Somersham Primary School

Somersham Primary School Church Lane, Lower Somersham, Ipswich, IP8 4PN

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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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This is a good school

 Pupils make good progress throughout the school because teaching is good and sometimes outstanding. Pupils’ test results at the end of Year 6 are above average.  Children in Reception are provided with a good start enabling them to make good progress in all aspects of their learning.  Pupils eligible for the pupil premium do well because their needs are understood and they get the right support to help them succeed.  Pupils enjoy coming to school. They behave well in lessons and around the school, showing positive attitudes to learning. Pupils respect each other and they feel safe in school.  The school promotes pupils’ spiritual, moral, social and cultural development very well.  The headteacher sets high expectations for staff and pupils and he is well supported by all staff and governors. As a result there have been marked improvements in teaching and pupils’ progress and attainment.

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It is not yet an outstanding school because

 The work that pupils are given is not always at the right level to help them achieve the best they can, especially for the more able.  Pupils do not have sufficient opportunities to take the lead in their own learning, by checking their own progress and marking their own and other pupils’ work.  In the process of monitoring teaching, leaders do not always make steps for improvement clear enough so that they can be followed up in later observations.  There is more the school can do to persuade families to send their children to school regularly, as attendance remains below average.

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Information about this inspection

 The inspector observed eight lessons, of which two were joint observations with the headteacher. In addition the inspector listened to pupils read.  Meetings were held with a group of pupils, a representative of the local authority, governors, senior leaders and subject leaders.  The inspector took account of the 18 responses to the online (Parent View) questionnaire.  The inspector looked at many documents, including: the school’s own information on pupils’ current and recent progress; planning of work in different subjects; evidence of leaders’ checking on teaching and learning quality; and records relating to behaviour, attendance and safeguarding of pupils.

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Inspection team

Steve Nelson, Lead inspector Additional Inspector

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Information about this school

 This is a smaller-than-average sized primary school.  The very large majority of pupils are of White British heritage.  The proportion of disabled pupils and those with special educational needs supported through school action is well-below average. The proportion of pupils supported at school action plus is above average.  The proportion of pupils who are known to be eligible for the pupil premium (additional funding available to the school to assist pupils eligible for free school meals and those with a parent in the armed forces) is below average.  Some classes are taught in mixed-age groups.  The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.  The headteacher has been executive headteacher at the federated Somersham and Bramford primary schools since September 2011.

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What does the school need to do to improve further?

 Raise the quality of teaching from good to outstanding, and speed up pupils’ progress by:  setting work at the right level for pupils to achieve the very best they can, including for more- able pupils  providing pupils with more opportunities to take responsibility for their own learning by checking their own progress and marking their own and other pupils’ work  giving teachers clear steps on how to improve their teaching and following these up with later observations.

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What does the school need to do to improve further?

 Improve attendance to the average for primary schools by working more closely with families in order to reduce the number of absences.

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The achievement of pupils is good

 Children enter the Reception class with knowledge and skills that are below those typically expected for their age, particularly in communication and language skills. They make good progress in the areas of learning because of good teaching and the exciting range of activities provided. Pupils are well prepared for entry to Year 1.

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The achievement of pupils is good

 Standards at Key Stage 1 dipped in 2012. However, pupils’ progress has improved and is good across the school. The school’s progress data show that pupils are on track to attain higher levels. Pupils reached above average standards in English and mathematics at the end of Year 6.

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The achievement of pupils is good

 The learning needs of pupils in mixed-aged classes are assessed accurately so that work is set at the right level to see that they make good progress and achieve well.

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The achievement of pupils is good

 Pupils make good progress in mathematics and apply their numeracy skills well to new situations. For example, pupils in Years 4 to 6 made good progress in working out division questions. Their learning moved on rapidly as they made gains in solving proportion problems.

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The achievement of pupils is good

 Pupils’ skills in writing have improved. They write for different purposes and in different styles effectively. Their writing is often interesting and imaginative. Grammar, punctuation and spelling are developing well. Pupils’ handwriting and their care in presenting work are of a good standard.

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The achievement of pupils is good

 The school has successfully improved pupils’ reading skills with daily guided-reading activities and the development of early reading skills across all subjects. Pupils’ standard of reading is good and even those pupils who struggle know and use the techniques they have been taught to sound out the letters to make unfamiliar words.

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The achievement of pupils is good

 Disabled pupils and those who have special educational needs are given additional help in lessons and in small groups. Teachers make sure that they adapt work for these pupils so that it is not too hard, so that they are now making expected progress.

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The achievement of pupils is good

 Pupils who are eligible for the pupil premium achieve well because the school uses the funding effectively. For example, the money is used to provide extra literacy and numeracy support to speed up pupils’ progress. In 2012 there were no eligible Year 6 pupils. The school’s current progress data show that eligible pupils do as well as other pupils and there are no gaps in their attainment.

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The quality of teaching is good

 Teaching is consistently good in reading, writing and mathematics with examples of outstanding practice. There are positive relationships between teachers and pupils in lessons and this supports pupils’ learning.

