Healey Foundation Primary School

Healey Foundation Primary School Inspection report

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Age group 4–11 Inspection date(s) 22–23 November 2011 Inspection number 377312 Unique Reference Number 105850 Local authority Rochdale Inspection number 377312 Inspection dates 22–23 November 2011 Reporting inspector Melvyn Hemmings

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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 4–11 Gender of pupils Mixed Number of pupils on the school roll 219 Appropriate authority The governing body Chair Simon Bray Headteacher Susan Taylor Date of previous school inspection 28 June 2007 School address Earnshaw Avenue Rochdale OL12 0ST Telephone number 01706 522770 Fax number 01706 710281 Email address head@healey.rochdale.sch.uk achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children's services, and inspects services for looked after

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children, safeguarding and child protection.

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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.

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Introduction

This inspection was carried out by three additional inspectors who observed 13 lessons or parts of lessons taught by seven teachers. The inspectors held discussions with members of the governing body, staff, and groups of pupils and the school improvement officer. They observed the school's work, and looked at school documentation, particularly relating to safeguarding, records of meetings of the governing body, assessment information and curriculum planning. Work in pupils’ books and displays around the school were examined. Questionnaires from staff, pupils and from 186 parents and carers were scrutinised

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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

 If the rate of progress in Key Stage 1 is sufficient.  How successfully marking has been developed to guide pupils to improve.  Whether girls are challenged sufficiently through the school.  The extent to which the procedures for tracking pupils’ progress have been improved since the last inspection.

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Information about the school

Healey Foundation is an average-size primary school. The proportion of pupils known to be eligible for free school meals is broadly average, as is that of pupils with special educational needs and/or disabilities. The proportion of pupils with a statement of special educational needs is above average. There is considerable mobility out of the school in Years 5 and 6, when a significant number of pupils transfer to catchment areas which have increased priority for gaining a place at a grammar school of their choice in a neighbouring local authority. Most pupils are of White British heritage. The school holds a number of awards, including Artsmark Silver, and has Healthy School status. 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

Healey Foundation is a good school. It has some outstanding features that include pastoral care, engagement with parents and carers, pupils’ behaviour and the extent to which they feel safe. The close working partnership of the headteacher and senior assistant headteacher is the driving force behind the school’s success. They have a sure understanding of the needs of pupils and staff, and work determinably to ensure they are met. Leaders and governors have a good understanding of the school’s strengths and weaknesses because self-evaluation is accurate. As a result, planning for improvement is based on good quality information and has been successful in meeting challenging targets. Middle managers work diligently but are not skilled in analysing and using data about pupils’ progress to raise achievement further. This limits their involvement in promoting whole-school improvement. The governing body is supportive of the school and influential in shaping its direction.

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Main findings

The school has been successful in consolidating and building upon its good performance at the last inspection. The capacity for further improvement is good.

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Main findings

Children make a good start in the Early Years Foundation Stage and achieve well. Leaders have worked successfully to accelerate progress in Key Stage 1 and standards rose sharply in 2011, particularly in mathematics. The significant number of higher-achieving pupils leaving school in Years 5 and 6 adversely affects the test results at the end of Year 6. As a result, standards vary from year to year and are currently broadly average in English and mathematics. The school has detailed evidence that, if these pupils stayed in the school to take the national tests, standards would be above average. Importantly, school data clearly show that pupils make good progress through the school. Pupils have a wide vocabulary and speak clearly and confidently. They do not successfully apply this vocabulary in their writing to enliven it and make it imaginative. Pupils’ quick mental recall skills are not well developed and this slows the pace at which they solve mathematical problems.

