Thornton Hough Primary School

Thornton Hough Primary School Inspection report

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Age group 4–11 Inspection date(s) 6–7 December 2011 Inspection number 377160 Unique Reference Number 105015 Local authority Wirral Inspection number 377160 Inspection dates 6–7 December 2011 Reporting inspector Diane Auton

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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 161 Appropriate authority The governing body Chair Andrew Booth Headteacher Alison Kershaw Date of previous school inspection 10 January 2007 School address St George's Way Thornton Hough Wirral CH63 1JJ Telephone number 0151 3363427 Fax number 0151 3363947 Email address schooloffice@thorntonhough.wirral.sch.uk achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children's services, and inspects services for looked after

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children, safeguarding and child protection.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.

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

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Introduction

This inspection was carried out by three additional inspectors. The inspectors visited 12 lessons and observed nine teachers in their classrooms. They held meetings with members of the governing body, staff, groups of pupils and parents and carers. They observed the school's work and looked at a range of documentation, including pupils’ progress and attainment data, the school’s planning documents, policies, procedures and records and documentation related to safeguarding pupils. They reviewed information provided by parents and carers in 62 completed questionnaires. They also took into account the views pupils in Key Stage 2 and staff expressed in the questionnaires they returned.

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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 progress made by more-able pupils in Key Stage 1.  The effectiveness and impact of leaders and managers at all levels in ensuring brisk rates of progress for all learners.  The impact of leadership in ensuring consistency in the quality of teaching across the school, with particular reference to Key Stage 1.

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Information about the school

The school is slightly smaller than most other primary schools, although it has increased in size since its last inspection. The proportion of pupils known to be eligible for free school meals is well below average. The proportion with special educational needs and/or disabilities is below that usually found. Most pupils are from White British backgrounds, with a very small proportion from minority ethnic backgrounds.

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Information about the school

Since its previous inspection the school has renewed its Healthy School status. It has also gained the Activemark. Before-and after-school care clubs are provided on site by an independent company. These provisions are subject to separate inspection by Ofsted and reports are available on the Ofsted website. 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 an outstanding school. Very effective leadership has ensured continuous and ongoing improvements, enabling the school to sustain and build on its history of high achievement. Pupils thrive in an environment where every child is known, cared for and valued, and this is helping them to achieve excellence in both their personal and their academic development.

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Main findings

Most children join the Reception class with the level of skills that are expected for their age. From a flying start in the extremely effective Early Years Foundation Stage, pupils goon to reach high levels of attainment by the end of Year 6. This has been a consistent picture for the last five years.

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Main findings

The high overall quality of provision, including excellent teaching and a vibrant curriculum, is a key contributory factor to pupils’ outstanding achievement. Pastoral care is excellent, relationships are very supportive and the school has a well- developed family ethos. Pupils told the inspection team that, ‘All the staff care about us; they keep us safe and are always kind.’ The school is highly inclusive and pupils with special educational needs and/or disabilities are enabled to make the same excellent progress as their peers. Partnerships with local secondary schools and with the nearby City Learning Centre are exceptionally strong and contribute significantly to enhancing provision in the school in technology, music, modern foreign languages and many other areas of the curriculum.

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Main findings

The headteacher provides clearly-focused strategic leadership. Supported by an effective deputy headteacher, she has created a very strong team ethos, with a clear focus on continuous school improvement. Very effective subject leaders contribute strongly to taking the school forward. Leaders are not complacent. The school usually measures success against highly aspirational targets. Areas for development and improvement are clearly and correctly identified and the school takes appropriate actions to address them. For example, although the vast majority of pupils reached the nationally expected levels at the end of Year 2 in 2011, the proportion reaching the higher levels was only average. The school was not satisfied with this, recognizing that it did not match the substantial proportion reaching the higher levels at the end of Key Stage 2. This issue has been addressed very decisively in the current year by strengthening provision in Key Stage 1 and by close

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Main findings

monitoring of outcomes for more-able pupils. Although this is still a work in progress, early signs of improvement are already apparent and inspection evidence shows pupils are making excellent progress in Key Stage 1 and in Year 3. Extremely accurate self-evaluation is based on systematic monitoring and rigorous assessment, with a clear analysis of need and outcomes. All these factors, together with the very many skills and talents of staff and leaders, including an extremely knowledgeable and effective governing body, combine to demonstrate that the school has outstanding capacity to continue to improve.

