Alston Primary School

Age group 4–11 Inspection date(s) 10–11 November 2011 Inspection number 378423 Unique Reference Number 112101 Local authority Cumbria Inspection number 378423 Inspection dates 10–11 November 2011 Reporting inspector Derek Neil

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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 103 Appropriate authority The governing body Chair J Hilditch Headteacher D Clarke Date of previous school inspection 13 February 2007 School address Garrigill Road Alston CA9 3UF Telephone number 01434 381213 Fax number 01434 381213 Email address alstonoffice@alston.cumbria.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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Introduction

This inspection was carried out by two additional inspectors. They observed six lessons taught by five staff. Inspectors held meetings with the headteacher, groups of pupils, members of the governing body and members of staff, as well as speaking with some parents and carers and an educational psychologist linked to the school. They observed various activities throughout the school day and looked at a range of documents including policies related to safeguarding and behaviour, and the school development plan. Inspectors considered 41 parental questionnaires together with questionnaires completed by pupils and staff.

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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 well the more-able pupils make progress, particularly in mathematics.  How the school’s new grouping arrangements affect learning and progress.  How the federation contributes to improving the school.

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Information about the school

This primary school is smaller than average. Almost all pupils are White British. The proportion known to be eligible for free school meals is about average. A high proportion has special educational needs and/or disabilities. The school has Healthy Schools status, the Eco-schools Green Flag Award, and the International School Award at Foundation level.

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Information about the school

Since 2006 the school has been in a federation with a very small school nearby at Nenthead. The two schools share a headteacher and governing body. Since the previous inspection there have been several changes in leadership. A substantive headteacher and assistant headteacher have been appointed in the past two years. The headteacher is based at Alston. Other leadership roles are spread across the federation.

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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 is a satisfactory school. During a period of instability in the leadership of the school, standards of attainment declined, particularly in mathematics. The new leadership team has taken effective action to reverse this trend. The school is now improving strongly. Parents and carers are happy to send their children there, knowing that the staff take extremely good care of them and cater exceptionally well for their individual needs. ‘The headteacher and her team are very aware of my son’s particular needs and are building up his confidence in all areas.’ was an apt comment from one parent.

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Main findings

The small numbers in each year group mean there are inevitable fluctuations in attainment every year. However, overall, pupils enter the school with skills that are broadly typical for their age. They make satisfactory progress and attain average standards at the end of Year 6. Although some pupils have underachieved in mathematics in the past, particularly the more able, school leaders have introduced numerous initiatives to bring about improvements and have data to indicate that pupils are now making more rapid progress.

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Main findings

While teaching is satisfactory overall, it is improving. In the best lessons, the teacher maintains a brisk pace and a high level of challenge, ensuring everyone is making good progress. In some lessons, however, the work does not meet the needs of all the pupils; consequently, some pupils make less progress than they could. Well- planned changes to the curriculum are making a clear contribution to improving pupils’ literacy and numeracy skills. Recent changes to the organisation of classes, which mean pupils are grouped with pupils of similar attainment rather than by age, are helping to raise attainment. Pupils enjoy school and develop into confident and happy young people, with a good knowledge of how to stay safe and healthy. Their behaviour is good and they show respect and consideration for others. They make an outstanding contribution to the school and the wider community; for example, one girl, on her own initiative, runs a popular lunchtime games club.

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Main findings

The headteacher has a clear view of the school’s strengths and weaknesses. She is backed by a supportive staff team and a knowledgeable governing body. Although recent changes have not had time to impact on results in national tests, the school’s data and inspection evidence clearly indicate significant improvements in the rate of pupils’ progress. Improvements in the curriculum and in the school’s care, guidance and support are also highly evident and are helping to raise attainment. The school has demonstrated a good capacity to improve.

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Main findings

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?

 Further improve pupils’ progress and raise levels of attainment by: - drawing up a detailed improvement plan for mathematics - enabling staff to learn from expertise available in the federation.

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What does the school need to do to improve further?

 Further improve the quality of teaching so that it is all at least good by: - better matching work to pupils’ needs and abilities - ensuring teachers use high quality and appropriate resources at all times.

