Carlton-in-Snaith Community Primary School

School report Carlton-in-Snaith Community Primary School Townend Avenue, Goole, DN14 9NR

p.1

Overall effectiveness

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

p.1

This is a school that requires improvement. It is not good because

 Teaching is not effective enough in Years 1 and 2 for pupils to make good progress in English and mathematics.  The quality of teaching in mathematics does not always promote a good understanding of mathematical methods. This means that some pupils, particularly those of low ability, are not making enough progress.  Teachers often ask questions that do not allow all pupils to give detailed answers to deepen their understanding.  Assessment of pupils’ work during lessons is not regular enough. Teachers do not check on the progress of all groups of pupils, nor the work of teaching assistants, to ensure good progress for all pupils and improved behaviours for some.  Procedures to check and improve the quality of teaching are not as effective as they could be. Middle leaders are not skilled enough in supporting teachers so that progress is consistently good or better.

p.1

The school has the following strengths

 The quality of teaching and learning in the Reception class is good and enables pupils to develop good skills.  The teaching of writing is good and pupils take a pride in their well-presented work.  Pupils benefit from a curriculum which is exciting and enriched by a range of visitors.  The headteacher and governors have a good understanding of how well the school is doing and where it needs to improve.

p.1

Information about this inspection

 The inspectors visited 14 lessons and observed seven teachers. Inspectors observed a small group session led by a teaching assistant. One joint observation of a lesson was undertaken with the headteacher.  Inspectors spoke to groups of pupils about their learning in lessons and their safety in school. Inspectors listened to some pupils reading.  Meetings were held with members of the governing body, school staff and a representative of the local authority. In addition, inspectors looked at the school’s self-evaluation and development plan, safeguarding information, school policies and governing body minutes.  The inspectors analysed 50 responses to Parent View (the on-line parent questionnaire). Inspectors spoke to some parents at the start of the school day.

p.2

Inspection team

James McGrath, Lead inspector Additional Inspector Angela Shaw Additional Inspector

p.2

Information about this school

 This is a smaller than average-sized primary school.  The proportion of pupils known to be eligible for the pupil premium is much lower than the national average.  The proportion of pupils from minority ethnic groups is below the national average. All pupils speak English as their first language.  The proportion of pupils supported through school action is below the national average. The proportion of pupils supported by school action plus or with a statement of special educational needs is well below the national average.  The school meets the government floor standards, which set minimum expectations for attainment and progress.  The school holds the Gold Artsmark and the Rights Respecting School Award (Level 1).  Since the previous inspection a new headteacher has taken up post.

p.3

What does the school need to do to improve further?

 Raise the attainment of pupils at the end of Key Stage 1 by: - improving the quality of teaching in reading, writing and mathematics - improving the quality of marking to support pupils’ achievement.

p.3

What does the school need to do to improve further?

 To increase the proportion of good teaching in both Key Stage 1 and Key Stage 2 by: - developing skilful questioning that gives all pupils opportunities to give full and detailed answers - making frequent and thorough assessments of the progress being made by all groups of pupils as the lesson proceeds - improving the quality of teaching in mathematics to ensure that pupils develop a full understanding of the mathematical skills they are using - regularly check on the work of teaching assistants in order to ensure that all pupils are making good progress in lessons.

p.3

What does the school need to do to improve further?

 Improve the skills of middle leaders so they can: - evaluate the effectiveness of teaching and learning in their subjects - use information gathered about the children’s attainment and progress in order to identify ways of improving learning.

p.3

The achievement of pupils requires improvement

 Children enter the school with skills that are generally typical for their age although the skills of some are below. They quickly develop good social skills and good skills in literacy and numeracy as they work in a stimulating environment that supports good learning. Children start Year 1 with above average skills.  In Years 1 and 2, progress requires improvement because standards slip back. Although results in reading, writing and mathematics improved in 2012, they remained below the national average and require improvement. Parents expressed some concerns to inspectors about the progress their children were making in Key Stage 1.  Achievement in Key Stage 2 is better than Key Stage 1 with progress comparing favourably with national expectations. The school has focused on improving the quality of teaching and learning in English and this has had a good impact on the progress pupils make by the end of Key Stage

p.4

The achievement of pupils requires improvement

2. Those pupils who started the key stage with good results at the end of Year 2 make good progress. The progress of low ability pupils in mathematics requires improvement. An analysis of pupils’ work indicated that progress in mathematics and English is inconsistent throughout the key stage and lesson observations support this.  The achievement of disabled pupils and those with special educational needs is similar to other pupils. Their attainment is in line with similar pupils but below that of all pupils nationally.  Reading is a priority throughout the school. The most recent screening test at the end of Year 1 showed that pupils link letters and sounds very well in order to support their reading development. Throughout the school, pupils are encouraged to read widely. The school promotes reading through authors who visit the school to read and speak to classes and also through good use of the local library service. Pupils treasure their signed copies of books from

p.4

The achievement of pupils requires improvement

the visiting authors.  Inspectors found that most pupils read fluently and with understanding. The school provides extra support in reading for some least able pupils who find difficulty with putting sounds together to make words.

