Scarborough, Overdale Community Primary School

Scarborough, Overdale Community Primary School Inspection report

p.1

Age group 3–11 Inspection date(s) 10–11 July 2012 Inspection number 380215 Unique Reference Number 121336 Local authority North Yorkshire Inspection number 380215 Inspection dates 10–11 July 2012 Lead inspector Melvyn Hemmings

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 Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 237 Appropriate authority The governing body Chair Peter Bowdidge-Harling Headteacher Vicki Logan Date of previous school inspection 1 July 2008 School address Hawthorn Walk Eastfield Scarborough YO11 3HW Telephone number 01723 582360 Fax number 01723 583699 Email address admin@overdale.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.

p.1

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

p.2

Introduction

Melvyn Hemmings Peter Evea Additional Inspector Additional Inspector

p.3

Introduction

This inspection was carried out with two days' notice. The inspectors observed 20 lessons or parts of lessons taught by seven teachers. Discussions were held with members of the governing body, staff, groups of pupils and a representative from the local authority. Inspectors observed the school's work, looked at school documentation, including that relating to safeguarding, minutes of the governing body meetings, assessment information and curriculum planning. Work in pupils’ books and displays around the school were examined. Questionnaires from staff, pupils and from 51 parents and carers were scrutinised.

p.3

Information about the school

Scarborough Overdale is smaller than the average sized primary school. The proportion of pupils known to be eligible for free school meals is well above average. The proportion of pupils supported at school action plus or with a statement of special educational needs is broadly average. Most pupils are of White British heritage. The school meets the current floor standards, which set the government’s minimum expectations for attainment and progress. Following the previous inspection there was a period of turbulence in senior leadership. The current headteacher was appointed in January 2011. The before-school breakfast club is not managed by the governing body and is subject to separate inspection arrangements. The school has gained a number of national awards, including Activemark Gold, and holds Healthy School status. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate

p.3

Information about the school

Please turn to the glossary for a description of the grades and inspection terms

p.4

Key Findings

 Scarborough, Overdale Community Primary is a satisfactory school. It is not yet good because pupils’ achievement is only satisfactory and the quality of teaching is inconsistent. Also, the governing body and some subject leaders are not fully involved in promoting improvement. The school’s main strengths are pupils’ improving attainment, the start made by children in the Early Years Foundation Stage, the teaching of reading, the headteacher’s inspirational leadership and the care of pupils. Schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

p.4

Key Findings

 Although pupils’ attainment in English and mathematics is below average at the end of Year 6, it is improving quickly. Pupils attain average standards in reading by the time they leave the school. Children in the Early Years Foundation Stage make good progress and achieve well.

p.4

Key Findings

 Inconsistencies in teaching means different groups are not always effectively challenged and, at times, learning support assistants are not suitably deployed. Teaching is strong for pupils in Years 5 and 6 and this is a key factor in their accelerating progress. Reading is taught well through the school.

p.4

Key Findings

 Behaviour is satisfactory, having improved considerably over the last 18 months. Significant improvement in attendance means it is now average. Pupils say they feel safe and secure in school and in lessons many exhibit positive attitudes to learning.

p.4

Key Findings

 The headteacher’s focused educational direction has been central to the school moving forward since the period of disruption to leadership, during which pupils’ attainment, behaviour and attendance declined. The leadership of teaching and management of performance have increased the proportion of good teaching and eradicated inadequate teaching. The leadership skills of subject leaders and the governing body are less well developed. The curriculum generally meets pupils’ needs but there are limited opportunities for them to practise and improve their literacy and numeracy skills in subjects other than English and mathematics.

p.4

What does the school need to do to improve further?

 Raise attainment in writing and mathematics to at least the national average by:  improving pupils’ ability to write accurately constructed sentences  improving pupils’ quick mental recall skills in mathematics  providing sufficient opportunities for pupils to practise their literacy and numeracy skills across the curriculum.

p.5

What does the school need to do to improve further?

 Improve the quality of teaching to at least good by:  ensuring teachers consistently provide activities that meet the needs of different groups  increasing the involvement of pupils in evaluating for themselves what they need to do to improve  making sure that learning support assistants are always deployed effectively to promote pupils’ learning.

p.5

What does the school need to do to improve further?

