Manor Farm Community Junior School

School report Manor Farm Community Junior School Rose Avenue, Hazlemere, High Wycombe, HP15 7PH

p.1

Overall effectiveness

Previous inspection: Good 2 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:

 Pupils do not make consistently good progress. As a result, they do not always reach the levels of which they are capable. Standards at the end of Key Stage 2 are broadly average.  Too many pupils, including those known to be eligible for free school meals, are not doing as well as they should in writing.  Teaching is not consistently good. Teachers do not always plan lessons that are effective in meeting pupils’ different needs.  Feedback to pupils from marking does not always help them to improve their work.  Leadership and management require improvement. Leaders are relatively new in post and have had limited impact on improving teaching and pupils’ progress.  Governors do not check the progress of groups, including those known to be eligible for free school meals, closely enough.

p.1

The school has the following strengths:

 The recently appointed headteacher is ambitious for the school. He provides caring and supportive leadership.  The newly appointed middle and senior leaders have made a good start in developing their skills and expertise.  There are good relationships between the adults and pupils throughout the school.  Pupils’ behaviour is good. They are caring towards each other and well mannered.  Activities for pupils outside the classroom are rich and varied and pupils enjoy them.  Attendance has improved and is now above the national average.

p.1

Information about this inspection

 Inspectors observed 13 lessons, six of which were observed jointly with senior leaders. Inspectors also observed an assembly, heard pupils reading and discussed their reading progress with them. Meetings were held with groups of pupils.  Meetings were held with the headteacher, senior leaders, other staff with significant responsibilities and representatives of the governing body. A telephone conversation was held with a representative of Buckinghamshire Learning Trust.  Inspectors took account of 66 responses to Parent View, the online questionnaire for parents and carers, and responses to the staff questionnaire.  A range of documentation was examined, including the school’s own self-evaluation documents, records relating to safeguarding, behaviour and attendance, and records of checks made by senior leaders on the quality of teaching.  Inspectors looked at pupils’ books, displays of pupils’ work and the school’s assessments of the

p.2

Information about this inspection

progress made by pupils.  Inspectors also examined the school’s arrangements for spending the additional sports and pupil premium funding.

p.2

Inspection team

Elizabeth Farr, Lead inspector Her Majesty’s Inspector Colin Lower Additional Inspector Christopher Deane-Hall Additional Inspector

p.2

Information about this school

 This is an average-sized primary school. The majority of pupils are from White British backgrounds.  The proportion of disabled pupils and those with special educational needs supported through school action is below the national average. The proportion supported through school action plus or with a statement of special educational needs is average.  The proportion of pupils who are known to be eligible for free school meals, for which the school receives pupil premium funding, is well below average.  There have been many staff changes since the previous inspection. The headteacher was appointed in January 2014. Both the deputy and assistant headteacher were appointed in September 2013. The leadership structure has been revised and more teachers now have additional responsibilities for subject leadership.  The school meets the government’s current floor standards, which set the minimum expectations

p.3

What does the school need to do to improve further?

 Improve teaching so that it is consistently good or better by ensuring that:  work is set at the right level for all groups of pupils so that pupils make the progress of which they are capable  teachers’ skills in teaching writing are developed further, so that pupils’ presentation of their work, including handwriting, improves swiftly  pupils have regular opportunities to write independently.  Improve all pupils’ progress, including those in danger of underachievement, by ensuring that all teachers:  give pupils a clearer understanding of what they need to do in order to raise their attainment  place a greater emphasis on showing pupils how to improve their work through marking  provide regular opportunities for pupils to respond to teachers’ advice about how to improve their work.  Improve the way leaders check how well the school is performing by:  making sure middle leaders acquire and use the necessary skills to improve the quality of

p.3

What does the school need to do to improve further?

teaching and its impact on progress  making better use of assessment information to analyse how well pupils are performing  closing the gaps in attainment in English and mathematics for pupils supported through the pupil premium  ensuring governors make regular checks and gather information first hand to monitor more closely the school’s performance.

p.3

What does the school need to do to improve further?