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The quality of teaching is good

 In the Reception class, children are provided with an interesting range of activities inside and outside the classroom. There are plenty of opportunities for children to explore, be creative and learn independently. Adults provide good quality teaching and advice.

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The quality of teaching is good

 Teachers have high expectations of pupils’ learning. For example, in a Year 2 lesson, adults used questioning very skilfully to get pupils to think about how to describe their animal characters’ behaviour and extend their sentences. Pupils were very enthusiastic about their learning and made rapid progress in writing interesting descriptions of their animals.

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The quality of teaching is good

 Teachers usually set work that helps all pupils to make good progress. However, work is sometimes too easy for pupils and the more-able are not always pushed to do their best.

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The quality of teaching is good

 Adults give good support to disabled pupils and those who have special educational needs. Teachers set work suitable for their needs, and adults are able to adapt activities if necessary to ensure these pupils make good progress throughout lessons.

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The quality of teaching is good

 Teachers give pupils clear feedback about their learning in lessons. Marking is consistent in books so that pupils have a good grasp of how well they are doing and what they need to do to improve their work. However, pupils are not sufficiently involved checking their own progress or marking their own or other pupils’ work.

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The quality of teaching is good

 Teachers use creative ways to engage, motivate and interest pupils and develop their skills. For example, in a mixed Year 3/4 lesson, pupils developed very good team and leadership skills working in groups and taking turns giving instructions on how to negotiate hazards laid out in the school hall.

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The behaviour and safety of pupils are good

 Behaviour is consistently good both in lessons and around the school. In lessons, pupils listen attentively and work on their own, in pairs or small groups well. Pupils are considerate and polite to adults and each other.

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The behaviour and safety of pupils are good

 Pupils understand about bullying and its different forms, such as verbal or physical bullying. They say bullying is not an issue in school and are confident that if they have a problem the staff will help them. Pupils enjoy school, they feel safe and understand how to keep themselves safe.

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The behaviour and safety of pupils are good

 Pupils enjoy taking on responsibilities throughout the school and do so eagerly and sensibly. They carry out their roles as play leaders enthusiastically and help organise and run the school library.

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The behaviour and safety of pupils are good

 There are very few behaviour incidents overall across the school and most are minor. Where there have been pupils who have had problems with their behaviour, the school has supported them effectively. As a result their behaviour has improved.

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The behaviour and safety of pupils are good

 Attendance is improving although it remains below average. Promoting good attendance is a challenge for the school. A few families take their children away for holidays during term time, despite the school’s current efforts to persuade parents of the importance of their children going to school every day.

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The leadership and management are good

 The headteacher provides strong leadership. His high expectations and skilful management have raised pupils’ achievement and increased their progress throughout the school.

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The leadership and management are good

 The school has good procedures for checking the progress and attainment of all pupils and groups of pupils to identify any trends in performance, and ensure they have an equal opportunity to succeed and that there is no discrimination. Targets set for teachers are closely linked to pupils’ achievement. Teachers’ pay levels are determined by how successful they are in helping pupils achieve well.

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The leadership and management are good

 Senior leaders have a good understanding of the school’s strengths and areas for further development. They have identified the correct areas to be improved and what needs to be done to achieve this. However, when leaders monitor teaching, their feedback does not always give clear steps to work on to improve, which can then be followed up in later observations.

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The leadership and management are good

 The values evident in the way subjects are taught strongly promote pupils’ spiritual, moral, social and cultural development. Pupils learn about different cultures in school topics such as ‘Africa’ and ‘The Seven Wonders of the World.’ Educational visits and other school activities, including music and sports clubs, add greater enjoyment to pupils’ learning.

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The leadership and management are good

 Very good links with Bramford Primary School though the joint executive headship improve the work of the school. The two schools share expertise, compare standards of work and carryout joint lessons observations. The joint work and sharing of resources reduces costs for the schools.

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The leadership and management are good

 The responses to the online survey (Parent View) indicate that the vast majority of parents believe the school takes good care of their children and that the school is well managed. The school makes sure its safeguarding procedures meet requirements.

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The leadership and management are good

 The school has drawn on the effective support from the local authority. It has worked well with the school to improve the quality of teaching and learning and has contributed effectively to its improvement.

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The leadership and management are good

 The governance of the school:  Governors have good grasp of the strengths and weaknesses of the school, including comparisons with other schools, and how well different groups of pupils achieve. They find out about the school through visits to classes, talking to pupils and looking at their books. Governors are supportive while ensuring the school does all it can to improve pupils’ achievement further. They check that that safeguarding is secure and have overseen the arrangements for the use of the pupil-premium funding. Governors know about how teachers’ performance is managed. They make sure that teachers’ pay increases are linked directly to pupils’ performance, and take action in the event that any teaching is weak. They manage the school finances well.

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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 124609 Local authority Suffolk Inspection number 402278

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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 Community Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 84 Appropriate authority The governing body Chair Charles Downie Headteacher Jon Eden Date of previous school inspection 29 July 2010 Telephone number 01473 831251 Fax number 01487 741194 Email address admin@somersham.suffolk.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, 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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