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Main findings

The school provides a friendly and welcoming environment in which to learn. The curriculum offers memorable and rich opportunities for learning, being particularly effective in promoting pupils’ artistic talents. This has been recognised by the Artsmark silver award. In the Early Years Foundation Stage, curriculum planning does not provide strong enough links between indoor and outdoor learning. Teaching is consistently good throughout the school and makes a significant contribution to the progress that pupils make. Pupils’ behaviour is exemplary and they show much enjoyment in coming to school, which is reflected in their high attendance. They are adopting a healthy lifestyle in an outstanding manner. Parents and carers are particularly pleased with the care taken of their children. One typically commented, ‘I could not be happier with this school, the pastoral care is impeccable’.

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What does the school need to do to improve further?

 Raise attainment in writing and mathematics by:  improving pupils’ quick mental recall skills  stretching their abilities to write by choosing more imaginative and creative vocabulary and ideas as they write.

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What does the school need to do to improve further?

 Strengthen the links between indoor and outdoor learning in the Early Years Foundation Stage.

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What does the school need to do to improve further?

 Improve the skills of middle managers in analysing and using data about pupil progress to bring about further improvement.

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Outcomes for individuals and groups of pupils 2

Pupils achieve well from their skill levels on entering school, which are generally below those typical for their age, particularly in speech and language. They show much interest and enthusiasm in their work. Pupils carry out their activities diligently and persevere when faced with difficulty. They collaborate well to complete tasks. This was seen in a science lesson in Year 6 in which pupils were working in small groups with a variety of musical instruments to investigate how pitch changes according to different applications. Pupils enjoy discussion and are willing to listen to and appreciate the views of others. They can express their ideas through a variety of writing styles, including narrative, poetry and instructional writing, across the curriculum. Nevertheless, their writing tends to lack creativity. Pupils have secure mathematical skills but are not adept at quick mental recall. Pupils with special

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Outcomes for individuals and groups of pupils 2

educational needs and/or disabilities make the same good progress as other pupils because of the well-targeted support they receive. There is no significant difference between the achievements or the learning of different groups.

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Outcomes for individuals and groups of pupils 2

Pupils are extremely polite, considerate and show respect for other people’s feelings and values. They have a good understanding of the beliefs and traditions of cultures different to their own. Pupils enthusiastically take on responsibilities, such as being a school councillor, member of the Eco Team, lunchtime helper and play leader. In so doing, they make a valuable contribution to the life of the school. They contribute effectively to the local community through links with the local churches, taking part in local events and raising funds for a variety of charities. The adoption of a healthy lifestyle by pupils and their knowledge of the important factors that affect their health and well-being are outstanding. Pupils have an excellent understanding of what might be an unsafe situation and say they feel safe in school at all times. Pupils’ high attendance, good rate of progress and the way they work well as a

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Outcomes for individuals and groups of pupils 2

member of a team, mean they are prepared well for their future lives. These are the grades for pupils' outcomes 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 The extent to which pupils feel safe 1 Pupils' behaviour 1 The extent to which pupils adopt healthy lifestyles 1 The extent to which pupils contribute to the school and wider community 2 The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being Taking into account: Pupils' attendance 1 The extent of pupils' spiritual, moral, social and cultural development 2

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How effective is the provision?

Pupils say they enjoy learning because teachers make lessons interesting and fun. Teachers are aware of pupils’ prior learning and ensure that activities build on it effectively. They manage classrooms well so that little time is lost and pupils stay on task. Teachers clearly explain to pupils what they are to learn in lessons and how to achieve success. Paired and group discussions are used effectively to develop pupils’ speaking and listening skills. Marking and discussion between staff and pupils ensure that pupils understand how to improve their work. This shows good improvement since the last inspection. Teachers do not place enough emphasis on developing pupils’ quick mental recall skills. Also, there is not enough emphasis when teaching writing of the use of a rich and varied vocabulary. Teaching assistants are skilled at supporting different groups and make a positive contribution to the progress that

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How effective is the provision?