 Develop leadership and management further by:  improving the skills of the governing body in holding the school to account for its performance  fully involving all subject leaders in evaluating pupils’ learning through the school.

p.5

Achievement of pupils

Pupils achieve satisfactorily from their attainment on entry, which is well below that expected for their age. Children in the Early Years Foundation Stage make good progress and achieve well because their individual needs are consistently met. They quickly settle into school routines and grow in confidence as they are encouraged to make choices for themselves. They enjoy activities and work well together, taking turns and sharing fairly. This was evident in the outdoor role play area set up as a ‘Souvenir Shop’ in which they were happily building upon their experiences from a recent trip to Filey.

p.5

Achievement of pupils

Attainment in English and mathematics is below average by the end of Year 6. However, the gap between pupils’ attainment and the national average is narrowing in both subjects. Pupils enjoy writing in a variety of styles, including narrative and persuasive writing. The way in which they construct sentences lacks accuracy in the correct use of grammar, punctuation and spelling. Pupils’ basic mathematical calculation skills have improved, but their quick mental recall skills are not well developed and this slows the rate at which they complete activities. Attainment in reading has improved and is average by the end of Key Stage 1 and by the time pupils leave the school in Year 6. Pupils read enthusiastically and are keen to talk about their favourite books and authors. Progress in lessons is satisfactory overall and it accelerates in those lessons which engage pupils’ interest. Many show positive attitudes to and enthusiasm in their work. They concentrate for lengthy periods and enjoy

p.5

Achievement of pupils

working with others to complete tasks. Pupils willingly contribute to discussions, showing respect for others’ views when different to their own. Progress is slower in lessons when the activities do not meet the needs of different groups of pupils. In the questionnaire responses, most parents and carers agreed that their children were making good progress. Inspection evidence shows that progress is satisfactory with increasing numbers of pupils making better than expected progress. The particular needs of disabled pupils and those who have special educational needs are identified early and extra support provided to meet them. As a result, they make the same progress as other pupils. The gap between the achievement of pupils known to be eligible for free school meals and other pupils has been successfully narrowed and is now minimal.

p.5

Quality of teaching

Most parents and carers who returned their questionnaires agreed that their children were taught well. Inspection evidence shows that teaching is satisfactory, with an increasing proportion being good. It is consistently good in the Early Years Foundation Stage and adults work well together to provide activities that are practical, stimulating and well- matched to children’s needs. There is a good balance between activities led by adults and those chosen by children. Activities in the outdoor area are planned well to build upon children’s learning that has taken place indoors.

p.6

Quality of teaching

In Years 1 to 6 the quality of teaching is satisfactory. In the best lessons, teaching is imaginative, highly engaging and activities matched well to individual pupils’ need. A good example of this was in a literacy lesson for pupils in Year 5 in which they made good progress in learning how to write an introduction and the build-up to an Olympic event. Most lessons include several strengths. Teachers plan lessons effectively to build upon prior learning. As a result, pupils use what they already know to support their current learning. Activities are interesting and pupils respond positively, showing they are keen to do well. Marking is used successfully to guide pupils to improve, with pupils saying, ‘Teachers know us well and help us to learn.’ However, there are limited opportunities for pupils to decide for themselves what they need to do next to improve. There are times when activities do not sufficiently challenge different groups of pupils and this limits the progress they make.

p.6

Quality of teaching

Learning support assistants are not always deployed effectively to promote learning. This is particularly the case during the introductions to lessons, when they tend to have a watching brief rather than active involvement. Disabled pupils and those who have special educational needs are given extra support to ensure they are successfully involved in all activities.

p.6

Quality of teaching

Improvements that have been made in the way pupils are taught how to link letters and sounds are contributing positively to pupils’ rising attainment in reading. Also, guided reading sessions have been refined so they are more focused on promoting specific skills. Such a session, for pupils in Years 4 and 5, enabled them to make good progress in exploring and understanding a variety of non-fiction texts.

p.6

Quality of teaching

Teaching promotes pupils’ social and moral development effectively, through opportunities to work collaboratively and to consider the consequences of their actions on others. Cultural and spiritual development is enhanced by opportunities for pupils to explore different cultures and to reflect upon their learning.

