Roundwood Primary School

Age group 4–11 Inspection date(s) 1–2 December 2011 Inspection number 378063 Roundwood Primary School Inspection report

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Unique Reference Number 110228 Local Authority Buckinghamshire Inspection number 378063 Inspection dates 1–2 December 2011 Reporting inspector Marion Wallace

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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 155 Appropriate authority The governing body Chair Peter Smith Headteacher Allan East Date of previous school inspection 18–19 June 2009 School address Church Street Gawcott MK18 4HY Telephone number 01280 813066 Fax number 01280 813066 Email address office@roundwood.bucks.sch.uk achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked

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after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by three additional inspectors. They observed 12 teachers in 20 lessons and held meetings with parents and carers, groups of pupils, members of the governing body and staff. Inspectors observed the school’s work and looked at its improvement plan and those for subjects, the minutes of governing body meetings, assessment information and curriculum planning. In addition, they carried out a scrutiny of pupils’ work and analysed 69 questionnaires received from parents and carers and questionnaires from all staff and older pupils.

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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 provision and progress made by pupils in mathematics at Key Stage 2.  The progress of more-able pupils.  The provision made for individual pupils with special educational needs and/or disabilities and the progress they make, given that outcomes have been variable within this group.  The consistency in teaching and learning throughout the school and the effectiveness of transition from one site to another.

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Information about the school

Roundwood is a small primary school situated on two sites two miles apart in the villages of Gawcott and Tingewick. In 2007 the infant schools in Tingewick and Gawcott amalgamated to become Roundwood Primary School. 2010 was the first year with Year 6 pupils. Most pupils are White British, a very small minority are from minority ethnic groups and a few are Romany or Gypsy. The percentage of pupils who speak English as an additional language is below average and no pupils are in the early stages of learning English. The percentage of pupils with special educational needs and/or disabilities is below average, although the proportion with a statement of special educational needs is above average. Their main needs relate to learning and physical difficulties. The proportion of pupils known to be eligible for free school meals is average. Early Years Foundation Stage provision is in the Reception class. The headteacher has been in post since September 2011. There is a

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Information about the school

pre-school on the Tingewick school site. This provision is not managed by the governing body and is inspected separately. 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

Roundwood is a good school. Pupils achieve well in both their academic and personal development. Parents, carers and pupils appreciate the good quality care and exciting learning opportunities. One parental comment summed up the views of the vast majority: ‘We are delighted our children attend such a friendly, caring school where they are encouraged to enjoy learning. The children love going to school and they make good progress.’ Pupils were equally positive. One pupil spoke for many when saying, ‘School is fun, we like learning and the way the teachers teach us, work is interesting.’

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Main findings

These are the key strengths of the school.  Children settle into the Reception class extremely well and make good progress in all areas of learning because induction for parents and carers and their children is effective.  Good teaching enables pupils to make good progress as they move through the school. Many parents commented on the dedicated staff.  Attainment in English, mathematics and science is above average. Pupils achieve very well in music and information and communication technology (ICT).  Relationships between pupils and adults are strong and the school ethos is supportive; consequently, pupils make good gains in their personal development.  Pupils have an excellent understanding of how to keep themselves safe and how to lead healthy lifestyles. Older pupils plan and lead whole-school ‘Wake and Shake’ lunchtime activity sessions extremely well.  The vast majority of pupils enjoy coming to school and this is reflected in rising

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Main findings

attendance levels.  Pupils’ behaviour around the school is exemplary and pupils are polite and highly considerate in lessons.  Care, guidance and support are strong, so pupils are enthusiastic learners who have a mature attitude to their work. The school supports vulnerable pupils very well.  Pupils enjoy the curriculum. Provision for music is a particular strength. Parents and carers appreciate specialist teaching and the good opportunities for pupils to sing in the school choir and play musical instruments such as the African drums.  The headteacher and senior management team are good role models who lead the school effectively and have a clear vision for its future improvement. They 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

are appropriately supported by the governing body.  Good links with parents and carers support pupils’ learning well. Parents particularly appreciate the informative newsletters and the improved communication this year.  Well-developed links with the local community and external agencies contribute effectively to pupils’ learning and their well-being.

