Cherry Lane Primary School

Age group 3–11 Inspection date(s) 14–15 November 2011 Inspection number 381382 Cherry Lane Primary School Inspection report

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Unique Reference Number 131638 Local Authority Hillingdon Inspection number 381382 Inspection dates 14–15 November 2011 Reporting inspector Mike Capper

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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 3–11 Gender of pupils Mixed Number of pupils on the school roll 430 Appropriate authority The governing body Chair Philip Haigh Headteacher Stephen Whitehouse Date of previous school inspection 30–31 March 2009 School address Sipson Road West Drayton Middlesex UB7 9DL Telephone number 01895 444480 Fax number 01895 430296 Email address office@hillingdongrid.org 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 i n 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 four additional inspectors. They observed 21 lessons taught by 19 teachers. Meetings were held with members of the governing body, staff and groups of pupils. They observed the school’s work and looked at school documentation, including teachers’ planning, assessment information, safeguarding polices and samples of pupils’ work. They analysed 56 questionnaires from parents and carers, 10 from staff and 67 from pupils in Key Stage 2.

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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

 The impact of strategies to improve pupils’ progress in writing.  The progress of girls in mathematics.  The quality of outdoor provision in the Early Years Foundation Stage.  Pupils’ knowledge of how to improve their work.

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Information about the school

Most pupils come to this larger-than-average-sized primary school from the local community. The proportion of pupils known to be eligible for free school meals is high. The school takes pupils from many different backgrounds. English is not the home language for nearly a half of pupils, with their main home languages being Urdu, Hindi and Somali. The proportion of pupils identified as having special educational needs and/or disabilities is above average. These pupils have a range of needs including moderate learning difficulties and emotional, social and behavioural difficulties. The school has Healthy School accreditation.

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Information about the school

Children in the Early Years Foundation Stage are taught in a Nursery class and in three Reception classes. With the exception of the Nursery class, the children’s centre was inspected separately. There is also a private nursery that shares the school site but this is not managed by the governing body and was not part of this 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

This is a good school which successfully meets the needs of its very diverse community. Members of staff rightly place a high priority on ensuring that pupils enjoy learning at school. The great success of this is seen in the smiling faces of pupils and in the calm and harmonious atmosphere around school.

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Main findings

Children get off to a good start in the Early Years Foundation Stage and then build on this well in the rest of the school. Pupils’ attainment by the end of Year 6 has been rising and is broadly average. There are many contributory factors to pupils’ good achievement and their improving attainment. Teaching and learning are good and pupils’ differing needs are met well most of the time. Projects such as the current focus on improving pupils’ writing have a positive effect on pupils’ learning and attitudes.

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Main findings

The school knows that girls do not do quite as well as boys in mathematics. They have made a start in tackling this but there are still occasions when teaching does not take enough account of the different ways that boys and girls learn by, for example, providing a better balance between practical activities, problem solving and direct teaching. Sometimes, teachers allow girls to be too passive in lessons, with boys dominating discussions too much.

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Main findings

Pupils are good ambassadors for the school. They are well cared for and they support each other thoughtfully. Healthy lifestyles are promoted effectively, as is demonstrated by the school’s success in gaining Healthy School accreditation. Pupils thoroughly enjoy school, particularly the way that visits and visitors bring subjects alive. The school works closely with others and these good partnerships contribute significantly to pupils’ learning and to their well-being. However, there are few opportunities for pupils to engage with children from beyond the school community so that they can get a better understanding of their place in their world. This hinders the school’s contribution to community cohesion.

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Main findings

There has been good improvement since the last inspection as a result of the drive and vision of the headteacher and other key staff. Self-evaluation is rigorous and this means that developments are well planned and effective. There has been a good focus on the continued development of teaching, and data are being used with ever- increasing rigour to track the progress of different groups to check that all are doing well enough. Where this has shown weaknesses, effective steps are taken to tackle them. Successful actions, such as improvements in the Early Years Foundation Stage

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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

especially the outdoor provision and the ‘writing project’ are ensuring sustained improvements in pupils’ progress. All of these elements confirm the school’s good capacity for further improvement.

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What does the school need to do to improve further?

 Improve girls’ progress in mathematics by ensuring that girls contribute more in lessons and that teaching takes greater account of the differing needs of boys and girls.

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What does the school need to do to improve further?

 Strengthen the school’s contribution to community cohesion by: − auditing current provision to identify what the school is already doing well and what needs improving − establishing national and international links so that pupils get a better understanding of their place in the wider world.

