Brockton CofE Primary School

Age group 4-11 Inspection date(s) 7–8 December 2011 Inspection number 380659 Brockton CofE Primary School Inspection report

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Unique Reference Number 123463 Local Authority Shropshire Inspection number 380659 Inspection dates 7–8 December 2011 Reporting inspector Rodney Braithwaite

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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 66 Appropriate authority The governing body Chair Dawn Hanafin Headteacher Sue Relph Date of previous school inspection 10 July 2007 School address Brockton Much Wenlock Shropshire TF13 6JR Telephone number 01746 785671 Fax number 01746 785671 Email address admin.brockton@shropshirelg.net 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. Inspectors saw nine lessons or parts of lessons and observed four teachers. Meetings were held with senior leaders and representatives of the governing body, and with pupils and members of staff. They observed the school’s work, and looked at a range of documentation, including monitoring, self-evaluation records, policy documents, the school development plan, teachers’ planning, minutes of governing body meetings, external evaluations of the school and samples of pupils’ work. A range of documents and records were looked at in relation to the safeguarding of pupils, including case studies of potentially vulnerable pupils. Inspectors examined questionnaires returned by 34 parents and carers, 20 pupils and seven,members of staff. They also received a letter from a parent.

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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 consistency of attainment and progress across the school, especially in mathematics, with particular attention to the achievement of more able pupils.  The effectiveness of curriculum opportunities in helping pupils to improve their basic skills.  The effectiveness of leaders and managers at all levels in the school, including the governing body, and their impact on improving the standards and achievement of pupils.

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Information about the school

Brockton is a much smaller than average-sized primary school. All pupils are from White British backgrounds. The proportion of pupils with special educational needs and/or disabilities is below average, the largest group having dyslexia. There are no pupils known to be eligible for free school meals. The proportion of pupils joining and leaving the school at times other than the usual is above that seen nationally. The school has three mixed-age classes. The present headteacher took up post just over a year ago. The school provides breakfast and after-school clubs, which were included in the inspection. There is a privately run pre-school nursery on site on one morning a week, which is subject to a separate inspection. The school has Safer School accreditation and Healthy Schools status.

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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

Brockton Church of England Primary is a good school. It has much strength; the staff have excellent knowledge of the personalities and needs of all pupils, and provide excellent care and welfare for them. The school is led by a decisive and ambitious headteacher who is driven by the need for continuous improvement and development of innovative ideas for the school’s provision for its pupils. She is supported by a willing and enthusiastic team of teachers and staff and a ‘hands-on’ and challenging governing body. The school’s progress is accelerating after some inconsistencies in the past especially in the attainment and achievement of some pupils. There is now clear evidence of consistently above-average attainment in writing, reading and mathematics throughout all year groups. This applies to all pupils including particularly those who are more able where there has been underachievement in the past. Pupils with special educational needs and/or

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Main findings

disabilities make similarly good progress in their learning and personal development.

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Main findings

Pupils’ behaviour is exemplary and this is frequently noted by the general public. They show great enjoyment of school, have good attendance, and excellent attitudes to learning. They are fully involved in taking responsibilities and initiatives in school, and play an active part in the local community. They have an excellent understanding of how to keep healthy, which is strongly encouraged by the wide range of outdoor activities and sports provided by the school. Pupils are unanimous in saying that they are kept safe, and act safely in school. Parents and carers confirm this, engage very positively with the school, and strongly support school events and their children’s learning. Typical of the many positive comments made by parents is: ‘This is a wonderful school with a friendly atmosphere where parent involvement is encouraged which gives a great sense of community, and teachers and the headteacher are approachable and open’.

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Main findings

Teaching is consistently good because teachers have raised their expectations of what pupils can achieve, and more challenging but realistic targets are being set so that improved attainment is maintained. Teachers encourage independence and self- reliance even in the youngest pupils, and provide stimulating and exciting activities often based upon the environment around the school. However although the provision for literacy, numeracy and information and communication (ICT) across the curriculum is good, the excellent new resources for ICT in particular are not used consistently to benefit pupils’ learning. Teachers offer good advice to pupils through their marking and verbal comments. However this is not always followed up sufficiently effectively and some pupils remain uncertain as to how they are doing

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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

The school’s evaluation of its performance is realistic and accurate, and based upon a wide range of detailed evidence of solid progress. Members of the governing body play a full and active part in the evaluation of the school and have taken difficult decisions in the past; they are constantly involved in analysing the best ways forward for the school’s future. The success of school planning and recent improvements indicate a good capacity for future sustained improvement.

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What does the school need to do to improve further?

 Ensure that improvements in pupils’ progress and attainment in ICT accelerate further by:  giving pupils more opportunities to use good ICT resources across the whole curriculum.

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What does the school need to do to improve further?

