Stapleford Primary School

Age group 3–11 Inspection date(s) 3–4 May 2012 Inspection number 395463 Stapleford Primary School Inspection report

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Unique reference number 117455 Local authority Hertfordshire Inspection number 395463 Inspection dates 3–4 May 2012 Lead inspector George Logan

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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 aided Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 95 Appropriate authority The governing body Chair Peter Critchley Headteacher Rebecca Collins Date of previous school inspection 2 November 2006 School address Church Lane Stapleford Hertford SG14 3NB Telephone number 01992 583341 Fax number 01992 901811 Email address admin@stapleford.herts.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 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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Introduction

This inspection was carried out with two days' notice. The inspector spent three hours and 30 minutes visiting eight lessons taught by four different members of staff. He held meetings with the Chair of the Governing Body, with staff and two groups of pupils. The inspector took account of the responses to the on-line questionnaire (Parent View) in planning the inspection, observed the school’s work, listened to pupils reading and looked at the school’s documentation, which included records of teaching, the main improvement plan, records relating to safeguarding and extracts from the school’s tracking of pupils’ progress. A scrutiny of pupils’ written work was also undertaken. The inspector analysed 68 questionnaires returned by parents and carers, together with 13 questionnaires from staff and 42 from pupils.

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Information about the school

Stapleford Primary School is a smaller-than-average sized primary school. Almost all pupils are of White British heritage. Very few pupils speak English as an additional language, with none at an early stage of learning English. The proportion of disabled pupils and those with special educational needs, including those at school action plus and with statements, is broadly average. The proportion of pupils known to be eligible for free school meals is low. The school meets the current government floor standards which sets the minimum expectations for pupils’ attainment and progress. The school has gained a number of awards in recent years, including the Silver School Travel Award and the National Healthy School award. Pupils are taught in four classes. Nursery children attend only in the mornings. The school offers before- and after-school care clubs, managed by the governing body. This provision is included in

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Information about the school

the inspection. The school also hosts a mornings-only pre-school, Stapleford Early Years. This is inspected separately and is not part of this inspection. 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 satisfactory school. Attainment overall remains broadly average however, pupils are now making faster progress. The school provides satisfactorily for disabled pupils and those who have special educational needs. The school is not yet good because some inconsistencies in achievement and teaching have yet to be resolved. Schools whose effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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Key findings

 Children in the Early Years Foundation Stage make good progress. Pupils’ progress in Years 1 and 2 is satisfactory and attainment at the end of Year 2 is broadly average. Progress in Years 3 to 6 has been variable, although some pupils make good progress. Relatively small cohorts sometimes affect attainment by the end of Year 6. There is evidence, currently, of accelerating progress and above-average standards for an increasing proportion of pupils.

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Key findings

 Teaching is satisfactory, with some good teaching observed. Relationships are a strength. Teachers have high expectations of pupils’ behaviour. Many aspects of assessment are well-established and have a positive impact on pupils’ progress. The marking of writing gives pupils clear guidance for improving their work. This good practice is not so evident in other subjects.

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Key findings

 Behaviour, safety and pupils’ personal development are good. Pupils have positive attitudes towards their learning. Provision for pupils’ welfare is good and pupils feel safe. Incidents of poor behaviour are infrequent. Attendance is above average.

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Key findings

 Some aspects of the management of performance are good, such as effective arrangements for monitoring and improving teaching. Although there is an established system for checking pupils’ progress, school leaders do not always respond promptly when performance dips. School development planning identifies some, but not all, of the key priorities for the school. Governance is 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

satisfactory. The restructured curriculum provides good learning experiences.

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What does the school need to do to improve further?

 Accelerate progress and raise standards by the end of Year 2 and embed the improving pattern of progress and outcomes in Years 3 to 6 by:  ensuring that teaching constantly challenges pupils so that they learn at a brisk pace  strengthen the marking of pupils’ work so that it is always clear to them how to improve in all subjects.

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What does the school need to do to improve further?

 Extend the existing good practice in the marking of pupils’ writing to the other subjects of the curriculum so that it is always clear what pupils need to do to improve the quality of their work.

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What does the school need to do to improve further?

 Improve the leadership and management of the school by:  ensuring that school leaders and governors respond promptly and resolutely to dips in pupil performance  ensuring that school development planning is clearly focused on the key priorities identified through the rigorous analysis of pupil progress and outcomes.

