St Giles' Church of England Primary School

Age group 4–11 Inspection date(s) 8–9 December 2011 Inspection number 378993 St Giles' Church of England Primary School Inspection report

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Unique Reference Number 115068 Local Authority Essex Inspection number 378993 Inspection dates 8–9 December 2011 Reporting inspector Cheryl Thompson

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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 Voluntary controlled Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 72 Appropriate authority The governing body Chair Penny Doe Headteacher Jinnie Nichols Date of previous school inspection 12 November 2008 School address Church Street Great Maplestead Halstead CO9 2RG Telephone number 01787 460481 Fax number 01787 462410 Email address admin@st-giles.essex.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 two additional inspectors. They observed six lessons taught by four teachers, two of whom were temporary teachers. The work of teaching assistants supporting small groups of pupils and individuals was also observed. Meetings were held with staff, parents, members of the governing body and groups of pupils. The inspectors observed the school’s work and looked at school evaluation documents, data on pupils’ progress, external monitoring reports and development planning. Responses from questionnaires completed by 56 parents and carers were analysed, as well as those from pupils and staff.

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Introduction

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

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Introduction

 Is attainment, especially that of boys, improving at the end of Year 2?  Does the school know what it needs to do to help pupils do even better in mathematics?

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Information about the school

This is a smaller-than-average school serving the village and surrounding area. Almost all pupils are of White British heritage. At two-fifths of the school roll, the proportion of pupils with special educational needs and/or disabilities is high. Within this high proportion there is a much higher-than-average proportion of pupils with a statement of special educational needs and/or disabilities. Very few pupils are known to be eligible for free school meals. Pupils are taught in three mixed-age classes, with children in the Early Years Foundation Stage taught alongside pupils from Year 1. There is a higher-than-average number of pupils who leave and join the school part- way through their primary education with approximately two-thirds of these pupils having special educational needs and/or disabilities.

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Information about the school

Since the last inspection, the number on roll has declined so that the school now has three classes, rather than four. Staffing difficulties have meant that there has been a turnover of teaching staff in one class. A permanent teacher for this class takes up post in January 2012.The proportion of pupils with special educational needs and/or disabilities has increased significantly. A new headteacher took over the school in September, 2010.

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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 school provides a satisfactory and improving education for its pupils. It has strengths in its provision for pupils’ personal development.

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Main findings

The headteacher has established an incisive understanding of the strengths and areas for improvement in the school’s provision. She has a clear vision and high aspirations for the school’s future which staff and the governing body share. School improvement planning is clearly focused on raising standards. The governing body is developing its role well and recognises that it needs to hold leaders and managers more fully to account for improving outcomes for pupils. The capacity to improve has been constrained by several factors. The reduction in the number of classes with resulting budget issues and changes of teaching staff have been barriers to promoting improvement in pupils’ learning in a consistent way.

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Main findings

Pupils’ attainment is broadly average. Their progress is satisfactory and improving. Pupils who have special educational needs and/or disabilities make similar progress to their peers. Pupils say they enjoy school, like their teachers and, especially, the range of school clubs. They make a good contribution to the school and local community. Older pupils are very keen to take on responsibility, for example, as buddies to the youngest children. Behaviour is satisfactory overall and improves as pupils move through the school.

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Main findings

Teaching is satisfactory. Its quality varies across the school because teachers are not always making the best use of their assessments to plan work to challenge all pupils. In mathematics, pupils are not provided with enough practical opportunities to consolidate their learning. The school has, correctly, identified the need to increase practical resources and make good use of them. Links with parents and carers are good and help them play an important role in such areas as helping with homework and ensuring high levels of attendance.

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Main findings

Good systems are used to identify groups or individuals whose circumstances may make them vulnerable. The increasing number of pupils joining the school with complex learning needs and statements of special educational needs takes up almost all of the special educational needs co-ordinator’s time. As a consequence, training for teaching assistants to enable pupils make good rather than satisfactory progress is not as frequent or as detailed as it needs to be. Pupils are known very well so any unhappiness or uncharacteristic behaviour is noted quickly and something is done about it. Pupils are very confident that they are safe at school and have a good

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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

understanding of how to keep themselves safe, fit and healthy.

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

Up to 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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What does the school need to do to improve further?

 Accelerate pupils’ progress and raise standards further through improving teaching and use of assessment to a consistently good level by:  using outcomes of assessment more precisely to set aspirational targets for pupils and to plan lessons to meet the needs of pupils of all abilities.

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What does the school need to do to improve further?

