Wolsey House Primary School

Age group 3–11 Inspection date(s) 16–17 November 2011 Inspection number 379940 Wolsey House Primary School Inspection report

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Unique Reference Number 120039 Local Authority Leicester City Inspection number 379940 Inspection dates 16–17 November 2011 Reporting inspector Ian Jones

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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 435 Appropriate authority The governing body Chair Jenny McHugh Headteacher Sue Barker Date of previous school inspection 4 February 2009 School address Beaumont Leys Lane Leicester LE4 2BB Telephone number 0116 2667566 Fax number 0116 2687463 Email address sbarker@wolseyhouse.leicester.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 four additional inspectors. The inspectors visited 16 lessons and observed 15 teachers. Meetings were held with the headteacher and other teaching and support staff, pupils and members of the governing body. Pupils’ current work was scrutinised and the school’s assessment data relating to pupils’ progress and attainment was analysed. Inspectors also looked at school documentation including curriculum planning and evidence used to inform the school’s self-evaluation. The questionnaire responses from staff, pupils and 121 parents and carers were analysed.

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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 do pupils with special educational needs and/or disabilities make progress and is it as good as that made by other pupils?  How focused are strategies to support and improve teaching?  How effective is the governing body in holding the school to account for its performance?  How effectively does the external environment support children’s learning in the Early Years Foundation Stage?

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Information about the school

This is an above average-sized school, serving an urban area on the northern edge of the city of Leicester. Pupils come from a wide range of ethnic backgrounds and an above-average proportion speaks English as an additional language. The proportion of pupils entitled to free school meals is above average. The number of pupils with special educational needs and/or disabilities, including those with a statement of special educational needs, is average. There are more boys than girls in the school and, in some year groups, the imbalance is significant. The school has achieved Healthy Schools status, the Activemark for sport and Environmental School status. A breakfast club run by the school is open each day.

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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

Wolsey House Primary is a good school. The effective headteacher leads by example, and is supported well by her senior colleagues. The school enjoys notable success in supporting many pupils to overcome barriers to learning. There is a clear upward pattern of improvement. As a result of the good provision, pupils make good progress and attainment is above average. Some, such as more-able pupils, make outstanding progress. However, the rate of progress for some pupils who are at the earlier stages of being assessed as having special educational needs and/or disabilities slows because they are not always supported well enough. Secure systems to monitor and evaluate the school’s work ensure leaders and managers have a clear understanding of strengths and areas for improvement. Together with the effective track record of improvement since the previous inspection, that demonstrates that the school has a good capacity for sustained improvement.

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Main findings

Care guidance and support for pupils is central to the work of the school. Support for those pupils at the early stages of learning English is particularly effective. Pupils with statements of special educational needs are especially well supported and are integrated fully into school life. The approach is appreciated by parents and carers who have positive views of the school, as, for example, the one who commented, 'The school provides a safe haven...both our children have benefitted greatly from consistently high teaching and management standards.’ Pupils share those views and demonstrate impressive attitudes to learning; they are courteous, polite and report how much they enjoy school. They participate enthusiastically in school life and believe firmly that the school is an extremely safe place. The popular breakfast club is well attended and provides a range of opportunities enjoyed by pupils.

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Main findings

Children enter the nursery with attainment that is well below national expectations. They make good progress through the Early Years Foundation Stage and this continues as they move through the school. By the time they transfer to secondary schools at the end of Year 6, attainment is above average. The school monitors the progress of most groups of pupils carefully and this contributes to the clear, upward pattern of improvement. There have been notable successes, such as the impressive achievement of many boys and those pupils entitled to free school meals. However, the development of literacy skills of some pupils with special educational needs is slow because their progress is not tracked well enough and teaching is not always matched closely enough to their learning needs.

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Main findings

The school has effectively met the aspects for improvement identified at the previous

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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

inspection. The rate of progress made by pupils in mathematics has accelerated to the extent that attainment in the 2011 national assessments was significantly above average. Assessment information is used better now at Key Stage 1, enabling pupils to make good progress. The outside area of the Early Years Foundation Stage has been developed suitably and provides good additional support for learning.

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

The governing body is loyal and enthusiastic about the school, ensuring that all statutory responsibilities are met. However, systems to monitor the impact of action plans are at an early stage of development and so it does not hold the school to account effectively enough in this respect.

