Setting

Mrs Sally Ann Akers Executive Headteacher Robert Piggott CofE Junior School School Hill Reading RG10 8DY

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Education act 2005 to Robert Piggott CofE Junior School

Following my visit to your school on 18 January 2013, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to report on the findings of my visit. Thank you for the help you gave me and for the time you made available to discuss the actions you are taking to improve the school since the most recent section 5 inspection.

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Education act 2005 to Robert Piggott CofE Junior School

The visit was the first monitoring inspection since the school was judged to require improvement following the section 5 inspection in October 2012. It was carried out under section 8 of the Education Act 2005.

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Evidence

During the visit, meetings were held with the Executive Headteacher and deputy headteacher and a group of pupils. The school action plan was evaluated. The lead inspector also visited every class briefly with the Executive Headteacher. Due to adverse weather conditions, the visit ended earlier than scheduled. However, telephone discussions took place with the Chair of the Governing Body and a representative from the local authority in the afternoon.

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Context

Since the last section 5 inspection, there have been no changes to the context of the school. Tribal 1-4 Portland Square Bristol BS2 8RR T 0300 123 1231 Text Phone: 0161 6188524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Direct T 0117 311 5373 Direct F 0117 315 0430 Direct email : jo-anne.harwood @tribalgroup.com

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Main findings

The school action plan suitably addresses all of the areas for improvement identified in the last section 5 inspection. It is clear from the plan what action is to be taken, who will monitor for progress against the plan and how success will be measured. Plans are in place for an advanced skills teacher from Wokingham to work with teachers whose teaching is not yet consistently good. Good teachers who strive to be outstanding will also benefit from this support. The Executive Headteacher has started to conduct more detailed observations of teaching, but information gained from this activity is not being recorded on a database. The roles of middle leaders, for example leaders of literacy, mathematics and Years 4 and 5 are being developed. However, systems for holding these members of staff to account through line management meetings are not yet in place. Members of the governing body have started to ask more challenging questions about pupils’ achievement and all

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Main findings

governors are about to attend a workshop on how to become more effective. They are keen to support the school and deploy their skills to best effect.

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Main findings

Senior leaders and governors have begun to take effective action to tackle the areas requiring improvement identified at the recent section 5 inspection. Following the visit to the school, HMI recommend that further action is taken to:

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Main findings

 make full use of information gathered from observations of teaching to develop a profile of current strengths and areas for improvement  establish a system of line management meetings between senior and middle leaders to establish a greater sense of accountability.

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Main findings

Ofsted will continue to monitor the school until its next section 5 inspection.

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External support

The school has bought in additional support from the local authority and values their input. The School Improvement Officer has met with the Executive Headteacher regularly and helped to produce the action plan. The local authority is to provide training for middle leaders and the governing body. Plans are also in place for an independent consultant to work with the literacy leader in conducting a scrutiny of pupils’ work.

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External support

I am copying this letter to the Chair of the Governing Body and the Director of Children’s Services for Wokingham and the Director of Education for the Dioceses of Oxford.

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