Startforth Morritt Memorial CofE Primary School

Startforth Morritt Memorial CE Primary School Startforth, Barnard Castle, County Durham DL12 9AQ

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Overall effectiveness Requires improvement

Effectiveness of leadership and management Requires improvement

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Overall effectiveness Requires improvement

Quality of teaching, learning and assessment Requires improvement

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Overall effectiveness Requires improvement

Personal development, behaviour and welfare Good

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Overall effectiveness Requires improvement

Outcomes for pupils Requires improvement

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Overall effectiveness Requires improvement

Early years provision Requires improvement

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Overall effectiveness Requires improvement

Overall effectiveness at previous inspection Requires improvement

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This is a school that requires improvement

 Recent actions taken by senior leaders have not had enough time to ensure that pupils make consistently good progress.  Teaching is too variable. Pupils are not consistently challenged and expectations are not always high enough. Not all teachers apply the marking and feedback policy well.  In some classes lessons do not build effectively on what has already been learned and sometimes pupils repeat what has been covered before.  In the early years children are not challenged enough and too much learning time is lost.  Checking of teaching is not frequent enough to eradicate inconsistencies promptly.  Middle leaders’ skills are not well enough developed to ensure that they can fully contribute to school improvements.  Governors have only recently begun to address recommendations from the review of their effectiveness. They are starting to challenge school leaders but this has not yet made a difference to school improvement.

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The school has the following strengths

 The pace of improvement has increased since the secondment of the advisory headteacher. There are now effective systems to improve teaching. Knowledge of strengths and weaknesses are accurate. Effective plans are in place to address shortcomings.  The vast majority of parents have confidence in the school. They value recent improvements to all aspects of school life.  Pupils learn letters and sounds quickly and as a result achieve well in reading.  Pupils behave well and feel safe in school because it is a calm, harmonious community.  Pupils’ personal development is effective. They willingly accept responsibilities and cooperate well together.  The sports premium is used well and pupils have many opportunities to keep themselves healthy.

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What does the school need to do to improve further?

 Increase the effectiveness of leadership and management by:  enabling all middle leaders to gain the skills needed to contribute to driving school improvements  increasing the frequency of checks made on the quality of teaching so that inconsistencies are promptly addressed  fully implementing the recommendations of the review of governance so that leaders are effectively held to account for the school’s performance.

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What does the school need to do to improve further?

 Improve teaching to be consistently good in order to accelerate pupils’ progress by:  ensuring that the marking and feedback policy is consistently implemented  improving all teachers’ questioning skills so they challenge pupils to think more deeply  improving all teachers’ planning so that pupils’ skills and knowledge build on what has already been learned  ensuring that expectations of presentation and handwriting are consistently high.

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What does the school need to do to improve further?

 Accelerate children’s progress in the early years by:  challenging children to apply the skills they have been taught  providing more opportunities for children to think for themselves and solve problems  organising group teaching so that time is used effectively.

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Effectiveness of leadership and management requires improvement

 Considerable turbulence and uncertainty of leadership since the last inspection have meant that improvements to teaching have only begun since the more recent secondment of the advisory headteacher. Efforts to improve teaching have been further hampered because of frequent changes of staff and constant class reorganisation owing to falling rolls. Consequently teaching remains variable.  Not all middle leaders’ skills are effective and they are not yet making a difference to the quality of teaching. They are not consistently involved in checking the quality of teaching in their area of responsibility and so their awareness of what needs to improve is unclear.  Although checking of teaching by senior leaders is accurate, it has not been frequent enough to address inconsistencies promptly. Shortcomings which were identified earlier in the year are still evident.  The advisory headteacher has brought stability and direction to the school. Supported by the acting

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Effectiveness of leadership and management requires improvement

headteacher, improvements have been made to teaching and well-considered plans are in place to address further changes to the curriculum and class organisation. Staff and pupils are being well supported to deal with the uncertain future of the school.  Procedures to manage the performance of staff are now in place. Teachers have specific and challenging targets to improve the performance of pupils. These procedures are at an early stage of development and have not yet ensured that all teaching is consistently good. Opportunities to attend relevant training and to work with colleagues in other schools have been well received and teachers report that this has improved their effectiveness.  Leaders now regularly check pupil performance and identify underperformance. Additional, more tailored support is provided to help underperforming pupils catch up. This has been particularly successful for pupils who struggled to learn their phonics (letters and the sounds that they make) and to read.

