Flixton Primary School

Flixton Junior School Delamere Road, Flixton, Urmston, Manchester, M41 5QL

p.1

Overall effectiveness

Previous inspection: Outstanding 1 This inspection: Requires improvement 3 Achievement of pupils Requires improvement 3 Quality of teaching Requires improvement 3 Behaviour and safety of pupils Good 2 Leadership and management Requires improvement 3

p.1

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

 The quality of teaching is inconsistent across the school. Not enough teaching is good or better. As a result, some pupils do not make the progress they should.  Teachers’ expectations are insufficiently high to help able pupils to always make the progress of which they are capable. Lessons are not always planned carefully enough to match pupils’ different learning needs.  Pupils’ basic skills are not developed sufficiently well in all subject areas. Skills they have learned in small group work are not always built upon in class.  Marking does not always tell pupils how to improve their work.  The school’s view of its performance is not entirely accurate. This is because there has been insufficient rigour when monitoring the quality of teaching.  The initiatives introduced by leaders and managers to halt the decline in standards have not yet been robustly evaluated to measure their impact upon pupils’ achievement.

p.1

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

 New leaders and managers have not yet fully developed their management skills and do always have sufficient opportunities to contribute to school improvement.

p.1

The school has the following strengths

 Governors are increasingly holding the school to account and have made sure that they have the skills to do this effectively  The headteacher has introduced a new system for assessing and tracking pupils’ progress, which is providing leaders and managers with more accurate information about pupils’ progress.  Pupils are well behaved and feel safe. They are confident, polite, enjoy coming to school and show respect and tolerance for others.  There are some interesting partnerships with other schools that extend pupils knowledge of the wider world.  Provision for pupils’ spiritual, moral, social and cultural development is strong, this helps to ensure a harmonious, cohesive community.  Many enrichment activities support the curriculum and motivate and encourage pupils.

p.1

Information about this inspection

 Inspectors observed teaching in 14 lessons. Two lessons were joint observations with the headteacher and deputy headteacher.  Inspectors also observed some intervention work with small groups of pupils, listened to pupils read in every year group.  Inspectors spoke with pupils individually or in groups, in lessons and in during playtimes and lunch breaks. They also had a formal discussion with pupils. Pupils’ work was looked at in lessons and in English, mathematics and topic books.  They considered a wide range of documents linked with safeguarding, pupils’ progress and school policy, as well as information linked to how the school checks on its own progress.  They examined records of lesson observations and minutes of governing body meetings.  Inspectors held meetings with members of the governing body and a representative of the local authority.  They took account of parents’ views through informal discussions, letters and 37 responses from

p.2

Information about this inspection

the online questionnaire (Parent View). Additionally, the results of a school questionnaire were also considered. They also studied 12 responses to the staff questionnaire.

p.2

Inspection team

Rosemary Batty, Lead inspector Additional Inspector Patricia Cope Additional Inspector

p.2

Information about this school

 This is an average-sized junior school.  Almost all pupils are of White British heritage. The proportion of pupils form other ethnic heritages is small.  The proportion of pupils with special educational needs supported through school action is below average.  The proportion of pupils supported at school action plus or with a statement of special educational needs is below average.  The proportion of pupils known to be eligible for the pupil premium, which is additional funding for pupils known to be eligible for free school meals, those in local authority care and children from service families, is below average.  The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics.

p.3

What does the school need to do to improve further?

 Improve the quality of teaching so that it is consistently good or better and promotes good progress in writing and mathematics by:  making certain that the information from the school’s new assessment system is used to plan lessons where the work is carefully matched to pupils’ different capabilities  making sure that learning is checked during lessons and those pupils that are struggling are quickly identified and their needs are quickly addressed.  improving the quality of marking so that pupils understand what they must do next and giving pupils time to respond to this guidance.  making certain that basic skills are further developed through work in a range of subjects including topic work, so that pupils become more proficient and independent learners  ensuring that the gains that pupils make when working in small groups are built upon during whole class work.

p.3

What does the school need to do to improve further?

