Highfield Community Primary School

Highfield Primary School Inspection report

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Age group 4–11 Inspection date(s) 02–03 November 2011 Inspection number 379752 Unique Reference Number 119204 Local authority Lancashire Inspection number 379752 Inspection dates 2–3 November 2011 Reporting inspector Marie Cordey

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 255 Appropriate authority The governing body Chair Jill McGuigan Headteacher Sue Cornall Date of previous school inspection 03 February 2009 School address Wright Street Chorley PR6 0SP Telephone number 01257 262783 Fax number 01257 231819 Email address head@highfield-pri.lancs.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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T: 0300 123 4234 Textphone: 0161 618 8524 enquiries@ofsted.gov.uk www.ofsted.gov.uk

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Introduction

This inspection was carried out by three additional inspectors. The inspectors visited 14 lessons and observed 11 teachers. They held meetings with the Chair of the Governing Body, school improvement officers, a parent, staff and groups of pupils. They observed the school's work and looked at documentation, including the school’s self-evaluation evidence, the school improvement plan, safeguarding documentation, internal and external monitoring of the school, 147 questionnaires returned by parents and carers and questionnaires returned by pupils and staff.

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Introduction

The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.

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Introduction

 How well pupils attain and achieve across the school, especially in Key Stage 2 and in writing.  The quality of teaching and assessment and how well this supports learning and accelerates pupils’ progress and attainment.  How effective are leaders and managers at all levels in securing consistent and sustainable school improvement.  Whether actions to improve attendance are effective.

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Information about the school

This is an average-sized primary school. The Early Years Foundation Stage consists of two Reception classes. The proportion of pupils known to be eligible for free school meals is above average. The number of pupils with special educational needs and/or disabilities is average. The majority of pupils are from White British backgrounds and almost a third of pupils are from minority ethnic groups. Above- average numbers of pupils speak English as an additional language.

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Information about the school

There have been significant changes in staffing over the past year especially at middle and senior leadership level. 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

In accordance with section 13 (3) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that this school requires special measures because it is failing to give its pupils an acceptable standard of education and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement.

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Main findings

Although the schools’ leaders and governing body are committed to raising attainment, a lack of clear actions and instability in leadership have restricted the school’s progress. As a result, weaknesses in teaching, low attendance and inadequate achievement have not been tackled quickly enough. Previous underachievement has not been acted upon robustly and there has been too little improvement since the previous inspection. School leaders are having too little effect on the quality of teaching and outcomes for pupils. The governing body is not sufficiently challenging to ensure the school improves. Consequently, the school does not have the capacity to sustain improvement.

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Main findings

Pupils are welcoming, polite and feel secure in school reflecting the effective safeguarding procedures. Help is readily available for pupils and families who need additional support and guidance. Attendance, however, is stubbornly low and despite recent, more rigorous application of the school’s systems, too little has been done over time to liaise with parents and carers to improve it. Consequently, taking into account weaknesses in basic skills, pupils are not effectively prepared for the next stage in their education.

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Main findings

Children in the Early Years Foundation Stage enjoy learning and playing in a pleasant setting and make satisfactory progress from starting points which are below those expected for children of this age. This rate of progress is not extended in Key Stages 1 and 2. Pupils’ attainment in English, particularly in writing, and in mathematics at the end of Year 6, is exceptionally low because pupils make inadequate progress in their learning. The achievement of pupils with special educational needs and/or disabilities, and those pupils learning English as an additional language, is also inadequate. Ineffective teaching leads to slow progress. In too many lessons and in pupils’ work, there is a lack of challenge. Marking is inconsistent, and planning that is too general, does not take sufficient account of pupils’ previous learning. By way of contrast, in the good lessons observed pupils were keen to achieve their very

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Main findings

challenging targets and knew exactly what to do in order to improve. Pupils enjoy extra-curricular activities, especially in sport, music and art, as well as educational visits. Overall, though, the curriculum fails to meet pupils’ learning needs and interests and is not helping to raise their attainment.

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Main findings

Leaders and managers and the governing body have been too slow to address weaknesses because the evaluation of the school’s performance has been too optimistic. Expectations of all pupils’ performance are too low and actions to raise pupils’ attainment have not been successful. The impact of actions taken to improve the school is not evaluated effectively enough against clear success criteria. In partnership with the local authority, the school has recently established rigorous systems to improve the quality of teaching and pupils’ academic outcomes. The effects of these are not yet evident.

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What does the school need to do to improve further?

 Improve the quality of teaching and thus raise pupils’ attainment and achievement in all subjects, and particularly in writing, by: - making sure pupils know precisely how well they are doing in their work and know what to do in order to improve it - improving teachers’ lesson planning and the use of adult support to ensure that the abilities and interests of each pupil are met - providing sufficient challenge in lessons to ensure that pupils achieve as well as they should.

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What does the school need to do to improve further?