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What does the school need to do to improve further?

 Raise the rate of progress for pupils with special educational needs and/or disabilities, particularly those in receipt of school action, by:  developing tracking systems to check the progress and provision for pupils rigorously  ensuring that work set is matched closely to their needs and, hence, that the teaching challenges pupils  monitoring the impact of provision, so that swift action can be taken to support those in danger of falling behind.

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What does the school need to do to improve further?

 Develop monitoring by the governing body to ensure that school leaders are held to account effectively for implementing school improvement plans.

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Outcomes for individuals and groups of pupils 2

Achievement is good. Pupils enter the school with attainment often well below the levels expected for their age, including some with low levels of literacy and mathematical development. They make good progress in English and mathematics and attainment is above average by the time they leave at Year 6. Work in books confirms that most groups of pupils make good progress, including those with statements of special educational needs and those with English as an additional language. Girls and boys make equally good progress and the needs of both groups are checked carefully by the school. Most groups of pupils close gaps in their knowledge and understanding rapidly to reach above-average standards. Pupils are developing a clearer understanding of what they need to next to improve, through the use of personal logs and individual targets. Progress slows for a few pupils who have special educational needs and/or disabilities when the work they are given does

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Outcomes for individuals and groups of pupils 2

not take enough account of their prior learning

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Outcomes for individuals and groups of pupils 2

Pupils’ behave well in lessons and around the school and say that there is no bullying. They make a significant contribution to their learning because of the strong

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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

relationships they enjoy with teachers. Pupils co-operate well together in lessons. They are rightly proud of the school and look after it well. Pupils value the school community and contribute enthusiastically to school life through a range of responsibilities, including helping younger pupils and the active school council. They enjoy lessons and demonstrate confidence in their ability to learn well because they are clear about exactly what is expected. Improvements in their basic skills mean that pupils are well prepared for the move to the next stage of their education.

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

The pupils’ spiritual, moral, social and cultural development is good. They have a secure understanding of the difference between right and wrong and get on well together. Pupils contribute well to the local community, participating regularly in local events and fund raising for local and national charities. There is an enthusiastic school choir and pupils enjoy an appropriate range of after school activities.

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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?

Teaching is good. It has improved in mathematics particularly, where planning is now linked more closely to learning. Teaching combines high expectations for what pupils can achieve successfully with positive relationships to secure good progress. Clear learning intentions are at the forefront of lessons and pupils understand these, so that pupils know what they are learning about and why. Some pupils with special educational needs and/or disabilities do not make enough progress because work is not tailored closely to their needs. Marking is usually effective, especially when pupils

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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

are given opportunities to reflect on their work and time to consider how to improve. Teaching assistants are involved fully in lessons and make a good contribution to successful learning.

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

The school cares for, guides and supports pupils well. Strong links with a range of support agencies ensure that the most potentially vulnerable children and families receive the support they need to engage in education successfully. Effective arrangements ensure that pupils move smoothly between key stages and on to secondary education. Older pupils also have an early experience into the world of work through a range of activities such as the ‘Job Taster Trail’, delivered in partnership with a local education and business company.

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

The curriculum has improved since the last inspection and now provides good links between subjects. A focus on supporting literacy and numeracy skills is helping to raise standards. Pupils say that they enjoy the interesting way lessons are presented, and the regular visits and visitors enhance their understanding and enjoyment. Literacy skills are developed well through a systematic phonics (the sounds that letters make) programme. Arrangements to set pupils in groups of similar ability have contributed well to pupils' accelerated progress in English and mathematics. An appropriate range of sporting and other activities helps extend and enhance the curriculum.

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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 headteacher is effective in her determination to achieve continued success to the school. With the support of senior staff, she has developed a clear vision for the school’s development and established the ambition and drive to be even better among staff. Teamwork is strong and this ensures that aspects of the school’s work identified for improvement are tackled. Parents and carers are confident in the school and trust the staff to care for their children. The governing body is an enthusiastic supporter of the school and recognises the need to develop systems to provide constructive support and challenge for the school. It is developing strategies to gather more first-hand information to complement that provided by the headteacher and other staff, so it is better placed to contribute effectively to school self- evaluation. The governing body ensures that safeguarding is good and that all statutory requirements are met. That results in the high levels of confidence

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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

expressed by parents and carers that their children are safe at school and pupils’ own sense of being very safe at school.