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Outcomes for individuals and groups of pupils 3

Pupils enjoy school. They work hard in class and generally give of their best. They listen attentively to the teacher’s instructions and are keen to volunteer answers to questions. They particularly like practical tasks. In one lesson, for example, they worked excitedly with partners estimating and measuring the size of objects in the classroom. Gradually they developed a sense of what a metre and a centimetre look like. They also learned the benefits of different measuring tools; one described the advantage of a tape measure by saying, ‘It goes around bends!’ Pupils also enjoy creative writing, though some otherwise good work is marred by poor spelling. School leaders have worked effectively to overcome shortcomings in teaching and a legacy of underachievement. Recent data indicate that progress for all groups of pupils, including the more able and those with special educational needs and/or disabilities, is improving rapidly.

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Outcomes for individuals and groups of pupils 3

Pupils have a good understanding of how to stay healthy. Many are involved in sports. They feel safe in school; they know they can go to a ‘trusted adult’ if they have a problem. Pupils behave well in lessons and at other times. At playtime they are very active with the very good range of equipment provided, cooperating sensibly with their friends. They relish the extensive opportunities to make a positive contribution to the school and wider communities. For example, the eco-group, the tuck-shop managers and the lunchtime telephonists all play their part in running the school and are developing useful skills for the future. Pupils’ improving literacy and numeracy skills and their very good wider skills and personal qualities mean they are well prepared for their future economic well-being. These are the grades for pupils' outcomes

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3

Pupils' attainment 1 3 The quality of pupils' learning and their progress 3 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?

While teaching is satisfactory overall, it is improving and there are examples of good and outstanding practice. Teachers are enthusiastic, have good relationships with their class and manage pupils’ behaviour well. Lessons are lively and enjoyable for pupils. They are characterised by an emphasis on active learning. In one class, for example, pupils worked in groups to solve a range of problems in a mathematics lesson, and to suggest reasons for bias in various war reports in an English lesson. In one outstanding lesson, the teacher made sure the work was always suitably challenging for all individuals, including the brief session when the whole group worked together on the carpet. In other lessons, however, although different work is set for different groups, it is not always at the right level for them. The impact of some lessons is reduced because the teacher uses inappropriate resources such as

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How effective is the provision?

unclear visual aids. Leaders have introduced more rigour into assessment, which in the past has been inaccurate and led to inflated views of pupils’ attainment. Pupils know their targets in mathematics and English, and are more aware of the level they are working at. Teachers mark their work thoroughly and regularly. Some marking is of a very high standard: the teacher identifies and praises the strengths of each pupil’s work and gives detailed and clear guidance on what they need to do next.

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How effective is the provision?

The curriculum provides increasing opportunities for pupils to practise their numeracy skills. In one assembly, for instance, pupils were encouraged to calculate the new totals for each team’s house points. Good links between different subjects enable pupils to practise basic skills in new contexts; in cookery, for example, they calculate quantities needed in different recipes. A wide range of enrichment activities, including much-enjoyed theme days shared with friends at the other federation school and an impressive number of extra-curricular activities, provide further opportunities for academic and social development.

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How effective is the provision?

The pupils are cared for exceedingly well. In particular, those with special educational needs and/or disabilities get sensitively tailored specialised pastoral support. The

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How effective is the provision?

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low school makes very effective use of relevant outside agencies. Staff know the pupils well as individuals and the pupils know there is always someone there to help them. Induction arrangements and preparation for moving to secondary school are very comprehensive and ensure pupils feel well prepared.

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How effective is the provision?

These are the grades for the quality of provision

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3

The use of assessment to support learning 2

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How effective are leadership and management?

The headteacher, along with other leaders, has settled the school after a period of instability, and is driving the school forward. Senior leaders have the continual improvement of the school in their sights. School data and evidence from the inspection indicate that the decline in attainment has been arrested. A cohesive staff team is dedicated to raising standards and supports fully the recent changes. Although the school development plan provides a comprehensive picture of current improvements, the action plan for mathematics is not as detailed about what is to be done and the outcomes that are intended. Staff have access to specialist expertise in mathematics at the partner federation school; the school has plans to exploit this better as opportunities so far have been limited. Since the previous inspection, the school has made progress in improving the quality of teaching for the youngest pupils. Recent changes to the organisation of groups are bringing about further

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How effective are leadership and management?

The governing body provides a good level of support and challenge. A new committee structure, intended to enhance its contribution, is too recent to evaluate. This is a highly inclusive school, where pupils learn to treat everyone with consideration and respect. As one girl pointed out, ‘We’re all different and it’s good to be different.’ The school promotes equality of opportunity well. Senior leaders are successfully increasing the rate of progress made by all groups of pupils. Discrimination of any kind is not tolerated. The curriculum promotes community cohesion well in the school and the village; it does good work in diverse communities further afield, such as in the other federation school, and by linking pupils with penfriends at a partner school in Bristol. Arrangements for safeguarding pupils ensure they are safe in school. Requirements are met, staff have been well trained, and relevant policies are regularly reviewed.

