Catton Grove Primary School

Age group 3–11 Inspection date(s) 1–2 December 2011 Inspection number 381764 Catton Grove Primary School Inspection report

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Unique Reference Number 134960 Local Authority Norfolk Inspection number 381764 Inspection dates 1–2 December 2011 Reporting inspector Judith Dawson

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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 3–11 Gender of pupils Mixed Number of pupils on the school roll 532 Appropriate authority The governing body Chair Ian Savory Headteacher Tim Lawes Date of previous school inspection 9 December 2008 School address Weston Road Norwich NR3 3TP Telephone number 01603 426728 Fax number 01603 426728 Email address office@cattongrove.norfolk.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 four additional inspectors. They observed 21 teachers teach 30 lessons. Meetings were held with groups of pupils, governors and staff and there were informal discussions with parents. They observed the school’s work, and looked at the schools’ data about pupils’ progress, plans for improvement, the monitoring of teaching and learning, procedures for safeguarding pupils and the range of strategies to support different groups of pupils. They also analysed 167 parental questionnaires.

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Introduction

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

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Introduction

 Are there any differences in the rate of progress between different groups of pupils, between subjects or between pupils who joined the school during Key Stage 2 and those in school from Key Stage 1?  What has been the impact of the school’s monitoring of teaching on pupils’ learning?  How successful is the school in involving pupils in taking responsibility for evaluating their learning and setting their own targets for improvement?

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Information about the school

The school is over twice the average size for primary schools. Almost half the pupils are known to be eligible for free school meals, which is significantly higher than average. The proportion of pupils with special educational needs and/or disabilities is above average, but there are fewer than average pupils from minority ethnic groups. Very few pupils learn English as an additional language. Slightly more pupils than average join the school other than at the usual time of entry. There is an independent children’s centre on the school site, which has recently been inspected. The school provides an additional afternoon nursery and a breakfast club. The school became a full primary school four years ago, having previously been a middle school. The school holds a wide range of awards, including Healthy Schools status, the Activemark and the Artsmark Gold Award.

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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 which is helping pupils successfully to overcome barriers to learning and become ambitious for their futures. Leaders, managers and the governing body have high aspirations for all members of the school community. Year group leaders and subject leaders take an active role in monitoring the work of the school, including teaching. Regular observations of lessons help teachers improve their practice and ensure teaching is good throughout the school. However, there has been less focus on how effectively pupils take responsibility for their own learning. The senior leadership team has a very clear knowledge of the rate of pupils’ progress, and intervention measures help address any social or learning issues. These measures have been particularly effective in helping pupils with social or emotional challenges to make rapid progress towards their targets.

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Main findings

Most children join the nursery with very low skills, knowledge and abilities for their age. By the end of Key Stage 2, attainment remains well below average but has been improving overall in recent years. However, the present Year 6 pupils are less competent in mathematics than in English. Pupils now in Year 2 have made rapid progress since joining the school and are working at levels close to average for their age. This is because the good provision for independent learning established in the Early Years Foundation Stage continues in Key Stage 1. A strong focus on reading has ensured pupils know how to identify the sounds that groups of letters make (phonics) to read unfamiliar words. Teachers provide good written guidance to help pupils improve their English, but they do not always give pupils enough time to respond to them. Pupils know what they need to do to attain the next level, but have few opportunities to evaluate their progress or set themselves personal challenges

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Main findings

for improvement. Teachers’ written advice in mathematics books is rare.

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Main findings

The school provides outstanding care, pastoral guidance and support for all pupils, ensuring pupils feel safe, are happy in their work, behave well and have a very good knowledge of how to take care of themselves. Rigorous measures to promote good attendance have resulted in falling absence rates, and the most recent statistics show that rates of attendance are now average. The relevant plans for improvement are based on astute self-evaluation. There has been good improvement in addressing the issues from the last inspection. These improvements, the rigorous monitoring of provision and outstanding engagement with parents and carers demonstrate the school’s good capacity for further improvement.

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

Please turn to the glossary for a description of the grades and inspection terms

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What does the school need to do to improve further?

