Baschurch CofE Primary School

School report Baschurch CofE Primary School Eyton Lane, Baschurch, Shrewsbury, SY4 2AU

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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.  The work of the headteacher, well supported by an effective staff team and a good governing body, has led to considerable improvements since the school’s last inspection.  Teaching and learning are good in all classes. Teachers promote learning well and demonstrate good subject knowledge, thanks to leaders’ thorough checks on teaching that are followed up with effective staff training.  As a result, pupils achieve well and standards at the end of Year 6 are above national averages in reading, writing and mathematics.  Pupils thoroughly enjoy school, and this is reflected in attendance that is well above average.  Good teaching and the high quality of care ensure that children make a good start in the Reception class. Children are inquisitive about the world around them and respond well to the stimulating activities provided.  Pupils’ behaviour and attitudes are good and this contributes strongly to the good learning in

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Summary of key findings for parents and pupils

lessons. They say they feel safe in school, and are aware of the different forms of bullying can take and how to avoid it.  Pupils enjoy a good variety of exciting additional activities throughout the school year. These include visits, residential stays and visitors to the school.  The school accurately evaluates how well it is doing and what needs to be done next to improve.

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It is not yet an outstanding school because

 Not enough teaching is outstanding. Occasionally the pace of learning in lessons slows after a brisk start, and pupils are not encouraged enough to develop the skill of learning independently without direction from adults.  Although the progress made by individual pupils is checked very carefully in reading, writing and mathematics, this is not yet the case in science and other subjects.

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Information about this inspection

 The inspector observed eight lessons, of which two were joint observations with the headteacher.  Meetings and discussions were held with governors, members of staff, a representative of the local authority and groups of pupils.  The inspection took into account the 15 responses to the online questionnaire for parents and carers (Parent View).  The inspector observed the school’s work and looked at a number of documents, including the school’s own data on pupils’ current progress, planning and monitoring documentation, records relating to behaviour and attendance, and documents relating to safeguarding.

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Inspection team

Clive Lewis, Lead inspector Additional Inspector

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Information about this school

 The school is smaller than most other primary schools.  The proportion of pupils supported by the pupil premium, including those known to be eligible for free school meals, is below average.  The proportions of disabled pupils and those who have special educational needs who are supported at school action, and at school action plus or through a statement of special educational needs, are broadly average.  No pupils are currently educated in alternative provision away from the school site.  The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.

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What does the school need to do to improve further?

 Raise the quality of teaching to outstanding by ensuring that:  all lessons move at a brisk pace  pupils are given more opportunities to develop the ability to learn without direct adult supervision.

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What does the school need to do to improve further?

 Extend the thorough systems for checking and tracking pupils’ progress in English and mathematics to all other subjects.

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The achievement of pupils is good

 Good teaching has led to good progress throughout the school. This good progress was reflected in the good quality of learning in lessons observed during the inspection and confirmed by the work in pupils’ books.

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The achievement of pupils is good

 Children’s experiences and skills on entry to the Reception class vary from year to year but are broadly at the level typically found for their age group. Children get off to a good start in Reception and make good progress in all areas of their learning during their first year in school.

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The achievement of pupils is good

 In the Reception class and in Key Stage 1, pupils quickly learn the sounds letters make to support their writing, as well as the mathematical skills they need to complete simple calculations. This is built on successfully in Key Stage 2, and by the time pupils leave at the end of Year 6, attainment in English and mathematics is above average.

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The achievement of pupils is good

 The small number of pupils known to be eligible for the pupil premium make good progress in line with their classmates. The most recent national test results show that the gap between the attainment of pupils known to be eligible for free school meals and that of other pupils is closing. Their needs are fully identified, and the school uses the funding very well to provide additional support that is carefully matched to these needs.

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The achievement of pupils is good

 Pupils make particularly good progress in developing their reading skills. This starts by teaching younger pupils to read by linking letters to the sounds that they make (phonics). The teaching of reading, through regular phonics lessons and guided reading activities, continues through all age groups. As a result, pupils throughout the school read confidently, with expression and enthusiasm, and older pupils read with fluency and confidence, with a good understanding of their texts.

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The achievement of pupils is good

 Disabled pupils and those who have special educational needs make good progress. The good support provided by class teachers, teaching assistants and outside agencies ensures that work is set at the right level for them, enabling them to make small but progressive steps in their learning.

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The quality of teaching is good

 Teaching has improved since the last inspection and all staff are determined to become even better by sharing good practice with each other. Lessons are well planned, with each lesson building carefully upon the previous one, and learning goals are shared with the pupils so they know what to aim for.

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The quality of teaching is good

 Marking is regular and up to date and typically gives pupils good guidance about how well they have done and how to improve their work. Good use is made of resources, including information and communication technology, to motivate pupils and enhance their learning.

