Carlton and Faceby Church of England Voluntary Aided Primary School

Carlton and Faceby Church of England Voluntary Aided Primary School Inspection report

p.1

Age group 4–11 Inspection date(s) 21–22 May 2012 Inspection number 380282 Unique Reference Number 121608 Local authority North Yorkshire Inspection number 380282 Inspection dates 21–22 May 2012 Lead inspector Clive Petts

p.1

This inspection of the school was carried out under section 5 of the Education Act 2005.

p.1

Type of school Primary School category Voluntary aided Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 45 Appropriate authority The governing body Chair Carol-lyn Murphy Headteacher Elisabeth Mardsen Date of previous school inspection 7 July 2008 School address Carlton-in-Cleveland Middlesbrough TS9 7BB Telephone number 01642 712340 Fax number 01642 717802 Email address admin@carltonfaceby.n-yorks.sch.uk Inspection report: Carlton and Faceby Church of England Voluntary Aided Primary School, 21–22 May 2012 2 of 11

p.1

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.

p.2

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

p.2

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.

p.2

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.

p.2

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

p.2

You may copy all or parts of this document for non-commercial purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

p.2

To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'.

p.2

T: 0300 123 4234 Textphone: 0161 618 8524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Inspection report: Carlton and Faceby Church of England Voluntary Aided Primary School, 21–22 May 2012 3 of 11

p.2

Introduction

This inspection was carried out with two days' notice. The inspector observed teaching and learning in six lessons taught by three class teachers. He also observed intervention activities for small groups of pupils, talked to different groups of pupils about their learning and scrutinised in detail their work in pupils’ books. The inspector checked pupils’ reading across the age range. In addition, discussions were held with pupils, members of the governing body, staff, and the designated local authority educational adviser. The inspector observed the school’s work and examined a range of documentation, including the school’s records relating to pupils’ progress and achievement, evidence relating to leadership and management, monitoring and evaluation, records of behaviour and safeguarding. The inspector also took into account the responses to the questionnaires returned by 20 parents and carers, 42 pupils and seven staff.

p.3

Information about the school

Carlton and Faceby is a very small primary school serving a wide, mainly rural community. Almost all of the pupils are of White British heritage. A much smaller than average proportion of pupils is known to be eligible for free school meals. The proportion of disabled pupils and those supported at school action plus is broadly in line with the average, with none with a statement of special educational needs. The school experiences higher than average inward mobility of pupils, who join at times other than the start of the year. In 2011, there were no Year 6 pupils on roll. As a result, it is not possible to comment on whether the school meets the government’s current floor standard, which sets the minimum expectations for attainment and progress.

p.3

Information about the school

In 2003, the school federated with a slightly smaller school operating across two sites. The schools share the same headteacher. Pupils are taught separately in their own schools from Monday to Thursday each week. Every Friday, all pupils are taught together at Carlton and Faceby. It is a Forest School and has achieved the Leading on Inclusion Quality Mark and the Eco-Schools award.

p.3

Information about the school

The privately run Scallywags Nursery, which operates from a classroom in the school, is subject to a separate inspection and will receive their own inspection report which will be available on the Ofsted website. Inspection report: Carlton and Faceby Church of England Voluntary Aided Primary School, 21–22 May 2012 4 of 11

p.3

Information about 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

p.4

Key Findings

  Carlton and Faceby is a good school. The outstanding spiritual, moral, social and cultural development and exceptionally high quality of care and support underpin the exemplary behaviour and attitudes of pupils. The comment, ‘The school just keeps getting better’, sums up the views of all staff and carers. The school is not outstanding, because a pattern of rapid and sustained progress is not yet embedded fully.

p.4

Key Findings

  Children enter Reception class with skills broadly typical for their age. They settle quickly and happily and make good progress. Concerted action has improved the quality of Reception and Key Stage 1 provision since the previous inspection, resulting in an emerging pattern of rapid progress as pupils move through Key Stage 2. Although challenge in lessons can be a little uneven, current Year 6 pupils are on course to reach above average attainment in English and mathematics. Pupils with special educational needs make outstanding progress because their individual needs are very effectively met.