 Ensure that pupils fully understand how they are doing in their learning, and their next steps by:  ensuring that teachers reinforce, both verbally and in marking, pupils’ understanding of how well they are doing  encouraging pupils to evaluate their own work and for teachers to carefully follow up pupils’ identified concerns or difficulties.

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Outcomes for individuals and groups of pupils 1

Children, most of whom begin school with the skills expected for their age, make good progress in their learning and personal development in their mixed-age class and this continues throughout Years 1 and 2. By the end of Year 2 their attainment in reading, writing and mathematics is above average. Pupils continue to achieve well in their next four years and as a result of good teaching many leave Year 6 with above average attainment in English and mathematics. After recent action by the school a number of more-able pupils are reaching their true potential and their attainment is high. This was observed in the Year 5/6 class when a group of pupils, enthusiastically, independently and successfully tackled some challenging problem solving in percentages and decimals which would normally be set for pupils several years older. Similarly pupils in Year 3/4 read challenging texts individually to the whole class with great expression and fervour. Occasional differences in the

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Outcomes for individuals and groups of pupils 1

performance of boys and girls have also been dealt with effectively. The progress of the small number of pupils with special educational needs and/or disabilities is good because they receive very well targeted support and interventions, often by competent and well-trained teaching assistants who show much care and sensitivity to their charges.

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Outcomes for individuals and groups of pupils 1

Pupils assert strongly that they are kept safe in school and that they also behave safely, ‘We have the ‘Safer Schools award.’ Their behaviour is excellent as are their very enthusiastic attitudes to learning. They enjoy talking about the school’s aims for

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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 ‘Be Smart’ which they are able to define accurately. Pupils have few concerns about bullying and describe ‘just a bit of kids’ name calling’. They are immensely proud of their good service to the school and local community. In addition to their fund-raising and contributions to the ‘Farmers’ Market’, they talk glowingly of the school ‘Ground Days’ when pupils set to work in the grounds. ‘We clear the bracken away ready for spring when the bluebells and snowdrops will burst through.’ They have an excellent knowledge of how to keep healthy, have gained Healthy Schools status, much appreciate their healthy school dinners, and are big supporters of the many sports clubs available to them. The non-stop encouragement to use their initiative, take on responsibilities and learn to be resilient indicates a good preparation for their future lives. Pupils’ spiritual, moral, social and cultural education

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

is outstanding and carefully based upon the school’s understanding of their needs, to develop personal values and respect the views and beliefs of others.

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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?

Teaching is good because teachers have a good understanding of the needs of their pupils and there is strong mutual respect between adults and pupils. Teachers’ expectations of what their pupils can learn and understand have risen and become more consistent across the school. Teachers and their assistants are careful to ensure that in mixed-age classes, the needs of every pupil are carefully aligned to their ages, their abilities and their prior learning. This was observed particularly in the youngest class where the teacher cleverly delivered a brief teaching session about number bonds which was tailored to the needs of three different year groups.

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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

Teachers’ questioning skills are good and encourage thoughtful and articulate answers from many increasingly confident pupils. Teachers are using assessment and tracking data more effectively than in the past to have a clear picture of pupils’ progress. Although teachers give verbal and sometimes useful written advice to pupils about their work, a few pupils remain uncertain about what they should improve. This also applies to their knowledge of how they are doing, because teachers do not always follow up the limited self-evaluation by pupils of their own learning.

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

The school provides a good and innovative curriculum which contributes to very positive outcomes in pupils’ learning and personal development. The school is markedly successful in providing many extra-curricular opportunities for pupils including camps and an overnight stop for the youngest as well as residential adventure trips to the coast of Ireland for the oldest pupils. Trips on the London Underground and a visit to the Cabinet War Rooms are remembered fondly by pupils in Year 6. The curriculum is personalised for the needs and interests of all pupils and the school is developing a wider range of opportunities for its gifted and talented pupils. Good partnerships with other local primary schools and especially the local high school are also helping to enrich curriculum opportunities. The use of literacy, numeracy and ICT is good but the school knows that this could be even more effective. The excellent new ICT resources are not yet being used to give

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

consistently regular opportunities to some pupils to develop their skills.

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

This is a very caring school where pupils’ needs are known by all; those in potentially vulnerable circumstances benefit from excellent provision and attention. Dedicated teaching assistants are to the forefront in providing effective and sensitive interventions for the benefit of pupils with special educational needs and/or disabilities. Links with a range of outside services and agencies are very effective. The provision of a breakfast club and after-school club contributes positively to the needs of 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 headteacher shows strong and caring leadership and has made it clear that sustained improvement in teaching, high quality of care for pupils, and an innovative curriculum are the cornerstones of the school’s development. Other leaders and staff share her determination that pupils will be led and encouraged to reach their true

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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

potential in their learning and personal development. There is a strong team ethic within the staff, demonstrated by the shared monitoring of teaching and learning which is now rigorous and has led to higher expectations and more challenging targets for pupils’ progress. The governing body is led very effectively and members have an excellent knowledge of the strengths of the school and its areas for development. They also have a long-term strategic vision, taking account of all options, for the future of the school. The governing body has ensured that safeguarding is rigorous and that pupils are kept safe. However, they accept that some minor aspects of administration regarding quality assurance need remedying.

