Fulbourn Primary School

Age group 4–11 Inspection date(s) 9–10 November 2011 Inspection number 378161 Fulbourn Primary School Inspection report

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Unique Reference Number 110759 Local Authority Cambridgeshire Inspection number 378161 Inspection dates 9–10 November 2011 Reporting inspector Norma Ball

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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 4–11 Gender of pupils Mixed Number of pupils on the school roll 202 Appropriate authority The governing body Chair Toby Cave Headteacher Fiona Thorpe and Claire Pickard Date of previous school inspection 27 March 2007 School address School Lane Fulbourn Cambridge CB21 5BH Telephone number 01223 712525 Fax number 01223 712526 Email address office@fulbourn.cambs.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 by three additional inspectors. The inspectors visited 15 lessons as well as small teaching groups withdrawn from class. Inspectors observed a total of nine teachers. They met parents and carers informally during the inspection and held meetings with the headteacher, teaching staff, members of the governing body and pupils. Inspectors observed the school’s work and scrutinised samples of pupils’ work, the school’s systems for tracking pupils’ progress, management and curriculum documentation, teachers’ planning and safeguarding documents. In addition, inspectors took account of responses to questionnaire from 89 parents and carers, 23 staff and 90 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 successful has the school been in raising attainment, especially for boys in writing?  How rigorously is assessment information used by teachers to ensure that all groups of pupils are appropriately challenged?  How effective is the restructured senior leadership team in monitoring the work of the school and raising attainment?

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Information about the school

Fulbourn is a smaller-than-average school and the majority of pupils are from White British background. A few pupils are from minority ethnic heritages and a few speak English as an additional language. The proportion of pupils with special educational needs and/or disabilities is higher than that found nationally. The proportion of pupils known to be eligible for free school meals is lower than found nationally. There are two classes for Reception children in the Early Years Foundation Stage and one of these is shared with Year 1 pupils. All other classes in the school are also for mixed age groups. The school has achieved national Healthy School status.

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Information about the school

The two joint headteachers, who work in a close partnership, share responsibilities for the post equally. The Fulbourn Pre-School and Lime Trees Club share the school site, but are not managed by the governing body and are subject to a separate inspection.

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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

Fulbourn provides a good quality of education. A significant feature of the school is the outstanding care, guidance and support provided for all pupils so they grow in confidence. Pupils show very good attitudes to their learning and enjoy school, as shown by their above average attendance. Pupils with special educational needs and/or disabilities and those who speak English as an additional language also make good progress because their needs are quickly and accurately assessed and they receive well targeted learning support. Pupils’ know how to keep safe, they have a good understanding of what is involved in leading a healthy life and join in sports activities eagerly. Links with parents and carers are good and they are pleased with all that the school provides. One parent, typical of many, said of the school, ‘It is excellent. The staff are all kind and caring and each child is respected as an individual. The focus on each child’s achievement and happiness is fantastic.’

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Main findings

Children enter Reception with a range of skills but are weaker in language, communication and their understanding of numbers. They make good progress in developing these skills in the Reception year and move to Year 1 with skills and abilities that are similar to those expected nationally. Pupils make good progress through the school and, by the time they reach Year 6, their attainment is above average. In 2011, the school’s performance at the end of Year 6 was influenced by pupils who joined during that year and who, despite making good progress, did not reach the same above average levels of attainment as their peers. As a result of a careful focus on making writing tasks more interesting the progress made by boys has improved and is now good. Pupils’ progress is monitored carefully and this information is used with growing skill by teachers to plan lessons that challenge pupils of all abilities well. Clear targets are set to help guide them and pupils say they

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Main findings

find these very helpful. The curriculum has been reviewed and now links subjects very creatively to provide interesting lessons. The joint headteachers work efficiently in a complementary partnership. They have united all staff in their ambitious drive to secure continuing improvement in the school. Priorities for improvement are accurately identified and new developments are closely monitored to ensure their effectiveness. The careful monitoring of teaching and learning by the headteachers is now beginning to be shared with middle and subject leaders, to ensure that the small element of satisfactory teaching is improved. Members of the governing body know the school well through their regular visits, and offer good challenge and support in equal balance. Development points from the previous inspection have been robustly addressed. Safeguarding arrangements are good. Pupils are involved well in their local community and are

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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

beginning to extend their awareness of the diversity of the multicultural society of the United Kingdom. The school recognises that pupils’ understanding of the richness of other cultures around the world is not as strong. Pupils’ sustained good achievement, well-focused leadership and management, continued development based on secure self-evaluation and the meeting of clear and ambitious targets mean that the school has a good capacity for further improvement.

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What does the school need to do to improve further?

 Ensure that the quality of all teaching across the school is consistently good or better by sharing existing good practice among teachers.

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What does the school need to do to improve further?

 Improve the effectiveness with which the school promotes community cohesion by extending pupils’ awareness of the diversity of communities in other parts of the world.

