of all staff and training is given a high priority. Teaching assistants are rigorously trained to deliver intervention programmes which have a positive impact on the progress for those pupils who begin to fall behind. Marking of pupils’ books acknowledges the efforts pupils have made; the best effectively guides pupils in how to improve their work. However, this is inconsistent across the school and across subjects.

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Main findings

The curriculum meets the needs of learners and extra-curricular clubs are appreciated by pupils. The school recognises that opportunities are limited for pupils to develop their understanding of different countries but has plans to develop pupils’ global awareness. Because of this, pupils’ spiritual, moral, social and cultural development is no better than satisfactory.

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Main findings

Leaders and managers are focused on raising attainment and improving rates of progress for all pupils. Data are collected to track the achievement levels of pupils but the school carries out little statistical analysis on the progress of groups of pupils in order to raise achievement further. However, all pupils achieve well. Teaching and learning are monitored by leaders and this provides an overview of the quality of provision. The monitoring of lessons identifies strengths and areas to develop. There is some evidence to show how development points have led to improvements but this is not consistent across the whole school. The school acknowledges more needs to be done to ensure subject leaders have a greater influence on developing the quality of provision across the school. Middle leaders are enthusiastic and want to develop their role to have a greater impact on their subject areas. They hold accurate self-evaluation and have plans to use this to improve outcomes in their

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Main findings

Parents and carers feel well supported by the school and very positive relationships exist. This is especially so for potentially vulnerable learners, where the school works hard to support pupils and their families. Furthermore, the links with external agencies ensure vulnerable learners’ and their families’ needs are met well.

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Main findings

Leaders and managers have effective tracking procedures to monitor attainment of pupils. The school acknowledges it now needs to develop systems further to monitor and evaluate the quality of provision. Training of governors has resulted in effective challenge and a deep understanding of their role in school life. Members of the governing body are involved in all aspects of school life. They and school leaders have an accurate picture of the strengths and weaknesses in school and have correctly prioritised actions to improve. As a result, the school is well placed to sustain and develop its success and has a good capacity for sustained improvement.

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What does the school need to do to improve further?

 Develop the analysis of data about the performance of different groups of pupils by making better use of existing data and acting upon the findings to improve achievement further.

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What does the school need to do to improve further?

 Further improve the effectiveness of leadership and management by continuing to develop systems to monitor and evaluate the quality of provision and involving middle leaders more closely in this process.

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What does the school need to do to improve further?

 Improve pupils’ cultural and spiritual development by ensuring their understanding of different countries and of different heritages.

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Outcomes for individuals and groups of pupils 2

Pupils enjoy their time at school and are very positive about their experiences. They demonstrate good attitudes, and good relationships between staff and pupils prevail. Pupils behave well and are very polite and courteous. They enjoy their learning and show enthusiasm and curiosity.

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Outcomes for individuals and groups of pupils 2

Children enter the school with skills in line with national expectations and overall make good progress in the Early Years Foundation Stage. This is most noticeable for the higher-ability children so that when they enter Year 1, an above-average proportion of pupils is doing well. The good progress made by all pupils continues and by the end of Key Stage 1, attainment is above average in reading, writing and mathematics. This has been the case for the past five years. Pupils with special educational needs and/or disabilities make good progress and achieve well in all areas. This is due to effective and sensitive targeted interventions to provide appropriate and relevant support.

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Outcomes for individuals and groups of pupils 2

Pupils say they feel safe in school; they know who to turn to if they have a problem and they know issues will be resolved quickly by a caring and responsive team of school staff. Pupils are thoughtful regarding their own behaviour and show consideration towards one another. They are well prepared for the next stage of their education through well-developed basic skills. Attendance is currently average and the school has effective strategies and well-thought-out plans to encourage pupils to attend school on a regular basis. Spiritual, moral, social and cultural development is satisfactory. Pupils show a good understanding of how to respect others but there is a lack of understanding of their own heritage and that of others. Pupils are keen to raise money for local charities, for example, the local hospice and shelter for the homeless.