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

The school promotes equality of opportunity effectively, and has successfully eliminated some past underachievement by more-able pupils. There is excellent engagement with parents and carers who support the school in many ways and are eager to take all opportunities to assist in the learning of their children. Many parents and carers express appreciation of the approachability of staff. The school’s contribution to community cohesion is well promoted, especially in its links with other schools; pupils visited a school in Sandwell and found it to be very different to their own school experience.

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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

Although the majority of children enter the Early Years Foundation Stage with the skills expected for their age, this can vary considerably year-on-year, as can the number of children in each cohort. This year, for example, there are five children in the cohort, while there have been double this number in the past; there is now an increasing demand for places. Children make good progress, especially in their language, communication and personal development. They become increasingly

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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

confident and independent and benefit from learning and playing frequently with older children, who present them with good role models. Staff provide appropriate stimulating and interesting learning activities throughout the day in a colourful indoor and outside environment. Children greatly enjoy their learning as they move busily about their activities. They are confident in explaining what they are doing to adults; for example, two children found wooden cubes in a box of different shapes and were able to name some of their properties and count them, up to fourteen. Adults regularly observe and assess children’s development and use outcomes to provide good opportunities for active and independent learning. Occasionally adults direct some of the children’s activities too much.

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

Leadership and management, where the headteacher has a significant teaching input, are good. Children’s welfare has the highest priority, and all necessary safeguarding and child protection procedures are firmly in place. Staff have excellent relationships with parents and carers, one of whom commented, ‘My child has never been so happy and loves school.’ There are effective links with the private nursery on the school site.

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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

Just over half of the parents and carers returned questionnaires, which is above the average response for primary schools. Almost all parents and carers have very positive views of the school, particularly regarding their children’s enjoyment of school, their safety, their healthy lifestyles and the teaching. Typical of the many complimentary comments is: ‘Children are very fortunate to attend this school where the staff work as a team and have all the right values, are very approachable and friendly but always professional.’

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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 Brockton CofE 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 34 completed questionnaires by the end of the on-site inspection. In total, there are 66 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 28 82 6 18 0 0 0 0 The school keeps my child safe 25 74 9 26 0 0 0 0 The school informs me about my child’s progress 23 68 9 26 2 6 0 0 My child is making enough progress at this school 18 53 12 35 2 6 0 0 The teaching is good at this school 26 76 8 24 0 0 0 0 The school helps me to support my child’s learning 22 65 9 26 1 3 0 0 The school helps my child to have a healthy lifestyle 27 79 7 21 0 0 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) 21 62 11 32 1 3 0 0

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Total % Total % Total % Total %

The school meets my child’s particular needs 19 56 11 32 1 3 0 0 The school deals effectively with unacceptable behaviour 18 53 15 44 1 3 0 0 The school takes account of my suggestions and concerns 17 50 12 35 1 3 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 24 71 8 24 2 6 0 0 Overall, I am happy with my child’s experience at this school 26 76 5 15 0 0 0 0

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Total % Total % Total % Total %

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

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Grade Judgement Description

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

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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 Brockton CofE Primary School, Shropshire, TF13 6JR

What an enjoyable time we had when we visited you! Thank you for being so friendly and talking to us about all your school activities. We were especially interested to hear about your journey to Ireland, your camping trips and how much you enjoy cross-country running. You really do keep yourselves very healthy, and we are also pleased that you stay safe. Your behaviour is excellent and we were impressed by your good attendance and how much you all enjoy school. We liked how you are prepared to take responsibilities especially in your fund raising for charity, and the school council for providing the ‘buddy bench’.

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Inspection of Brockton CofE Primary School, Shropshire, TF13 6JR

You go to a good school where you make rapid progress right from the start, through every year from reception until the end of Year 6. Your attainment in reading, writing and mathematics is higher than average and your teachers do a good job. You have a really exciting and interesting curriculum with all your outside activities, especially the ‘Ground Days’ where I am sure you love getting covered in mud! We think your headteacher is doing a good job in encouraging the school and you to improve. We are also pleased that your parents and carers like the school so much.

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Inspection of Brockton CofE Primary School, Shropshire, TF13 6JR

There are ways in which we think the school can improve even more. You do learn well in ICT but now that you have some very good ICT equipment we have suggested that you have more opportunities to use this in all your subjects and make your skills even better. Also some of you told us, especially in your questionnaires, that you are not always sure how well you are doing; we saw this in lessons. We have asked that teachers make sure you know how well you are doing and that you are always able to ask them if you are still unsure about what you have to improve. We enjoyed being with you and look forward to hearing about how you do in the future.

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from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy

of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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