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What does the school need to do to improve further?

 Increase the percentage of pupils in Key Stage 1 that attain above the average level by the end of 2012, to match the proportion that attain highly at the end of Year 6 by more rigorously monitoring pupils’ progress against clearly defined targets for improvement.

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Outcomes for individuals and groups of pupils 1

Pupils’ attitudes to school are extremely positive. They are responsive learners, interested and absorbed in lessons, eager to offer their ideas in discussions, reflective and articulate. They collaborate productively when working with a partner or in a group. They listen carefully and see tasks through to completion and they are increasingly able to evaluate the quality of their own work with accuracy. Across the school, attainment is high. Evidence from assessment data for the last school year confirmed that progress was outstanding. Lesson observations and scrutiny of work in pupils’ books all confirmed that pupils across the school, including more-able pupils in Key Stage 1, are progressing at a brisk rate in the current term. Pupils with special educational needs and/or disabilities make excellent progress, as a result of the very well-targeted support the school provides for them. Pupils’ overall

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Outcomes for individuals and groups of pupils 1

achievement is excellent and this is matched by their interest and enjoyment in learning.

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Outcomes for individuals and groups of pupils 1

Pupils show an excellent understanding of issues around personal safety. They form very good relationships with each other and with the adults in school and they say they are confident help is on hand if they encounter any problems. Pupils and parents and carers strongly agree that school is a place of safety. Pupils participate enthusiastically in the range of activities provided to support their health, fitness and well-being. They enjoy taking responsibility, for example, as influential school councillors. They are enthusiastic fundraisers for charities at home and abroad. All of this, together with their excellent basic skills, contributes extremely well to preparing them for the next stages in their education. Pupils show a mature understanding of the sound moral values the school promotes and this is reflected in their excellent behaviour and considerate attitudes. Attendance is good overall, with a further rise

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Outcomes for individuals and groups of pupils 1

this term resulting from the school’s ongoing drive for improvement. 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 1 The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being Taking into account: Pupils' attendance 1 The extent of pupils' spiritual, moral, social and cultural development 2

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How effective is the provision?

The excellent quality of teaching is contributing very strongly to pupils’ learning and progress and to their personal development. Lessons are planned very well to take the range of learners’ needs into account and the pace of learning is brisk; this is helping pupils to progress very well in lessons. Imaginative teaching strategies are often used to very good effect, bringing learning alive for pupils. This was the case, for example, in a literacy lesson in Year 4, where pupils had the opportunity to develop their understanding of characters’ motivation in the story they had been reading, through taking part in a range of role play activities. This allowed them to question and challenge characters directly, with pupils taking turns to go into role. High-quality oral and written work resulted, with pupils totally absorbed in exploring why characters had behaved as they did in the story and eager to express well-

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How effective is the provision?

developed ideas in the writing session that followed. Regular and very effective assessment means that class teachers have a clear overview of progress and this helps them identify pupils who may be underachieving and those who require extra support. Focused support is timely and effective. Well- trained and skilled teaching assistants work in professional partnership with class teachers and contribute extremely well to all pupils’ learning and progress and particularly to that of pupils with special educational needs and/or disabilities.

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How effective is the provision?

The school’s rich and varied curriculum is supported very well by very good provision for information and communication technology. The school uses the International Primary Curriculum to excellent effect, bringing subjects together in topics and themes that are interesting, relevant and engaging for pupils. Learning activities provide appropriate challenge for pupils of all abilities, including the more-able; this is equally the case in both key stages. The curriculum is exceptionally well enriched by opportunities for pupils to develop skills in sports, the arts, especially music, and three modern foreign languages. A range of visitors and visits, including several residential trips, contributes very effectively to promoting pupils' academic, personal, social, health and citizenship education. Well-chosen support strategies for pupils

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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 with special educational needs and/or disabilities ensure they enjoy full access to learning and are included in everything on offer.