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Outcomes for individuals and groups of pupils 2

Around half of children are working below the levels expected for their age when they start school. Pupils’ achievement is good and they are well prepared for the next stage of their education and for later life. Pupils’ good behaviour contributes significantly to the good progress that is seen in most lessons. For example, in a good literacy lesson, pupils made rapid progress in improving their writing because skills were taught sequentially and learning was made purposeful as they wrote a letter to a character in a book. Pupils worked extremely hard and were well motivated as they tried to achieve the various targets that they had been set by the teacher. In a good numeracy lesson, pupils were excited by the activity that involved being the shopkeeper or shopper as they explored adding differing amounts of money. Pupils cooperated well as they shared resources and talked enthusiastically about what they were learning. On the few occasions where progress in lessons is

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Outcomes for individuals and groups of pupils 2

satisfactory, the pace of learning is not quick enough and in mathematics, some girls are too passive. For example, in a lesson when pupils were learning to tell the time, the lack of understanding of some girls was not picked up quickly enough, slowing the pace at which their skills improved.

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Outcomes for individuals and groups of pupils 2

Pupils with special educational needs and/or disabilities are supported well, ensuring that they learn quickly. They work very hard when being taught in small groups, making especially good progress at these times. Pupils who speak English as an additional language also make good progress. They quickly improve their language skills and most attain well in national tests at the end of Year 6.

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Outcomes for individuals and groups of pupils 2

Pupils learn to become responsible citizens. They have a good understanding of right and wrong and keenly take on responsibility. For example, a few older pupils give up some of their lunchtimes to share books with younger pupils. Pupils feel safe and

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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

most are confident that any worries or concerns will be dealt with quickly by staff. There is good racial harmony within school and pupils learn to respect and understand each other’s beliefs, making cultural development satisfactory overall. However, there are few opportunities for pupils to be involved in local activities outside school or to contribute to the wider community. Consequently, pupils have a limited knowledge of the world beyond Cherry Lane.

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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?

The school provides good care and support to pupils. A well-managed pastoral care team ensures that there is always someone to turn to if there is a problem. There is effective liaison with outside agencies when additional assistance is needed. A breakfast club gives a good start to the day for a good number of pupils. The school’s good efforts have improved attendance to broadly average levels and staff are now working hard to reduce further the small number of pupils whose learning is still affected by absences. Good links with the children’s centre help to ensure that there is a smooth transition into the Nursery.

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How effective is the provision?

Good teaching means that there is a good pace to learning in most lessons. Teachers respond very well to pupils’ different backgrounds when planning work, for example by ensuring that those who are in the early stages of learning English have a friend or an adult to turn to if they do not understand something. Teachers use assessment information on pupils’ learning to plan what to teach next, although there are

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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

occasions in numeracy lessons when the differing needs of boys and girls are not met well enough. Most pupils know how improve their work, especially in English, where marking and target setting is especially strong. Teaching assistants make a good contribution to pupils’ learning across the school.

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

The curriculum successfully promotes good progress in literacy and numeracy. It is enriched very effectively through an exciting range of visits and visitors. Sporting activities contribute well to the pupils’ knowledge of the importance of exercise and to their enjoyment of school. Good partnerships with other schools effectively support pupils’ learning. For example, more-able pupils take part in workshops at local high schools.

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

The well-resourced information and communication technology suite is used well to help pupils to learn new skills. However, a lack of classroom resources means that there are not always enough opportunities for pupils to then practise and apply these skills in other lessons. The school already has plans to tackle this by purchasing laptops for classroom use.

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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 calm and purposeful leadership of senior leaders has a positive impact on the work of the school. They are identifying the right priorities for improvement. Teamwork between staff is strong, and the drive and ambition of leaders is well embedded across the school. Initiatives such as the current focus on teaching writing skills more systematically are well considered and they have already dramatically improved pupils’ writing. Leaders monitor teaching and learning carefully and are doing the right things to iron out the few remaining inconsistencies in teaching.

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How effective are leadership and management?

Leaders are working hard to strengthen the involvement of parents and carers in their children’s learning and work with the children’s centre is supporting this well. There have been some successes, most notably in the Early Years Foundation Stage, where some parents and carers come into classes in the morning to work with their children. However, this level of involvement is less evident as pupils get older and the school is rightly continuing to focus on how it can engage more effectively with parents and carers.

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How effective are leadership and management?

The governing body provides good support and challenge. Spending is sharply

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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

focused on raising attainment further and a recent decision to move from two to three classes in Year 2 is already proving beneficial to pupils’ learning.

