New Invention Junior School

Age group 7−11 Inspection date(s) 8−9 November 2011 Inspection number 377028 New Invention Junior School Inspection report

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Unique Reference Number 104192 Local Authority Walsall Inspection number 377028 Inspection dates 8−9 November 2011 Reporting inspector Nina Bee

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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 Junior School category Community Age range of pupils 3−7 Gender of pupils Mixed Number of pupils on the school roll 325 Appropriate authority The governing body Chair Beverley Lloyd Headteacher Anne Tyler Date of previous school inspection 22−23 June 2009 School address Cannock Road New Invention Willenhall WV12 5SA Telephone number 01922 710376 Fax number 01922 491091 Email address postbox@invention-j.walsall.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 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 three additional inspectors. The inspectors observed 23 parts of lessons and 14 teachers. Discussions were held with the headteacher, staff, members of the governing body and a representative from the local authority. The work of the school was observed and inspectors looked at documentation, including that related to safeguarding, school development plans, records of the monitoring of teaching and learning and academic performance data. Responses to questionnaires from 69 parents and carers were analysed along with 17 from staff and 107 from 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

 Pupils’ learning and progress, particularly in mathematics and reading and writing.  Provision for information and communication technology (ICT) and how effectively pupils’ ICT skills are developed and used in other subjects.  How effectively senior leaders, middle managers and governors monitor provision, particularly in English and mathematics, to improve the quality of teaching and pupils’ progress.

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Information about the school

This is a large primary school. Most pupils come from White British heritages with the remainder coming from a range of minority ethnic groups. The proportion known to be eligible for free school meals is below average. The proportion of pupils identified as having special educational needs and/or disabilities is below average. An after- school club is provided which is managed by the governing body.

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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

This school provides a satisfactory education for its pupils. The school’s leaders and managers have a satisfactory understanding of its strengths and areas for improvement and the school’s self-evaluation is generally accurate. There has been a whole-school focus on improving provision in mathematics and staff have had a considerable amount of external input. As a result, teaching and learning are good in most mathematics lessons. Pupils spoke of thoroughly enjoying mathematics lessons because teachers plan exciting lessons that enable them to have fun as they learn. They particularly like singing number songs to help them remember. School data confirm that the Year 6 cohort, in 2011, achieved well in mathematics. However, pupils’ overall achievement is no more than satisfactory because in English lessons progress is not so rapid. Weaknesses in the teaching of English, at times, adversely affect the learning of pupils of all abilities, including higher attainers and those with

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Main findings

special educational needs and/or disabilities. English is now identified as a whole- school priority.

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Main findings

Teaching is satisfactory overall. Teachers’ planning clearly identifies what pupils are expected to have learnt by the end of the lesson and pupils have good opportunities to assess for themselves how well they have done. However, teachers do not always use assessment accurately to plan activities to address the needs and abilities of all pupils. Lessons do not always run at a brisk pace and pupils then have difficulty concentrating and keeping on task. At times, challenging behaviour is not dealt with effectively and this affects the learning of some. There are examples of good marking which informs pupils effectively but marking does not consistently show pupils what they need to do to reach the targets they are given in literacy and numeracy. Senior staff observe lessons and teachers are given advice on what they need to do to improve. However, these recommendations are not always specific enough to enable individuals to improve their teaching techniques and, at times,

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Main findings

judgements are overgenerous. The system for tracking pupils’ progress has improved and now focuses more effectively on pupils who are not on track to meet their targets. Consequently, school data show that previous underachievement is declining as pupils move through the school.

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Main findings

The governing body has a satisfactory understanding of the work of the school and is keen to make further improvements. It monitors and evaluates the work of the school but its procedures for this are not rigorous enough. At times, too few members of the governing body are engaged with the work of the school.

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

Pupils show a good awareness of safety and say they feel safe in school. They speak confidently about the potential hazards that they may come across, such as those on the internet, and they understand road safety. Pupils’ knowledge and awareness of the importance of eating a balanced diet and taking regular exercise are good. They understand why some foods are better for them than others and use words such as carbohydrates and vitamins to explain why. Pupils realise that some of their classmates bring packed lunches to school that are not totally healthy. Daily exercise is well promoted in ‘wake and shake’ exercises and older pupils understand the importance of exercise. A recent monitoring letter confirms that satisfactory progress has been made towards resolving issues raised at the previous inspection. These successes reflect a satisfactory capacity to sustain improvement.