An external review of governance, including a review of the school’s use of the pupil premium, should be undertaken in order to assess how this aspect of leadership and management may be improved.

p.3

The achievement of pupils requires improvement

 Pupils join the school in Year 3 well prepared for the challenges of junior school. However, as they move through the school, their progress is not consistently good. Consequently, pupils only achieve broadly average standards in reading, writing and mathematics by the end of Key Stage 2.  Progress in writing is too erratic across the school. Pupils have too few opportunities to practise and develop their independent writing skills. On occasion, learning time is lost because teachers repeat things pupils already know. Pupils are eager and keen to write and become frustrated when held back from committing their ideas to paper.  A good proportion of higher-ability pupils in Year 6 achieve standards above the expectations for their age, particularly in reading. Pupils enjoy reading and discussing books with adults. They read fluently and make good use of their voices to add expression.  Some pupils of average and lower ability make slower progress in English and mathematics. At

p.4

The achievement of pupils requires improvement

times the work given to them is too easy or too hard. As a result, they do not make the progress of which they are capable.  Pupils talk positively about mathematics. More-able pupils particularly enjoy solving mathematical challenges. These pupils have regular opportunities to extend their thinking and, as a result, many achieve well.  Pupils known to be eligible for free school meals in the present Year 6 achieve as well as other pupils in reading. However, in writing and mathematics the gap between them and their classmates is increasing. They are some three terms behind in writing and one term behind in mathematics.  Disabled pupils and those who have special educational needs make variable progress. Where their skills are less secure, for example in writing, tasks are not always well matched to pupils’ abilities.  Since the previous inspection and with the appointment of the new headteacher, leaders are

p.4

The achievement of pupils requires improvement

establishing more efficient systems for tracking the progress that pupils are making. Teachers are becoming more accountable for pupils’ progress.

p.4

The quality of teaching requires improvement

 Teaching requires improvement because not enough of it is consistently good. Where teaching requires improvement, the work is not set at the right level of difficulty for pupils of differing abilities. Consequently, some pupils do not make enough progress in their learning.  Teachers do not use assessment information sharply enough to inform their planning. When pupils have misunderstood a concept, activities to make up for their gaps in understanding are not always planned. Equally, when pupils have grasped new ideas, activities do not always extend their thinking further. Consequently progress slows.  The work in pupils’ books is marked regularly. However, marking does not always help pupils understand what they need to do to improve their work. For example, in teachers’ marking of writing tasks, there is not enough emphasis on correcting spelling errors or developing handwriting. For many pupils the presentation of their work has not improved over the course of

p.4

The quality of teaching requires improvement

the year. There is very little evidence of pupils responding to marking.  Most teachers have good subject knowledge. They ask relevant questions to find out what pupils know. In a Year 6 personal, health and social education lesson, questioning was used to good effect to challenge pupils’ thinking about stereotypes.  Where teaching is good, pupils have opportunities to work on tasks that are well matched to their ability levels. For example, in a Year 5 mathematics lesson, pupils made good progress with their understanding of ratio and proportion as tasks varied in difficulty. This ensured that all pupils were challenged. Pupils explained their reasoning, allowing them to consolidate their understanding.  In all classes there are good relationships between teachers and their pupils. Where teaching is most effective, teachers sustain pupils’ positive attitudes by providing stimulating activities that

p.4

The behaviour and safety of pupils are good

 Behaviour is good. Staff and parents and carers rightly believe that the school manages behaviour well. Responses in Parent View indicate the majority of parents and carers agree that pupils are well behaved.  Pupils are polite and courteous to each other and adults. In lessons, pupils listen carefully to staff and respond promptly to instructions. Pupils work well together, sharing resources and working collaboratively. They are positive about the care and support they receive from their teachers.  Attitudes to learning are consistently good. Pupils remain keen and willing to participate, even in lessons in which teaching is less effective. However, when tasks are too hard or too easy, pupils’ concentration wanes, leading to minor inattentiveness rather than disruption.  The school’s work to keep pupils safe and secure is good. Pupils feel safe in school and have a good understanding of how to keep safe. Leaders recently completed a review of e-safety

