Setting

Mrs A Cliff Executive Headteacher Hill Avenue Primary School Hill Avenue Lanesfield Wolverhampton WV4 6PY

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Special measures monitoring inspection of Hill Avenue Primary School

Following my visit to your school on 2 and 3 March 2016, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm the inspection findings. Thank you for the help you gave during the inspection and for the time you made available to discuss the actions that have been taken since the school’s previous monitoring inspection.

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Special measures monitoring inspection of Hill Avenue Primary School

The inspection was the third monitoring inspection since the school became subject to special measures following the inspection that took place in February 2015. The full list of the areas for improvement that were identified during that inspection is set out in the annex to this letter. The monitoring inspection report is attached.

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Special measures monitoring inspection of Hill Avenue Primary School

Having considered all the evidence I am of the opinion that at this time:

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Special measures monitoring inspection of Hill Avenue Primary School

Leaders and managers are taking effective action towards the removal of special measures.

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Special measures monitoring inspection of Hill Avenue Primary School

The school may appoint newly qualified teachers before the next monitoring inspection.

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Special measures monitoring inspection of Hill Avenue Primary School

I am copying this letter to the Chair of the Interim Executive Board and the Director of Children’s Services for Wolverhampton. This letter will be published on the Ofsted website.

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Her Majesty’s Inspector

Store Street Manchester M1 2WD T 0300 123 4234 www.gov.uk/ofsted

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The areas for improvement identified during the inspection that took place

 Improve the quality of teaching so that inadequate teaching is quickly eradicated and all teaching is at least consistently good in all subjects by making sure that:  teachers know how to assess accurately what pupils already know  teachers use their assessments to plan work that will build on what pupils can do to deepen their understanding further  teachers use their assessments to fill gaps in learning which have resulted from previously inadequate teaching  the teaching of phonics in the early years is consistent in its organisation and effectiveness and that older pupils are encouraged to use their phonics skills when trying to read unfamiliar words  pupils solve problems for themselves and are able to use the information that is available to them more readily, rather than relying on other adults for help  teachers’ subject knowledge of mathematics is developed further.

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The areas for improvement identified during the inspection that took place

 Secure further improvements to leadership and management of the school by making sure that:  all leaders understand their roles and responsibilities and have high enough expectations so that improvements are driven quickly  the checks on learning in books and in classrooms, which have been recently introduced, continue and clear targets are set for teachers which become a focus for future checks on their work  action is taken to check rigorously on pupils’ attendance and follow up any concerns.

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The areas for improvement identified during the inspection that took place

 Significantly improve governance by taking immediate action to:  make sure that all governors have the necessary skills to enable them to use and challenge the information that is given to them so that leaders are held to account  carry out a review of how well the school keeps pupils healthy and safe while on the school site and take immediate action to address any concerns raised, such as improving lunchtime supervision and staff training  address all improvement areas previously identified by the reviews of governance and the use of pupil premium with a greater sense of urgency.

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The areas for improvement identified during the inspection that took place

 Make arrangements for pupils in Nursery and Reception to have access to suitable space for outdoor play to allow them to practise activities such as balancing, climbing, racing and chasing games so that their physical development is not constrained.

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Evidence

Inspectors observed the school’s work, scrutinised documents and met with the executive headteacher, the head of school, other leaders and staff, a group of pupils, the Chair of the Interim Executive Board (IEB) and a representative of the local authority.

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Evidence

During the inspection, 17 responses to Parent View (Ofsted’s online questionnaire for parents) were considered and parents, pupils and staff were spoken to on an informal basis. Pupils’ work was looked at, short visits were made to every class with senior leaders and the school’s information about attendance and the progress currently being made by pupils in the school was analysed. The minutes of meetings of the interim executive board were also scrutinised.

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Context

Two new full-time teachers, a part-time teacher and a higher-level teaching assistant (HLTA) joined the school in January 2016. The SENCo relinquished this role and responsibility for pupils who have special educational needs or disability is now shared by three senior leaders. The nature of the support given by teaching assistants has been refocused and eight teaching assistants left the school last term and two HLTAs will join later this term. The Chair of the IEB resigned in January 2016 and has been replaced by the Vice Chair. There is currently a vacancy on the IEB.

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The effectiveness of leadership and management

Senior leaders have high expectations of staff and pupils and have created an ambitious culture within the school. They have built on the strengths within the school and tackled weaknesses. Consequently, the quality of teaching has improved further and pupils are making more rapid progress than they were at the time of the last monitoring inspection.

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The effectiveness of leadership and management

All of the improvements highlighted in the last letter are now more firmly embedded, and actions taken to address the areas for improvement identified in February 2015 are beginning to have a significant impact on improving outcomes for pupils in the school.

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The effectiveness of leadership and management

Some of the areas of weakness have been completely rectified. As reported previously, inadequate teaching has been eradicated, the quality of leadership and management and governance has improved and there is a suitable space for children in the early years to learn and play. In addition to this, effective performance management and targeted professional development are leading to improved teaching and outcomes, the curriculum, including a range of well-attended extra-curricular activities, is broad and balanced and additional funding is used well.