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Outcomes for individuals and groups of pupils 2

Pupils meet the high expectations set for them and behave well in lessons and around the school. They show enjoyment in their learning and contribute with enthusiasm, especially to class discussions. Pupils have good opportunities to extend their writing skills in interesting ways through themed lessons that link subjects. For example, in a Year 4 lesson pupils worked with enjoyment on improving sentence structures and finding interesting adjectives for their own writing based on the imaginary world of Narnia. Boys especially took delight in suggesting very graphic and exciting adjectives to use. Teachers use information on pupils’ progress consistently well in all classes to plan tasks that stretch all pupils, whether in ability groups or mixed-age classes. In a Year 6 mathematics class, for example, work was structured using ability groups and flexible pathways to more challenging exercises. Pupils in different ability groups

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Outcomes for individuals and groups of pupils 2

were encouraged to identify and select fresh tasks for themselves as they felt more confidence in their work on angles and perimeters. In a few lessons, work for groups of pupils, although well matched to their needs, did not always excite and engage them well. As a result, the attention of some pupils wandered and the progress they made was limited. Pupils with special educational needs and/or disabilities and those who speak English as an additional language make good progress. They are encouraged to contribute well, share their ideas and develop independence and confidence. An ethos of respect permeates the school. Pupils are polite and helpful and incidents of unacceptable behaviour are rare. Pupils’ social, moral and spiritual development is fostered well. Opportunities to develop their cultural awareness are developing soundly and are supported by their work in religious education, assemblies and

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Outcomes for individuals and groups of pupils 2

contributions from visitors to extend their awareness of other faiths and cultures, especially within the United Kingdom. Pupils show pride in the important

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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

responsibilities they carry out in school as members of the school council, buddies to younger pupils, and helping in the school office. They contribute well to village and local events and are keen competitors in local sports matches. Pupils understand clearly about being safe, including through safe use of the internet. Pupils have a good awareness of what is important for a healthy lifestyle. Pupils’ above average literacy and numeracy skills, their positive attitudes to learning and their good personal development ensure they are well placed for the next stage of their education and later life.

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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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How effective is the provision?

Teachers have good subject knowledge and plan lessons that have good pace and interest to involve pupils. Pupils are closely involved in identifying their own progress. Making use of targets based on their National Curriculum levels, pupils are encouraged to assess how well they are doing and to identify areas in which they feel confident, still need to do more work, or seek help from their teacher. Pupils’ work is marked well, identifying strengths and what they can do to improve their work. This contributes well to pupils’ good progress. Teaching support staff are deployed well in classes and in small groups taken out of class. This ensures all pupils, especially those who find learning difficult and those with English as an additional language, receive good support both in lessons and in small groups. The curriculum uses a themed approach to learning by linking curriculum subjects and is effective, especially in engaging boys’ interest and enjoyment in literacy.

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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

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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’ learning is enriched well by a good range of well attended clubs, visits and visitors and trips which help to bring learning alive. Pupils spoke enthusiastically about their trip to Kentwell Hall and a visit by an acting group that made their work on Tudor history much more exciting. Pupils show great confidence in the staff who care for them, and so they confide their worries and seek help when they need it. The excellent quality of care in school is augmented very prudently by an extensive range of well used and highly effective links with support services and other agencies. All staff know pupils very well and attach a very high priority to their pastoral care and academic guidance. These are at the heart of pupils’ good academic and personal development. Teachers work with each pupil to assess their progress. They help pupils develop the confidence to assess for themselves how well they are doing in a mature way and identify what

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

next steps they need to take to improve their progress. One pupil explained the enjoyment of learning and the strong support pupils receive saying, ‘All the teachers are really helpful and have time for us. I like the topics we do and our teachers really care and help us.’

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

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 shared leadership of the school by two headteachers is now in its second year, and together with the revised senior leadership team, they are leading the school well. They share their passion to improve the school effectively with staff and careful assessment of the school’s strengths and areas of development has led to the successful integration of a range of important improvements. All areas of the work of the school are closely monitored by senior leaders and members of the governing body. The skills of senior leaders and managers have been carefully directed into supporting management teams. Through membership of a team all teachers have involvement in aspects of school monitoring as well as curriculum development. The governing body has a good committee structure. Its members are well informed and have a good understanding of the school’s strengths and areas that remain to be improved. The promotion of community cohesion is satisfactory. There has been an accurate

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How effective are leadership and management?

evaluation of the school’s local context and pupils are well involved in their village and local community. Their cultural development is being extended and they have a growing understanding of many aspects of the wider national community. Less well

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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

developed is pupils’ awareness of the richness and diversity of communities internationally. A wide and extremely valuable range of partnerships established by the school is used with excellent effect to enhance the learning and well-being of pupils. Links with local schools, local authority advisers, and a range of valuable support services underpin both pupils’ good achievement and the excellent care and guidance they receive. This is a two-way process and the school also extends support, for example, to trainee teachers. Equal opportunities are promoted well, ensuring that pupils with special educational needs and/or disabilities and those who speak English as an additional language, achieve as well as their peers. Pupils are known and valued as individuals, and the school is free from discrimination. The learning environment is attractive and well resourced. The safeguarding of pupils is good, with clear policies that are efficiently integrated throughout the school. All staff

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

receive regular update training to ensure they are alert to all safeguarding and child protection matters.

