Beckwithshaw Community Primary School

Beckwithshaw Community Primary School Inspection report

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Age group 4–11 Inspection date(s) 27–28 March 2012 Inspection number 380233 Unique Reference Number 121411 Local authority North Yorkshire Inspection number 380233 Inspection dates 27–28 March 2012 Lead inspector David Byrne

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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 61 Appropriate authority The governing body Chair Stephen Moncrieff Headteacher Caroline Rice Date of previous school inspection 2 July 2007 School address Church Row Beckwithshaw Harrogate HG3 1QW Telephone number 01423 504642 Fax number 01423 504642 Email address admin@beckwithshaw.n-yorks.sch.uk You can use Parent View to give Ofsted your opinion on your child's school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.

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You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.ofsted.gov.uk

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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 after children, safeguarding and child protection.

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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 with two days’ notice. The inspector observed three teachers teaching eight lessons. Meetings were held with members of the governing body, school staff, pupils and a representative of the local authority. The inspector took account of the responses to the on-line questionnaire (Parent View) in planning the inspection. The inspector observed the school’s work, including analyses of the pupils' work. In addition a number of documents were looked at, including those relating to development planning, safeguarding, the assessment and tracking of pupils’ progress and external views of the school. The inspector also analysed 39 parental and carers’ questionnaires and those from pupils and staff.

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Information about the school

This school is a smaller than average-sized primary school. The numbers in each year group are very low, averaging around eight pupils. Most pupils live out of the school’s catchment area. The proportion of children known to be eligible for free school meals is low. Most pupils are of White British heritage and none speaks English as an additional language. A below average proportion of pupils are disabled or have special educational needs. The school meets the current floor standard, which sets the minimum expectations for attainment and progress. A breakfast club is provided for two mornings a week. Recent accreditations include: Healthy Schools Award, Eco Schools Silver Award and the Basic Skills Quality Mark.

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Information about the school

Since the previous inspection there have been some changes in staffing in the Early Years Foundation Stage and also upper Key Stage 2. There has been unavoidable long-term absence for the last two terms in one class which has been taught by two teachers, one of whom is temporary. 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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Key Findings

 This is a good school. Pupils prosper, leaving the school as confident and polite young people who are well prepared for their next stage of education. The school is not yet outstanding. There are inconsistencies in the quality of teaching in Key Stage 2 which hold back the achievement of the more-able pupils and there is a relative weakness in the standard of pupils’ writing.

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Key Findings

 Pupils’ achievement is good. A good start in the Early Years Foundation Stage lays a positive foundation for learning. This contributes to most pupils making good progress throughout the school, although the more-able pupils do not do well enough in Key Stage 2. Attainment in writing is a relative weakness because writing has a low profile in the school and pupils have too few opportunities to write frequently enough.

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Key Findings

 Teaching is good with some outstanding features. At its best, pupils are trusted to direct aspects of their learning, to follow their own lines of enquiry and evaluate their own achievement. Lessons are usually interesting but planning does not consistently meet the needs of the more-able pupils. Pupils are very clear about their achievement in mathematics and how to improve but in English pupils are not as clear about how to improve.

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Key Findings

 Pupils’ spiritual, moral, social and cultural development is good. This contributes to pupils’ good behaviour and attitudes to learning. Pupils display maturity and thrive on taking responsibility. This has a positive effect on their learning. Parents and carers, staff and pupils rate behaviour highly.

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Key Findings

 Leadership of teaching and management of performance are good. Pupils’ progress is regularly monitored to seek ways of improving it. Very close links with local schools enhance staff development, which in turn benefits the education of pupils. Pupils’ good progress, coupled with improvements in teaching and the curriculum indicate that the school’s capacity for further improvement is good.

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What does the school need to do to improve further?

  Ensure more teaching is outstanding to raise achievement by: - improving lesson planning so that the needs of the more-able pupils are consistently met, particularly at Key Stage 2 - allowing pupils more opportunity to follow their own interests and to follow their own lines of enquiry - sharing more widely the best practice in teaching within the school.

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What does the school need to do to improve further?

 Improve achievement in writing by: - extending the frequency and range of opportunities for pupils to write across the curriculum - raising the profile of writing across the school, for example by displaying examples of best practice produced by pupils - working with pupils to provide for them a clearer picture of their achievement and how they can improve and move to the next level.