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How effective is the provision?

Pastoral care is excellent and the school works sensitively to support those pupils and their families whose circumstances potentially make them most vulnerable. This is helping to break down barriers to learning and progress that pupils occasionally encounter. Attendance and punctuality are promoted very effectively. Extremely effective links with several local secondary schools benefit pupils at transition to the next stage of their education and also contribute significantly to enriching the curriculum, with many examples of collaborative curriculum projects. The school works extremely well with a wide range of agencies that support pupils’ health, welfare, social and learning needs.

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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 1

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How effective are leadership and management?

Staff and the governing body wholeheartedly share the headteacher’s firm commitment to continuous improvement and her ambition to achieve the best possible outcomes for pupils. Staff at all levels, contribute very effectively to helping drive forward improvement initiatives. The school plans appropriate actions for ensuring that pupils’ high attainment is sustained and that their learning and progress are promoted very well. The information gained from regular and rigorous progress reviews is used extremely well to ensure appropriate levels of challenge and support in learning activities. Expectations are high and the use of individual learning targets is being developed very effectively. The school tracks the progress of more- able pupils in Key Stage 1, but has not yet set out a precise description of the improved attainment it expects from this group of pupils in the current year, against which to measure how well they are doing. The actively involved and exceptionally

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How effective are leadership and management?

well-informed governing body challenges and holds the school to account very effectively. A programme of continuous professional development contributes strongly to the high quality of provision, to ensuring consistency in teaching quality across the school, including in Key Stage 1, and to very positive outcomes for pupils.

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How effective are leadership and management?

Parents and carers appreciate all that is done to support their children’s welfare. Pupils benefit from the very effective partnership between home and school, which is supported by excellent communications, including regular newsletters, workshops, meetings and questionnaires. The school complies well with statutory requirements for safeguarding, health and safety and child protection, through well-managed procedures and an ongoing review of their effectiveness. Its promotion of equal opportunities and access to educational entitlement is mostly effective: the school is very inclusive; discrimination in any form is not tolerated. Work to ensure high attainment for more-able pupils in Key Stage 1, to bring them in line with similar pupils across the school, is progressing well, but is still at an early stage. The school contributes well to community cohesion through an extensive range of partnerships

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How effective are leadership and management?

in and beyond the community, and through a range of developing international links. Partnerships with other schools, including schools within and beyond the local authority area, are particularly beneficial in helping to support pupil’s personal and academic development. Partnerships with sports and music providers are very strong and contribute extremely well to pupils’ cultural and skills development and to their health and fitness.

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How effective are leadership and management?

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

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Early Years Foundation Stage

Children in the Reception class make excellent progress and develop very positive attitudes, becoming happy, interested learners. As a result, by the end of the year, most children are working above the expected levels for their age. All of the children, including the more-able, make excellent progress in relation to their starting points, because ongoing assessment is accurate, with the consequence that activities are extremely well matched to their individual learning needs. The quality of teaching is excellent and children are provided with an appropriate balance between activities they choose for themselves and those led by adults. This supports the development of independent learning skills very well. Assessment is informed by evidence gathered through observations of the children in their activities and staff use this information extremely well to help them plan the next steps in the children’s

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Early Years Foundation Stage

learning. The setting is very effective in identifying and supporting children with additional learning needs.

