Setting

Louise Chapman Headteacher Twyford St Mary's Church of England Primary School School Road Twyford Winchester SO21 1QQ

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Church of England Primary School

Following my visit to your school on 13 January 2014, 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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Church of England Primary School

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

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Church of England Primary School

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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Church of England Primary School

 ensure that school leaders and governors communicate their vision and ambition for the school clearly and unequivocally to parents  ensure that senior leaders rapidly develop the necessary confidence to support the headteacher in the management of the school.

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Evidence

During the visit, meetings were held with you, other senior leaders, members of the Governing Body and a representative of the local authority to discuss the action taken since the last inspection. The school action plan was evaluated. We went on a tour of the school, visited some lessons and I met with a group of pupils. 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 01173115323 Direct email :suzy.smith@tribalgroup.com

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Main findings

Following the inspection, school leaders responded promptly to the identified concerns about communication with parents and the way the school manages challenging behaviour. School leaders and governors commissioned the local authority to conduct a review of classroom behaviour. Specialist advisors from the local authority observed lessons, met with school leaders and reviewed current procedures for managing pupils’ behaviour. The review found that during lesson observations there were no disruptions to learning and that pupils were interested in their work, responded to teachers and other adults positively and many were able to work with sustained concentration.

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Main findings

The local authority review confirmed that the very few pupils with behavioural difficulties are well-supported through a thorough understanding of their special educational needs, effective partnerships with parents and specialist guidance from outside agencies. There are increased opportunities for all parents to voice any concerns, through meetings with parents, the parent forum, a questionnaire and direct invitations to contact the headteacher in person. Recent evaluations of Parent View show a more positive view of the school, when compared with the results from Parent View at the time of the last inspection. Since the inspection the headteacher has made attempts to reassure concerned parents that learning is very rarely interrupted by any disruptive behaviour. As yet, no parents have come forward to explain more fully the particular concerns identified during the inspection.

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Main findings

The school’s action plan focuses comprehensively on the areas for improvement identified at the last inspection. However, there is not enough information about how the impact of improvements will be monitored or how governors will challenge the school. The action plan has been shared with staff, but at the time of the monitoring inspection it had not been communicated to parents. The headteacher acknowledges that in the past key messages about the work of the school have not been conveyed sufficiently boldly and clearly. Governors and school leaders know that they must ensure that the aims of the school are clear and that responses to parents’ concerns and questions need to be constructive and proportionate.

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Main findings

Before the last inspection school leaders introduced the ‘Twyford learning keys’. These are an appealing visual reminder of the school’s high expectations of behaviour and attitudes to learning. However, these expectations are not promoted strongly enough throughout all parts of the school so their impact in improving overall attitudes to learning is inconsistent.

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Main findings

Senior leaders now have more time to fulfil their duties. They track pupils’ progress closely and are beginning to take more responsibility for checking day-to-day teaching. However, senior leaders are not yet working as a confident team with clear direction. The headteacher and senior leaders do not share enough of the responsibilities for communication with parents, the management of behaviour and improving teaching.

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Main findings

At the time of the monitoring inspection the external review of governance had not taken place. However, the governors’ strong devotion to the school is unquestionable: for example, ten members of the governing body attended the meeting with Her Majesty’s Inspector during the monitoring inspection. Governors continue to demonstrate a sound understanding of teaching, achievement and their statutory duties. They have taken action to improve communication with parents and have established a working group for parents to voice any concerns. Governors have contributed to the school action plan and visited lessons in order to observe the ways in which teachers match activities to the different abilities of pupils.

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Main findings

I will carry out further monitoring and inspection 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 school has benefited from focused support from the local authority, including the recent helpful review of behaviour. Local authority officers have also provided useful guidance for the school action plan. Further support for the newly formed leadership team through a link with a good or outstanding school in a similar context would benefit the school.

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External support

I am copying this letter to the Chair of the Governing Body, the Director of Children’s Services for Hampshire and the Diocese of Winchester.

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