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

Up to 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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What does the school need to do to improve further?

 Significantly improve pupils’ reading and writing by ensuring that:  teachers use assessment information more effectively to plan lessons so that activities are more accurately matched to the wide range of abilities in each class  the pace of lessons is brisk and teachers check pupils’ understanding as each lesson progresses  challenging behaviour is dealt with consistently and is not allowed to interfere with learning  when teachers mark pupils’ work, they clearly show them how they can improve and reach their targets in literacy and numeracy.

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What does the school need to do to improve further?

 Improve the monitoring and evaluating role of the governing body by:  ensuring that all of the governing body is fully involved in the work of the school  ensuring that policies and procedures are more rigorously reviewed.

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What does the school need to do to improve further?

 Ensure that senior leaders and middle managers monitor teaching and learning more effectively so that weaknesses, particularly in the teaching of English, are identified and successfully remedied.

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Outcomes for individuals and groups of pupils 3

Pupils’ attainment by the end of Year 6 is broadly average but higher in mathematics than English. No science lessons were seen but data provided by the school show that almost all pupils reach the expected levels in science, with more than half of them reaching Level 5 by the end of Year 6. Pupils have good opportunities to learn

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

in the ICT suite but very few pupils were seen using computers in other subjects. In relation to their starting points, pupils make satisfactory progress in reading and writing and ICT and good progress in mathematics and science. Pupils with special educational needs and/or disabilities make similar progress to their classmates because they are suitably supported in lessons. Pupils enjoy coming to school and their attendance is average. They generally display positive attitudes to learning, particularly in numeracy lessons. For example, in Year 3 classes, pupils enjoyed dressing up as hundreds, tens, units and decimal points. They quickly got the hang of working with two and three digit numbers with decimal points. There was a buzz of activity as they enthusiastically and confidently completed the activities they were given. Relationships between adults and pupils are good and pupils are generally

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

eager to learn from the adults who help them.

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

Pupils’ contribution to the community is satisfactory. They are aware of others who are less fortunate than they are and raise funds to support different charities. The school council and eco group representatives are proud of their work, such as cleaning up the school community by litter picking and collecting batteries for recycling. Pupils’ behaviour is satisfactory, although not all pupils listen when adults or their classmates are speaking and pupils themselves say that a few pupils do not behave appropriately.

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

These are the grades for pupils’ outcomes

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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

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contribute to their future economic well-being

Taking into account: Pupils’ attendance 1

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The extent of pupils’ spiritual, moral, social and cultural development 3

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low

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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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How effective is the provision?

Learning is good when teachers match activities to the needs and abilities of all pupils. Most lessons are soundly planned but teachers do not always check pupils’ understanding and so pupils can sometimes become confused. Although pupils have targets in literacy and numeracy these are not necessarily linked to teachers’ feedback and some pupils are not aware of their own targets. The interactive whiteboards are used effectively and lower-attaining pupils are well supported by teaching assistants who contribute effectively to their learning.

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How effective is the provision?

The curriculum is not always planned effectively to meet the needs of all pupils, although curriculum provision for mathematics is better matched to pupils’ needs as shown by their improving progress. Provision for reading and writing and ICT is satisfactory. Activities before and after school are varied and well attended, and many promote the physical education programme. Pupils particularly enjoy physical education lessons and the more practical subjects offered, such as music and science. Visitors who are invited into school and educational visits are well planned to support many subject areas. The learning environment is stimulating and displays are attractive and informative, currently focusing on developing literacy and numeracy.

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How effective is the provision?

Transition arrangements to support pupils, particularly those who are vulnerable due to their circumstances, when they enter and leave the school, and the work of the learning mentor are good. The learning mentor is respected well by parents and carers. Satisfactory documentation is kept on vulnerable pupils, behaviour issues and racist incidents. Procedures for monitoring attendance are sound.

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How effective is the provision?