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Main findings

These are the key areas for improvement which remain.  Promotion of community cohesion is strong within the school and local community; it is less well developed at national and global level. Pupils’ understanding of diversity in United Kingdom is not as strong as other areas of their cultural development.  The challenge to extend more-able pupils is not always consistent and teachers sometimes miss opportunities to stretch pupils to achieve well.

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Main findings

A continual drive for improvement is underpinned by effective systems for evaluating the strengths and further areas for development of the school. The school’s good organisation and strong, shared vision underpin its good capacity to continue moving forward.

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What does the school need to do to improve further?

 Improve the school’s promotion of community cohesion by enhancing the current provision and pupils’ understanding of others with differing backgrounds and beliefs by developing links with contrasting schools elsewhere in the United Kingdom.  Ensure all teachers challenge more-able pupils consistently in every aspect of their work.

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Outcomes for individuals and groups of pupils 2

From starting points that are broadly at the levels expected for their age, children make good progress throughout the school. By the time they leave their attainment is above average in English, mathematics and science. Lessons are well planned and good relationships contribute to a positive climate for learning. Pupils are provided with good opportunities to solve problems and to think for themselves. Literacy, numeracy and information and communication technology skills are used well in other subjects. These good outcomes contribute well to pupils’ future economic well- being.

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Outcomes for individuals and groups of pupils 2

Pupils enjoy writing; they take a pride in their work and presentation is good. Excellent teaching in Year 6 enabled pupils to understand the style and implications of writing formal letters. They were challenged to write a letter from the head of leisure to a member of the public who had complained about too many children using the park and too many dogs without leads. They all learnt to use language and punctuation effectively. More-able pupils were challenged successfully to use 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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Outcomes for individuals and groups of pupils 2

semicolons to enrich their writing. One pupil wrote, ‘Dog owners should be able to take their dogs to the park to exercise them; exercise is crucial.’ Similarly, Year 2 pupils made good progress writing a Caribbean poem, showing good understanding of rhythm and rhyme. One more-able pupil wrote, 'One by one, one by one. Waves are crashing in the sun. Three by three, three by three. Boats are sailing in the sea.’ Pupils with special educational needs and/or disabilities make the same good progress as their peers because they are well supported by teaching assistants, and most teachers target questions skilfully to enable them to fully contribute to the learning in the lesson.

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Outcomes for individuals and groups of pupils 2

The progress pupils make in mathematics at Key Stage 2 is good. More-able pupils made excellent progress in both a Year 4 and a 5 mathematics lesson because expectations and pace were extremely clear and pupils rose to the expectations. Year 4 pupils made excellent progress using their mathematical knowledge solving real-life problems. In the satisfactory lessons pupils did not make good gains in their learning because the pace was less swift and expectations were not as clear.

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Outcomes for individuals and groups of pupils 2

Pupils’ spiritual, moral, social and cultural development is good. Pupils show strong ability to reflect about issues facing them. Even though they have limited factual knowledge of other cultures they strongly uphold values such as tolerance and kindness to others, whatever their background. They thoroughly enjoy arts subjects and reach very high standards in singing and music. Pupils show real concern for the environment and suggest what could be done to make the world a better place. Older pupils show good levels of responsibility as ‘Playground Monitors’ as they look after playground equipment. Pupils learn to make a positive contribution to their school and local and global community by raising money for charities. However, their depth of understanding of other cultures is hindered because opportunities to link with schools in different locations within the United Kingdom are less well developed.

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Outcomes for individuals and groups of pupils 2

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

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Outcomes for individuals and groups of pupils 2

The extent to which pupils develop workplace and other skills that will 2

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Outcomes for individuals and groups of pupils 2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low 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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Outcomes for individuals and groups of pupils 2

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?

The majority of lessons observed during the inspection were good. A few were satisfactory or outstanding. In the better lessons teachers use assessment information well to plan interesting work. Teachers use questions effectively to check pupils’ knowledge and understanding and pupils enjoy well-planned opportunities to evaluate their own learning and that of others. Older pupils know what level they are working at and most can identify what they have to do to improve. Pupils with additional needs are well supported by teaching assistants in class and small groups so they make good progress. Inspectors found that more-able pupils were challenged extremely well in lessons where teaching was good or better, but in satisfactory lessons such opportunities were often missed and progress dips. Although marking overall is good, teachers do not always identify the next steps clearly enough.