 In order to raise attainment and accelerate pupils’ progress, especially in Key Stage 2:  focus the rigorous and regular observations of teachers’ practice more sharply on the impact on pupils’ learning  help pupils to evaluate their learning regularly and to set their own short- term targets for improvement  ensure pupils have time to respond to their teachers’ written advice  improve the quality of written advice and target-setting in mathematics so that pupils can see their progress and are clear about how to improve.

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Outcomes for individuals and groups of pupils 2

Pupils work hard and take a pride in their achievements. Most are eager to answer questions and express opinions although many struggle to express themselves clearly. Although pupils have made good progress throughout the school, because their starting point was so low, their attainment in English and mathematics is still well below average by Year 6. All pupils work well with their peers and are very keen to ensure fairness. In one lesson, for example, when working as a group to plan the content for information text, pupils in Year 2 successfully decided to take it in turns to write. In another lesson, Year 6 pupils worked together very well to identify the criteria for myths and to decide what natural event could have prompted the myth they had read. Pupils know what they are expected to learn and often decide how well they have completed their task, but this does not extend to a clear understanding of what they need to do to improve their work. Pupils with special

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Outcomes for individuals and groups of pupils 2

educational needs and/or disabilities make good progress towards their very specific targets, because they are supported well. For example, pupils who are taught in the ‘Sunshine Room’ make rapid progress in improving both their academic and social skills due to the very effective support they receive. Pupils with English as an additional language develop their English language skills rapidly, often with the support of web-based translations. New pupils settle in very quickly and make similar progress to their peers.

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Outcomes for individuals and groups of pupils 2

Pupils have a great deal of respect for each other and for adults. There have been no incidents of racist behaviour in recent years, and one pupil commented, ‘We are all the same underneath our skins.’ Many pupils have significant responsibilities in school which they carry out conscientiously. Pupils decide on their own class charters and the school council has its own action plan for improving the school. There have been some unusual but interesting contributions to the local community, such as a hair cutting weekend, to raise money for charity. Pupils have worked with the local council to produce a calendar of local places of interest. Although the school has links with schools in Spain and supports a school in Ghana, pupils’ understanding of different communities is more limited.

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

Please turn to the glossary for a description of the grades and inspection terms

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

Pupils thoroughly enjoy the wide range of sporting activities on offer and have an excellent understanding of how to maintain healthy lifestyles. Their Healthy Schools status and Activemark are well-deserved. The school council conducts spot checks on pupils’ packed lunches, reporting back to pupils, parents and carers. The ‘In Harmony’ project and many other opportunities for music and art, both in school time and in clubs, promote pupils’ self-esteem, skills and sense of achievement, which is reflected in the Artsmark Gold award. Pupils have a good understanding of moral and social issues and demonstrate empathy with others. They are making good progress in acquiring the skills they need for their futures, including information and communication technology. Although their skills in reading, writing with accuracy and at length and mathematics are still well below average by the end of Year 6, pupils are applying them effectively across the curriculum. Their knowledge of how

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

to improve their work to succeed in the future is satisfactory.

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

These are the grades for pupils’ outcomes

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Pupils’ achievement and the extent to which they enjoy their learning

Taking into account: Pupils’ attainment 1 The quality of pupils’ learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress

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contribute to their future economic well-being

Taking into account: Pupils’ attendance 1

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How effective is the provision?

Teachers have high expectations of the pupils and very good relationships with them. Most lessons progress at a good pace and are interesting. Teachers use their knowledge of pupils’ skills to make sure that the work they plan is achievable and challenging. Teachers and teaching assistants have a secure knowledge of how to teach phonics, especially in Key Stage 1, and so pupils’ progress has been rapid in this aspect of learning. Oral advice in lessons is good, helping pupils to correct misconceptions. Teachers and teaching assistants question pupils effectively, helping

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How effective is the provision?

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low

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

Please turn to the glossary for a description of the grades and inspection terms

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

them to extend their learning. Teachers set challenging targets for each pupil and regularly review pupils’ progress towards them. Resources are used effectively to aid learning, especially the interactive whiteboards. On rare occasions, wipe-clean individual boards are used for extended writing. This is later erased, devaluing pupils’ efforts and missing opportunities to measure improvement.

