Barkway VA Church of England First School

Age group 3–9 Inspection date(s) 3–4 May 2012 Inspection number 379417 Barkway VA Church of England First School Inspection report

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Unique reference number 117422 Local authority Hertfordshire Inspection number 379417 Inspection dates 3–4 May 2012 Lead inspector Norma Ball

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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 First School category Voluntary aided Age range of pupils 3–9 Gender of pupils Mixed Number of pupils on the school roll 32 Appropriate authority The governing body Chair Louise Fletcher Headteacher Margaret Davies-McKeon (Acting Headteacher) Date of previous school inspection 30 April 2009 School address High Street Barkway Royston SG8 8EF Telephone number 01763 848283 Fax number 01763 848283 Email address head@barkway.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 visited eight lessons and observed a range of small teaching groups within classes. A total of five teachers were observed and short observations were made of learning support assistants teaching small groups. The inspector visited all three classes to look at displays and observe individual pupils and groups at work and to listen to pupils read. Parents and carers were met informally during the inspection. Meetings with the headteacher, teaching staff, members of the governing body and pupils also took place. The inspector observed the school’s work and scrutinised samples of pupils’ work, teachers’ planning, the school’s systems for tracking pupils’ progress and documentation relating to management, curriculum and safeguarding. In addition, the inspector noted the responses to questionnaires from 12 parents and carers, 10 staff and nine pupils.

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Information about the school

Barkway is much smaller than the average-sized primary school. The vast majority of pupils are from White British backgrounds. Very few of the small number of pupils from minority ethnic heritages speak English as an additional language. A very small proportion of pupils are known to be eligible for free school meals. The proportion of disabled pupils and those who have special educational needs, including those supported at school action plus or with a statement of special educational needs, is smaller than found in most primary schools and their needs are varied. Pupils are taught in three mixed-age classes from Reception to Year 4. In the Early Years Foundation Stage the Reception class offers nursery provision in the morning. There is one class for pupils in Years 1 and 2 and the third class is for pupils in Years 3 and 4.

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Information about the school

The acting headteacher has been in post since January 2011 and in January 2012 became acting-executive headteacher of two schools when the school formed a collaborative arrangement with Barley First 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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Key findings

 This is a satisfactory school. It is not good yet because the quality of teaching is variable and not all pupils achieve as well as they could. This is notable in the Early Years Foundation Stage where activities for children in the outdoor learning area sometimes lack challenge and skills are not always developed progressively. Schools whose overall effectiveness is judged satisfactory may receive a monitoring visit before their next section 5 inspection.

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Key findings

 Pupils’ achievement is satisfactory. It improved in 2011 but is currently inconsistent between subjects and classes across the school. It is strongest in reading. Pupils’ achievement is sometimes limited by writing targets that are not sufficiently clear or helpful and marking in mathematics which does not always guide pupils carefully in how to improve their work.

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Key findings

 Teaching is satisfactory. Planning is not always matched closely to pupils’ needs in some lessons and this slows progress for some pupils. Support for disabled pupils and those who have special educational needs has improved and some make good progress.

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Key findings

 Parents and carers are pleased with behaviour but investigation of the concerns raised by pupils during the inspection indicated behaviour is no better than satisfactory. Behaviour has improved as a result of the work of staff and pupils to develop the new anti-bullying policy.

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Key findings

 The acting headteacher leads the ambitious drive to improve achievement further and this is showing clear signs of success. Careful monitoring of performance is helping to improve the quality of teaching. The governing body provides support and challenge in equal measure and has guided the school efficiently through the challenges posed by senior staff changes. Monitoring of pupils’ progress has improved. However, information and communication technology is not fully developed across the curriculum. Most parents value the good range of information from the 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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What does the school need to do to improve further?

 Improve teaching to good and accelerate progress consistently across year groups by January 2013 by ensuring:  assessment information is used in all classes to match activities closely to the different learning needs of pupils  challenging, informative targets are set for pupils in writing  teachers mark pupils’ work clearly to show consistently how and where it can be improved and the next steps in their learning.

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What does the school need to do to improve further?

