Ennerdale and Kinniside CofE Primary School

Ennerdale and Kinniside CofE Primary School Ennerdale Bridge, Cleator Moor, Cumbria, CA23 3AR

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Overall effectiveness

Previous inspection: Satisfactory 3 This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Good 2 Leadership and management Good 2

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Summary of key findings for parents and pupils

This is a good school.  Most students make good progress in reading, writing and mathematics. Reading is a particular strength as is work in art, design, sport, music and drama.  Teachers have high expectations of pupils and plan activities that meet the needs of individuals, including more-able pupils, disabled pupils and those with special educational needs.  An exciting and broad curriculum generates a great deal of enthusiasm and pays good attention to progress in basic skills and personal development. The school makes the most of the outdoors locally and further afield to support learning.  Pupils enjoy school and learning. Their behaviour is often exemplary. They feel safe and cared for very well. They like being part of a small school where they know everyone.  Leaders, staff and the governing body share a strong commitment to promoting pupils’ achievement and well-being. Continuous and effective focus on improving teaching has led

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Summary of key findings for parents and pupils

to improved achievement since the previous inspection.  Parents are highly supportive of the school. The school makes a strong contribution to the local community.

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It is not yet an outstanding school because

 Progress in mathematics is not as consistently good as in other subjects in Years 3 and 4. These pupils do not apply their skills often enough to relevant practical problems.  Not enough of the teaching is outstanding.  The outcomes of the school’s monitoring of teaching and performance management are not recorded and used sytematically enough.  The governing body does not fully monitor the impact of provison on the progress of pupils currently in the school.

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Information about this inspection

 The inspector observed parts of seven lessons.  Meetings were held with pupils, staff, members of the governing body, the school-to-school support officer (a headteacher from a nearby school) and a representative of the local authority.  The inspector looked at pupils’ work and reviewed the school’s data on pupils’ progress.  Documents scrutinised included the school’s self-evaluation and improvement planning.  The inspector talked to parents and carers as they brought their children to school and, on request, held private discussions with a small number. Parents’ views were taken into account through the on-line questionnaire(Parent View), letters sent to the lead inspector and the school’s most recent survey of parental views.

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Inspection team

Gillian Salter-Smith, Lead inspector Additional inspector

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Information about this school

 The school is much smaller than most primary schools.  The proportion of pupils supported through school action is below average and the proportion supported at school action plus or with a statement of special educational needs is above average.  The proportion of pupils known to be eligible for the pupil premium is below average.  The school meets the government floor standards which set the minumum expectations for pupils’ attainment and progress.  The substantive headteacher is unavoidably absent. An executive headteacher has been appointed but at the time of the inspection had not yet taken up the post. The local authority has arranged for school-to-school support from a local headteacher.

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What does the school need to do to improve further?

 Accelerate pupils’ progress in mathematics, particularly in Years 3 and 4, so that it is consistently good or better across the school, by giving pupils more frequent opportunities to apply their mathematical skills to relevant practical problems.

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What does the school need to do to improve further?

 Increasing the amount of teaching that is outstanding by: - developing the role of teaching assistants in supporting learning during periods when the class works together as a whole - ensuring pupils have more opportunities to improve their work in response to the guidance given by teachers.

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What does the school need to do to improve further?

 Improve the effectiveness of leaders and governance further by: - recording and using the outcomes of performance management of staff and the monitoring of teaching more sytematically - encouraging the governing body to find out more about the impact of provision on the progress of current pupils and use this to inform their oversight of the school.

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Inspection judgements

 Most pupils make consistently good progress from their starting points and attainment is often above average by the time pupils reach the end of Key Stage 2. Progress is consistently strong in reading and writing but is less consistently good in mathematics, particularly in Years 3 and 4.  Children make good progress in the Reception Year and continue this into Key Stage 1. Results of the end of Year 2 national assessments are consistently above average.  Reading is a particular strength because pupils are well prepared in the early stages of learning; regular reading at home is encouraged and well-planned class-reading sessions develop a real enjoyment of reading.  Pupils develop secure skills in literacy, numeracy, and information and communication technology because of the way these are taught through an exciting curriculum that pays good attention to progression.  Progress and achievement have improved since the previous inspection. Pupils of all levels of

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Inspection judgements

prior attainment achieve well, including more-able pupils. Disabled pupils and those with special educational needs achieve well. They receive carefully targeted support and often make better than expected progress. The very small number of pupils known to be eligible for the pupil premium make good progress. The school promotes good opportunities for all groups of pupils and fosters very positive relationships.  Effective assessment and tracking systems help staff to identify more-able pupils and those likely to fall behind expectations. Consequently, equality of opportunity is promoted well because tasks are challenging and meet pupils’ different needs and gaps in learning are closed.  Pupils achieve well across a wide range of subjects. Work in art, design, sport and music is particularly strong.