These are the grades for the quality of provision

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The quality of teaching

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The headteacher, her senior staff and governors are ambitious and committed to improving the education provided by the school. Important systems are now established. These include procedures for tracking pupils’ progress, target setting, pupil progress meetings, intervention programmes to focus on basic literacy and numeracy skills and regular evaluations of teaching. The monitoring of teaching is satisfactory overall but it is not yet rigorous enough to bring about the improvements necessary in English. Governors are aware of their responsibilities and support the

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

school satisfactorily. They are beginning to ask more challenging questions about progress and attainment. Policies and procedures are reviewed regularly and at the time of the inspection, all safeguarding documents met government requirements. There are good systems for vetting new staff and ensuring that all staff are suitably trained to guarantee the safety of all pupils. The school makes a satisfactory contribution to community cohesion and as a result pupils generally get on well together as they work and play. There is not much evaluation at present, but the school has sound evidence of its work in this area, both locally and nationally. The school promotes equality of opportunity satisfactorily and tackles discrimination; pupils are treated fairly and with respect.

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

These are the grades for leadership and management

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driving improvement

Taking into account: The leadership and management of teaching and learning

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Views of parents and carers

Most parents and carers who returned questionnaires are happy with the experience their children receive at New Invention. They feel that their children are kept safe at school and the large majority of them said that their children enjoy school. A few parents and carers feel that their children are not making enough progress. Inspection evidence shows that this has been the case, especially in English, although currently pupils are making satisfactory progress and good progress in mathematics. Inspectors have asked the school to take action to make good progress more consistent. A very small minority of parents and carers feel that their concerns and suggestions are not listened to and that they are not helped to support their children’s learning. Inspectors judged the way the school engages with parents and carers to be satisfactory. A few parents and carers feel that unacceptable behaviour is not always dealt with effectively. Inspection evidence shows that this is sometimes

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Views of parents and carers

the case and has asked the school to focus on this.

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Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at New Invention Junior 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 69 completed questionnaires by the end of the on-site inspection. In total, there are 325 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 33 48 31 45 4 6 1 1 The school keeps my child safe 31 45 34 49 4 6 0 0 The school informs me about my child’s progress 19 28 42 61 7 10 0 0 My child is making enough progress at this school 13 19 46 67 7 10 0 0 The teaching is good at this school 20 29 42 61 3 4 0 0 The school helps me to support my child’s learning 16 23 39 57 12 17 0 0 The school helps my child to have a healthy lifestyle 21 30 43 62 3 4 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) 13 19 40 58 9 13 1 1

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Total % Total % Total % Total %

The school meets my child’s particular needs 17 25 42 61 6 9 0 0 The school deals effectively with unacceptable behaviour 12 17 37 54 10 14 2 3 The school takes account of my suggestions and concerns 10 14 41 59 7 10 1 1

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Total % Total % Total % Total %

The school is led and managed effectively 12 17 42 61 11 16 1 1 Overall, I am happy with my child’s experience at this school 16 23 45 65 6 9 1 1

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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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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 New Invention Junior School, Willenhall, WV12 5SA

Thank you for making us so welcome when we came to inspect your school recently. We enjoyed talking to you as you worked and played. You learn lots about eating healthily and the importance of taking regular exercise. We think you go to a satisfactory school. This means that some things are good but a few things need improving.

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Inspection of New Invention Junior School, Willenhall, WV12 5SA

These are some of the things we found out about your school.

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Inspection of New Invention Junior School, Willenhall, WV12 5SA

 You are all satisfactorily looked after and cared for.  Your behaviour is satisfactory overall but a few of you do not behave as well as you should.  You are kind and thoughtful and raise funds to help others.  We know that you feel safe in school because you told us so.  Teaching is satisfactory overall and best in numeracy lessons.  Your progress is satisfactory in reading and writing and good in numeracy.

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Inspection of New Invention Junior School, Willenhall, WV12 5SA

 make sure that your work is not too hard or too easy, check that you understand what you are doing and show you what you need to do to improve and reach your targets  stop any naughty behaviour interfering with lessons.

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Inspection of New Invention Junior School, Willenhall, WV12 5SA

We have also asked your governors to review and tighten up their procedures and become more involved with the school and your headteacher and her senior staff to improve the way they check the quality of teaching across the school.

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Inspection of New Invention Junior School, Willenhall, WV12 5SA

You too can help by continuing to work hard.

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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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