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Achievement of pupils

Learning and progress in lessons are usually good and sometimes outstanding. Most pupils are attentive, willing to work hard and capably absorb new facts and ideas. They enjoy working together. This was exemplified well in a Year 2/3 lesson, where pupils were totally absorbed in seeking solutions to mathematical word problems by applying their good multiplication skills.

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Achievement of pupils

Parents, carers and pupils agree that achievement is good, a view matched by inspection findings. Children start school in the Early Years Foundation Stage with skills that are typical for their age. They make good progress and typically enter Year 1 with above average levels in all areas of learning. Attainment at Year 2 is above average. The above average attainment in reading is helped by the effective daily sessions developing pupils’ knowledge of the way letters make sounds (phonics). In Key Stage 2, the small numbers in each year group demands the careful interpretation of data. The impact of higher attainment emanating from better outcomes from Key Stage 1 is currently feeding into Key Stage 2. In Years 3, 4 and 5, the attainment of pupils exceeds the expectations for their age. At Year 6, results have fluctuated in recent years from above average to average depending on the nature of each group. It is currently average overall. Progress in Key Stage 2, however,

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Achievement of pupils

exceeds national expectations in mathematics and English. In Year 6, progress has improved noticeably over the last year and is currently good. Attainment in reading is above average while in writing it is average. Many pupils are confident in using information and communication technology (ICT) to support learning. Throughout the school, disabled pupils and those who have special educational needs make good progress towards their individual targets.

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Quality of teaching

The quality of teaching is good, and some lessons are outstanding. In the best lessons, pupils reflect the confidence of teachers to take risks and promote learning of traditional subjects by innovative approaches to the curriculum. In the Early Years Foundation Stage, good teaching enables children to thrive in a creative environment and to follow their own interests. The confidence children gain enables pupils across the school to voice their opinions and share ideas. Lessons in Key Stages 1 and 2 generally proceed at a good pace and there is a wide range of interesting activities to engage pupils. These include many opportunities for them to find out things for themselves and to practise their basic skills of numeracy and ICT. For example, Year 4/5 and 6 pupils were seen expertly researching information on the Internet about the forces of nature. One then took the role of reporter making notes about an earthquake and another took the role of a television presenter. A

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Quality of teaching

‘cameraman’ recorded the transmission and it was shared with others using the interactive whiteboard. There are fewer opportunities for pupils to develop their writing skills during such activities. Many lessons contribute well to pupils' spiritual, moral, social and cultural development and in particular their moral and social development. This was observed in Year 2/3 when pupils acted as ‘detectives’ to work out how the hidden mechanism of a pencil sharpener worked. In so doing, they demonstrated excellent social skills and a willingness to seek compromise.

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Quality of teaching

There is some variation in the quality of lesson planning. Planned work is generally modified to meet the needs of lower and average ability pupils but not always of the more able. The use of assessment varies. At its best, for example in a Key Stage 2 English lesson based on narrative writing about a ‘shirt machine’, pupils evaluated each other’s work and then made a judgement about whether they had succeeded in achieving the lesson objective. This is not always the case and not all lessons have enough planned time for pupils to reflect on how well they have learnt. Homework is very popular with pupils because it is interesting and enables them to follow their own interests.

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Quality of teaching

Teachers know each pupil very well and assess and track their progress very carefully. They mark pupils’ work regularly, correcting mistakes and giving praise. Increasingly, but not consistently, pupils are familiar with identifying features of their work of which they are proud. However, pupils are not always aware of how they can improve their work and move from one level to the next. Pupils reported that they are much more secure in their knowledge of how to improve in mathematics than in writing. Thus achievement in writing is not always as good as it could be. Responses to inspection questionnaires from parents, carers and pupils showed that the large majority feel that teaching is good. Some parents and carers expressed concerns about the impact on their children of a long-term absence in upper Key Stage 2. Inspection observations showed that much of the teaching in upper Key Stage 2 is of a high quality. Analysis of pupils’ work indicates that progress has accelerated

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Behaviour and safety of pupils

Behaviour and safety are good, with some aspects that are exemplary. Most parents and carers and pupils who returned the questionnaires rate behaviour as good most of the time. Pupils are adamant that bullying of any kind is very rare. They like school because of its friendly atmosphere, which impacts positively on learning. They talk enthusiastically about recent changes in the way good behaviour is promoted. ‘Golden Time’ rewards good behaviour and motivates pupils to do their best to please others.