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Achievement of pupils

Pupils’ achievement is satisfactory, although some pupils achievement is good. Parents and carers generally feel that their children are doing well. Although there is an improving picture, that is evident in some pupils’ work in Years 3 to 6, typically pupils make satisfactory progress and their attainment is broadly average. Although the school’s own data for the current Year 6 shows that pupils are on track to attain above-average standards this year, the information indicates that they are making much more rapid progress in reading than in either writing or mathematics.

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Achievement of pupils

Children’s skills on entry to Nursery are in line with age-related expectations. They make good progress and at the end of Reception reach a good level of development. Accurate assessment enables staff to focus on crucial personal, social, communication and literacy skills so that children become more independent. While progress in Years 1 and 2 is satisfactory, there is some loss of momentum in learning at this stage. However, there is a current focus on embedding reading skills through regular reinforcement of pupils’ phonic knowledge (the linking of sounds and letters). As yet, however, reading skills remain average by the end of Year 2.

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Achievement of pupils

Progress in Years 3 to 6 is inconsistent, but good for some pupils. Better teaching, particularly in Years 5 and 6, makes a significant contribution to improving progress. While attainment in literacy, including reading, and mathematics by the end of Year 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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Achievement of pupils

6 has been broadly average for several years, some pupils do better than this. Progress in reading has accelerated in the last year. Expectations are highest and progress most rapid in Years 5 and 6. Here, teaching really engages pupils, as in an effective mathematics lesson, where the teacher’s close knowledge of individual pupils enabled her to target questions and apply just the right level of expectation to progress their understanding and skills. In another successful mathematics lesson, in Years 3 and 4, a high level of adult support and a brisk pace enabled pupils to increase their understanding of area and perimeter. Overall, close tracking and a stronger focus on learning are having a positive impact. Effective provision to meet the needs of disabled pupils and those with special educational needs ensures that they make at least satisfactory progress.

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Quality of teaching

The quality of teaching is satisfactory. Parents and carers, and pupils, feel that teaching is good and, indeed, a significant number of good lessons were observed. However, analysis of the school’s data and recent external reviews indicate that the impact of teaching over time has been more variable, leading to inconsistent progress and outcomes. Recent staff changes and the redeployment of existing staff are helping to increase the impact of teaching so that many pupils, particularly those towards the top of the school, and those who are disabled or have special educational needs, are now making accelerated progress. This is evident, for example, in the good quality of some work seen in Years 3 to 6. Teachers promote pupils’ spiritual, moral, social and cultural development well. They encourage cooperative working and a readiness to share, with good opportunities for independent learning. The teaching of phonics is supported by a satisfactory range of

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Quality of teaching

activities accurately matched to individual needs. Where teaching is particularly good, for example, in a Years 5 and 6 literacy lesson where pupils were learning to critically evaluate and edit their short stories, the teacher engaged pupils’ enthusiasm well, subtly judging the level of challenge needed to move learning on. In a few lessons, the pace is a little slow and this constrains learning. Teaching assistants are well prepared and have a positive impact upon pupils’ learning.

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Quality of teaching

Across the school, the embedding of assessment strategies, including self- assessment by pupils and the use of individual targets, has been a focus. There is now an extensive system of individual pupil targets and pupils understand what these are. The marking of pupils’ writing tasks is thorough, identifying appropriate next steps. However, this good practice seen has not been fully extended to other subjects. Overall, the planned curriculum is supporting better progress in pupils’ core skills. Well-organised outdoor activities make a significant contribution to the good learning of Early Years Foundation Stage children.

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Behaviour and safety of pupils

Pupils’ behaviour and safety are good. Parents, carers and pupils also feel that this is the case. Close relationships between adults and pupils and good extra-curricular opportunities engage pupils well and underpin the positive community spirit. Pupils 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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Behaviour and safety of pupils

enjoy school and are well-motivated, engaged learners. Behaviour in lessons and around the school is good. Pupils, and most parents and carers, have few concerns about behaviour. Where issues might exist, they are managed effectively. There are few recorded incidents and only isolated pockets of occasionally inappropriate behaviour, with school records confirming that pupils’ behaviour over time is mostly good. Well-managed initiatives, such as ‘Helping Hands’, contribute to defusing potential incidents in the playground. There are few exclusions.

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Behaviour and safety of pupils

Almost all pupils say that they feel safe and most parents and carers feel that their children are safe in school. However, while there are no current reports of bullying of any type, some concerns were reported in the recent past. On the evidence available, all appropriate procedures to manage these issues appear to have been followed. In addition, the school’s complaints procedure has subsequently been updated. Pupils are well aware that bullying may take different forms. Children in the Early Years Foundation Stage behave well and conduct themselves safely. Pupils have a good understanding of risk, supported by the school’s input on road safety and personal safety. Pupils understand the need to stay safe when using the internet. Attendance is above average. Pupils arrive at school punctually.