 Increase the effectiveness of the special educational needs co-ordinator by:  enabling the coordinator to monitor the work of teaching assistants working with pupils who have special educational needs and/or disabilities  using the outcomes of monitoring to provide training to increase further the impact of group work led by teaching assistants.

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What does the school need to do to improve further?

 Increase the rate of progress and raise standards further in mathematics by:  providing relevant and practical experiences to help pupils consolidate mathematical concepts  increasing the school’s resources for practical mathematical activities.

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Outcomes for individuals and groups of pupils 3

Attainment on entry to the Reception Year varies from year to year but it is generally around that expected for children’s ages. Attainment at the end of Year 6 is broadly average. School data, lesson observations and pupils’ books indicate that Year 2 attainment is broadly average and, even though there have been improvements, attainment in mathematics lags a little behind that in English. Inspection evidence indicates that boys and girls do equally well. Pupils’ progress from their starting points in Reception is satisfactory. The school’s tracking data indicate that more pupils are making good progress than in the past. The general pattern of progress until recently had been of pupils making variable progress until they reached Years 5 and 6 at which point they made good progress and caught up on previous slower learning. Inspection evidence indicates progress is good for Year 1, variable for Years

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Outcomes for individuals and groups of pupils 3

2 and 3 due to changes of teaching staff, and good in Years 4, 5 and 6. The school has worked very successfully to provide nurture groups to help small groups of boys manage their behaviour. Parents comment that behaviour in the school has improved considerably in the recent past. Inspection evidence indicates that pupils know the school’s expectations of their behaviour. For example, behaviour in the music assembly and practice for the Christmas production was excellent. However, in a few lessons and at lunchtimes particularly, not all pupils are consistently meeting these expectations, especially when they have to wait for a long

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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

time for their dinner. Pupils say they like school and demonstrate this with their high level of attendance. They work together well, as in a Year 4, 5 and 6 lesson where they pooled their ideas for a persuasive argument for or against whether it is ever right to go to war. Pupils have a good understanding of local culture through visits and visitors. Through studies of countries such as India, Years 2 and 3 have a good understanding of how culture affects how people choose to live their lives but this is not a consistent feature across the school. Older pupils take pride in being members of the school council or a house captain. They know their opinions are valued and believe that they make a difference to the school. They have a satisfactory understanding of their personal targets and what they have to do to improve further. For their ages, pupils have a good understanding of safety with medicines, safety

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

issues when using computers and always making sure friends or family know where they are. Pupils have a good understanding of what constitutes a healthy diet and how to keep themselves fit.

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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?

All lessons observed were securely satisfactory or good in terms of teaching and learning. The records of pupils’ work in books demonstrate that there are differences in the quality of provision due to staff changes which has an impact on pupils’ overall rate of progress as they move through the school. Lesson planning is detailed regarding the activities pupils are to undertake but, on occasions, there is insufficient detail to ensure that there is a clear understanding of what it is pupils are expected to have learned by the end of the lesson. Teachers always mark pupils’ work. They

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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

provide encouraging comments but are not routinely ensuring pupils know exactly what they have to do to improve their work, or providing them with time to do so. Teaching assistants are deployed effectively to support pupils with statements of special needs and/or disabilities. This support helps the pupils manage their behaviour, keeps them safe and promotes their learning satisfactorily. Teaching assistants working with small groups of pupils with learning difficulties help them to complete tasks similar to their peers. However, teaching assistants do not always have the skills to recognise precisely how they can help pupils learn even more effectively.

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

The curriculum provides the necessary opportunities for pupils to study subjects, topics and themes that will help them as they move through their education. A good range of clubs and sporting activities enriches the curriculum well. Pupils are proud of their recent sporting achievements in rounders and cross country competitions. Relationships within the school are good and teachers manage their pupils well. The care, guidance and support for groups or individuals whose circumstances may make them vulnerable are good. These pupils receive good, sensitive support and encouragement to ensure good self-esteem and confident participation in all school activities.

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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 changes in staffing are acknowledged by school leaders and members of the governing body as a limiting factor in the improvement of the school. This matches parents’ and carers’ concerns about their children’s education and progress. The headteacher, school staff and governing body are all focused on making sure the school is as effective as possible. Their work to this end has been related well to the wisely chosen improvement priorities but changes in staff have slowed the outcomes of this shared ambition. Nevertheless, the school has not stood still since the last inspection. As one parent wrote, ‘the school and children have come a long way in the last four terms and it has been a joy to watch the journey’. Pupils are very enthusiastic about the newly-created work and play areas. The appointment of a learning development leader to coordinate the provision for pupils with special educational needs and/or disabilities ensures that the provision for these pupils is

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How effective are leadership and management?

well organised and that parents always have a member of staff to contact when the special educational needs co-ordinator is not at the school. The promotion of community cohesion is good. The school has worked successfully to involve the local

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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

community; pupils talk enthusiastically about helping at the half-termly lunches for local people and being part of the ‘knitting circle’ of local helpers.