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

Safeguarding arrangements are satisfactory. Governors monitor procedures and staff work together well to ensure that pupils are kept safe. However, too many leaders have responsibility for different aspects of safeguarding and there is no-one with an overview of procedures. This means that minor discrepancies in paperwork and in the training of staff are not being picked up quickly enough.

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

The school promotes equality successfully. Leaders check data to ensure that no group is doing less well than others, although they do not yet analyse the participation of different groups in activities and clubs so that they can be sure that none is missing out. The school ensures that there is no discrimination. For example, they pay for music tuition so that no pupil is unable to take part for financial reasons. Pupils learn to respect different beliefs but the school’s contribution to community cohesion is no better than satisfactory because there are too few opportunities for pupils to engage with children or communities from other parts of the United Kingdom or further afield. The school has not thoroughly audited what it is already doing well so that it can plan an informed programme for improving this aspect of its work.

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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

Children are taught well in both the Reception and Nursery classes and this ensures that they make good progress. Children’s attainment has been rising and is now broadly average by the end of the Reception Year. This is the best attainment for some time. Children are well cared for, ensuring that there is a happy atmosphere in

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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

lessons. Adults give children sensitive support that helps them to learn quickly. They plan exciting activities and give children good opportunities to select for themselves where they are going to work. This helps children to develop good independence. When planning work, adults take good account of children’s different starting points, including the needs of those who are have English as an additional language. Letter sounds are taught thoroughly and children enjoy making stories with their teachers. However, there are occasions, especially in whole-class sessions, when there could be greater challenge for the most able so that their skills improve even more rapidly.

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

Good leadership has helped provision to improve significantly since the previous inspection. There is now a large and very well-resourced outdoor area which is used well by all classes to support learning and is also shared with the children’s centre. Children from the four classes play and work together happily outside, with adults intervening well to move learning on. Leaders monitor children’s progress closely and are developing increasingly refined systems for tracking progress so that trends in progress from year to year, especially in the Nursery, can be identified more accurately.

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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

The number of questionnaires returned by parents and carers was much lower than average. The vast majority of parents and carers who returned questionnaires were very pleased with the work of the school. Very few parents wrote comments, either positive or negative, but they included ‘We are happy with the school’ and ‘The school manages to give my child appropriate support.’

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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 Cherry Lane 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 56 completed questionnaires by the end of the on-site inspection. In total, there are 430 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 40 71 15 27 0 0 0 0 The school keeps my child safe 35 63 20 36 0 0 0 0

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Total % Total % Total % Total %

The school informs me about my child’s progress 35 63 17 30 1 2 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 33 59 20 36 1 2 0 0

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Total % Total % Total % Total %

The teaching is good at this school 33 59 21 38 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child’s learning 28 50 25 45 2 4 0 0 The school helps my child to have a healthy lifestyle 24 43 27 48 2 4 0 0

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Total % Total % Total % Total %

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) 26 46 23 41 1 2 0 0

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Total % Total % Total % Total %

The school meets my child’s particular needs 26 46 24 43 2 4 0 0 The school deals effectively with unacceptable behaviour 24 43 27 48 1 2 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 24 43 28 50 1 2 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 30 54 22 39 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child’s experience at this school 32 57 22 39 0 0 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 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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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 o utcomes (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 Cherry Lane Primary School, Hillingdon UB7 9DL

Thank you for welcoming us to your school and completing our questionnaires. You were very polite and friendly when we talked to you. We agree with you that your school is good and that you learn new things quickly.

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Inspection of Cherry Lane Primary School, Hillingdon UB7 9DL

Here are some of the things we found out about your school.  Children in the Nursery and Reception classes are very happy and make good progress.  In Years 1 to 6, good teaching helps you to make good progress most of the time. Girls do slightly less well than boys in mathematics.  You behave well and keenly take responsibility. It is great that some Year 6 pupils are helping the younger ones to learn to read!  Teachers plan lots of visits and visitors to make learning interesting.  You develop a good understanding of the importance of being healthy and you rightly feel that you are kept safe.  All of the adults in the school are very kind and they give you good help if you are struggling with your work.  Your headteacher and other staff are working very hard to make the school even better.

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Inspection of Cherry Lane Primary School, Hillingdon UB7 9DL

What we have asked your school to do now.  Make sure that girls and boys are fully involved in numeracy lessons and that teachers take enough account of your differing needs.  Make sure you have more opportunities to link with children in other parts of the United Kingdom and beyond. Before they do this, leaders need to check what they are already doing in this area so that they can plan what to improve.

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Inspection of Cherry Lane Primary School, Hillingdon UB7 9DL

We wish you all well for the future. You can all help your teachers by continuing to work hard all of the time! Yours sincerely

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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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