p.4

Key Findings

 Pupils achieve well because teaching is good and occasionally outstanding. Pupils are clear about how well they are doing and how they can improve. Occasionally, opportunities are missed to encourage pupils, including the more-able, to apply their problem-solving skills and manage their own work.

p.4

Key Findings

 Pupils, including those potentially vulnerable, thrive in the happy, friendly atmosphere. They demonstrate great respect for and consideration towards others. Pupils have a good understanding of how to keep themselves safe, including when using new technology. Their great enjoyment of school life is evident in their high attendance.

p.4

Key Findings

 Leadership and management are good. The headteacher’s exceptional vision and drive has led to considerable improvements since the previous inspection. Her ambition is shared by all staff. The management of performance is good. Teaching performance is very effectively led and priorities for development are accurately pinpointed. Outstanding partnership working enhances pupils’ learning and development effectively. Inspection report: Carlton and Faceby Church of England Voluntary Aided Primary School, 21–22 May 2012 5 of 11

p.4

What does the school need to do to improve further?

 Raise achievement even further and secure a sustained pattern of rapid progress by: - ensuring the work set in lessons challenges all pupils’ thinking, including the more-able and talented - making certain pupils are actively and independently engaged in applying their problem-solving skills in all subjects.

p.5

Achievement of pupils

Pupils are keen to do well with good and occasionally outstanding learning in lessons. All pupils prosper in the rich learning environments, both in and outdoors. Disabled pupils and those who have special educational needs, make exceptional progress because their needs and interests are carefully identified and highly effective personalised intervention and support programmes put in place. All parents and carers feel that their children’s particular needs are well met. The rigorous systems introduced to check pupils’ development underpin the considerable improvements in the richness of learning since the previous inspection. The needs of pupils, whose circumstances make them potentially vulnerable, sometimes joining school at other than the usual time, are particularly successfully met. In lessons, pupils enjoy their work especially when discussing their ideas and solutions together. For example,

p.5

Achievement of pupils

pupils were observed fully engrossed assembling a list of open-ended interview questions to ask Olympic and Paralympic athletes. This includes a variety of positive outdoor learning experiences. Improvements in the demands, pace and variety in learning are being systematically embedded. As a result, a pattern of rapid and sustained progress is emerging as pupils move through school. Despite this, opportunities are occasionally missed to expect even more, especially from the more-able and talented, by setting challenging problems that need solving.

p.5

Achievement of pupils

On entry into Reception, although the small cohorts do vary from year to year in their levels of development, the children’s skills are broadly typical for their age. The caring and friendly attitudes of older pupils in the class ensure Reception children settle happily. The children are given the self-confidence to explore for themselves, and enjoy the many practical themed activities, such when as adopting the role of a witch. In Reception and Key Stage 1, all pupils make at least good progress with attainment at the end of Year 2 typically above average. Progress is accelerating in Key Stage 2, because the increasingly creative curriculum links subjects together in ways that capture interest. In 2010 tests at the end of Year 6, attainment in English was above average and mathematics a little above average. Current Year 6 pupils, all boys, are on course to reach above average attainment in English

p.5

Achievement of pupils

and mathematics. This represents good progress and achievement from their starting points and outstanding progress for disabled pupils and those who have special educational needs.. Attainment in reading by the age of six and at the end of Year 2 is above average. The established school weekly reading raffle, providing book prizes, is highly successful in fostering an appetite and enjoyment of reading across all ages and interests. In Year 6, the pupils demonstrate a wide interest in reading and frequently display a well-developed appreciation of the style of individual authors. Consequently, skills are consistently above those expected for their age. Inspection report: Carlton and Faceby Church of England Voluntary Aided Primary School, 21–22 May 2012 6 of 11

