Swinemoor Primary School

Swinemoor Primary School Inspection report

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Age group 4–11 Inspection date(s) 28–29 November 2011 Inspection number 381456 Unique Reference Number 132209 Local authority East Riding of Yorkshire Inspection number 381456 Inspection dates 28–29 November 2011 Reporting inspector Robert Jones

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

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Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 220 Appropriate authority The governing body Chair Jane Simpson Headteacher Leon Myers Date of previous school inspection 23 April 2009 School address Burden Road Beverley HU17 9LW Telephone number 01482 869247 Fax number 01482 874783 Email address swinemoor_head.primary@eastriding.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 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 observed teaching and learning in 12 lessons, taught by 10 staff, and held meetings with members of the governing body, staff and pupils. They observed the school's work, and looked at a range of documentation, including policies, the school improvement plan, records of pupils' progress and child protection documentation. The inspection team received and analysed 53 questionnaires from parents and carers, as well as a number of questionnaires completed by pupils in Key Stage 2 and by 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

 The quality of learning and the progress pupils make in Key Stage 1.  How well children develop their communication, language and literacy skills in the Early Years Foundation Stage.   How well pupils develop an understanding of cultures and faiths other than their own. 

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Information about the school

This is an average sized primary school. The proportion of pupils known to be eligible for free school meals is above average. The majority of pupils are of White British heritage. Very few pupils speak English as an additional language. More pupils than average have special educational needs and/or disabilities. The school holds various awards, including Healthy Schools status, the Sing up Platinum award and the Eco School gold award.

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Information about the school

There has been considerable turbulence in staffing over the past two years, with 16 staff either being redeployed or being made redundant due to a staffing surplus.

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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 improving rapidly, with significant areas of its work being outstanding. A first-rate curriculum, in which art and music feature highly, ensures learning is brought to life and becomes highly relevant for pupils. Consequently, pupils make comments such as, ‘I love all the interesting things we do, especially the visits that make our schoolwork real’.

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Main findings

Pupils' attainment in 2009 was well below average but has been rising rapidly to the point where it is now above average. Pupils make good progress overall and those with special educational needs and/or disabilities make outstanding progress. This is because the superb care, guidance and support systems in place ensure these pupils receive customised and prompt attention to their needs, which in turn, accelerates their progress. As a result of this high quality care, all pupils emphasise how very safe they feel from any threats of bullying or harassment. Pupils make outstanding contributions to the school and community, for example, by planting bulbs, and demonstrate an excellent understanding of how to lead fit, healthy lifestyles.

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Main findings

The quality of teaching is good overall. Pupils say how much they enjoy lessons and how teachers ‘go out of their way’ to make learning fun. However, there are inconsistencies in practice that are currently preventing the quality of teaching and learning rising to outstanding. For example, the quality of questioning varies across the school.

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Main findings

Accurate self-evaluation has ensured senior leaders have taken an uncompromising stance on raising achievement. The curriculum has been expertly developed to ensure it precisely meets the needs of pupils. Leaders ensure data are used well by teachers so they are able to modify teaching to meet pupils’ diverse needs. Within the space of two years, attainment has risen from below average to above average. Inspection evidence indicates that attainment is likely to rise further. These factors illustrate well the school’s good capacity to sustain its improvement.

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What does the school need to do to improve further?

 Further develop the consistency in the quality of teaching and learning so that it becomes outstanding by: - building in time during lessons for pupils to act upon and respond to the comments and advice they receive on their work - improving how teachers use questioning to challenge and extend pupils’ learning - maximising the opportunities in lessons for pupils to develop their speaking skills, particularly in the Early Years Foundation Stage and in Key Stage 1 - disseminating more widely the good practice that currently exists in the school.

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Outcomes for individuals and groups of pupils 2

Throughout the school day, there are ample opportunities for pupils to build their collaborative and team-working skills. This ensures they grow into considerate, confident, well behaved young people. In one mathematics lesson, for example, pupils made good progress in learning about units of measurement by measuring each other’s bodies. They make outstanding contributions to the school and wider community, for example, through singing in the excellent choir, running allotments and taking part in community arts events. Pupils show excellent understanding of how to lead healthy lifestyles through being sports leaders and organising lunchtime activities, such as the healthy tuck shop.