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The quality of teaching is good

 In a typically good Year 5/6 mathematics lesson, where pupils were calculating percentage discounts, no time was wasted. The teacher set a very good pace, which was maintained throughout the lesson. She demonstrated high expectations of pupils, constantly reinforced subject vocabulary and key facts, and changed activities frequently to maintain pupils’ interest. As a result, pupils maintained a high level of concentration and motivation, and this led to good progress throughout the lesson.  Teaching is not yet outstanding. In most cases lessons move along at a brisk pace, but in a small minority of lessons the pace of learning slows, leading to some pupils losing their concentration. Teachers are aware of the need to allow pupils more independence in lessons, and in the best lessons, they ensure that pupils are able to make choices and to work on their own. However, in a small number of lessons pupils have limited opportunity to use their own

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The quality of teaching is good

initiative and rely too much on the teacher for direction.

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The quality of teaching is good

 Teachers are well supported by a strong team of teaching assistants who provide good support for groups and individuals within the class.

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The quality of teaching is good

 Each pupil’s progress in reading, writing and mathematics is thoroughly checked and tracked as they move through the school. Half-termly meetings about pupils’ progress are held to discuss the information gained. These meetings ensure that teachers have a good understanding of how well the pupils in their charge are doing, and the action they should take to support and help them to reach their challenging targets.

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The behaviour and safety of pupils are good

 The school is calm, friendly and very orderly. Pupils’ behaviour is typically good, both in the classroom and around the school, and this is a major factor in the good progress pupils make in lessons. Pupils like the system of rewards and sanctions, which ensures that any inappropriate behaviour is dealt with effectively and promptly.

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The behaviour and safety of pupils are good

 Pupils all say they enjoy coming to school and this is demonstrated in their consistently high rates of attendance. Pupils are punctual and well prepared for the day. Year 6 pupils said they will be very sorry to leave the school at the end of the year.

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The behaviour and safety of pupils are good

 They have a good understanding of how to keep safe and describe the school as being ‘very safe’. They are confident that any issues they raise will be dealt with promptly. Pupils understand the need for healthy lifestyles and exercise. Through the school council, they demonstrate their pride in the school community and take their responsibilities very seriously.

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The behaviour and safety of pupils are good

 Pupils say that they find learning fun, and are enthusiastic about their education. They particularly appreciate the educational visits and after-school clubs. They have a good understanding of the different forms of bullying, including that which might be encountered through internet sites.

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The behaviour and safety of pupils are good

 Pupils respond well to the school’s promotion of spiritual, moral, social and cultural development and have a clear sense of what is right and wrong. They are curious about the world around them and enthusiastically embrace new experiences.

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The leadership and management are good

 The headteacher’s strong leadership and high expectations are a significant factor in the good improvements made since the last inspection. As a result of these improvements all aspects of children’s education are now good or better, and leaders have successfully identified appropriate areas for further development.

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The leadership and management are good

 The school is valued greatly by parents and carers, all of whom would strongly recommend it to other parents.

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The leadership and management are good

 Staff are well motivated and demonstrate a shared sense of responsibility and commitment to improving the school. They work very effectively together and regularly take advantage of training to enhance their work.

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The leadership and management are good

 The headteacher and staff know the school well due to the regular and thorough checks they carry out on its work. The quality of teaching is monitored and improved through regular observations by leaders and ongoing training for teachers and teaching assistants. Teachers’ performance targets focus sharply on school priorities for improvement.

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The leadership and management are good

 Pupils’ progress in reading, writing and mathematics is meticulously and regularly tracked, although systems for assessing and tracking progress in other subjects are less well developed.

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The leadership and management are good

 Fully supported and monitored by the governing body, the school makes effective use of the pupil premium to support frequent small-group and one-to-one work. This helps to ensure that eligible pupils achieve as well as their classmates.

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The leadership and management are good

 The school cares well for all its pupils. Its small size ensures that all pupils and families are known very well by the staff. The very positive relationships with parents and carers and good links with a wide range of partners contribute much to pupils’ achievement and well-being. Strong links with local schools help to overcome the potential isolation of such a small school.

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The leadership and management are good

 Local authority support has been helpful to the school. For example, it has provided training for both leaders and governors, and provided support for improvements in pupils’ basic literacy and numeracy skills.

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The leadership and management are good

 The governance of the school:  The governing body provides very strong support and challenge for leaders and managers to ensure that the school improves and moves forward. It checks that safeguarding policies and practices meet current national requirements and has been effective in overseeing the arrangements for relating teachers’ pay to their performance. It plays a fully active role in the school’s self-evaluation, monitoring and improvement planning process. It understands the data on how well pupils do, and the comparative performance of the school in relation to similar schools nationally. It knows what is happening in the school, is aware that pupils’ overall education is now good, and is ambitious for the school to further improve.

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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 is

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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.

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School details

Unique reference number 123534 Local authority Shropshire Inspection number 402171

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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 aided Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 139 Appropriate authority The governing body Chair Julie Birtles Headteacher Andrew Everett Date of previous school inspection 22 June 2010 Telephone number 01939 260443 Fax number 01939 260443 Email address head.baschurch@shropshirelg.net 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, please

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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’.

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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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