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

The curriculum is broad and balanced and there has been an additional focus on reading and writing recently to address pupils’ low attainment on entry to Year 1. The school is aware of the need to broaden pupils’ experiences and has made good use of a financial subsidy to provide a wide range of enrichment activities, including after-school activities, trips, visits and visitors to enhance the curriculum. There are good links between subjects to make learning relevant. Intervention strategies, including group support, individual tuition and support in the ‘Sunshine Room’ are used effectively and help pupils to consolidate and extend their learning well. Most pupils are taught appropriately in ability groups for mathematics, especially in Key Stage 2. Year group teachers plan their lessons together which ensures that pupils have opportunities to use their mathematical skills in other subjects.

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

Pupils receive outstanding care, guidance and support. Extremely well-informed staff have a deep commitment to supporting vulnerable pupils and their families. The school goes to great lengths to ensure that transition arrangements for these pupils are personal and give pupils confidence in their new schools as well as their move between classes. Outside agencies are fully involved in supporting pupils when needed. The school’s warm, welcoming environment provides a haven for pupils. A thorough and extensive curriculum for pupils’ personal, social and emotional development ensures that pupils have good social skills, take care of each other and themselves and have a well-developed understanding of right and wrong, fairness and social responsibility. In practice, the school has impeccable procedures for ensuring pupils’ safety and welfare. The school acts swiftly and decisively to keep pupils safe. Measures for promoting good attendance are very effective and pupils

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

These are the grades for the quality of provision

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The quality of teaching

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The determination of leaders and managers to improve pupils’ life chances has generated a rigorous programme to monitor the quality of the provision, especially teaching. Very clear points for improvement are identified and followed up. This

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

Please turn to the glossary for a description of the grades and inspection terms

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

ensures that the vast majority of teaching is good and some is outstanding. The senior leadership team recognises that pupils do not take enough responsibility for their learning so that they can play their part in accelerating their progress and learn the skills they need to excel. The governing body fully supports the school in its aims and fulfils its statutory duties. Recent appointments to the governing body have led to better monitoring and greater challenge to help drive the direction of the school.

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

The school maintains excellent engagement with parents and carers, and it provides outstanding support for families. There are staff specifically trained to help parents and carers negotiate complex procedures to get access to additional support. In addition, ‘cafes’ have been introduced through the school to help break down the barriers some parents and carers have because of their own experiences of school. The open door policy, with no appointments needed, is proving very effective in enabling staff to provide instant support or information. Attendance at events to engage parents and carers in their children’s learning is very high. The school seeks their views regularly. For example, they have been consulted about their views on changing the holiday pattern during the year. The excellent links with other agencies enables the school to respond swiftly to pupils’ needs. The school has links with an

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

outstanding school in London as part of its professional development and supports a local school with similar challenges. This is very much a community school. The building is used by a range of organisations and the community has access to the school grounds in the evenings and at weekends. There are very strong links with the church, children’s centre, local schools and students from the University of East Anglia and other colleges. Several pupils who have been excluded from other providers have been successfully integrated into the school. On a local level, community cohesion is very strong. The school is aware that it does not yet extend its links beyond the local community to ensure pupils have a good understanding of the diversity of British and world-wide societies.

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

All adults and pupils are valued in school and have equal access to all the school provides, without any discrimination or prejudice, although there is some unevenness in the rate of pupils’ progress throughout the school. The procedures for safeguarding pupils are extremely robust and are at the heart of the school’s work. Records of individual pupils’ support are very well maintained. Policies and other documentation meet statutory requirements.