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Inspection judgements

 Teaching is mostly good and sometimes, outstanding. Where teaching is outstanding, tasks are highly challenging and pupils are totally absorbed. For example, in a Key Stage 2 mathematics lesson on using calculators, pupils relished the chance to plan a holiday to a tight budget using real brochures. More-able pupils were fully challenged as they grappled with percentages and worked out discounted deals. Sensible use was made of the calculators.  Teachers have high expectations of pupils’ progress and lessons are well planned so that learning moves on at a good pace with plenty of independent work and active involvement. The school’s virtual learning site provides good opportunities for independent work and teachers set tasks that match pupils’ specific needs.  Accurate assessment and regular tracking help to identify gaps in learning quickly so that class teaching and additional support sessions help pupils to catch up. Teaching assistants provide

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Inspection judgements

well-targeted support to individuals and know the pupils very well indeed. Occasionally, there are missed opportunities to make the most of the presence of an additional adult to enhance learning during times when the class is working as a whole.  The teaching of literacy is very well planned wiith good emphasis on speaking, communication and drama in preparartion for writing. Well-planned sessions of reading across the school encourage pupils to develop much enthusiasm for reading. Topics of real interest to pupils encourage them to write extensively, particularly boys.  Teachers’ questioning in mathematics encourages pupils to work out how they get to their answers, recognising there is usually more than one way to get there. The good practice observed in encouraging pupils to apply their mathematical skills to practical and relevant problem solving is not yet consistent across the school.  Staff ensure that pupils joining the Reception class settle into school happily. Positive

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Inspection judgements

relationships with the children and an early focus on social and emotional development and communication skills help children to learn the routines and expectations of the school quickly.  Teachers mark pupils’ work regularly and offer pertinent guidance on how to improve. They set individual targets that pupils find useful. However, not all pupils act upon the guidance because there is not always sufficient time set aside during the school day for pupils to work on the improvements suggested.

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Inspection judgements

The behaviour and safety of pupils are good

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Inspection judgements

 Pupils are enthusiastic learners and concentrate well. They learn to work independently. For example, if they struggle with a problem in class, their first approach is often to other pupils because they are encouraged to support one another in learning.  Pupils’ behaviour is often exemplary. They are keen to contribute to assembly time when they discuss the school’s ‘Golden Rules’. During ‘wet’ playtimes, pupils play happily alongside each other. At lunchtime, monitors take their responsibilities for supporting younger pupils or clearing up after meals, very seriously.  Pupils feel very safe in school and enjoy being in a small school where everyone knows everyone else. They say there is no bullying and that staff or older pupils are there to help sort out any small disputes that might arise. Pupils know how to keep themselves safe, including when using modern technology and the internet.  The school regularly asks pupils for their views on teaching and the curriculum and has made

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Inspection judgements

adjustments to the curriculum as a result.

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Inspection judgements

 Staff, leaders and the governing body are strongly committed and effective in raising pupils’ achievement and the effectiveness of teaching within a supportive and highly caring environment.  Since the previous inspection, staff have worked successfully on bringing greater consistency to approaches to the teaching and assessment of reading, writing and mathematics. The improved assessment and tracking systems have enabled a closer focus on ensuring challenge for more-able pupils, which was an area for improvement at the previous inspection.  Self-evaluation is accurate; leaders know the school’s strengths and areas prioritised for improvement because these are well informed by the school’s monitoring and evaluation of teaching and pupils’ progress. As a result, the school improvement plan sets out the right priorities for improvement and staff undergo relevant professional development that meets

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Inspection judgements

their needs and helps to improve teaching and pupils’ achievement. However, the outcomes of these arrangements are not always recorded formally, therefore, limiting their usefulness.  The improved curriculum ensures that the needs of all groups, such as boys, are met. The strong focus of using the outdoors and the arts as a stimulus for learning has resulted in high quality work across the curriculum.  Parents are highly supportive of the school’s work. They raise considerable funds to support the school’s work. The many letters received and good response to Ofsted’s Parent View are highly positive.  The local authority provides effective support both for the improvements made since the previous inspection in teaching and achievement and during the current unavoidable absence of the substantive headteacher enabling the school to maintain a good education for pupils.  The governance of the school:

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Inspection judgements

- provides a good range of expertise - is supportive of school and its activities - is very supportive of the role of the school within the local community - uses the performance management of the headteacher to hold the school securely to account for pupils’ performance - is aware of the need to take more frequent account of the impact of provision on the outcomes for pupils currently in the school.

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Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school

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Grade Judgement Description

is failing to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

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School details

Unique reference number 112293 Local authority Cumbria Inspection number 401255

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School details

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

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School details

Type of school Primary School category Voluntary controlled Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 51 Appropriate authority The governing body Chair Chris Ayling Headteacher Vivien Young Date of previous school inspection 28 January 2010 Telephone number 01946 861402 Fax number 01946 861402 Email address admin@ennerdale.cumbria.sch.uk guidance ‘raising concerns and making complaints about Ofsted', 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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School details

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 and as part of the inspection.

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School details

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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School details

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. 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,

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School details

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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School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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