 Improve the leadership and management of the school by: - taking effective measures to monitor and improve the quality of teaching - improving the effectiveness of monitoring and evaluation procedures to accurately measure the impact of the school’s actions - raising expectations of pupils’ performance throughout the school - ensuring that the governing body challenges the school to address weaknesses and sustain improvement - rigorously applying systems and engaging with parents and carers to improve attendance.

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Outcomes for individuals and groups of pupils 4

Pupils take delight in lessons when they are busy, engaged and challenged. In one lesson observed, they concentrated their efforts while playing the guitar because they understood exactly what was required of them and their teacher held very high expectations of their performance. Similarly, in lessons where pupils are challenged to achieve their best, they flourish and enjoy learning. Consequently, in the most effective lessons pupils make good progress and raise their attainment. However, the pace of learning is inconsistent in too many lessons because pupils are not given work that is challenging enough and because too little is expected of them. Lesson planning does not focus sufficiently on addressing fundamental weaknesses in pupils' spelling, punctuation and grammar and in basic mathematics. By the time pupils leave school at the end of Year 6, their achievement is inadequate and attainment is

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Outcomes for individuals and groups of pupils 4

low. Support is not always planned carefully enough to ensure that help is readily available for pupils with special educational needs and/or disabilities and for those pupils who speak English as an additional language. As a result, they do not make enough progress.

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Outcomes for individuals and groups of pupils 4

Pupils enjoy raising funds for local and international charities. They are proud of their art work and are keen musicians. They have a sound understanding of how to live healthily and are keen to communicate with adults. Pupils’ behaviour is satisfactory. Their spiritual, moral, social and cultural development overall is satisfactory although students’ cultural development is a strength. This is because they respect and value people from different walks of life and share the school’s determination to tackle discrimination.

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Outcomes for individuals and groups of pupils 4

These are the grades for pupils' outcomes Pupils' achievement and the extent to which they enjoy their learning Taking into account: Pupils' attainment 1 4 The quality of pupils' learning and their progress 4 The quality of learning for pupils with special educational needs and/or disabilities and their progress The extent to which pupils feel safe 2 Pupils' behaviour 3 The extent to which pupils adopt healthy lifestyles 3 The extent to which pupils contribute to the school and wider community 3 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 4 The extent of pupils' spiritual, moral, social and cultural development 3

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How effective is the provision?

Examples of good quality teaching clearly demonstrate how progress can be accelerated to ensure pupils’ previous underachievement is reduced. Leaders recognise this and the best teaching is now being modelled and shared with other teachers. This is at an early stage and has not yet resulted in significant improvements in the quality of teaching. Planning to meet individual pupil's abilities and interests, good subject knowledge and high expectations characterise the better teaching. In most cases, however, the quality of teaching is not good enough to accelerate pupils’ learning because teachers' subject knowledge is insecure, especially when teaching writing, as tasks do not match pupils’ previous learning and assessment to support their learning is used inconsistently. Individual targets are not set and pupils are unsure of how they are progressing. They are also unclear about how to improve because the next steps they need to take in their learning are not

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How effective is the provision?

pointed out clearly. Teaching assistants are not sufficiently involved in planning lessons and, consequently, they are not always used to the best effect. For example, there were too many instances of where teaching assistants observed teachers introducing a lesson rather than being directly involved in pupils’ learning.

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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 The curriculum provides pupils with the opportunity to participate in enjoyable and interesting activities, particularly in ‘topic’ work. However, as yet, the curriculum does not build on pupils’ interests and abilities or sufficiently capture their enthusiasm. Opportunities to improve pupils’ basic skills in reading, writing, mathematics and in information and communication technology are missed because they are not planned systematically to focus on the individual needs of pupils.

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How effective is the provision?

The satisfactory quality of care, guidance and support for pupils is evident in this welcoming school. Pupils’ safety and well-being are central to the school’s aims. Pastoral support is carefully planned and pupils’ needs are acted upon by staff. Pupils who are most in need of additional support are thoughtfully and sensitively guided and nurtured. Systems to ensure regular attendance are developing and although attendance is rising, it remains low. The negative effect of low attendance on pupils' progress is not emphasised to parents and carers.

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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 4 The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships The effectiveness of care, guidance and support 3

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How effective are leadership and management?

Significant changes in staffing, particularly over the last year, have augmented leadership and management, although overall it remains inadequate. Most of these staff have been in post since September and it is too early to see the impact of their contribution to the school’s performance. Early indications, however, are that there is a concerted vision to improve performance. Success can be seen in the improvement in financial and resource management. However, pupils’ attainment and achievement remain too low because ambition is not embedded across the school and improvement has not been secured. Monitoring of the quality of teaching has not effectively resolved weaknesses. The inadequate achievement of pupils with special educational needs and/or disabilities and of those pupils learning English as an additional language, typify why the promotion of equality of opportunity and tackling of discrimination is inadequate. The governing body provides inadequate support

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How effective are leadership and management?

because it has not been sufficiently challenging about the pace of change. It is neither rigorous enough in monitoring the work of the school nor in challenging weaknesses in provision and outcomes.