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

These are the grades for leadership and management

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driving improvement

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

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

Please turn to the glossary for a description of the grades and inspection terms

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Early Years Foundation Stage

Many children join the nursery with knowledge and skills well below the expectations for their age. The school’s extremely good liaison with the children’s centre and with families ensure that children settle in quickly. Adults make regular assessments of children’s progress across all the areas of learning so that they plan activities to help them learn effectively. High-quality care and very effective links with a range of agencies ensure children are safe in school. As a result, children make good progress in all areas of learning. Those who have significant learning or social difficulties have good additional support in the ‘Sunshine Room’. The most recent children to leave the reception classes had made rapid progress in reading, due to a very strong focus on teaching phonics. Generally, however, very few children leave the Early Years Foundation Stage having achieved the early learning goals. Nevertheless, social skills

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Early Years Foundation Stage

are developed well and there is a good mix of adult-led and free-choice activities. The school’s strong focus on teaching children the skills they need in all nursery and reception classes is helping children to make good progress. There is a good range of inside and outdoor activities to stimulate children’s curiosity and learning. The new team leader is extremely effectively building on the good practice and there is a very strong team ethos and shared vision among all adults.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage

Taking into account: Outcomes for children in the Early Years Foundation Stage The quality of provision in the Early Years Foundation Stage The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

Parents and carers are overwhelmingly positive about all aspects of the school’s work and their children’s experiences. They value their partnerships with the school and the support their children receive. The inspection team found that the school’s engagement with parents and carers, including providing information about their children’s progress and responding to their views, is outstanding.

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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 Catton Grove 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 167 completed questionnaires by the end of the on-site inspection. In total, there are 532 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 127 76 36 22 3 2 1 1 The school keeps my child safe 109 65 53 32 0 0 3 2 The school informs me about my child’s progress 116 69 41 25 5 3 3 2 My child is making enough progress at this school 108 65 50 30 6 4 2 1 The teaching is good at this school 111 66 49 29 4 2 1 1 The school helps me to support my child’s learning 107 64 52 31 0 0 7 4 The school helps my child to have a healthy lifestyle 90 54 68 41 1 1 1 1 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) 91 54 61 37 3 2 4 2

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Total % Total % Total % Total %

The school meets my child’s particular needs 94 56 63 38 3 2 2 1 The school deals effectively with unacceptable behaviour 95 57 66 40 0 0 1 1 The school takes account of my suggestions and concerns 99 59 55 33 7 4 5 3

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Total % Total % Total % Total %

The school is led and managed effectively 101 60 55 33 4 2 1 1 Overall, I am happy with my child’s experience at this school 115 69 47 28 3 2 2 1

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Total % Total % Total % Total %

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

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Grade Judgement Description

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

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9

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Type of school Outstanding Good Satisfactory Inadequate

Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.  The school’s capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

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

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carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

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Inspection of Catton Grove Primary School, Norwich, NR3 3TP

Thank you all very much for your warm welcome and help when we visited your school recently. We really enjoyed talking to you, looking at your work and watching you learn in lessons. We were impressed by your good behaviour and hard work. Well done. We also enjoyed listening to your music and watching your rehearsals for The Lion, the Witch and the Wardrobe. We are sure your performance will be a great success.

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Inspection of Catton Grove Primary School, Norwich, NR3 3TP

You are members of a good school, where you are taught well and have lots of interesting things to learn about. You make good progress during your time in school, but by the time you leave school at the end of Year 6, some of you do not reach the standards expected of your age. We have asked those in charge of your school and your teachers to help you judge for yourselves how well you are learning and to help you set your own targets. This will help you to take more responsibility for your learning. We noticed that, although teachers write things that will help you to make your work better in your English and progress books, they did not give you enough time to take their advice. We have asked your teachers to make sure that you can respond to their comments. We have also asked them to write comments in your mathmatics books so that you can see how you improve over time.

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Inspection of Catton Grove Primary School, Norwich, NR3 3TP

Your school takes extremely good care of you and has excellent relationships with your families. Teachers help each other to be even better at their jobs. When they do this, we have asked them to look at how well you are learning and taking responsibility for improving your work. We hope that your skills in organising and improving your learning will stand you in very good stead for your futures and help you to achieve your ambitions.

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Inspection of Catton Grove Primary School, Norwich, NR3 3TP

We all wish you the very best for your futures and a very Merry Christmas.

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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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