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

The monitoring of some pupils on the special needs register lacks rigour and some pupils have not been supported well enough. The otherwise-robust monitoring of pupils’ progress means that the school ensures that most groups of pupils make good progress and achieve well. That demonstrates the school’s good promotion of equality of opportunity for pupils. In addition, discrimination in any form is not tolerated. The school is a cohesive community and has appropriate connections within the local area. However, links with contrasting schools in the United Kingdom and abroad are in the early stages of being established. The school makes good use of its resources and deploys support staff well to enable pupils to achieve well and so provides good value for money.

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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

The Early Years Foundation Stage is led and managed well, ensuring that children make good progress across all the areas of learning. Consequently, children enter Year 1 with broadly average attainment. Children are cared for very well and are happy and safe. They behave well and enjoy good relationships with adults and with other children from a range of different backgrounds. The curriculum offers a wide range of stimulating activities enjoyed by the children. Planning is cohesive and thorough and is responsive to the needs of individuals and groups of children. The school has improved the use of the outside learning environment, so that it supports learning satisfactorily. Staff are working to improve it further, so that provision outside is as good as that found inside. Adults assess children’s progress regularly and use this information well to target support. There is a good emphasis on

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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

supporting children’s communication skills. Children are integrated appropriately and receive effective support and assistance.

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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 very large majority of parents and carers who responded to the questionnaire were very positive about the school. Positive comments reflected in particular their confidence in the school to keep their children safe and their children’s enjoyment of school. Other comments showed appreciation for the way the school has successfully supported pupils, especially those who are potentially vulnerable. A few parents and carers expressed concern about their views not being taken into account, although inspectors found that the school has systems to enable parents and carers to express their views.

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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 Wolsey House 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 121 completed questionnaires by the end of the on-site inspection. In total, there are 435 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 82 68 39 32 0 0 0 0 The school keeps my child safe 83 69 38 31 0 0 0 0 The school informs me about my child’s progress 75 62 42 35 3 2 1 1 My child is making enough progress at this school 72 60 44 36 4 3 1 1 The teaching is good at this school 76 63 44 36 0 0 0 0 The school helps me to support my child’s learning 69 57 46 38 5 4 0 0 The school helps my child to have a healthy lifestyle 67 55 50 41 2 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) 66 55 44 37 4 3 0 0

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Total % Total % Total % Total %

The school meets my child’s particular needs 66 55 50 42 1 1 1 1 The school deals effectively with unacceptable behaviour 60 50 51 43 4 3 0 0 The school takes account of my suggestions and concerns 56 46 53 44 8 7 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 65 54 53 44 2 2 0 0 Overall, I am happy with my child’s experience at this school 80 66 58 31 1 1 1 1

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Total % Total % Total % Total %

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

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Grade Judgement Description

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

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9

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Type of school Outstanding Good Satisfactory Inadequate

Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.  The school’s capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

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

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carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

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Inspection of Wolsey House Primary School, Leicester, LE4 2BB

Thank you very much for the warm and polite welcome you gave us when we visited your school recently and for telling us all about Wolsey House. You told us how much you like your school and the teachers who are so good at helping you. We think your school is doing well and is a good school. We see how much better you are doing in mathematics and how well most of you are achieving.

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Inspection of Wolsey House Primary School, Leicester, LE4 2BB

The headteacher and all the staff are doing a good job in bringing about improvements to your school and in keeping you interested in learning and improving your work. We were especially impressed with the way you behave and feel safe at school.

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Inspection of Wolsey House Primary School, Leicester, LE4 2BB

We think that these are the things the school needs to do to improve:  teachers should help those of you especially who find learning more difficult, to make sure that you make good progress. Also, the school needs to keep a careful check on things to make sure that this is happening  the governing body needs to check carefully how well things are going, to make sure that the school gets even better.

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Inspection of Wolsey House Primary School, Leicester, LE4 2BB

You can help by continuing to try hard and doing your best.

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Inspection of Wolsey House Primary School, Leicester, LE4 2BB

Ian Jones Lead Inspector (on behalf of the inspection team)

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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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