Friars Grove Primary School

Friars Grove Primary School Upland Drive, Colchester, Essex, CO4 0PZ

p.1

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

p.1

Summary of key findings for parents and pupils

This is a good school.  All groups of pupils achieve well. Rates of progress are accelerating throughout the school.  Teaching in the school is good. Teachers have high expectations of their pupils and use their good subject knowledge to plan engaging lessons.  The overall effectiveness of the Early Years Foundation Stage is good.  Disadvantaged pupils, those with special educational needs and those from minority ethnic groups do well.  Pupils enjoy school, behave well and attend regularly. They are confident learners and enthusiastic about their lessons.  School leaders have taken effective action to improve teaching, which has led to improved rates of progress for all pupils.  The school has the support of the vast majority of parents who believe their children are making good progress.  The governing body supports monitors and challenges the school well.

p.1

It is not yet an outstanding school because

 There is not yet a high enough proportion of outstanding teaching to ensure that pupils’ progress is rapid in all subjects.  Teachers do not give pupils sufficient opportunities to work independently.  When teachers mark pupils’ books, they do not always make it clear to them what they need to do to improve.

p.1

Information about this inspection

 Inspectors observed parts of 26 lessons, of which 4 were seen jointly with the headteacher and deputy headteacher.  Inspectors observed and spoke to pupils at break times and in the dining room during a wet lunch time.  Inspectors looked at pupils’ work and spoke to them about their learning. They also held meetings with groups of pupils on day one of the inspection.  Inspectors held discussions with parents and carers, governors, staff, senior leaders and a representative of the local authority.  Inspectors took account of 48 responses to the online questionnaire (Parent View) and the school’s own records of parents’ and carers’ views.  Inspectors analysed a range of documents, including the school’s view of its own performance and plan for improvement, minutes of meetings held by the governing body and the results of a local authority review. They also looked at information about pupil progress, the data dashboard,

p.2

Information about this inspection

records of monitoring and evaluation of the quality of teaching and learning, and documentation relating to safeguarding and child protection.

p.2

Inspection team

Nicholas Asker, Lead inspector Additional Inspector Jane Ladner Additional Inspector Brian Netto Additional Inspector David Westall Additional Inspector

p.2

Information about this school

 Friar’s Grove is a larger than average-sized primary school.  The majority of pupils come from a White British background, with around one fifth from minority ethnic backgrounds with no sizeable representation from any one group. A small minority of pupils speak English as an additional language.  The proportion of pupils supported through school action is below average, and the proportion of pupils supported by school action plus or with a statement of special educational needs is well below average.  The proportion of pupils known to be eligible for the pupil premium is below the national average. The pupil premium is additional government funding provided to support children entitled to free school meals and children looked after by the local authority.  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?

 Increase the proportion of teaching which is outstanding and as a result raise achievement, particularly for the most-able pupils in key Stage 2, by:  further developing marking and assessment practices so that children are clear what they need to do to improve  ensuring that lessons have more opportunities for pupils to be independent learners.

p.3

The achievement of pupils is good

 Most children join the school with skills that are typical for their age. They achieve well in the Early Years Foundation Stage where outcomes for children have improved steadily and are now above the national average.

p.4

The achievement of pupils is good

 In 2012 attainment was above average in Key Stage 1, especially in reading. Key Stage 2 attainment was slightly above average in English but below average in mathematics.

p.4

The achievement of pupils is good

 In 2013 attainment in all subjects at Key Stage 2 was above average.

p.4

The achievement of pupils is good

 The proportions of pupils making expected progress in Key Stage 2 is rising. In 2012 the proportion making expected progress was below the national average for all subjects, but in 2013 was slightly above in reading, slightly below in writing and broadly in line for mathematics. Analysis of the school’s assessment data at the end of Year 5 in 2013 shows that these proportions are on track to increase further by the end of year 6. Proportions of pupils making greater than expected progress are below the 2012 national average for reading, above for writing and broadly in line for mathematics. In 2013 they were below the 2012 national average for reading, well above for writing and just below for mathematics.

p.4

The achievement of pupils is good

 The school regularly checks the progress of all age groups. Data provided by the school and verified by analysis of pupils’ work show that progress has been improving since the last inspection throughout Key Stage 2. In some cases the progress of whole classes is outstanding because of the outstanding teaching they receive.

p.4

The achievement of pupils is good

 The school’s focus on improving progress is reflected in the online questionnaire. The vast majority of parents and carers who responded feel that their child is making good progress at the school.

p.4

The achievement of pupils is good

 The small numbers of pupils supported by the pupil premium make good progress broadly in line with that of their classmates. In 2013 all Year 6 pupils supported by the pupil premium achieved level 4 test results in English and mathematics which is in line with national expectations. On average these pupils were one term behind their classmates in mathematics but less than a term behind in reading and writing. The school uses additional one to one support and individual mentoring well to ensure their progress.

