Kymbrook Primary School

Age group 4–9 Inspection date(s) 21–22 November 2011 Inspection number 377948 Kymbrook Lower School Inspection report

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Unique Reference Number 109590 Local Authority Bedford Borough Inspection number 377948 Inspection dates 21–22 November 2011 Reporting inspector Peter Sudworth

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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 Foundation Age range of pupils 4–9 Gender of pupils Mixed Number of pupils on the school roll 64 Appropriate authority The governing body Chair David Brealey Headteacher Verity Kenyon Date of previous school inspection 27 September 2006 School address Kimbolton Road Bedford MK44 2HH Telephone number 01234 376266 Fax number 01234 376266 Email address kymbrookl@deal.bedfordshire.gov.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 ca tegories 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 two additional inspectors. They observed teaching and learning in 15 lessons or parts of lessons, taught by three members of staff. They held meetings with the Chair of the Governing Body, the headteacher, other staff and a group of pupils. They observed the school’s work and looked at a range of documentation relating to safeguarding, development planning, pupils’ work and the information used to track pupils’ progress. The 44 questionnaire responses from parents and carers were analysed, as were staff and pupils’ responses to their own questionnaires.

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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 reasons why pupils’ progress and attainment are typically lower in writing than in reading and mathematics and what action the school has taken to improve this aspect of provision .  The progress of the children in the Early Years Foundation Stage.  The school’s success in using individual target setting arrangements.

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Information about the school

This is a smaller-than-average primary school. Pupils are taught in one of three classes, two of which are of mixed ages, Years 1/2 and Years 3/4. The school is part of a federation with another local school, both of which are led by the headteacher and sharing one governing body. The schools have separate sites and facilities. All pupils commence the Reception Year in the September following their fourth birthday. A high proportion of the children has previously attended Nursery or pre- school groups. The vast majority of pupils are of White British background. The percentage of pupils designated as having special educational needs and/or disabilities is about the same as that found nationally. The proportion of pupils who are known to be eligible for free school meals is below the national average. The school has the Healthy Schools National Award and the Active Mark.

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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. It is led and managed well. The pupils enjoy their learning experiences thoroughly. A revised curriculum has blended aspects of learning together so that learning is meaningful and the themes excite the pupils and appeal to their interests. Parents and carers are pleased that their children attend Kymbrook. As one parent wrote, ‘My son loves coming to school and always has lots to say about his school day. It’s obvious he has been inspired and is really enjoying learning here.’

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Main findings

Pupils get along extremely well together. Older pupils look after and care for the younger ones. They have confidence in their teachers. As one pupil said, ‘Whenever you fall over, a teacher will help.’ Pupils are interested in lessons, where their good behaviour is a major factor in the amount of work that they produce. They use their time productively. They want to do well and are keen to please. Pupils feel safe in school; ‘definitely’ they report. They have a good understanding of healthy life styles also, as is reflected in the Healthy Schools Award and the Active Mark. Pupils achieve well and reach standards that are often above those expected nationally for pupils at the end of Year 4. However, standards in reading and mathematics are higher and progress better in these aspects than in writing. Parental support in cooperating with the school is a positive factor in the good standard pupils reach in reading. Children

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Main findings

make satisfactory progress in the Early Years Foundation Stage. The staff in that part of the school are still refining their skills for teaching, using assessment and developing the curriculum for that particular age group, but are keen to develop further and so develop the full potential in the learning activities that are planned.

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Main findings

The staff take good care of the pupils and work together well as a team in the pupils’ interests. Teaching is good overall. Teachers plan lessons well and work hard to ensure that tasks match the next steps needed in pupils’learning. In many lessons, the good use of teaching assistants ensures that the pupils who most need it have extra help to manage their work and this supports the good progress pupils make. However, staff do not demonstrate different types of writing enough or read with pupils frequently enough to increase the pupils’ vocabulary and improve writing.

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Main findings

The school has evaluated itself with much accuracy. The good progress in improvement since the previous inspection, good teaching and the imaginatively developing curriculum show the school has a good capacity to sustain improvement.

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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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What does the school need to do to improve further?

 Improve pupils’ progress and attainment in writing by:  demonstrating different styles of writing with pupils, so that they are more aware of techniques and audience when writing  reading literature to pupils more regularly, so that they increase their vocabulary and develop their imaginations.

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What does the school need to do to improve further?

 Improve the provision in the Early Years Foundation Stage by:  using the assessments of the children to plan further learning  engaging more fully in activities with the children to develop their learning and vocabulary  planning activities that heighten the children’s learning.

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Outcomes for individuals and groups of pupils 2

The level of attainment on entry varies from year to year because of the small numbers of pupils, often with a wide range of ability. Overall, it is similar to that expected for the children’s age. By the end of Year 4, attainment is usually above that expected for this age. A significant percentage of the pupils reaches the level expected of Year 6 pupils. Pupils make good progress in their learning. The school has introduced a structured programme for pupils to learn letter sounds and blends and so to support writing skills, which are weaker than reading and mathematics. There are early signs of success through this initiative and even the youngest pupils are increasingly prepared to have a go with writing on their own.