The curriculum is tailored to meet the changing needs of individuals and groups. It is enriched by a wide range of extra-curricular activities, which are well attended and include sports, music and dance clubs. Visits to places of educational interest, including Blackpool Zoo, and opportunities to work with a variety of visitors extend pupils’ skills and widen their horizons. Planning builds methodically on previous work and there are good links between subjects. Involvement in a variety of partnerships supports pupils’ learning and development, particularly in sport and the arts. The curriculum places strong emphasis on encouraging pupils to make informed choices to adopt healthy lifestyles. This has been recognised by the school achieving Healthy School status.

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How effective is the provision?

The care, guidance and support of pupils are good overall, with pastoral care being outstanding. This is exemplified by the support given to pupils who are potentially vulnerable because of their circumstances, which very effectively promotes their learning and development. Transition arrangements are thoughtfully planned throughout the school and onto secondary school, and contribute to pupils’ good development. Good links with a variety of outside agencies, including the school’s

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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 educational psychologist and healthcare professionals, ensure extra assistance is available for individual pupils if required. Pupils who have medical needs are looked after effectively to ensure their well-being.

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How effective is the provision?

These are the grades for the quality of provision The quality of teaching Taking into account: The use of assessment to support learning The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships The effectiveness of care, guidance and support 2

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How effective are leadership and management?

Senior leaders enthuse staff and, as a result, morale is high and there is a shared commitment to drive up standards and take the school forward. The governing body is supportive of the school and proactive in evaluating its performance and influencing its development. Middle managers lack expertise in analysing and using data about pupils’ progress in order to effectively promote further improvement in achievement. Safeguarding arrangements are comprehensive and ensure the safety and well-being of pupils and staff. The training of staff in safeguarding, particularly child protection, is of good quality. Issues about safety are integrated into the curriculum so pupils have a strong understanding of how to stay safe.

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How effective are leadership and management?

The promotion of equality of opportunity is good, with no form of discrimination being tolerated. The procedures for checking the performance of different groups have been improved since the last inspection. This has enabled leaders to identify that girls were not doing as well as boys. Action taken to address this issue has proved successful and, as a result, any difference between boys and girls and any other groups is now minimal. The school works effectively in partnership with others and this contributes to pupils’ good achievement and well-being. Partnerships have enhanced pupils’ learning and development in ways the school could not provide on its own, in such areas as sports development and work in the creative arts.

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How effective are leadership and management?

Leaders actively promote community cohesion within the school and pupils from different backgrounds get on well with each other. There are effective plans that promote engagement with a range of community groups beyond the immediate locality. Excellent engagement with parents and carers ensure they are strongly involved in their children’s learning and the work of the school. This has a powerful impact on the progress that pupils make.

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How effective are leadership and management?

These are the grades for the leadership and management The effectiveness of leadership and management in embedding ambition and driving improvement Taking into account: The leadership and management of teaching and learning The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met The effectiveness of the school's engagement with parents and carers 1 The effectiveness of partnerships in promoting learning and well-being 2 The effectiveness with which the school promotes equality of opportunity and tackles discrimination The effectiveness of safeguarding procedures 2 The effectiveness with which the school promotes community cohesion 2 The effectiveness with which the school deploys resources to achieve value for money

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Early Years Foundation Stage

Children make good progress and achieve well within a caring and stimulating setting. Adults work well together to plan activities that are practical and often linked to children’s personal experiences. The good balance between activities that are led by adults and those initiated by children makes a positive contribution to their development as independent learners. Children play happily together, willingly sharing resources and taking turns fairly. They enjoy their activities. As one child commented, ‘I like school because we have lots of fun together and learn new things.’

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Early Years Foundation Stage

Children’s language development is effectively promoted by sessions that stress the importance of linking letters and sounds. This is important, as increasing numbers of children are entering school with poorly developed language skills. In one activity, children effectively developed their ability to identify and sound out words that ended in ‘ll’ such as bell, ball and hill. Children’s behaviour is exemplary and they enjoy their activities. This was seen to good effect in the role-play area, set up as a Fairytale Castle, in which they were lost in a world of their own.