p.4

The quality of teaching requires improvement

 The quality of teaching is variable. Some is good but much requires improvement, particularly in mathematics. In some mathematics lessons pupils are unclear about the methods they are learning and teachers do not use sufficiently varied explanations to develop understanding.  All teachers plan lessons in detail and provide pupils with good resources that are matched to their differing abilities. In the best lessons pupils work industriously and make good progress due to clear explanations that are given by the teacher.  Teachers do not always circulate well around the class in order to assess the progress of all pupils. They spend too long with one group. Although this group benefits considerably from the teacher’s close attention, other pupils do not receive the support they need to overcome difficulties, particularly in mathematics. This leads to some pupils misbehaving and disturbing the work of others.

p.4

The quality of teaching requires improvement

 Teaching assistants have good relationships with pupils and are well-briefed by teachers so they know what is expected of them. However, the work of the teaching assistants is not checked on enough by teachers. Therefore, teachers do not always know the quality of support that is given to each pupil and how they could support further progress.  Skilful questioning that allowed all pupils to contribute through extended answers was infrequent. Some pupils found difficulty in understanding questions that were directed at more able pupils and this led to groups of pupils not being able to contribute and making slow progress.  In most classes, teachers mark pupils’ work regularly and provide good suggestions for improvement. Pupils did not always respond to the teacher comments as they were not clear about what was required of them. Pupils enjoy opportunities to assess their own work and are developing good skills to support their learning. An analysis of pupils’ work showed that marking

p.4

The quality of teaching requires improvement

varied in quality in Year 2 with some incorrect work in mathematics not being corrected.  All teachers give good attention to developing the pupils’ skills of writing. Pupils use punctuation well and enjoy descriptive writing and poetry. Good opportunities are created to develop writing in other subjects such as science. Pupils in Years 3 and 4 enjoyed experimenting with conductors and insulators and writing about the importance of these in supporting an astronaut in a spacecraft. Year 2 pupils enjoyed descriptive writing for a winter scene and using their similes such as ‘the lights are as bright as the sun’.

p.5

The behaviour and safety of pupils requires improvement

 Pupils’ attitudes to learning vary depending on the quality of teaching they receive. In the best lessons all pupils are industrious and keen to learn. In other lessons some pupils do not focus on their learning and interrupt the learning of others in their group. When given time to share learning with their ‘talk partner’ some pupils do not focus on their work. At times, teachers do not notice that this is happening and do not always intervene.  Pupils say that ‘behaviour at playtime can be good and bad − but teachers do sort it out’. Inspectors observed that when pupils had enough play equipment to engage them actively in constructive play then behaviour was good. Older pupils enjoy the responsibility of being playground leaders and support younger pupils in engaging in constructive play.  Pupils have a very good awareness of how to stay safe. They explain clearly how their understanding of internet safety has been extended by the local police officer’s presentation

p.5

The behaviour and safety of pupils requires improvement

about internet safety. Year 5 pupils are ambassadors for road safety and enjoy the responsibility. Pupils say they are safe in school and that bullying is rare and dealt with quickly.  Attendance in school is above average and pupils arrive in time to school and to their lessons. They enjoy school and are well cared for by their teachers.  Pupils are polite, courteous and respectful to adults and to other pupils. They have a good understanding of right and wrong. School rules are clear and help pupils understand the responsibilities that go with their rights. A large majority of parents who responded to Parent View believe that pupils are well behaved in school.

p.5

The leadership and management requires improvement

 The headteacher has a very clear view of how well the school is doing and what steps are needed to improve it. Opportunities are being widened for more responsibilities to be shared with middle leaders in order to drive forward her ambitions for the school.  A rigorous system is in place for checking on the progress of pupils. However, middle leaders do not yet have the skills to use this information effectively. They are not taking steps to ensure that the quality of teaching is improved to promote good progress for all pupils.  The management of the performance of teachers and teaching assistants supports the priorities for making the school better. Training is provided to help teachers to improve and develop their skills. Recent training on the teaching of writing has improved the quality of pupils’ writing.  The curriculum provides many good creative opportunities for pupils and has a strong focus on

p.5

The leadership and management requires improvement

reading, writing and mathematics. When designing the curriculum teachers take into account a range of questions posed by pupils and things that pupils would like to find out. This gives pupils a strong interest in the work that is planned for them.  There is a variety of activities available for pupils after school. Many visits and visitors contribute to rich experiences for all pupils. Pupils’ spiritual, moral and social development is promoted particularly well.  The school’s arrangements for safeguarding meet statutory requirements.  The local authority has provided effective support for the school. In particular, it has assisted in developing the quality of provision for the Early Years Foundation Stage which is now good.  The governance of the school: - The governing body is well led. It supports the school effectively. Governors have an accurate understanding of how well the school is doing and where it needs to get better. The spending

p.5

The leadership and management requires improvement

of the pupil premium is monitored very carefully. Governors ensure that the headteacher reports on the impact the spending has had on these pupils’ progress. Individual governors visit the school to extend their knowledge and understanding of how it is providing for the needs of the pupils. Governors ensure that the management of staff’s performance is linked to improving pupils’ achievement. There is an effective system for evaluating the effectiveness of the headteacher.

p.6

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 is

p.7

Grade Judgement Description

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.

p.7

School details

Unique reference number 121386 Local authority North Yorkshire Inspection number 403460

p.8

School details

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

p.8

School details

Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 170 Appropriate authority The governing body Chair Margaret Hulme Headteacher Christina Clarke Date of previous school inspection 29 April 2008 Telephone number 01405 860736 Fax number 01405 862863 Email address headteacher@carlton-in-snaith.n-yorks.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 .

p.8

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.

p.9

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

p.9

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, please

p.9

School details

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’.

p.9

School details

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

p.9