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Outcomes for individuals and groups of pupils 2

These are the grades for pupils' outcomes

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2

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 disabilities and their progress

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How effective is the provision?

Teaching and learning are good overall, although variation does exist across the school. In the best lessons, pupils are keen to use collaborative techniques to improve their understanding and make progress. High expectations prevail and groups are skilfully challenged. Positive relationships are evident and pupils work together for a common purpose. Resources are used effectively and the deployment of teaching assistants provides suitable support. In less effective lessons, activities are not planned well and time is wasted. The marking of pupils’ work is inconsistent across the school. Most affirms the efforts made by pupils, but does not support pupils in how they can improve their work. However, some work is marked to a high standard and guides pupils to improve. Curricular targets are set in reading, writing and mathematics. Pupils know their targets, especially in reading and writing.

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How effective is the provision?

The good curriculum contributes to good learning, progress and enjoyment by all pupils. It has been extensively reviewed and the school uses topics to interest 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 motivate pupils. There is good quality enrichment through visits and visitors to school. Participation rates in after-school clubs are good and the school encourages attendance from pupils whose circumstances might make them vulnerable. The e- learning platform enhances learning considerably and pupils, parents and carers value the contribution it makes to school life and pupils’ learning.

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How effective is the provision?

The school takes effective care of its pupils and particularly those whose circumstances might make them vulnerable. Staff know their pupils well and aim to provide careful guidance and support to ensure their well-being and personal development.

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How effective is the provision?

These are the grades for the quality of provision

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2

The use of assessment to support learning 3

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How effective are leadership and management?

The headteacher, ably supported by the deputy headteacher, knows the school well and has developed a united team which is focused on providing the best outcomes for all pupils. Focus is given to the whole child, and pupils’ personal development is given a high priority as well as academic achievement. There is a common vision and the school knows all its pupils and their individual needs very well. Effective systems to provide detailed information on the progress of individuals are in place, although the way the school monitors the attainment and progress of groups of pupils lacks precision to ensure all groups achieve as well as they might. A range of effective interventions are quickly implemented when pupils start to fall behind in their work. These are popular with pupils and evidence suggests the strategies accelerate pupils’ progress. The quality of provision is monitored by senior leaders. While monitoring is

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How effective are leadership and management?

evident, a structured approach has yet to be implemented to ensure rigour, and improvements are planned in areas where they are most required. Middle leaders have some involvement in monitoring but the school acknowledges that there are ways in which this could have a greater impact across the school.

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How effective are leadership and management?

The governing body is committed to improving outcomes for all pupils. It has a very good understanding of the strengths and weaknesses of the school and, through its meetings, all members are kept informed of the work of the school. Individual governors bring a wide range of expertise which is then used to support and challenge the decisions of senior leaders. The governing body fulfils all statutory duties and holds senior leaders to account for their actions.

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How effective are leadership and management?

The school values the contributions made by parents and carers, listens to their views, gathers information and acts upon the findings. The school knows its families well and provides appropriate and relevant support which is tailored to individual need and circumstance. The school liaises with a range of outside agencies to provide help and guidance and these have a positive impact on pupils’ well-being and learning. Strong links have been forged with the junior school. The school is proactive in safeguarding all pupils and all statutory requirements are met. The school promotes equal opportunities and tackles discrimination well. It promotes community cohesion satisfactorily, although there is limited evidence of how leaders are promoting community cohesion beyond the school. Leaders are planning to extend links to the wider community and globally to improve pupils’ understanding of diversity

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How effective are leadership and management?

