Setting

Andy Clark Head Teacher Park Mead Primary Park Drive Park Mead Estate Cranleigh Surrey GU6 7HB

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Requires improvement: monitoring inspection visit to Park Mead Primary

Following my visit to your school on 12 July 2013, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to report 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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Requires improvement: monitoring inspection visit to Park Mead Primary

The visit was the first monitoring inspection since the school was judged to require improvement following the section 5 inspection in May 2013. It was carried out under section 8 of the Education Act 2005.

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Evidence

During the visit, meetings were held with you, other senior leaders, three governors, and a representative of the local authority to discuss the action taken since the last inspection. I evaluated the school improvement plan. You showed me around the school and we visited every class. I analysed a range of other documentation provided by the school, including information about pupils’ current progress.

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Context

One teaching assistant has started at the school since the inspection. 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 5316 Direct F 0117 315 0430 Email : Shannyn.sachse@tribalgroup.com

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Main findings

Leaders have begun to make improvements that are helping to raise the quality of teaching. They have introduced a rigorous approach to checking teaching which is linked clearly to pupils’ progress. Teachers’ expectations about what pupils should be achieving are higher, and pupils now have challenging targets. Pupils are beginning to get better feedback about what they need to do to improve because teachers’ marking is getting better. Training for teachers focuses on the most important areas of teaching that need to improve. Work is underway to improve pupils’ skills in matching letters to the sounds they make (phonics), and pupils’ achievement in this area is rising.

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Main findings

The school’s improvement plan was revised by leaders in light of the inspection findings. It now addresses all of the areas for improvement and it includes a good range of appropriate actions. Whilst there is a helpful overview of the dates by which improvements should be made, it is not clear enough who will be evaluating the impact of improvements and how this will be done. In addition, the targets for improvements in pupils’ achievement are not specific enough.

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Main findings

Governors have acted swiftly and effectively since the inspection. They regularly scrutinise information about pupils’ achievement and they challenge school leaders well. They are determined that the school will improve and meet frequently to review the progress the school is making. They have ambitious and accurate expectations of the rate at which the school needs to improve. Governors played an important part in creating the improvement plan, and they are clear about their role in evaluating progress.

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Main findings

Senior leaders and governors are taking effective action to tackle the areas requiring improvement identified at the recent section 5 inspection. The school should take further action to:

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Main findings

 make targets for improving pupils’ progress more specific, especially for disabled pupils and those with special educational needs, and those eligible for free school meals  clarify who is evaluating improvements and how.

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Main findings

Ofsted may carry out further visits and, where necessary, provide further support and challenge to the school until its next section 5 inspection.

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External support

The local authority has intensified its support since the inspection. A number of consultants have visited the school, for example to help with phonics, provision in English and governance. There is a high level of effective advice and guidance available for the school, but also a recognition that the school needs to make some improvements independently. The school’s progress is monitored closely and regularly.

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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 Surrey.

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