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Leadership and management

Leadership and management are satisfactory. Support for the personal development of pupils and for their well-being has, over time, been a strength. However, while good provision in the Early Years Foundation Stage has been sustained, school leaders have not been so proactive in tackling inconsistencies in progress elsewhere. Recent staff appointments have set the agenda for higher expectations and more rapid progress is now evident in Years 3 to 6. The sole issue from the last inspection has been successfully tackled.

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Leadership and management

Many responsibilities fall to the headteacher in this small school, but she is ably supported by the staff who work cooperatively and readily take on additional responsibilities. There is a shared understanding of the school’s strengths, but not always a sufficiently critical evaluation by individuals of the progress and performance data available. Generally effective monitoring of teaching and learning ensures that the proportion of good or better teaching is increasing. An effective programme of staff development ensures that all staff are well prepared to meet the wide range of pupils’ needs. All staff benefit from good training opportunities. As a result, teaching assistants in particular are effective practitioners. Significant improvements have been made to the curriculum and these motivate and engage pupils well. Overall, the school’s capacity for further improvement is satisfactory.

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Leadership and management

Parents and carers feel that school leaders and staff effectively promote pupils’ personal development and well-being, and this view is in agreement with inspection findings. School leaders and governors ensure that safeguarding arrangements meet all current requirements. The school actively tackles discrimination and adequately promotes equality. Arrangements for the support of disabled pupils and those with special educational needs are monitored effectively. The breakfast and after-school 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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Leadership and management

clubs are well-managed to support family care needs.

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Leadership and management

The school promotes pupils’ spiritual, moral and social development well. There is some support for cultural development through links with a school in Kenya and pupils’ awareness of cultural diversity is satisfactory. Improved curriculum enrichment offers activities which enhance pupils’ basic skills and engage their interest.

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Leadership and management

School self-evaluation indicates that school leaders have a mostly accurate view of what still needs to be done, although there is at times an overly-positive view of the progress pupils are making. Development planning does not always include the most salient priorities for the school. The governing body uses its specialist skills to support the school’s work. However, it is over-reliant on the school’s interpretation of academic performance and does not sufficiently challenge the school to address areas of underperformance promptly.

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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 54 42 2 2 Primary schools 14 49 32 6 Secondary schools 20 39 34 7 Special schools 33 45 20 3 Pupil referral units 9 55 28 8 All schools 16 47 31 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. The data in the table above are for the period 1 September to 31 December 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 ). 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. 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

Attendance: the regular attendance of pupils at school and in lessons, taking into account the school’s efforts to encourage good attendance.

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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

Floor standards: the national minimum expectation of attainment and progression measures.

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

main findings from the inspection of their school.

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Inspection of Stapleford Primary School, Hertford, SG14 3NB

Thank you for making me welcome when I visited your school. I enjoyed meeting you, spending time in lessons and hearing your views. Thank you to those who completed our questionnaire. I found that while Stapleford is a satisfactory school, it has some good features.

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Inspection of Stapleford Primary School, Hertford, SG14 3NB

 Overall, you make satisfactory progress. However, many of you are learning more rapidly and making up lost ground. Attainment is broadly average at present, although some of you reach higher standards.  The school provides satisfactorily for pupils who are disabled or who have special educational needs.  Progress in Nursery and Reception is good and most children have well- developed skills in reading, writing and mathematics when they enter Year 1.  Teaching is satisfactory. However, you learn well in many lessons. The quality of your work in Year 3 to 6 is often good. Marking of writing gives you clear guidance on how to improve.  You have positive views about school, have good attitudes to learning and behave well. Attendance is above average.  Senior leaders have a real focus on your personal development and the quality of your experience at school.

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Inspection of Stapleford Primary School, Hertford, SG14 3NB

To help you to do better, I have asked the school to:

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Inspection of Stapleford Primary School, Hertford, SG14 3NB

 ensure that progress is faster in Years 1 and 2 so that standards rise by the end of Year 2, and keep a close eye on the progress you make in Years 3 to 6  make sure that the marking of all your work shows you how you can improve  ensure school leaders respond promptly if learning slows down and include all the important areas for improvement in the development plan.

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Inspection of Stapleford Primary School, Hertford, SG14 3NB

All of you can help by continuing to work hard and doing your best. We hope that you will have every success in the future.

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Inspection of Stapleford Primary School, Hertford, SG14 3NB

George Logan 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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