p.5

Quality of teaching

All parents and carers agree that the quality of teaching is good. The inspection endorses the views of parents and carers. Pupils respond extremely positively to the high expectations teachers set for their behaviour. All staff enjoy excellent relationships with pupils of all ages. Teachers capture and hold the interest of pupils well, increasingly taking advantage of the variety of opportunities the curriculum has to offer. Partner work promotes much enjoyment and opportunities to consider their own ideas and think about those of their friends. This successfully promotes pupils’ excellent spiritual, moral, social and cultural development. Effective linking of letters with sounds ensures that children make good progress in their early reading. As the quality of learning is systematically improved through well-organised professional development, including the sharing of best practice, teaching is increasingly

p.6

Quality of teaching

effective at making demands of pupils. Consequently, rates of progress are accelerating with a pattern of faster progress and higher achievement emerging. This is evident in the outstanding progress made by those disabled pupils and those with special educational needs. However, the full impact of improvements in the quality of learning is yet to be seen.

p.6

Quality of teaching

Good teaching in all lessons, with outstanding elements in some, incorporate lively approaches with activities and tasks carefully customised to meet needs, abilities of all pupils. When progress is at its most rapid, questioning is thought provoking and constantly probes and checks knowledge and understanding. For example, older boys were seen engrossed identifying the features of a line graph and how information could be retrieved from it. Pupils were expected to fully explain their reasoning and thinking. When progress in lessons is less rapid, questioning is less searching and occasionally opportunities are missed to increase the demands of pupils, by further probing of responses. Realistic expectations are a feature of lessons, although pupils’ presentation and handwriting are at times insufficiently refined. Pupils know what they are expected to learn, are provided with very clear targets and given well-defined guidance for improvement. Although pupils are

p.6

Quality of teaching

encouraged to think for themselves, not all activities allow pupils to apply their skills analytically to solve problems and manage their own work.

p.6

Behaviour and safety of pupils

Pupils’ behaviour and their attitudes to learning are outstanding. They are tolerant and kind and this helps to create a calm, happy atmosphere throughout the school day. As one older pupil remarked, ‘We are all honest here!’ At social times all pupils are able to thrive in the happy family atmosphere, including those nursery children who join the school pupils in the dining hall. Pupils really value their friendships and this is evident in the rare disagreements and the willingness to help and support each other. In conversations, pupils show an excellent grasp of what constitutes bullying. They are confident that ‘There are lots of ways of stopping someone getting on your nerves’. All parents and carers believe that the behaviour of pupils is at least good.

p.6

Behaviour and safety of pupils

During lessons, pupils collaborate really well with each other. They demonstrate a well- developed sense of right and wrong. Arrangements to deal with any inappropriate behaviour are highly effective. Pupils are happy to share any worries or concerns they may have with staff. The confidence and trust pupils have in staff is clear to see throughout the school day. As one older pupil maturely reflected, ‘The support we receive is exceptional and life- changing’. Their enjoyment of school is evident in their high attendance and punctual habits. Their personal development is exceptionally well supported with a rich variety of memorable experiences, such as a residential experience for pupils of all ages. Excellent opportunities Inspection report: Carlton and Faceby Church of England Voluntary Aided Primary School, 21–22 May 2012 7 of 11

p.6

Behaviour and safety of pupils

are provided to develop their sporting and cultural experiences, whether playing a new sport or visiting a synagogue. Pupils talk knowledgeably about how to stay safe and avoid danger. They flourish on responsibility and take great pride contributing ideas for further school improvement. For example, older pupils talk excitedly about plans to establish wildlife in their newly refurbished pond.