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Early Years Foundation Stage

Children interact well with each other and enjoy warm, trusting relationships with the caring staff; as a result, they grow in confidence, they are happy and secure and ready to learn. They settle quickly because induction procedures are sensitive and staff establish very positive relationships with parents and carers. Excellent communications keep them well informed about their children’s learning and progress and excellent advice and guidance are provided on how to extend and support learning at home. The setting is led and managed extremely well and very effective team work contributes strongly to positive outcomes for the children. Provision is monitored regularly and this supports ongoing improvements. Procedures to ensure children’s welfare are very good and meet all requirements. These are the grades for the Early Years Foundation Stage Overall effectiveness of the Early Years Foundation stage

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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

All of those who responded to the questionnaire said they agree or strongly agree that they are happy with their children’s experience at the school. Parents and carers who met with a member of the inspection team commented on how eager their children are to come to school each day and on their confidence in the staff team. They remarked on the very good home-school communications, saying how they appreciate the fact that the school consults them regularly through questionnaires and meetings. Their comments indicated that parents and carers place a high value on the school’s caring ethos and that they feel they are very well informed about their children’s progress and attainment. In the questionnaire responses, a few parents and carers raised issues about behaviour management. Inspectors observed behaviour in classrooms and around the school, had discussions with staff and pupils and reviewed behavioural records. Their findings are in the report.

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questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Thornton Hough 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 62 completed questionnaires by the end of the on-site inspection. In total, there are 161 pupils registered at the school.

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questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 53 85 9 15 0 0 0 0 The school keeps my child safe 54 87 6 10 0 0 1 2 The school informs me about my child's progress 46 74 14 23 2 3 0 0 My child is making enough progress at this school 49 79 10 16 2 3 0 0 The teaching is good at this school 51 82 11 18 0 0 0 0 The school helps me to support my child's learning 48 77 12 19 2 3 0 0 The school helps my child to have a healthy lifestyle 42 68 18 29 2 3 0 0 The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 45 73 14 23 0 0 0 0

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questionnaire

The school meets my child's particular needs 44 71 16 26 2 3 0 0 The school deals effectively with unacceptable behaviour 41 66 15 24 5 8 0 0

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questionnaire

The school takes account of my suggestions and concerns 34 55 23 37 2 3 0 0

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questionnaire

The school is led and managed effectively 51 82 11 18 0 0 0 0 Overall, I am happy with my child's experience at this school 52 84 10 16 0 0 0 0

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questionnaire

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

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Grade Judgement Description

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

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Outstanding Good Satisfactory Inadequate

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

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Outstanding Good Satisfactory Inadequate

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

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Outstanding Good Satisfactory Inadequate

The data in the table above 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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to share with their children. It describes Ofsted's main

findings from the inspection of their school.

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Inspection of Thornton Hough Primary School, Wirral, CH63 1JJ

 Thank you for the warm welcome you gave the inspectors when we visited your school. As you know, we came to see how well the school is doing and how you are all getting on with your learning. We enjoyed our visit very much and it was lovely to meet you all.  We found that Thornton Hough Primary is an outstanding school and that it is a very happy place for you to learn in and grow together. Your education gets off to an excellent start in the Reception class and you successfully maintain the positive attitudes to learning that you establish there as you move up through the school. You are extremely well behaved and polite young people. Your attendance is good and is continuing to improve. You work hard in your lessons, enjoy your work very much and get on very well with each other and with the grown-ups in school. They look after you extremely well. They work very hard, too, to make sure that you are

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Inspection of Thornton Hough Primary School, Wirral, CH63 1JJ

provided with excellent teaching and a really interesting curriculum and you told us how much you enjoy your lessons. Because of all this, you are making excellent progress in your learning and your overall attainment is high.

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Inspection of Thornton Hough Primary School, Wirral, CH63 1JJ

This is something we have asked the school’s leaders to do, because we think it will help to make your school even better.   Make sure that more-able pupils in Key Stage 1 do as well as they possibly can, so that the proportion of Year 2 pupils who achieve Level 3 in assessments at the end of the summer term is at least above average in 2012.

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Inspection of Thornton Hough Primary School, Wirral, CH63 1JJ

You can help by continuing to do your best and by continuing to be happy learners.

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Inspection of Thornton Hough Primary School, Wirral, CH63 1JJ

With my very best wishes for the future,

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Inspection of Thornton Hough Primary School, Wirral, CH63 1JJ

Diane Auton 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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