These are the grades for the leadership and management

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2

The leadership and management of teaching and learning 2

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Early Years Foundation Stage

Children’s attainment on entry to the Early Years Foundation Stage is in line with national expectations for children’s ages. Most children make good progress. Relationships are strong and children show respect for each other. Generally, they play well together and the opportunities are developing for them to take the lead in their learning. Activities are well thought out and a variety of learning opportunities are provided. Children are happy, enjoy learning and investigating, and are keen to talk about what they are learning. Adults working in the Early Years Foundation Stage have a good knowledge of every child and welfare requirements are well met. The indoor environment is well thought out with clear thematic units of work evident in child-initiated provision and planned activities. The outdoor area is popular with children although it is a less stimulating environment. The more-able children are

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Early Years Foundation Stage

effectively challenged and, hence, make better progress. The Early Years Foundation Stage leader is new to her role. She has identified areas to develop and her self- evaluation is generally accurate. The way in which children are assessed through the Nursery and Reception classes is in its early stages of development. The school acknowledges more needs to be done to improve the way children’s progress is tracked and monitored. Overall, the Early Years Foundation stage is satisfactory.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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3

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

There was a better than average response to the parents’ and carers’ questionnaire. The overwhelming majority of parents and carers are very happy with the school. Almost all consider that the teaching is good and the school meets their children’s particular needs. ‘This is a really good school that meets my child’s needs in all ways. It is definitely good value for money. My child is happy and excited about going to school every day.’ ‘I have found that this school far outreached my expectations in every aspect. I feel there is no need to change anything.’ These views summarised those of many parents and carers. Parents and carers who spoke to inspectors said they were kept well informed and were regularly updated on the progress of their children. They felt that that all staff were very approachable and that any issues were quickly resolved. Parents and carers raised few issues and these were all

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questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Nevill Road Infant 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 133 completed questionnaires by the end of the on-site inspection. In total, there are 249 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 101 76 31 23 1 1 0 0 The school keeps my child safe 104 78 27 20 1 1 0 0 The school informs me about my child's progress 85 64 48 36 0 0 0 0 My child is making enough progress at this school 87 65 43 32 3 2 0 0 The teaching is good at this school 96 72 37 28 0 0 0 0 The school helps me to support my child's learning 95 71 35 26 3 2 0 0 The school helps my child to have a healthy lifestyle 100 75 31 23 1 1 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) 84 63 37 28 3 2 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 92 69 35 26 4 3 0 0 The school deals effectively with unacceptable behaviour 71 53 50 38 2 2 2 2

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 72 54 52 39 1 1 1 1

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Total % Total % Total % Total %

The school is led and managed effectively 102 77 25 19 2 2 0 0 Overall, I am happy with my child's experience at this school 97 73 35 26 1 1 0 0

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Total % Total % Total % Total %

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

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Grade Judgement Description

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

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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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Inspection of Nevill Road Infant School, Stockport, SK7 3ET

On behalf of the inspection team I would like to thank you for the very friendly welcome you gave us when we inspected your school recently. As you know, we came to see how well you were doing. What you said helped us with our findings.

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Inspection of Nevill Road Infant School, Stockport, SK7 3ET

Nevill Road Infants is a good school. You achieve very well, have good attitudes and enjoy your learning. I was very impressed with your good behaviour around school and how friendly you are to visitors. You take care of one another and work as hard as you can. Most of your lessons are interesting and help you learn and you enjoy the many activities that make school a busy and interesting place to be. All the school staff know each and every one of you very well and they are able to support you with your work and any worries you have.

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Inspection of Nevill Road Infant School, Stockport, SK7 3ET

To help your school to be even better, I have asked your headteacher, teachers and the governing body to work on three things in particular. I would like the school to improve the ways in which teachers assess the progress you all make. I have asked the leaders and managers to develop the ways they check on how well the school is doing. I also think you could know more about other cultures and issues around the world so I have asked your teachers to teach you all more about these interesting issues in lessons.

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Inspection of Nevill Road Infant School, Stockport, SK7 3ET

Thank you all again for your very warm welcome. I hope you continue to enjoy your learning.

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from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy

of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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