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Behaviour and safety of pupils

Throughout the inspection there were many examples of the pupils being very considerate towards others, such as taking turns and holding open doors. Older pupils look after the younger ones very well throughout the school day and some even organise an art club for others during lunchtime. The mature and sensible attitudes of most contribute to pupils’ good understanding of how to keep themselves and others safe. As school councillors and ambassadors, pupils demonstrate their ability to be good young citizens. Pupils have a pride in their school and this is reflected in a rise in recent years in attendance to above average.

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Leadership and management

The headteacher provides caring, visionary leadership. All staff, including a skilled and dedicated school administrator, form a strong team working together for the good of the pupils and their families. Links with other schools make a valuable contribution to professional development by widening the expertise of teachers and the role of teaching assistants. The school has improved since the previous inspection, demonstrating its good capacity to improve further. The provision and outcomes in the Early Years Foundation Stage and Key Stage 1 are now good; all staff are much more involved as a team in managing the curriculum. Unavoidable staff disruptions in recent years in Key Stage 2 have been managed very well and there has been no detrimental effect on pupils’ learning. The school has a generally accurate view of its strengths and areas for development. Equality of opportunity is good and there is no discrimination of any sort. Members of the governing

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Leadership and management

body are closely involved in the work of the school, know the school’s strengths and support what it needs to do to improve further.

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Leadership and management

Safeguarding is robust with clear policies and secure risk assessments. The curriculum is constantly evolving to better meet pupils’ needs. Pupils are increasingly being given scope to influence what they learn and how they learn. Opportunities for pupils to apply their skills of reading, mathematics and ICT are generally good but expectations for writing are not advanced enough to enable pupils to do their best. Pupils’ spiritual, moral, social and cultural development is promoted through close links with the local church; pupils show an increasing awareness of global issues linked to Fairtrade.

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Leadership and management

Most parents and carers are very positive about all aspects of the school. There is a small minority who feel that the school does not communicate with them well or act on their views and concerns. The school has done much to widen communication channels, for example by developing regular newsletters, giving details about each child’s attainment on reports and by developing text and email messages. The school is willing to do what it can to engage better with all parents and carers. This is demonstrated by the way the headteacher is available to meet parents most mornings and governing body surgeries for parents or carers to enter into dialogue so that concerns are considered.

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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 46 46 8 0 Primary schools 8 47 40 5 Secondary schools 14 38 40 8 Special schools 28 48 20 4 Pupil referral units 15 50 29 5 All schools 11 46 38 6

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors make judgements that were not made previously.

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Type of school Outstanding Good Satisfactory Inadequate

The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent judgements that were made under the school inspection arrangements that were introduced on 1 September 2009. These data are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ).

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Type of school 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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Type of school Outstanding Good Satisfactory Inadequate

Primary schools include primary academy converters. Secondary schools include secondary academy converters, sponsor-led academies and city technology colleges. Special schools include special academy converters and non-maintained special schools.

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Type of school Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and development taking account of their attainment.

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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

Behaviour how well pupils behave in lessons, with emphasis on their attitude to learning. Pupils' punctuality to lessons and their conduct around the school.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving based on its self-evaluation and 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 governors and 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.

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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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Common terminology used by inspectors

Safety how safe pupils are in school, including in lessons; and their understanding of risks. Pupils' freedom from bullying and harassment. How well the school promotes safety, for example e-learning.

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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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1QW

It was a privilege to share two days with you recently. Your school is good. It enables you to grow into confident, polite and mature young people ready to benefit from your next stage of education. You behave very well and treat others with respect. It was good to see how you care for each other. You do many jobs in school and are keen to represent the school, for example, as school ambassadors.

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1QW

Your enthusiasm for learning is very obvious. This is recognised by your teachers who value your ideas and often encourage you to follow your own interests. Children of reception age get a good start to school life. This helps when pupils move in to Years 1 and 2 and by the end of Year 2 your attainment is better than similar pupils nationally. In Key Stage 2, progress is also good although some of you who find work easier could be challenged to do more. You read well and have a good grasp of mathematics. You are capable of writing well, but are not always given enough opportunities to do so and to improve your skills.

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1QW

Your headteacher does a good job and leads a dedicated team of staff. They know each of you very well. Many of you understand how effectively you are learning by making ‘two stars and a wish’ when you evaluate each other’s work, but are not sure about how to get better in English.

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1QW

Part of my job is to suggest ways of making your school even better. I have asked the school to do two things. These are to make much more of your teaching outstanding so that all of you are given enough challenge and also to work with you to improve your quality of writing.

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1QW

I hope that you continue to enjoy school. I wish you all the very best for your future.

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1QW

David Byrne 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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