p.5

The behaviour and safety of pupils are good

procedures. Guidance for families is readily available in the ‘home/school link book.’ Pupils know how to keep themselves safe on the internet.  Pupils’ attendance has improved and is now above average. However, there are still small numbers who have poor punctuality.  Pupils enjoy coming to school and are enthusiastic about the activities on offer. They particularly enjoy the many trips and visitors to school. For example, pupils told inspectors about a visit to Sulgrave Manor, a 16th century mansion where they experienced Tudor life. One Year 4 pupil commented, ‘It was fun because you were learning as you worked but didn’t realise it!’  Pupils show a good understanding of different forms of bullying. They are aware of whom they can talk to if they have a concern. Pupils have a well-developed sense of right and wrong.

p.5

The leadership and management require improvement

 Leadership and management require improvement because many leaders are relatively new and have yet to develop their skills fully. As a result they have not yet secured improved standards for pupils, especially in writing.  Subject leaders’ roles and responsibilities are clear. They are developing their skills and expertise in leading their areas. However, they have not had a full impact on improving the quality of teaching or rates of pupils’ progress.  There are effective methods for regularly evaluating the performance of teachers. Leaders ensure staff performance is linked to promotion and increases in pay. However, judgements about the effectiveness of teaching are over-generous because they do not take sufficient account of how well pupils are progressing.  Senior leaders have established a detailed system to present information gathered from assessments of pupils’ progress. However, leaders have yet to use this information to evaluate

p.5

The leadership and management require improvement

the impact of actions they are taking.  The new headteacher is committed to improving the school. His leadership is caring and supportive. He has helped to organise useful visits to outstanding schools and additional training for all staff. This is contributing to supporting and developing sound leadership skills in a relatively new team. Staff morale is high and teachers are responding positively to the training opportunities, including visits to other schools.  Pupils’ spiritual, moral, social and cultural development is promoted well. Values such as caring and kindness are well established. They are keen to help others and look after the environment.  Parents and carers who spoke to inspectors or responded to the online survey are positive about the school.  The range of subjects taught is broad and balanced. Visits and after-school clubs enrich the curriculum. Staff are well prepared for changes to the curriculum in September 2014.

p.5

The leadership and management require improvement

 Senior leaders promote equality of opportunity well. Leaders have used additional premium funding to provide a range of resources, additional staff and staff training to help eligible pupils. They are aware that more is needed to ensure that all pupils, including those supported by additional funding, make the progress of which they are capable.  Primary school sports funding is used successfully. An increased range of sports and related activities is available to pupils including golf, cheerleading and tennis. Participation rates, including for extra-curricular activities, have increased dramatically and are now over 95%. As a result, pupils develop skills and broaden their range of sporting activities. These activities contribute positively to pupils’ well-being and health.  The school works well in partnership with other local schools. The local authority monitors the school’s performance and has provided light-touch support.

p.6

The leadership and management require improvement

 The governance of the school:  Governors have a growing understanding of the school’s performance data. However they have not fully challenged senior leaders to bring about fast enough improvements in pupils’ progress. This includes the progress of those supported by additional funding. Governors have undertaken some brief visits to different classrooms to improve their understanding of the quality of teaching and the curriculum. However, this form of monitoring is in the early stages. They agree that more regular monitoring activities will enable them to test the information they receive first hand. Work has already begun and several useful visits have taken place, particularly focused on mathematics.  The governing body is very supportive of the school. However, many governors are new to the role. They have recently carried out an audit to ensure that they have the right balance of skills in order to challenge and support leaders. Governors have attended training on safer

p.6

The leadership and management require improvement

recruitment. They are aware of their statutory duties and ensure they are met. Governors have a developing awareness of the school’s pay and promotion processes and check the performance of staff, including that of the headteacher.

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 110340 Local authority Buckinghamshire Inspection number 444234

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 school Age range of pupils 7–11 Gender of pupils Mixed Number of pupils on the school roll 254 Appropriate authority The governing body Chair Nick Hunt Headteacher Andrew Sierant Date of previous school inspection 20–21 October 2010 Telephone number 01494 814622 Fax number 01494 817166 Email address headteacher@manorfarm.bucks.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.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 and 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