 Improve the quality of learning, especially in the Early Years Foundation Stage by:  developing the outdoor learning area to provide an exciting range of challenging activities that meet the needs of children and extend learning opportunities from the indoor classroom  developing children’s skills progressively  developing the use of information and communication technology across the school in different curriculum subjects.

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Achievement of pupils

Children enter the Early Years Foundation Stage with the skills and abilities expected of children of a similar age. They make a sound start to their learning so their development and knowledge are similar to those expected for their age when they enter Year 1. A decline in attainment at the end of Year 2 in all subjects was reversed in 2011 and attainment was above average. Regular daily reading sessions with adults, improved reading books, and good library facilities have ensured that attainment in reading remains above average at the end of Year 2 and also above expectations in Year 4. Effective steps to improve pupils’ achievement in writing and mathematics are being taken by the school, and are showing signs of success. Teacher assessments, together with work in pupils’ books and lessons observed during the inspection, show achievement in writing and mathematics at the end of Year 2 and Year 4 is satisfactory. Pupils’ progress is now tracked well and there is a

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Achievement of pupils

flexible range of support for pupils identified as in need of additional help to improve their achievement. Most parents and carers who responded to the questionnaire were pleased with the progress their children were making. Inspectors found that progress was satisfactory overall.

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Achievement of pupils

Teachers are using new strategies securely to improve writing through developing pupils’ vocabulary and spelling, pupils talking about their ideas with their classmates, and extending opportunities for creative writing. In mathematics a focus on 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

developing pupils’ mental mathematics and ability to use numbers, especially in solving problems, is also working well throughout the school. Pupils respond enthusiastically and enjoy learning. For example, in a Year 4 lesson pupils showed great enthusiasm for using numbers in an enjoyable and practical way in a measuring task. They estimated and recorded the weights of a range of food products and worked on calculating fractions of grams keenly. However, some inconsistencies in planning for pupils of different abilities in the small year groups, both in writing and in mathematics, are restraining faster progress. Early identification and carefully tailored support for disabled pupils and those who have special educational needs are also improving their achievement. The development of these pupils’ social skills contributes to their growing confidence and progress in class and individual sessions.

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Quality of teaching

Almost all parents and carers and most pupils who replied to the questionnaire are pleased with the quality of teaching. Inspectors found that teaching is satisfactory and stronger for older pupils. In the Early Years Foundation Stage staff do not always develop children’s skills progressively. The outdoor learning area is not used to full potential to provide a lively and attractive learning area. In the Nursery class, children were developing their writing skills by sending postcards to themselves or a family member. The task was enjoyable but not all children recognised the word ‘to’ and time was not taken to correct this. All lessons in Years 1 to 4 set clear objectives and pupils know what they are expected to learn. Where teaching is good, pupils make good progress because expectations of what they can achieve are high and the pace of the lesson engages them well. In a Year 2 writing session, for example,

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Quality of teaching

pupils used their story pictures to begin writing a lively introduction for the story of ‘Cinderella’. Boys and girls were so engrossed in their work they asked for more time to write before moving to a lively drama activity.

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Quality of teaching

Disabled pupils and those with special educational needs are well supported in classes and individual sessions. They are encouraged to develop their independence and often contribute to class discussions well. Teachers take appropriate opportunities to promote pupils’ spiritual, moral, social and cultural development, especially through the creative learning themes such as the ‘Olympic Games’. Reading skills are regularly assessed. Staff and adult volunteers hear pupils read frequently. This well-planned approach to improving pupils’ reading has a good impact on the above-average attainment of all pupils. Writing skills are also extended well through creative topics such as the ‘Queen’s Jubilee’. There are fewer opportunities for pupils to extend their information and communication technology skills. Pupils have targets set in mathematics which they find helpful because they are clearly shown at the back of their books. As a result, pupils are clear about what

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Quality of teaching

they need to learn next. This is not the case for writing however. Pupils’ work is marked regularly and although good praise and encouragement are given, marking does not always show pupils how they can improve their work.

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Behaviour and safety of 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

Pupils showed mostly positive attitudes to learning and good behaviour in most of the lessons observed. On a few occasions some silly behaviour by a few pupils can interrupt learning for the whole class. Pupils have a clear perception of right and wrong and recognise that what they do can affect others. They have taken an active part in reviewing behaviour in school, especially in the playground, and through the pupil council have helped develop an anti-bullying policy. They understand clearly about behaving sensibly and safely but the school has not yet initiated a programme to develop their awareness of using the internet safely.