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How effective is the provision?

A strong personal and social education assists pupils’ good personal development, especially their social and moral development. Pupils enjoy the curriculum and this contributes to their enthusiasm for learning. The curriculum is well planned but is not always closely matched to the needs of the more able pupils in some classes. Literacy, numeracy and information and communication technology skills are used well to support learning in other subjects. Year 6 pupils used literacy skills well to write Queen Victoria’s diary notes. One pupil wrote, ‘Today was the saddest day of my life. God was very cruel. My beloved Albert was taken away from me.’ Pupils’ good quality tapestry work showed a well-developed understanding of the skills involved to create the Bayeux Tapestry. Specialist teaching in music is extremely well organised and this contributes significantly to the high standards achieved. Curriculum enrichment is very good and the wide range of visits, clubs and activities

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How effective is the provision?

The school’s caring ethos results in happy pupils who enjoy school life. All adults are good at ensuring children and their families get the best from learning. The school works effectively with external agencies to support pupils with special educational needs and/or disabilities. Induction and transition arrangements for children entering the school in the Early Years Foundation Stage and when moving from one school site to another and on to other schools are good. The school gives sensitive support to its pupils with special educational needs and/or disabilities and those whose circumstances make them vulnerable. Good links with families who do not always ensure good levels of attendance are contributing to the improving attendance levels. 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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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?

Although he has only been in post since September the headteacher has made an impressive start. Parents and carers, staff and pupils say they all feel the school is developing very well under his superb leadership. His enthusiasm is reflected in the senior leaders, who together demonstrate strong drive and ambition to take the school forward. The headteacher is experienced and has a clear vision. He has an accurate view of teaching and all leaders have a thorough understanding of the strengths and weaknesses of the school. The school’s provision and outcomes for mathematics are rapidly improving. Tracking of progress over time is thorough and senior leaders quickly identify any dips and develop sensible strategies and interventions to promote improvement. All staff are committed to providing each pupil with the best possible education. Equality of opportunity and the elimination of discrimination are pursued well. The school tackles any form of discrimination

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How effective are leadership and management?

decisively and deploys its resources well, particularly to provide extra support and intervention for pupils who may face barriers to learning. As a result, although in a few lessons the most able achieve less well than others, there are no significant gaps in the progress made by different groups of pupils.

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How effective are leadership and management?

The governing body ably supports staff in their work to improve the school. They have recently become more skilled at challenging the school and are beginning to be more proactive in checking for themselves how well the school is doing. All managers work very well together as a team and have been involved in monitoring their areas of responsibility effectively. Close partnerships with the local schools and local authority have a positive impact on pupils’ outcomes.

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How effective are leadership and management?

All safeguarding procedures and checks on adults are thorough; governors monitor the site and procedures rigorously. Appropriate developmental areas to improve further the effectiveness of the school are clearly identified in the school improvement plan. The school has audited the way it promotes community cohesion. It is well aware that while pupils have a strong understanding of the immediate area and do a great deal to help the local community, they have few opportunities to mix with people from other cultural backgrounds.

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How effective are leadership and management?

These are the grades for leadership and management 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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How effective are 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 2 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 3 The effectiveness with which the school deploys resources to achieve value for money

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Early Years Foundation Stage

Children achieve well in the Reception class in all areas of learning, and overall standards are above average when they enter Year 1. Relationships are strong and consequently children make good progress in their personal, social and emotional development. Behaviour is excellent. Children’s speaking and communication skills develop well because teachers encourage them to respond to individual questions and to talk about their ideas. Children make good progress learning to link sounds to letters and words and to write. More-able children write simple sentences with capital letters and full stops. One child wrote, ‘A big bag of fish and chips.’ Personal aspects of care and welfare are good, and this contributes to a very positive start. Staff provide interesting activities and children have good opportunities to learn both through activities led by adults and those they choose for themselves. Effective