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Early Years Foundation Stage

The curriculum is enriched by opportunities to go on nature walks and on visits, such as to the local church to look at and talk about the stained glass windows. The outdoor area is limited in space and does not fully promote children’s learning and development. This is because activities do not always successfully consolidate and build upon learning that has taken place indoors. Good leadership ensures that staff use assessment information well to plan activities that meet the needs of individual children. Comprehensive policies and procedures ensure the welfare and safety of children. Excellent engagement with parents and carers makes a significant contribution to the progress that children make.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage 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 in the Early Years Foundation Stage

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Views of parents and carers

A high proportion of parents and carers returned their questionnaires. Almost all were positive about the school’s work and the efforts of all staff. Two comments were typical, ‘My son is happy at school, he says it’s like a big family,’ and, ‘Healey is a wonderful example of a caring, achieving primary school.’ The inspection team saw many examples in school that reflect parents’ and carers’ positive views.

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questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Healey Foundation 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 186 completed questionnaires by the end of the on-site inspection. In total, there are 219 pupils registered at the school.

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questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 135 73 50 27 1 1 0 0 The school keeps my child safe 155 83 29 16 2 1 0 0 The school informs me about my child's progress 129 69 52 28 2 1 0 0 My child is making enough progress at this school 120 65 59 32 2 1 0 0 The teaching is good at this school 134 72 49 26 0 0 0 0 The school helps me to support my child's learning 112 60 67 36 3 2 0 0 The school helps my child to have a healthy lifestyle 111 60 72 39 1 1 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) 112 60 62 33 1 1 0 0

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questionnaire

The school meets my child's particular needs 124 67 57 31 1 1 0 0 The school deals effectively with unacceptable behaviour 114 61 64 34 4 2 0 0

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questionnaire

The school takes account of my suggestions and concerns 100 54 72 39 3 2 1 1

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questionnaire

The school is led and managed effectively 137 74 48 26 0 0 0 0 Overall, I am happy with my child's experience at this school 141 76 42 23 2 1 0 0

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questionnaire

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

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Grade Judgement Description

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

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Outstanding Good Satisfactory Inadequate

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

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Outstanding Good Satisfactory Inadequate

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

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Outstanding Good Satisfactory Inadequate

The data in the table above 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 ).

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Outstanding Good Satisfactory Inadequate

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

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Outstanding Good Satisfactory Inadequate

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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to share with their children. It describes Ofsted's main

findings from the inspection of their school.

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Inspection of Healey Foundation Primary School, Rochdale, OL12 0ST

Thank you for the friendly welcome you gave the team when we inspected your school. We enjoyed meeting you and seeing the many interesting things you do.

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Inspection of Healey Foundation Primary School, Rochdale, OL12 0ST

The inspectors judge that yours is a good school and that:

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Inspection of Healey Foundation Primary School, Rochdale, OL12 0ST

 you make good progress and achieve well  staff take exceptional care of you  you have an excellent understanding of how to stay safe and are adopting a healthy lifestyle in an outstanding manner  the school works with parents and carers in an outstanding way to support your learning  your behaviour is exemplary and you enjoy school, as is shown by your high attendance  staff and governors are working hard to help you do even better.

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Inspection of Healey Foundation Primary School, Rochdale, OL12 0ST

What we have asked your school to do now is to:

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Inspection of Healey Foundation Primary School, Rochdale, OL12 0ST

 improve your quick mental recall skills and ability to write imaginatively  develop the use of the outdoor area for Reception children to better support their learning  fully involve all leaders in helping the school improve.

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Inspection of Healey Foundation Primary School, Rochdale, OL12 0ST

A special word of thanks to the head girl and head boy who showed us around the school at the start of the inspection; you are both a credit to your school.

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Inspection of Healey Foundation Primary School, Rochdale, OL12 0ST

Melvyn Hemmings Lead inspector procedures set out in the guidance 'Complaining about inspections', which is available 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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