 Improve the quality of leadership and management, by:  monitoring teaching and learning in lessons with greater rigour to make sure that all pupils make the best possible progress  ensuring that all leaders have sufficient skills and the opportunity to contribute effectively towards school improvements that have a positive impact upon pupils’ achievement  making certain that the impact of new initiatives is robustly monitored.

p.3

The achievement of pupils requires improvement

 Pupils enter Year 3 with good levels of attainment and leave at the end of Year 6 with similarly above average attainment. However, since the last inspection, levels of attainment have declined. In 2012, not enough pupils reached the higher levels of which they were capable.  Pupils’ achievement and progress vary in different classes because of the inconsistent quality of teaching. For example, pupils get off to a slow start in Year 3 but make better progress in Year 6.  Some pupils do not always make the progress expected of them in writing and mathematics. This particularly applies to some more-able pupils and those who find learning more difficult. That said, some pupils in the current Year 6 have been entered for the higher Level 6 paper in mathematics.  Pupils known to be eligible for the pupil premium have lower attainment than similar pupils nationally, in reading, writing and mathematics. They also make less progress than their peers in

p.4

The achievement of pupils requires improvement

school. Consequently by the end Year 6, pupils who are known to be eligible for free meals are over a year and half behind other pupils in the school, although the gap in their attainment is closing.  Disabled pupils and those with special educational needs attain less well than their peers in school, and nationally, in writing and mathematics, but do well in reading. However, increased support in recent times has shown that pupils are now closer to what might be expected for their age and aptitudes.  Too many variations in outcomes for different groups of pupils mean that the school’s arrangements to promote equality of opportunity are not fully effective.  Pupils read well throughout the school. They enjoy reading for pleasure and for information. They are able to use a range of strategies to access texts in line with their abilities.  There are recent signs of improvement to the quality of pupils’ writing because of a greater

p.4

The achievement of pupils requires improvement

focus on the accuracy of spelling, punctuation and grammar.  In mathematics, pupils are encouraged to solve problems. However, they do not always have sufficient opportunities to practise these skills further, especially in other subject areas.

p.4

The quality of teaching requires improvement

 The quality of teaching is variable across the school, particularly in writing and mathematics lessons. Teaching over time requires improvement because not enough has been done to quicken the progress of pupils. In the best lessons, pupils learn well and make swift progress. In lessons that are not good, teachers do not always pay enough attention to learners who may be struggling, while they lead work with other groups of pupils in the lesson.  In some lessons, the activities set are not sufficiently well matched to the range of needs within the class. Therefore, learning time is wasted because the work is too difficult for some pupils yet others can accomplish the work readily without any sense of pace or urgency.  Teachers’ expectations are not always high enough, especially for more-able pupils. In a mathematics lesson, for example, challenging discussions took place about devising quick methods of calculating perimeter of different shapes. This was highly directed by the teachers

p.4

The quality of teaching requires improvement

and the independent work that followed did not allow pupils to practise that aspect of learning and to make more rapid progress.  Marking varies in quality. Pupils’ work is celebrated, but there are too few specific examples to model how work could be improved. Pupils are not always given time to respond to teachers’ marking. Marking in topic work does not build upon pupils’ basic skills being mastered in English and mathematics.  In the lessons where pupils make good progress, this is because teachers provide a range of opportunities for pupils to work together, discuss work, share ideas and put these ideas into practice.  Teaching assistants are well deployed in the better lessons because teachers have a clear picture of how this support will improve the learning of pupils and make sure that the support is well targeted.  Additional support is offered for some pupils who may be finding some work difficult in lessons.

p.4

The quality of teaching requires improvement

However, the knowledge and skills gained in these activities is not always effectively reinforced within the classroom setting.  Teachers and other adults promote pupils’ spiritual, moral, social and cultural development well. Pupils are given opportunities to work together, assess each other’s work and participate in a wide range of experiences across the curriculum, which pupils appreciate This includes residential visits, projects with other schools, gardening, sporting events and the arts.

p.5

The behaviour and safety of pupils are good

 Pupils are good ambassadors for the school. They are polite, courteous and work in harmony both in formal and unstructured situations. They particularly enjoy cookery and the opportunity to work in their restaurant and other types of enterprise, such as making and selling jam.  They understand how to keep themselves safe and can explain how school helps them in their understanding of safety. This includes aspects of e-safety.  Pupils show an awareness of the needs of others. They were keen to explain that, when building a pond in the school grounds, they had to make sure that the bridge spanning it was wide enough for wheelchair access. When they talked of bullying, which is rare, they could explain how the particular needs of some pupils might affect their behaviour at certain points in time.  The school ethos has strong sense of fairness and equality which permeates all aspects of school life.