p.4

The achievement of pupils is good

 Pupils with special educational needs make good progress as a result of well-targeted support and interventions from staff that are well-matched to their individual needs.

p.4

The achievement of pupils is good

 Pupils with English as an additional language and those from minority ethnic groups make the same good progress as the majority of pupils.

p.4

The achievement of pupils is good

 Although the most able pupils make faster progress than the majority of pupils, the school does not yet have consistently high numbers of pupils achieving the highest levels at the end of Key Stage 2.

p.4

The achievement of pupils is good

 Teachers are held to account for the progress of pupils in their classes with regular pupil progress meetings, which effectively identify pupils who are in need of extra targeted support.

p.4

The achievement of pupils is good

 Since the last inspection the school has developed a broader curriculum to give pupils greater opportunities to use and apply their mathematics and literacy skills in other subjects. Pupils engage with interesting mathematical puzzles during registration times, which are well used to improve mathematical fluency.

p.4

The achievement of pupils is good

 The school library is well used to foster a love of reading, and the progress and challenge of pupils reading is well monitored. Pupils express themselves confidently, are articulate and take pride in their reading.

p.5

The quality of teaching is good

 The quality of teaching is good across the school, with some that is outstanding. Teachers use good questioning skills to probe pupils’ understanding and give them clear explanations. As a result pupils are able to settle quickly to their tasks and lessons are purposeful.

p.5

The quality of teaching is good

 Relationships between pupils and teachers are good, which contributes well to pupils’ enthusiasm for learning.

p.5

The quality of teaching is good

 Teachers have high expectations of their pupils and use their good subject knowledge to teach engaging lessons. Teachers use data from frequent assessments to plan a variety of tasks suitable for pupils of different abilities. As a result, good progress is made by all pupils. However, sometimes pupils’ learning would benefit from more activities which require greater levels of independence.

p.5

The quality of teaching is good

 Teachers plan and teach interesting and challenging lessons which meet pupils’ needs well. There are frequent opportunities for pupils to work together and discuss their work. As a result pupils’ confidence and ability to understand deepens.

p.5

The quality of teaching is good

 The staff use data well to identify pupils who need extra help. Close analysis of pupils who are falling behind enables targeted interventions to be made. Teaching assistants are skilled and well deployed in classrooms. Pupils are generally aware of the levels they are working at, especially the older pupils.

p.5

The quality of teaching is good

 Teachers use timed tasks well to ensure that learning progresses at a good pace.

p.5

The quality of teaching is good

 The standard of marking and assessment has improved since the last inspection. Teacher assessments are well moderated within the school, between neighbouring schools and by the local authority. The quality of marking seen in books has significantly improved as a result of rigorous monitoring by the maths and English subject leaders. However, pupils are not always clear what it is they need to do to improve.

p.5

The quality of teaching is good

 Teaching is good and in some cases outstanding in the Early Years Foundation Stage. Teachers have a good understanding of how pupils learn and as a result activities are closely matched to their learning needs.

p.5

The behaviour and safety of pupils are good

 The school has a positive atmosphere. The vast majority of pupils spoken to during the inspection said that they are happy at school. The online questionnaire reflects this with an equally large number of parents and carers reporting that their child enjoys school.

p.5

The behaviour and safety of pupils are good

 Pupils’ behaviour in lessons and around the school is good. Movement around the school is calm and orderly, and the attention of vast majority of pupils in lessons is good and they respond quickly to well-rehearsed routines. Low level disruption is minimal. As a result pupils are able to learn well.

p.5

The behaviour and safety of pupils are good

 Pupils are polite and courteous. They show respect for adults and for each other. For example, in one Year 4 lesson visited during the inspection, the pupils listened attentively whilst one pupil presented a fictional weather forecast he had written for Australia. This was followed by a polite round of applause.

p.6

The behaviour and safety of pupils are good

 Pupils work well in lessons and show maturity when they have the opportunity to discuss their work. However, opportunities to develop their independent learning skills are not always evident in lesson planning.

p.6

The behaviour and safety of pupils are good

 Pupils told inspectors that they feel safe in school, and observations of playgrounds and the dining room during the inspection saw well-managed behaviour. The playgrounds are safe and offer pupils a variety of lunchtime activities which helps to manage behaviour. The overwhelming majority of parents or carers who responded to the online questionnaire agreed that their child feels safe in school.

p.6

The behaviour and safety of pupils are good

 Pupils are able to clearly explain what constitutes different types of bullying, which is regularly revisited through the school’s PSHE programme. They are aware of the dangers of cyber bullying and were not aware of any racist incidents occurring. Year 5 and 6 pupils interviewed during the inspection were not aware of any homophobic bullying.