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How effective are leadership and management?

The school has close relationships with parents and carers, although these are not yet having a positive effect on raising pupils' attendance. Commitment to community cohesion is most clearly evident in the school and in the local community where pupils and staff participate with community groups, for instance, to explore faith and culture. A community day was devoted to tackling ‘stereotypes’ and was supported by the local police officer. The school is part of a cohesive community where pupils feel very safe. The school’s contribution to the wider community is more limited. Procedures to safeguard children and pupils go beyond expectations. This is because of staff and the governing body's involvement in higher-level safety training and the guidance and support they provide to other schools. Partnerships with neighbouring schools, the local authority and community groups help to improve, for example,

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How effective are leadership and management?

pupils’ behaviour and the effectiveness of the Early Years Foundation Stage. Despite recent initiatives and support by the local authority, however, partnerships are not effective in improving pupils’ attendance, achievement and learning.

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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 4 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 3 The effectiveness of partnerships in promoting learning and well-being 4 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 3 The effectiveness with which the school deploys resources to achieve value for money

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Early Years Foundation Stage

The Early Years Foundation Stage ensures that children are well prepared for school life and so they settle down happily into the Reception classes. Teachers and teaching assistants work together effectively because they share clear expectations and benefit from the creation of smooth-running systems promoted by leaders and managers. They plan activities to provide children with a wide range of experiences and learning from role play to sophisticated art work. These activities are of better quality indoors because resources are more plentiful. Children make satisfactory progress and are beginning to develop their independence and self-reliance. This is because they are encouraged to experiment and are expected to behave appropriately. They have confidence in the adults who play and learn with them and all welfare requirements are met. Leadership is satisfactory with an appropriate focus on improving children’s literacy and numeracy skills. This is beginning to improve

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Early Years Foundation Stage

their writing as well as their use of language. Information from assessments of children’s learning is not used consistently to quickly target any underachievement.

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

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Views of parents and carers

Over half of parents and carers responded through the completed inspection questionnaires. Of these, the vast majority are happy with the school’s provision and all parents and carers indicated that their children enjoy school. These parents and carers also agree that the school helps to keep their children safe. A very small minority of parents and carers consider that unacceptable behaviour is not dealt with effectively. Inspectors evaluated the school’s procedures for managing pupils' behaviour and found them to be satisfactory. A small number of parents and carers had concerns about their children’s progress. Inspection findings show that pupils do not make sufficient progress.

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questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Highfield 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 147 completed questionnaires by the end of the on-site inspection. In total, there are 255 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 87 59 58 39 2 1 0 0 The school keeps my child safe 108 73 38 26 1 1 0 0 The school informs me about my child's progress 78 53 59 40 8 5 1 1 My child is making enough progress at this school 81 55 57 39 7 5 0 0 The teaching is good at this school 89 61 56 38 2 1 0 0 The school helps me to support my child's learning 85 58 55 37 6 4 1 1 The school helps my child to have a healthy lifestyle 89 61 52 35 5 3 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) 79 54 55 37 7 5 0 0

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questionnaire

The school meets my child's particular needs 79 54 60 41 6 4 0 0 The school deals effectively with unacceptable behaviour 73 50 57 39 10 7 1 1

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questionnaire

The school takes account of my suggestions and concerns 85 58 54 37 3 2 1 1

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questionnaire

The school is led and managed effectively 107 73 31 21 5 3 0 0 Overall, I am happy with my child's experience at this school 94 64 45 31 4 3 1 1

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

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Outstanding Good Satisfactory Inadequate

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

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Outstanding Good Satisfactory Inadequate

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Inspection of Highfield Primary School, Chorley, PR6 0SP

 Thank you for making us welcome when we inspected your school recently. We would especially like to thank the pupils who met with one of the inspectors. You were all very polite and the school has helped you to be kind and considerate. We found that you feel very safe in school.

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Inspection of Highfield Primary School, Chorley, PR6 0SP

We have also found that some important things need improving and have judged that the school needs special measures. This means that your school will get extra help to improve your education and inspectors will come back to check on the progress being made. We believe that many of you should do much better in your work and we know that you are capable of this.

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Inspection of Highfield Primary School, Chorley, PR6 0SP

We have asked school leaders and staff to help you to learn faster so that your work improves, especially in writing. We want all your lessons to be good so that you are challenged to achieve your best work. We have also asked school leaders and staff to look at your work regularly and check that you are learning enough and achieving as well as you can. You are keen to work hard and learn and you told us that you enjoy coming to school. Some of you, though, do not attend regularly enough. We would like all of you to work with your families and your school to help improve attendance.

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Inspection of Highfield Primary School, Chorley, PR6 0SP

Children in the Reception classes are welcomed into school and make satisfactory progress while they are learning and playing.

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Inspection of Highfield Primary School, Chorley, PR6 0SP

We hope you all continue to work hard and help school leaders and teachers to improve the school.

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Inspection of Highfield Primary School, Chorley, PR6 0SP

Marie Cordey 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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