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Outcomes for individuals and groups of pupils 2

Pupils achieve well and enjoy school, which is reflected in their above average attendance. Children enter the Reception class with skills that are below those expected for their age. They make good progress and enter Year 1 with above average attainment. Over time, attainment has been rising at a faster rate in Key Stage 2 than in Key Stage 1. Inspectors found that good quality teaching is now leading to improved attainment in Key Stage 1 but that pupils’ weak speaking skills in the Early Years Foundation Stage and in Key Stage 1 are the main reasons why progress is slower. Overall, pupils make good progress in developing their communication skills, but there are sometimes missed opportunities for pupils, particularly in the Early Years Foundation Stage and Key Stage 1 to develop their speaking skills. Pupils with special educational needs and/or disabilities make outstanding progress. This is because good tracking of pupils’ progress ensures they

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Outcomes for individuals and groups of pupils 2

receive precisely the right amount of additional support for their needs.

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Outcomes for individuals and groups of pupils 2

Pupils’ spiritual, moral, social and cultural development is good. The excellent curriculum provides many opportunities for pupils to learn about cultures, religions other than their own, for example, through designing sari fabrics and exploring Mexican traditions.

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Outcomes for individuals and groups of pupils 2

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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The extent to which pupils feel safe 1

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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How effective is the provision?

In the majority of lessons, pupils are fully involved in their learning. Teachers question pupils skilfully and ensure that they answer in full sentences, which builds up their confidence and makes them think more deeply about the subject-matter. Time is given for pupils to practise and apply old skills as well as learn new ones. School data are used well by teachers to ensure pupils of all abilities are challenged effectively. Teachers have good subject knowledge, using information and communication technology (ICT) well to enhance pupils’ learning. However, the school recognises that there are inconsistencies in the classroom which are preventing the overall quality of teaching and learning from rising to outstanding. While the quality of feedback provided to pupils is of a high quality, time is not always built into lessons for pupils to act upon and respond to the comments and advice they receive on their work. Questioning occasionally does not challenge and

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How effective is the provision?

extend pupils learning fully, for example, when teachers only question those pupils who have their hands up or ask questions which require very brief responses.

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How effective is the provision?

A strong emphasis on developing the arts within the curriculum has underpinned improvements, particularly in literacy. As one pupil commented, ‘The best bit about this school is the literacy club because it lets your imagination run riot’. Furthermore, pupils develop their self-confidence in the very well-attended music groups and particularly as members of the excellent choir. A dedicated art room and gallery, along with teachers' very secure subject-knowledge have ensured that art work is of exceptional quality. Topics are brought to life through transforming areas of the school. During the inspection, the topic on the Second World War was enhanced through the erection of an air raid shelter, the display of artefacts from the war and Vera Lynn songs played throughout the day. An excellent range of visits and visitors to the school and numerous very well-attended extra-curricular activities contribute

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How effective is the provision?

Pupils with special educational needs and/or disabilities are identified early and an excellent package of support ensures their progress is outstanding. Targets and plans to support these pupils are meticulous in their detail. The assessment for these pupils, which measures very small steps in their progress, is also detailed. High- quality care provided for pupils whose circumstances may make them vulnerable is deeply embedded at all levels in the school, notably through residential visits which enable them to gain in confidence and independence. Consequently, these pupils are extremely well prepared for the next stage in their education. 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 his senior team lead with vision, energy and drive. Throughout the school, there is a palpable sense of shared responsibility and leaders have embedded ambition and driven improvements well. Target-setting for pupils is rigorous, with class teachers being held to account for the progress pupils make. The curriculum has been developed well to ensure it precisely meets the needs of pupils. Consequently, achievement is rising rapidly and the school is justifiably proud of the considerable progress it has made in a relatively short period of time. Middle leaders are relatively new to their posts and are developing their roles well. While the quality of teaching is good overall, the school is aware that the good practice that currently exists in the school now needs to be disseminated more widely to ensure there is consistency of practice. A good package of support from the local authority has

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How effective are leadership and management?