p.6

The behaviour and safety of pupils are good

 There are few reports from the pupils of poor behaviour or bullying, but the online questionnaire shows that a minority of parents and carers do not think that bullying is effectively dealt with by the school. Class records of bullying incidents are maintained and show that bullying is rare.

p.6

The behaviour and safety of pupils are good

 Attendance is consistently high and above the national average, and there are below average numbers of fixed term and permanent exclusions.

p.6

The leadership and management are good

 Since the previous inspection, the senior leadership team have effectively focused on increasing the proportion of good and outstanding teaching and as a result pupils’ progress has improved significantly.

p.6

The leadership and management are good

 The leadership team have an accurate picture of teaching and learning. In lessons jointly observed with inspectors, school staff made accurate judgements and were able to identify appropriate points for improvement. Teachers are held to account for pupil progress through termly meetings which also help to identify pupils who are not making enough progress.

p.6

The leadership and management are good

 There has been some disruption to staffing which has been well managed by senior leaders. Teachers appointed to the school in September 2013 have been monitored by senior staff, are teaching well and feel that feedback they receive helps them improve.

p.6

The leadership and management are good

 Senior leaders have worked effectively to implement improvements since the last inspection. In particular there are improvements seen in the quality of marking and assessment. However, pupils are not yet well informed enough about what they need to do to improve.

p.6

The leadership and management are good

 During the inspection inspectors saw many good cross-curricular lessons, which gave pupils the opportunity to use and apply their developing literacy and numeracy skills. Opportunities are taken both in and out of school hours to promote the pupils’ spiritual, moral, cultural and social development.

p.6

The leadership and management are good

 The school’s view of its own performance is accurate, and agrees with the local authority’s view of the school. It clearly identifies the strengths of the school and has appropriate points for improvement. The school plan for improvement has a clear focus on improving the quality of teaching and as a result achievement.

p.7

The leadership and management are good

 The senior leadership team manages the performance of teachers well which has a positive impact on pupil progress. Each teacher is accountable for the progress of the pupils in their class and the school does not allow teachers to progress through the salary structure unless pupil progress targets are met.

p.7

The leadership and management are good

 The school works effectively to include every pupil and to involve parents in the learning of their children. Parents are frequently invited into school for consultation evenings and to attend community events. Governors also attend parent consultation evenings as a way of interacting with the parent body.

p.7

The leadership and management are good

 The local authority has a good relationship with the school and has provided support to the school through a two-day review. There are termly monitoring visits from advisory staff. The local authority has moderated teacher assessments as accurate. It regards the school as steadily improving due to the sharp focus on improving teaching and pupil progress.

p.7

The leadership and management are good

 The school has used pupil premium funding to ensure that disadvantaged pupils achieve well at end of Key Stage assessments. There are a wide range of support and intervention activities to ensure accelerated progress. In some cases, pupils supported by pupil premium out-perform those who do not receive such support. However, the school needs to publish an analysis of the impact of these activities on the school website.

p.7

The leadership and management are good

 The school has used primary sport funding to recruit a specialist physical education co-ordinator, with the aim of increasing participation in competitive sport through links with local sports clubs. The co-ordinator will also be leading professional development for staff.

p.7

The leadership and management are good

 All statutory requirements for safeguarding are met. Governor and staff training are up to date.

p.7

The leadership and management are good

 The governance of the school:  The Governing Body is well informed about the school’s effectiveness and offers a good level of challenge to the senior leadership. The allocation of financial resources is rigorously monitored and challenged.  Governors involve themselves well with the day-to-day life of the school. They regularly visit the school to hear children read and have a programme of regular curriculum monitoring visits. Governors provide written feedback from these visits which is discussed in full Governing Body meetings.  The Governing Body is closely involved with the management of teachers’ performance. It is clear in its role of checking the performance of staff and the links to salary and progression.  Governors take a strategic view for the future success of the school, and have been instrumental in developing after-school clubs and facilities.

p.7

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.8

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.8

School details

Unique reference number 114761 Local authority Essex Inspection number 425216

p.9

School details

This inspection of the school was carried out under section 5 of the Education Act 2005.

p.9

School details

Type of school Primary School category Community Age range of pupils 5–11 Gender of pupils Mixed Number of pupils on the school roll 404 Appropriate authority The governing body Chair Rod Goody Headteacher Helen Dudley-Smith Date of previous school inspection 19 January 2012 Telephone number 01206 843683 Fax number 01206 855085 Email address admin@friarsgrove.essex.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 .

p.9

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.10

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.10

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.10

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.10

School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10