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

Safeguarding of pupils is good and is monitored rigorously by governors to ensure that risk assessments are thorough and completed, where necessary, for individual pupils.

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

The equality of opportunity for pupils to achieve well in both academic and personal matters is satisfactory. The changing profile of the school’s intake of pupils and increasingly diverse range of pupils’ special educational needs and/or disabilities, is being dealt with as well as is possible within the constraints of recruiting suitable support staff and the limitations of the premises. Strong partnerships with a wide range of agencies have a good impact on the specialised provision for groups or individuals whose circumstances may make them vulnerable as well as the support and information provided for their parents and carers. Recently established good partnerships with health professionals and the nearby children’s centre enable the school to provide regular ‘stay and play’ sessions for parents and their pre-school- age children.

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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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Early Years Foundation Stage

Provision and progress in the Reception class are a success story for the school. The provision has improved considerably since the last inspection as a result of good leadership and management. Staff are constantly evaluating the provision and making changes for the better. Very effective partnerships between teachers and teaching assistants benefit children, especially those whose circumstances may make them vulnerable, and promote their learning and well-being. Children are enthusiasts

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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

for learning, whether indoors or out and regardless of the activity. Children describe at length their exciting Forest School visits to Wiggery Wood. Early literacy and numeracy skills are taught well, and the teacher ensures that children have the time and opportunities to practise using these so that their knowledge is consolidated. For example, children were very keen to write to Santa in the role of a fairy tale character such as Baby Bear and were able to make a good attempt at asking for a ‘cosy bed’.

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

Good links with parents and carers ensure that they have plenty of information about what their children have been doing at school and how they can reinforce learning at home.

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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 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

There was an above average rate of questionnaire return. Parents and carers hold mixed views of the school. On one hand, many are pleased with its work, their children’s progress and the improvements brought about by the headteacher. A few, however, had concerns. The theme of staff turnover and its impact were the main concern. In fact, these concerns are shared by the headteacher and governing body. They recognise the need to deal with inconsistencies in provision and pupils’ progress and have recruited a full-time, experienced teacher from January 2012.

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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 St Giles' Church of England 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 56 completed questionnaires by the end of the on-site inspection. In total, there are 72 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 40 71 14 25 2 4 0 0 The school keeps my child safe 41 73 15 27 0 0 0 0 The school informs me about my child’s progress 30 54 20 36 5 9 1 2 My child is making enough progress at this school 27 48 20 36 4 7 4 7 The teaching is good at this school 31 55 19 34 5 9 0 0 The school helps me to support my child’s learning 26 46 23 41 7 13 0 0 The school helps my child to have a healthy lifestyle 23 41 28 50 3 5 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) 22 39 24 43 1 2 0 0

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Total % Total % Total % Total %

The school meets my child’s particular needs 34 61 17 30 5 9 0 0 The school deals effectively with unacceptable behaviour 25 45 23 41 5 9 0 0 The school takes account of my suggestions and concerns 25 45 21 38 7 13 1 2

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Total % Total % Total % Total %

The school is led and managed effectively 33 59 13 23 8 14 0 0 Overall, I am happy with my child’s experience at this school 35 63 15 27 5 9 0 0

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Total % Total % Total % Total %

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

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Grade Judgement Description

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

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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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2RG

Thank you all for welcoming me to your school and for sharing your thoughts and ideas about it. This helped me to make the judgements about your school, which is providing you with a satisfactory education. The best things are that:

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2RG

 you enjoy school and feel happy and safe  you are well looked after, particularly those of you who have particular needs  you make a good contribution to your school and local community.

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2RG

There are some key areas where the school can improve. I have asked your headteacher, senior leaders and governors to:

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2RG

 make sure that teaching is always at least good, and that your teachers always plan work to make you think hard so you make even better progress from your start in school to Year 6  help your teaching assistants know even more about how you learn so they can spot when you have difficulties with your work and help you overcome them  make sure you have more games and apparatus to use in mathematics lessons.

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2RG

You already make a good contribution to the life of the school. You are positive about learning and I was impressed with your excellent behaviour in your music assembly. Please will you all try to behave as well as that all the time, especially at dinner times and at play.

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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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