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The effectiveness of leadership and management

All leaders understand their roles and responsibilities and the quality of middle leadership continues to improve. Senior leaders regularly check the quality of learning which is taking place and this informs action to drive improvement. However, subject and phase leaders could play a more significant role in this process.

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The effectiveness of leadership and management

The senior leader with responsibility for mathematics has taken effective action to ensure that the quality of teaching and progress in this area have improved since the last visit. Staff have received training to develop their subject knowledge and practice and further developmental opportunities are in place to secure greater consistency in the quality of teaching of mathematics.

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The effectiveness of leadership and management

Parental engagement has continued to improve. The parent teacher association is now established and the website is up to date, relevant and easy to use. However, responses on Parent View do not reflect the improvements made in the last year. School leaders need to ensure that changes are communicated effectively to parents and that they are encouraged to make their views known through Ofsted’s online questionnaire.

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The effectiveness of leadership and management

Effective safeguarding arrangements have been developed further. Senior staff ensure that all staff receive timely updates and information and formally assess their understanding on a regular basis. Appropriate checks have taken place on newly appointed staff and they are given relevant training on keeping children safe as part of their induction process.

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The effectiveness of leadership and management

The Chair of the Interim Executive Board has a clear drive to support school leaders in improving the school. She visits the school regularly and has taken additional training in order to fulfil her role as effectively as possible. Governance has improved since the time of the last full inspection as IEB meetings cover all the relevant areas and school leaders provide members with accurate information. Members of the IEB have the necessary skills to hold leaders to account, but minutes of their meetings indicate that this rarely happens as they are poorly attended. The composition of the IEB needs to be reviewed in order to secure more effective governance.

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Quality of teaching, learning and assessment

The quality of teaching, learning and assessment has continued to improve but inconsistencies remain. Teaching of the highest quality is now evident within the school but too much teaching does not lead to rapid progress.

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Quality of teaching, learning and assessment

The most effective teaching is characterised by high expectations and proportionate levels of challenge. Information about what pupils can do is used to plan activities which allow them to make rapid progress so that learning is consolidated and moved on appropriately. High-quality peer and self-assessment also promote good learning.

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Quality of teaching, learning and assessment

In all the lessons observed, pupils were keen to learn. There are good relationships between staff and pupils and high levels of engagement. However, these positive attitudes towards learning were not always used well by teachers in order to secure good progress.

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Quality of teaching, learning and assessment

Pupils are not routinely given opportunities to take responsibility for their learning. Their progress is often restricted by staff providing them with too much information and structure, which does not allow pupils to work things out for themselves. When teaching is less effective, teachers do not use the information that is available to them about prior learning to inform their planning. This means that some pupils do work which is too easy for them while others find it too hard. Accurate assessment information about individuals and groups is available to all staff but this is still not being used consistently to plan learning.

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Quality of teaching, learning and assessment

Progress is slowed by pupils not being moved on quickly enough when they understand a mathematical concept or by being given unnecessary amounts of time to plan and re-plan writing activities. As teachers are thinking about what they want pupils to do rather than what they want them to learn, this slows learning down.

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Quality of teaching, learning and assessment

The school marking policy is now used more consistently and the quality of feedback is improving. Pupils are positive about how their work is marked and use comments well to make further improvements. Feedback usually refers to the purpose of the learning, spellings are corrected and targets are used to develop understanding.

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Quality of teaching, learning and assessment

Older pupils have also been taught to assess their own work and the work of other pupils effectively. They are able to give useful and constructive comments which enable other pupils to make improved progress. Pupils, particularly the most-able, can also give high-quality verbal feedback when appropriate.

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Personal development, behaviour and welfare

Positive features which were observed during the last monitoring visit have been built upon. Pupils behave well and they are proud to be members of the school. Many now have high aspirations for themselves and they are ready to take more responsibility for their learning.

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Personal development, behaviour and welfare

Pupils respond positively to being given leadership roles. Their self-confidence is being developed and staff have acted upon suggestions from the pupil leadership team in order to improve the school. For example, representatives of the team were keen to tell me about the new large interactive whiteboard which, on their recommendation, has been installed and has improved assemblies. Attendance has declined slightly since the last visit. This is largely the result of illness and increased persistent absence. School leaders are taking action to improve attendance but they are aware that this needs to have a greater impact.

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Outcomes for pupils

The school’s internal information gathering and work seen in books indicate that progress continues to improve across the school. All groups of pupils, including the most-able and disadvantaged pupils, are making improved progress; it is particularly strong in Year 5.

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Outcomes for pupils

Senior leaders have a clear understanding of the progress of all groups in every school year and they take swift action to promote rapid progress if it slows. They are confidently forecasting greatly improved outcomes in every key stage in the summer of 2016

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External support

The school continues to receive high-quality support from the Manor Teaching School Alliance. Staff in all phases have received effective support from specialist leaders of education. For example, staff in the school have been given targeted input to improve the teaching of mathematics and the early years provision. New staff have received training and visited Manor Primary School as part of their induction programme and teachers from Hill Avenue Primary School have benefited from being part of the teaching school alliance’s outstanding teaching and good teaching programmes.

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External support

The local authority has maintained its effective support. The link officer knows the school well and the termly reviews, which take place with staff from the school, continue to support school improvement well.

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