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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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Early Years Foundation Stage

In the Reception year children develop confidence and independence because they are well taught and all staff provide good care for them. They share and play together well, and enjoy exploring and finding out about new things. Activities across all areas of learning are well planned and provide stimulating activities which engage children’s imaginations. For example, a space aliens theme in one classroom centred on a large rocket and children heard the secret recorded voice of a reluctant alien inside. Asked to write a letter to the alien to encourage him to leave the rocket one child said he would tell the alien, ‘He should not be sad because if he comes out we will be very nice to him’. Activities planned in the outdoor area are not as stimulating, but this area is currently being developed.

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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

Well focused teaching sessions ensure all children make a good start to their learning, especially in those areas which are weaker when they join the Reception year. By the time children enter Year 1 their literacy and number skills and abilities are similar to those found nationally. Staff are well led and managed so they work as an efficient and energetic team. Learning flows well between the indoor and outdoor classrooms and all staff exploit opportunities to motivate children well. Staff monitor children’s development carefully, both informally whilst they are playing and in learning sessions. Good links with the pre-school and village nursery ensure transition arrangements are positive and efficient. Similarly good links between school and home, beginning with home visits, mean parents and carers are kept fully involved in their child’s development.

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

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage

Taking into account: Outcomes for children in the Early Years Foundation Stage The quality of provision in the Early Years Foundation Stage The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

A larger than average proportion of parents and carers replied to the questionnaire and of these a very large majority were pleased with what the school provides. They were pleased with their child’s experience of school and valued the way they were kept safe. Parents and carers were similarly positive about the quality of the school’s leadership and management and their child’s enjoyment of school. A few parents and carers felt that their child did not make enough progress and their suggestions and concerns were not taken into account. This view was not supported by inspection evidence. The inspectors judged progress for all pupils to be good and that the school established a good partnership with parents and carers which included responding to their concerns. One parent told inspectors, ‘I really couldn’t be more pleased. Fulbourn really cares for my children.’

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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 Fulbourn 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 89 completed questionnaires by the end of the on-site inspection. In total, there are 202 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 55 62 34 38 0 0 0 0 The school keeps my child safe 53 60 35 39 1 1 0 0 The school informs me about my child’s progress 39 44 45 51 5 6 0 0 My child is making enough progress at this school 41 46 39 44 5 6 1 1 The teaching is good at this school 46 52 41 46 1 1 0 0 The school helps me to support my child’s learning 44 49 45 51 0 0 0 0 The school helps my child to have a healthy lifestyle 42 47 42 47 5 6 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) 38 43 46 52 0 0 0 0

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Total % Total % Total % Total %

The school meets my child’s particular needs 40 45 43 48 5 6 0 0 The school deals effectively with unacceptable behaviour 31 35 57 64 0 0 0 0 The school takes account of my suggestions and concerns 29 33 51 57 6 7 1 1

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Total % Total % Total % Total %

The school is led and managed effectively 55 62 31 35 2 2 0 0 Overall, I am happy with my child’s experience at this school 50 56 36 40 2 2 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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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 Fulbourn Primary School, Cambridge, CB21 5BH

Thank you for being so helpful and polite to us when we visited your school. We enjoyed seeing you at work and play. We particularly liked the lovely displays of your work and the butterfly wall where your achievements are celebrated.

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Inspection of Fulbourn Primary School, Cambridge, CB21 5BH

We were impressed to see how much you enjoy your lessons. We were pleased to hear that you find learning fun because teachers make your lessons interesting. You are extremely well cared for by all adults. Your personal development is good and you get on well together, are kind to each other and behave well. You know a lot about being safe and healthy. We found that you make good progress in your time at Fulbourn. You make a good contribution to your community and are learning a lot about the world in which you live. Your headteacher, other staff and the governing body work well together to make your school a happy place in which to learn.

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Inspection of Fulbourn Primary School, Cambridge, CB21 5BH

You told us yours is a good school and we agree with you. We have asked the school to do two things to make sure you make better progress than you do now and help make your school even better.

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Inspection of Fulbourn Primary School, Cambridge, CB21 5BH

 We have asked your teachers to share all their skills with each other so that teaching in all classes gets better and better.

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Inspection of Fulbourn Primary School, Cambridge, CB21 5BH

 We have also asked that you have more opportunities to learn about the richness and wide range of other the cultures and societies around the world.

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Inspection of Fulbourn Primary School, Cambridge, CB21 5BH

You can help by continuing to work hard and doing your best at school. It was a great pleasure to visit your school and we wish you every success for the future.

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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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