p.5

The behaviour and safety of pupils are good

 Although behaviour is never less than good, more positive attitudes towards learning are not being fostered as well as they might in lesson time. The work is not difficult enough for some pupils and as a result, they have time to chat when they could be working harder.  School records show that there are few instances of poor behaviour. When they do occur, they are dealt with swiftly and appropriately, because the school’s behaviour policy is used consistently.  Most of the responses in the parents’ online survey indicate that pupils’ behaviour is good, although there is a minority of parents who believe otherwise. School records indicate that concerns are managed well.  Attendance continues to remain above average because the school ensures that pupils’ attendance is monitored carefully.

p.5

The leadership and management requires improvement

 Leadership and management require improvement. Leaders and managers have acted to check the decline in the school’s performance but their efforts have had mixed results. This is because the strategies they have employed have not been thought out carefully enough and their impact has not been carefully checked.  The school’s views on its effectiveness are not fully accurate. The school believes that pupils’ progress is now better than it was almost a year ago. The school’s systems for checking pupils’ progress across the school have improved and provide teachers with better information about the pupils’ achievements. However, these systems do not always give a clear enough picture of the progress of particular groups of pupils.  Teachers are enthusiastic and want to improve their practice, though they have not always had sufficient guidance from senior managers. The leadership in subject areas such as English and

p.5

The leadership and management requires improvement

mathematics, is not always successful because it does not always provide teachers with a sufficiently clear agenda for improvement. Some senior leaders are new to their roles and have not yet fully developed their leadership skills.  Leaders’ judgements about the quality of teaching over time do not match those of inspectors’ observations during the inspection nor do they correlate with the evidence gleaned from samples of pupils’ work. This has given an over generous picture of the effectiveness of teaching and its impact upon the progress of pupils. However, senior leaders have undertaken some recent training and the judgements of teaching made during the inspection were more accurate.  Lesson observations, performance management and professional development activities are undertaken across the school and are linked to teachers’ pay. However, they are insufficiently detailed or inter-linked to ensure that they make a focused impact upon raising standards within

p.5

The leadership and management requires improvement

the school.  Leaders participate in a range of partnerships with other schools and are prepared to embrace new initiatives, which offer exciting opportunities for pupils, such as a science project with a local secondary academy. However, there is less attention paid to ensuring that pupils practise their basic skills in a range of subjects and are enabled to reach the highest levels of attainment.  There are many exciting activities that make learning more interesting for pupils. The outdoor environment is used to good effect, for example, when the pupils built an assault course. The school arranges a wide range of visits and extra activities to support topics, such as those to Manchester airport, the Whitworth museum, Stockley Farm, Jodrell Bank, the Science and Industry Museum, ‘Crucial Crew’ and the Isle of Man residential visit.  Until recently, the local authority has had a light touch approach towards supporting the school.

p.6

The leadership and management requires improvement

It has monitored the school during the last few months and agrees that the school requires improvement.  The governance of the school:  Governors have audited their own skill base and have recruited new governors with suitable expertise to help the governing body improve its performance. Governors are aware of the strengths and weaknesses of the school. They are alert to the inconsistencies in pupils’ progress and are determined to improve their achievement. They have asked challenging questions of the school and have started to work in partnership with the local authority to ensure that school improvement takes place. They are aware of variations in the quality of teaching and know that pay should be linked to teachers’ performance in the classroom. They are clear about how the additional funding for pupils eligible for the pupil premium is spent. Governors have ensured that safeguarding procedures are met.

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 106318 Local authority Trafford Inspection number 411864

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 7–11 Gender of pupils Mixed Number of pupils on the school roll 246 Appropriate authority The governing body Chair June Hamilton-Hall Headteacher Jason Redmond Date of previous school inspection 31 January 2007 Telephone number 0161 748 5141 Fax number 0161 747 6690 Email address head@flixtonjuniorschool.co.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