Safeguarding is good and is afforded high importance. The school site is safe and secure and the care for pupils whose circumstances may make them vulnerable is highly effective. Members of the governing body are a frequent presence in the school and receive high quality information from school leaders. This ensures the governing body holds the school to account well on matters relating to attainment and progress. The school promotes equal opportunities well with gaps between boys’ and girls’ attainment closing. Any harassment or bullying is tackled decisively which results in pupils feeling exceptionally safe in school. The school promotes community cohesion well, particularly through music and arts projects in the community and in collaboration with other schools.

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How effective are leadership and management?

These are the grades for the leadership and management

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driving improvement

Taking into account: The leadership and management of teaching and learning

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Early Years Foundation Stage

Children settle well into the Reception classes due to a good system of induction to the school and close working with parents and carers. Children quickly learn the social skills they need to succeed throughout their time at school. Children from different backgrounds play and learn happily together. The outdoor area is used well to extend children’s skills across all areas of learning. In the water area, for example, children learn about measuring quantities of liquids by filling different-sized milk bottles. Children make good progress across all areas of learning. Communication, language and literacy skills on entry to reception are well below expectations due to generally under-developed speech. Children’s reading skills improve as a result of good quality teaching of the links between letters and sounds and the use of drama. For example, children buzzed with excitement as they acted out the story of

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Early Years Foundation Stage

Goldilocks and the Three Bears, reciting the story as they acted. All staff contribute well to assessments of children’s learning. Planning across the areas of learning is of high quality. Good plans are in place to develop provision further for reception children, for example, by giving greater access to the outside area to the adjoining Key Stage 1 classroom so the Reception children can mix with older pupils.

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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 in the Early Years Foundation Stage

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Views of parents and carers

The overwhelming majority of parents and carers are supportive of the school’s work. Many made comments about the high quality care and support given to pupils and the excellent curriculum which engages and motivates them. The inspection findings endorse the very positive responses from parents and carers.

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questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Swinemoor 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 53 completed questionnaires by the end of the on-site inspection. In total, there are 220 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 40 75 13 25 0 0 0 0 The school keeps my child safe 37 70 16 30 0 0 0 0 The school informs me about my child's progress 31 58 21 40 1 2 0 0 My child is making enough progress at this school 37 70 16 30 0 0 0 0 The teaching is good at this school 37 70 16 30 0 0 0 0 The school helps me to support my child's learning 36 68 15 28 2 4 0 0 The school helps my child to have a healthy lifestyle 31 58 21 40 1 2 0 0 The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 28 53 22 42 3 6 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 30 57 23 43 0 0 0 0 The school deals effectively with unacceptable behaviour 30 57 20 38 3 6 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 26 49 25 47 1 2 1 2

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Total % Total % Total % Total %

The school is led and managed effectively 33 62 19 36 1 2 0 0 Overall, I am happy with my child's experience at this school 40 75 12 23 0 0 0 0

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Total % Total % Total % Total %

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

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Grade Judgement Description

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

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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 Swinemoor Primary School, Beverley – HU17 9LW

Thank you for the warm welcome you gave us when we came to inspect your school. You will be glad to hear that you go to a good school that is improving very quickly. Some things about it are outstanding (that is another of those ‘wow’ words that means ‘really, really good’). The school takes very good care of you, and those of you who need extra help make outstanding progress. Because of this, you told us that you all feel very safe. You told us about the very interesting things you do and how teachers bring learning to life. We were really impressed with the exhibition room, which helped you understand what life was like during the Second World War. You make fabulous contributions to the school and community and really know what it is that makes you fit and healthy.

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Inspection of Swinemoor Primary School, Beverley – HU17 9LW

Of course, there are always things that can be done to improve, so I have asked your headteacher to make sure all your lessons are equally good. For this to happen, a few things need to be done. First, to give you all time to read teachers’ comments carefully to help you improve your work. Second, to make sure all teachers ask you questions that really make you think hard. Third, to make sure you all have the opportunity to build up your speaking skills in lessons and finally, for teachers to work together so they are sharing good tips and ideas on how to teach great lessons.

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Inspection of Swinemoor Primary School, Beverley – HU17 9LW

You can all help by thinking very hard when a teacher asks you a question so that you are answering in full sentences. This will help your literacy skills. I wish you all the very best for the future.

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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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