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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 make satisfactory progress and reach broadly average levels in all areas of learning, although some do less well in communication, language and literacy. Induction arrangements, which include home visits and attendance at the school in the term before the children are due to start, are very effective; children settle quickly into school life. Each morning, well-established routines ensure that children are happy and developing independence. Parents and carers can also contribute to their children’s learning and have opportunities to speak with staff. The staff team is strongly led. It works with the children in a variety of groupings, which include pupils in Years 1 to 3. This recent arrangement is based on a sound rationale. It gives the youngest children the opportunity to work alongside older classmates, to learn at a level appropriate to their ability rather than one that is determined by their age, and

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Early Years Foundation Stage

to be supported by a team of adults with a range of skills. At times the children benefit greatly from outstanding teaching that ensures they make progress at a rapid rate. However, the quality of their experience is not consistently at this level. The team is well led and managed by the headteacher, who has got the staff team working enthusiastically and energetically with the recent changes. She recognises the importance of evaluating fully the new organisation in terms of children’s progress and parental satisfaction.

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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 3 The quality of provision in the Early Years Foundation Stage 3 The effectiveness of leadership and management in the Early Years Foundation Stage

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Views of parents and carers

The answers of parents and carers responding to the questionnaire were largely positive; they were unanimous that their children were safe and enjoyed school, and that teaching was good. A small number wrote comments in praise of the staff’s work, and a small number made some criticisms. These latter concerned the way the school dealt with poor behaviour, their children’s rate of progress and the new grouping arrangements. The lead inspector brought these concerns to the attention of the headteacher and the report gives the inspection’s findings on each of them.

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questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Alston Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongl y they agreed with 13 statements about the school. The inspector received 41 completed questionnaires by the end of the on-site inspection. In total, there are 103 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 19 46 22 54 0 0 0 0 The school keeps my child safe 20 49 21 51 0 0 0 0 The school informs me about my child's progress 18 44 22 54 1 2 0 0 My child is making enough progress at this school 15 37 21 51 5 12 0 0 The teaching is good at this school 19 46 22 54 0 0 0 0 The school helps me to support my child's learning 16 39 23 56 2 5 0 0 The school helps my child to have a healthy lifestyle 14 34 25 61 1 2 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) 17 41 19 46 4 10 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 17 41 22 54 2 5 0 0 The school deals effectively with unacceptable behaviour 10 24 23 56 6 15 1 2

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 17 41 18 44 2 5 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 17 41 19 46 3 7 0 0 Overall, I am happy with my child's experience at this school 18 44 21 51 1 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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Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9 Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5 All schools 10 44 39 6

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Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously.

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Outstanding Good Satisfactory Inadequate

The data in the table above is for the period 1 September 2010 to 08 April 2011 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ).

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Outstanding Good Satisfactory Inadequate

The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools.

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Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

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

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to share with their children. It describes Ofsted's

main findings from the inspection of their school.

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Inspection of Alston Primary School, Alston, CA9 3UF

Thank you for welcoming my colleague and me so warmly into your school when we visited recently. We enjoyed watching you in lessons and at play, talking about your school with you and your teachers, and looking at your work. Now I want to share with you what we thought.

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Inspection of Alston Primary School, Alston, CA9 3UF

You go to a satisfactory and improving school. It has many strong points. Staff take extremely good care of you; I understand why you say you feel safe there. The teachers give you interesting activities in lessons. You behave well and take good care of each other. You know how to stay healthy; it was good to see so many of you exercising with hula-hoops and skipping ropes at playtime. You make an excellent contribution to the community; for instance, many of you are involved in organising fund-raising activities and organising litter-picks in the village.

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Inspection of Alston Primary School, Alston, CA9 3UF

There are a few things that would make the school better. I have asked the staff to help you make more rapid progress and to help you to attain even higher standards. I have asked the teachers to make sure the work they give you is the right work to meet your needs. I have also suggested to senior leaders better ways of planning for improvements.

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Inspection of Alston Primary School, Alston, CA9 3UF

Thank you again for helping me so much. It was a pleasure to meet you. I wish all of you the very best for the future.

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