p.6

Behaviour and safety of pupils

Pupils have a good understanding of how to keep themselves and others safe. They know about the dangers associated with road, water and railway use and what to do if approached by a stranger. They feel safe in school saying, ‘It’s like a family.’ Almost all parents and carers who returned the questionnaires agreed their children feel safe at school. Most parents and carers are positive about behaviour. However, in the questionnaires responses a few thought that the school did not always deal with bullying effectively. However, pupils say bullying used to happen but procedures are much improved and such instances are now rare. They have a good understanding of the different types of bullying, such as racist, physical and name calling. They are confident that if any bullying occurs it will be dealt with quickly by staff. Pupils’ behaviour is satisfactory. They say that pupils generally behave well, though occasionally some do not act responsibly. Teachers usually

p.6

Behaviour and safety of pupils

manage behaviour well but some inconsistencies exist and low-level disruption occasionally occurs. A scrutiny of the behaviour logs shows there has been a significant improvement in behaviour over the last 18 months.

p.7

Behaviour and safety of pupils

Pupils enthusiastically take on responsibilities, such as being a school councillor or a playground buddy and in so doing enhance the life of the school. The school council gives pupils a voice in the direction of the school, such as in designing and developing the outdoor classroom. Leaders have been uncompromising in their efforts to improve attendance. Action is proving successful with attendance improving significantly and being currently in line with the national average.

p.7

Leadership and management

The headteacher’s ambitious vision for the school’s development is shared by all members of the governing body and staff. Morale is high. The skills of senior leaders have been developed well and all work well together to drive improvement. The leaders of English and mathematics evaluate learning in their subjects and so have a good overview of provision and outcomes through the school. Leaders of other subjects are not as adept at doing this and this limits their involvement in school improvement. Professional development and performance management has been successful in improving the quality of teaching, although some inconsistencies remain. The governing body is supportive of the school but lacks proficiency in holding leaders to account for its performance. Accurate self-evaluation enables leaders to identify strengths and weaknesses and to prioritise areas for development. Capacity to improve is demonstrated by sustained improvement in attainment,

p.7

Leadership and management

teaching, behaviour, attendance and leadership and management.

p.7

Leadership and management

Safeguarding arrangements meet requirements. All staff are committed to the care and welfare of pupils and there are comprehensive procedures for supporting those pupils who are potentially vulnerable due to their circumstances. In their questionnaire responses, almost all parents and carers agreed their children were looked after well. The promotion of equality of opportunity and tackling discrimination is satisfactory. Leaders have detailed information about the performance of different groups and are starting to use this more effectively when differences are identified.

p.7

Leadership and management

The curriculum is enriched by a variety of well-attended extra-curricular activities and visits, such as to the Railway Museum in York. The curriculum is planned well to teach skills in a progressive manner. However, it does not provide enough opportunities for pupils to practise their literacy and numeracy skills in subjects other than English and mathematics. A sense of enjoyment in learning, including opportunities to discuss issues about right and wrong, promotes spiritual and moral development. Social and cultural development are encouraged through a residential stay and opportunities to learn about life in a culturally diverse Britain. The school has generally positive relationships with parents and carers. As one typically commented, ‘I have found this year the best yet with how the school is improving.’

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.

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.

p.9

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

findings from the inspection of their school.

p.10

Scarborough, YO11 3HW

Thank you for the friendly welcome you gave the team when we inspected your school. We enjoyed meeting you and seeing the many interesting things you do.

p.10

Scarborough, YO11 3HW

The inspectors judge that yours is a satisfactory school and that:

p.10

Scarborough, YO11 3HW

 although your attainment at the end of Year 6 is below average in writing and mathematics, it is improving and is average in reading  you feel safe in school, as indicated in your questionnaire responses  children in the Nursery and Reception classes have a good start to their education  the curriculum is enriched by extra-curricular activities and educational visits, such as to the Railway Museum in York  you enjoy school, as shown by your improving attendance  staff and the governors are working hard to help you do better.

p.10

Scarborough, YO11 3HW

What we have asked your school to do is to:

p.10

Scarborough, YO11 3HW

 improve your ability to write accurately constructed sentences and your quick mental recall skills  ensure work always matches your ability, involving you more in deciding for yourselves how to improve and making sure all the adults in classrooms are always fully involved in helping you to learn  develop the skills of the governing body and some of the teachers who lead subjects in helping the school improve further.

p.10

Scarborough, YO11 3HW

All of you are a credit to your school and can help it improve further by always behaving well and continuing to try your best in your activities.

p.10

Scarborough, YO11 3HW

Melvyn Hemmings 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 .

p.10