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Outcomes for individuals and groups of pupils 2

Pupils make good progress in science. In a Years 3/4 lesson, pupils showed great enthusiasm and good investigative skills as they explored magnetic and non- magnetic objects, drew conclusions and set up further hypotheses to follow through. Pupils operate computers with confidence and use them well in different subjects to support their work and to research information. The investigative style of homework and the interest of parents and carers contribute also to the pupils’ good progress. Pupils with special educational needs and/or disabilities make good progress because the support programmes and small-group working help their academic development. More-able pupils develop their skills well because they have good opportunities to extend their learning. In a Year 1/2 mathematics lesson, for example, able pupils investigated quarters, while others worked on halving. Saturday morning classes in the area, also, extend those pupils’ learning skills.

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Outcomes for individuals and groups of pupils 2

Pupils feel safe in school and they have a good knowledge of keeping safe when out and about. They mention ‘keeping out of building sites’ and alerting their parents and carers to where they are. They have a good understanding of healthy eating and the need for exercise and it is evident that they follow these matters through. That is reflected in the school’s Active Mark award. Pupils behave well in class and take a

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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

keen interest in their studies. They get involved in village events, planning some and taking part in others. Their efforts for the elderly, for example, in delivering harvest produce, are much appreciated, as is the Christmas entertainment to which the elderly are invited. The school council contributes well to school life. Council members organise events successfully, engaging all the pupils to raise money for charity. The pupils raised funds for a friendship bench in the playground. Pupils’ attendance is above average and they are punctual. They have a good understanding of right and wrong and work well together in teams. Pupils have a good awareness of other faiths and cultural diversity with plans to extend their understanding more globally. Pupils are well prepared for their future education through the development of good core and social skills.

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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?

Staff have good relationships with the pupils and the atmosphere for learning supports pupils’ good progress. Teaching is particularly good in Years 3/ 4, where progress accelerates. Some outstanding teaching was observed in that class. Marking is good and the pupils are made aware of how they can improve their work. Pupils know their individual targets for mathematics and English and these are written in language that the pupils can understand. The targets support their progress well. Teachers share the learning intentions clearly and there is a good balance of activity, discussion and instruction. However, teachers do not demonstrate different styles of writing well enough. Staff pay good attention to the pupils’ ages and abilities when they plan work. Pupils at all levels of attainment are progressed by being provided

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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

with work which matches their capability. For example, pupils are grouped across the age range for the teaching of letter sounds, blends and grammar. Teaching assistants are usually deployed well, but sometimes do too little in the first part of the lessons when teachers are introducing lessons. Teachers use inter-active boards effectively to present lessons visually, which keeps pupils interested.

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

The curriculum, carefully, blends good attention to the basic skills with themes providing scope to apply and develop core skills alongside more practical learning. A more creative curriculum has been devised and is developing further. Themes such as ‘Dungeons and Dragons’ appeal to the pupils’ imaginations. In that example, the school borrowed a local equestrian centre to put on a banquet in which two key characters arrived on horses. The pupils dressed up and took parts. The new approach provides scope for purposeful writing. Pupils have good opportunities to take part in extra-curricular activities, including sport. Talented pupils meet up with pupils from other schools occasionally for extra sessions which develop their skills. Some more-able pupils attend Saturday sessions for extra mathematics. The local authority’s Children’s University provides several opportunities for pupils to pursue learning interests in the summer. However, opportunities for pupils to hear good-

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

quality literature to develop ideas and vocabulary in support of writing are not regular enough.

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

The school provides a welcoming environment where staff and pupils can work together harmoniously. Pupils are known very well to adults working with them. A careful watch is kept on any pupil who may be vulnerable, or in danger of falling behind. The school works well with a wide range of external agencies to ensure that the pupils receive good support. Effective transition arrangements help children settle well in the Reception class and make a good adjustment to the middle school on transfer. The school takes effective steps to ensure that the pupils attend regularly.

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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 and assistant headteacher work well together and provide strong leadership, which ensures that ambition and the desire to improve is embedded in its work. They are supported well by a well-led and well-organised governing body, which takes a keen interest in the school. The governing body uses its expertise effectively, makes regular visits and has a good perception of the school’s strengths

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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

and its areas for further development. It challenges and holds the school to account for its performance.

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

The school development plan, which draws on parents’, carers’, staff’s and the governing body’s views, is well written, with a clear focus on teaching and learning. The tasks to reach the stated initiatives are detailed. Informal and formal monitoring of teaching and learning through lesson observations ensures that strengths in teaching are recognised and aspects that need attention are drawn to staff’s notice.