p.7

Leadership and management

At the heart of the school’s considerable improvement has been the headteacher’s passion and determination to ensure that all pupils can achieve well in a very safe, caring and nurturing environment. The school’s concerted efforts to promote equality of opportunity enable any barriers to pupils’ learning and development to be removed. The school staff share her ambitions and provide total support. Accurate self-evaluation of the school’s effectiveness stems from the rigorous checking of each pupil’s development. This informs improvement planning well. Regular monitoring of teaching identifies areas that require attention. As a result, professional development and performance management are closely aligned to individual needs. The developing confidence of middle leaders adds to the drive to embed a pattern of rapid progress and high attainment. The strengthened governing body is proactive in shaping the direction of the school, including with its federation partner,

p.7

Leadership and management

while remaining sensitive to the concerns of the local community. It demonstrates a good grasp of the school strengths and the benefits of close partnership working. As a result, the school’s capacity to secure and sustain improvements is good.

p.7

Leadership and management

The school enjoys excellent relationships with parents, carers and the local community. They appreciate the improvements in the quality of learning and the wider benefits that confederation working brings. Combined with the outstanding quality of care and support, this ensures that help for pupils is really well targeted. The good and constantly developing curriculum provides a wide range of rich opportunities for high-quality learning. This contributes particularly well to the pupils’ excellent spiritual, moral, social and cultural development. Highly effective partnership working, such as with the network of local schools, adds to the opportunities for the pupils’ learning and development. The school’s evolving international links, which includes staff exchange visits with a partner school in Sri Lanka, and the celebration of cultural diversity nationally, provides pupils with a good understanding of the cultural diversity that exits in the world. Safeguarding requirements

p.7

Leadership and management

are met with much good quality practice adopted in day-to-day routines to protect pupils. Inspection report: Carlton and Faceby Church of England Voluntary Aided Primary School, 21–22 May 2012 8 of 11

p.7

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.

p.8

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

p.8

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.

p.8

Type of school Outstanding Good Satisfactory Inadequate

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 ).

p.8

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.

p.8

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.

p.8

Type of school Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100. Inspection report: Carlton and Faceby Church of England Voluntary Aided Primary School, 21–22 May 2012 9 of 11

p.8

Common terminology used by inspectors

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

p.9

Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

p.9

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.

p.9

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.

p.9

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.

p.9

Common terminology used by inspectors

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

p.9

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.

p.9

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.

p.9

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.

p.9

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.

p.9

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. Inspection report: Carlton and Faceby Church of England Voluntary Aided Primary School, 21–22 May 2012 10 of 11

p.9

to share with their children. It describes Ofsted's main

findings from the inspection of their school.

p.10

Primary School, Middlesbrough, TS9 7BB

I want to thank you all for the friendly welcome you gave me when I visited your school to see how well you were learning. I was very impressed by the considerate, thoughtful and sensible way you responded to my questions.

p.10

Primary School, Middlesbrough, TS9 7BB

I think that Carlton and Faceby is a good school with a number of real strengths. I was pleased with the outstanding relationships your headteacher has established with all of your parents and carers. You told me that staff constantly encourage you to do as well as you possibly can. I was impressed by your exemplary behaviour and the friendly and polite relationships you enjoy with all of your staff. I was also pleased to hear that you feel totally safe at school because your staff take excellent care of you. You told me that you think bullying of any sort very rarely occurs. You said that your staff deal promptly with any issues and concerns you raise. You also told me of your pride in helping your school to continue to improve.

p.10

Primary School, Middlesbrough, TS9 7BB

Your headteacher and governing body are taking very positive action to make certain your school continues improving. They are keen to make certain your lessons are even more challenging, encourage you to work at a fast rate and frequently test your thinking. We would like your teachers to make certain all of your activities are challenging, thought-provoking and encourage you to use your skills independently to solve problems in all subjects. I have also asked your teachers to provide you with more opportunities to work by yourself and rely on your teachers less.

p.10

Primary School, Middlesbrough, TS9 7BB

You can all play your part by continuing to work as hard as you possibly can. I wish you all the very best for the future.

p.10

Primary School, Middlesbrough, TS9 7BB

Lead inspector Inspection report: Carlton and Faceby Church of England Voluntary Aided Primary School, 21–22 May 2012 11 of 11

p.10

Primary School, Middlesbrough, TS9 7BB

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 .

p.11