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Behaviour and safety of pupils

As a result of a school focus on improving behaviour, pupils are very clear about recognising bullying, such as name calling, using inappropriate language and physically hurting others, which they know are unacceptable and must be reported to an adult. Parents and carers were pleased with behaviour but a few pupils expressed concerns. Inspection evidence indicates that behaviour is typically satisfactory and improving. Attendance overall is below average but rising steadily. Attendance is closely monitored and issues are followed-up quickly. The school is working consistently to discourage parents and carers from taking holidays in term time. Pupils feel safe in school, a view supported by parents and carers. When asked about their school several pupils said, ‘We give it ten out of ten.’ One pupil went further to say, ‘We learn lots and it’s our place.’

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Leadership and management

The acting headteacher, in close partnership with the deputy headteacher and governing body, has taken rapid and effective action to bring about improvement. School self-evaluation is accurate and has resulted in achievement improving, especially in reading. Close monitoring of progress means support is targeted to good effect and, although there are fluctuations due to small cohorts, achievement is satisfactory and good in reading. Leaders use performance management effectively to improve teaching. There is regular monitoring of teaching and learning by the headteacher with professional development provided where needs are identified. This has been especially beneficial in improving the support for pupils identified as falling behind in their learning and improving their achievement. The governing body is knowledgeable, has an effective committee structure and is developing its skills to offer increasing challenge to leaders and managers on pupils’ achievement.

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Leadership and management

Safeguarding arrangements meet requirements, are supported by good policies and procedures and regular training for staff. There is a shared ambition to improve achievement for all pupils and the success of strategies so far means the school has satisfactory capacity to improve further. All pupils are treated fairly and equally and the school is free of discrimination. The curriculum provides a satisfactory range of experiences for pupils of all ages but information and communication technology is underdeveloped across different subject areas. Learning is enriched by a good range of visits and visitors to the school and the curriculum contributes appropriately to pupils’ spiritual, moral, social and cultural development. Work on the Sikh faith, for example, was extended by a 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

visit to a gurdwara. There is a good range of well-attended clubs and pupils’ participation in local sporting and creative events add to their social skills as well as extend learning. A few parents and carers did not feel they were kept well informed by the school. The inspection evidence did not substantiate this view. Good links are forged with parents and carers from home visits and introduction sessions to the Early Years Foundation Stage. Parents and carers receive a good range of information, both about their children’s progress and the life of the school. Each of the three parent consultation events is now followed by a written report and parents and carers are encouraged to respond with their views.

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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 Barkway VA Church of England First School, Royston, SG8

Thank you for making me so welcome when I visited your school. I enjoyed seeing how you work in lessons, talking to you and reading the questionnaires some of you completed. It was fun to sample some of the apple, raisin and cinnamon muffins that some of you made in your cookery lesson.

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Inspection of Barkway VA Church of England First School, Royston, SG8

Your school is providing you with a satisfactory education. Your teachers and those who lead the school help you make satisfactory progress. You enjoy learning and feel safe in school. You have done a lot of work to improve behaviour and know a lot about being safe and healthy. I have asked the teachers to improve some important things so that you can make better progress.

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Inspection of Barkway VA Church of England First School, Royston, SG8

 I have asked your teachers to use what they know about how well you are doing to plan challenging work at just the right level to speed up your progress in writing and mathematics and also to set clear targets to identify what you need to learn next in writing.  In addition to praising you when they mark your work I have asked them to make clear how you can improve it.  I have also asked your teachers to give you more opportunities to use your information and communication technology skills in different subjects.  In the Early Years Foundation Stage I have asked that the outdoor learning area is made exciting for the children and extends all that they are learning indoors. I have also asked your teachers to make sure that children are learning the skills they need to make good progress in their work.

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Inspection of Barkway VA Church of England First School, Royston, SG8

You can help by working hard, always doing your best and behaving well. I wish you every success for the future. Yours sincerely Norma Ball 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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