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

The school engages well with its pupils’ parents and carers. The parents and carers receive good information about their children’s progress, through reading and writing target booklets. In addition to the formal twice-yearly parents’ evenings and annual report, they have termly opportunities to visit the school at work and share what the pupils have been doing. Homework projects and the work that pupils will engage in during the term are communicated effectively. Partnerships with other schools, including the federated school, and engagement in local authority initiatives support the pupils’ learning effectively. Joint professional development and the use of shared learning schemes are just two of the ways in which the school benefits from the federation. Good attention is paid to equal opportunities in those examples and also in the internal organisation of learning. There is no evidence of discrimination in any

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

Community cohesion is good, particularly in relation to the local community. Pupils have visited places of worship for different faiths in Bedfordshire. The school is now working to improve pupils’ understanding of the global aspect of diversity. Safeguarding is good because child protection arrangements are securely in place and there is a wide range of carefully worded and thought-through policies to secure the pupils’ health, safety and general care.

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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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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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Early Years Foundation Stage

Teaching and learning and the leadership of the Early Years Foundation Stage are satisfactory. The children make satisfactory progress. The children reach standards which are about average overall, but with a considerable range between different children. The staff keep careful and well-annotated notes of the children’s progress and record what the children can do and where they do not yet have a full understanding. The staff have yet to realise the full benefit of the notes in the planning of future activities to develop each child to his/her full potential. Good attention is paid to the different aspects of learning and the children have lots of opportunities for free choice. The staff do not, however, always engage with the children well enough in the practical activities to develop the children’s thinking and to promote their vocabulary. The environment is neat and ordered and children’s work is valued. Early reading skills are taught well and the children learn to blend

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Early Years Foundation Stage

three-letter words from the sounds that they know.

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Early Years Foundation Stage

Staff compensate for the very limited area directly outside the classroom with playground sessions that afford the use of large equipment, but the full potential of learning activities is not always exploited fully. Nevertheless, during the inspection good use was made of puddles brought by overnight rain. The children dropped powder paint into the puddles and watched the change of colours as others were added. They were then astonished to see the colours disappear with the addition of washing up liquid. They had great fun working and showed good team skills washing away the foam with a hose pipe.

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Early Years Foundation Stage

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 percentage of questionnaires returned was higher than is usual. Parents and carers are very supportive of the school and the great majority express positive views. A few parents and carers feel that they are not provided with enough information about their children’s progress. The inspection finds that the school provides ample opportunities in various ways to keep the parents and carers informed of progress in different aspects of work and is always ready to discuss progress at other times. A few had concerns about behaviour and meeting their children’s particular needs. Behaviour is good and the staff work hard to ensure that

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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

work matches the level of ability. Some parents and carers added written comments, most of which were favourable. The very few less positive remarks were personal to their own children and there was no theme to these.

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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 Kymbrook Lower 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 44 completed questionnaires by the end of the on-site inspection. In total, there are 64 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 31 70 13 30 0 0 0 0 The school keeps my child safe 31 70 11 25 2 5 0 0 The school informs me about my child’s progress 14 32 24 55 6 14 0 0 My child is making enough progress at this school 17 39 21 48 4 9 0 0 The teaching is good at this school 25 57 14 32 3 7 0 0 The school helps me to support my child’s learning 16 36 24 55 3 7 0 0 The school helps my child to have a healthy lifestyle 19 43 23 52 1 2 1 2 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) 24 55 16 36 1 2 0 0

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Total % Total % Total % Total %

The school meets my child’s particular needs 18 41 21 48 5 11 0 0 The school deals effectively with unacceptable behaviour 12 27 27 61 5 11 0 0 The school takes account of my suggestions and concerns 11 25 25 57 4 9 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 25 57 13 30 2 5 0 0 Overall, I am happy with my child’s experience at this school 25 57 15 34 3 7 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 Kymbrook Lower School, Bedford, MK44 2HH

Thank you for your warm welcome when we visited your school. We enjoyed meeting you and also we enjoyed the two days that we spent with you. Thank you for talking to us about your school and sharing your work with us. You attend a good school. You do lots of exciting things. Your parents and carers are pleased that you attend Kymbrook.

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Inspection of Kymbrook Lower School, Bedford, MK44 2HH

You behave well and you look after each other. Clearly, you enjoy school a great deal. The staff take good care of you and work hard to make your lessons interesting. I know how much you enjoyed the ‘Dungeons and Dragons’ theme.

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Inspection of Kymbrook Lower School, Bedford, MK44 2HH

You make good progress and often reach a standard above that expected for your age. We found that you do not make quite as much progress in writing as you do in reading and mathematics and so we have asked the school to try and help you to make better progress in this part of your work. The staff in the Early Years Foundation Stage plan the work so that the children have a wide range of activities, but we found that, in this part of the school, you could learn more and so make quicker progress. We have asked the staff to look at this. You can help in the improvements suggested by working hard in your writing, remembering what you are taught and using the targets that you have to improve your work.

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Inspection of Kymbrook Lower School, Bedford, MK44 2HH

Thank you once again for your help when we visited. We will remember our visit to your school for a long time. Work hard and always do your best.

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Inspection of Kymbrook Lower School, Bedford, MK44 2HH

Peter Sudworth 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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