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Early Years Foundation Stage

teaching, good links with parents and carers and well-planned induction arrangements contribute successfully to children’s enjoyment of school. The outdoor area is being developed well to engage and interest children in learning, but resources to specifically support communication, language and mathematical development outdoors are less well developed. Most activities are fun and challenging. For example, children made good progress developing their awareness of time. More-able pupils enjoyed using stop watches to time and record how long it took each other to run around the cones, while others used sand timers to check how long it took to toast, butter and eat a slice of bread. They learnt that one minute to eat the toast was faster than three minutes to toast and butter it. Children with special educational needs are well supported and make the same progress as their peers. The provision is led and managed well.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage 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

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

Most parents and carers who returned questionnaires are happy with the school and feel it is welcoming and friendly. The very large majority say that their children enjoy attending and that they make good progress. Parents and carers regard the school as caring and supportive and say the staff are approachable. They identified a number of strengths, including the after-school activities, the teachers and senior leaders, music and the care their children receive. Most felt that the school meets individual needs well and they are equally well informed about their child’s progress.

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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 Roundwood 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 69 completed questionnaires by the end of the on-site inspection. In total, there are 155 pupils registered at the school.

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Responses from parents and carers to Ofsted’s questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 61 88 8 12 0 0 0 0 The school keeps my child safe 59 86 10 14 0 0 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The school informs me about my child’s progress 48 70 21 30 0 0 0 0

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Responses from parents and carers to Ofsted’s questionnaire

My child is making enough progress at this school 46 67 21 30 1 1 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The teaching is good at this school 54 78 14 20 0 0 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The school helps me to support my child’s learning 51 74 17 25 0 0 0 0 The school helps my child to have a healthy lifestyle 48 70 20 29 1 1 0 0

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Responses from parents and carers to Ofsted’s questionnaire

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) 44 64 22 32 0 0 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The school meets my child’s particular needs 51 74 17 25 1 1 0 0 The school deals effectively with unacceptable behaviour 41 59 24 35 2 3 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The school takes account of my suggestions and concerns 41 59 27 39 0 0 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The school is led and managed effectively 53 77 14 20 0 0 0 0

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Responses from parents and carers to Ofsted’s questionnaire

Overall, I am happy with my child’s experience at this school 59 86 10 14 0 0 0 0

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Responses from parents and carers to Ofsted’s 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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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 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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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 pre viously. 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 Roundwood Primary School, Gawcott MK18 4HY

Thank you all very much for welcoming us to your school. We thoroughly enjoyed talking with you and your teachers. We will remember how polite, considerate and how extremely well you all behaved. Your African drumming and singing is excellent. You and your parents and carers told us that Roundwood is a good school, and we agree. These are the things we found that your school does well.

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Inspection of Roundwood Primary School, Gawcott MK18 4HY

 You get off to a good start in the Reception class and make good progress through the school because teaching is good. You reach above-average standards by the end of Year 6.  You all enjoy learning and your attendance is improving.  Your behaviour is exemplary and you have excellent awareness and knowledge of how to keep yourselves safe.  You really enjoy and benefit from the many activities, clubs, visits and visitors.  Your school cares for you a lot and teaches you how to be really healthy and to care for others. You have an excellent knowledge of how to keep yourselves healthy.  There are good opportunities for you to take responsibility, evaluate your own work, help others and contribute to helping your school improve even more. The Playground Monitors do a great job helping others.  Your headteacher and senior teachers work well together and lead the school well. All the staff work effectively together as a team to make sure that

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Inspection of Roundwood Primary School, Gawcott MK18 4HY

Roundwood is a safe and secure, fun place to learn.

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Inspection of Roundwood Primary School, Gawcott MK18 4HY

There are two things we have asked the staff and the governing body to improve.

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Inspection of Roundwood Primary School, Gawcott MK18 4HY

 Make sure that your teachers make links with other schools very different to yours in the United Kingdom and abroad so that you can learn more about different cultures and religions.  We would like all your teachers to plan more rigorously for those of you who find work easy and need more challenge.

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Inspection of Roundwood Primary School, Gawcott MK18 4HY

Thank you for a very enjoyable and memorable visit to your school and best wishes for your future. You can all help by continuing to work really hard.

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Inspection of Roundwood Primary School, Gawcott MK18 4HY

Yours sincerely Marion Wallace 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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