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Effectiveness of leadership and management requires improvement

 The advisory headteacher now ensures that the effectiveness of pupil premium funding is regularly checked and spending is targeted to enable individual pupils to overcome difficulties which may hinder their academic achievement. The progress they make is in line with other pupils in the school.  The curriculum has been modified a number of times in response to changing class organisation. This has ensured that pupils do not have gaps in their knowledge and that there is still progression in skills and knowledge from one year to the next. Pupils appreciate the range of visits they make. Some of these enhance their understanding and knowledge while others successfully aid their personal development. Pupils are suitably prepared for life in modern Britain through work to extend their knowledge of other religions, for example.  The school has used the sports premium effectively to broaden the range of sports and activities pupils

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Effectiveness of leadership and management requires improvement

can experience and to enable them to take part in competitions with other local schools.  The vast majority of parents’ confidence has been restored in the school. They are provided with information about what children are studying each term and are kept up to date with school developments via a weekly newsletter.  The governance of the school  Governors are passionate and very active in seeking a long term future for the school, but over time they have not held leaders to account effectively. They have been slow to implement the recommendations of the review which followed the last inspection. An audit of their skills prompted the recruitment of a group of new, suitably skilled governors and their effectiveness has begun to improve as they tackle the recommendations from the review. They are now offering more challenge to school leaders and know the strengths and weaknesses of the school. They understand that

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Effectiveness of leadership and management requires improvement

teaching is not yet good enough. However, these developments are very recent and have not yet made a difference to the pace of improvement.  The arrangements for safeguarding are effective. Staff are aware of what they need to do when they have a concern about a pupil. Information detailing concerns is carefully documented and school staff work diligently with those from other agencies to ensure the safety of pupils.

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Quality of teaching, learning and assessment requires improvement

 Changes to staffing and to class organisation have resulted in inconsistent implementation of policies and advice from training so that teaching remains variable and pupils’ progress is not consistently good.  Not all teachers follow the school’s marking and feedback policy. As a result some pupils, including the most able, are not effectively challenged to think more deeply and are not clear about the next steps they need to make to improve.  Where pupils are taught by more than one adult, lessons do not always build logically on what has been learned the day before. Time is not used effectively because some lessons repeat what has already been covered. As a result, progress slows and pupils’ grasp of some knowledge and skills is less secure.  Teachers miss opportunities in some classes to challenge pupils and to deepen their understanding through asking searching questions.  In some classes, expectations of presentation in books are not high enough and this leads to inaccuracies

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Quality of teaching, learning and assessment requires improvement

in mathematical calculations and in gathering information from different forms of data, for example. In writing lessons pupils are not encouraged to use joined handwriting when they are capable of doing so.  Relationships between adults and pupils are good. Pupils listen to adults without disruption and settle to work promptly. They cooperate well with each other and enjoy learning.  Support provided to pupils who have special educational needs and/or disabilities is effective. They are given the right resources and form trusting relationships with the adults, who give the close individual attention that is needed to help them concentrate to learn.  The teaching of reading is effective. Pupils learn to read quickly and with enjoyment. Reading books are carefully chosen to interest pupils who struggle and as a result they are keen to improve and read more. Pupils appreciate the chance to borrow books from the school library. Older pupils enjoy bringing books

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Quality of teaching, learning and assessment requires improvement

from home to read in school.  The teaching of phonics is successful. Pupils work in small groups with tasks matched to their ability. If they are in danger of falling behind, additional practice is provided.  Where teaching is most effective, pupils are provided with appropriately challenging homework. Pupils have to apply the skills and knowledge they have learned, research new information and find imaginative ways to share this information with the rest of the class.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare is good.  Pupils feel safe and secure. They say that they all know each other and the school community is like a family. Nearly all parents echo this view and say that their children enjoy coming to school.  The breakfast and after-school clubs provide valued support for pupils who need it. Staff are welcoming and friendly and they provide a calm and relaxing start and end to the day.  Staff work closely and successfully with families and external agencies to enable the right support to be given to pupils who experience difficulties.  Pupils are proud of their school. They enjoy gaining points for their recently introduced ‘houses’ and are keen to contribute ideas about how to improve other aspects of school life. The school council helped to improve lunchtimes, for example.  Older children willingly take responsibility and help to support the smooth running of the school. They act

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Personal development and welfare

as buddies at playtime, prepare for assemblies and make sure cups are washed and ready for drinking out of, among other tasks.  Junior road safety officers successfully support other pupils to understand the dangers of the road.  Pupils have a good understanding of how to keep themselves safe when using technology. They understand the dangers, how to avoid them and what to do when faced with online bullying, for example.  Good opportunities are provided to develop pupils’ physical well-being. As well as the organised sports and games on offer during and after school, pupils have active playtimes using the equipment and resources provided.  Despite their keenness to learn, pupils are not fully confident or clear about how they can improve their learning. Pupils’ knowledge of their targets is variable because the school’s policy to share them is not consistently followed.

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Behaviour

 The behaviour of pupils is good  Pupils cooperate and collaborate well together, both in class and at playtime and lunchtime. Lunchtimes are relaxed. Pupils of all ages sit together sociably.  Pupils say bullying and name-calling are extremely rare in school. Some pupils contrast the safety of school life with experiences out of school. They say occasional disputes about football in school are quickly resolved. They take pride in the way all pupils, no matter what their differences, are welcomed and made to feel they belong. School records and the views of parents confirm that bullying and name-calling are rare.  The school successfully supports pupils who struggle to behave well by accurately identifying what help they need and putting in place strategies which will help pupils to stay calm.  Good procedures are in place to ensure that pupils attend school regularly. Attendance is frequently

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Behaviour

checked to ensure that no pupil has unexplained absence. If some pupils struggle to attend, school leaders quickly find a solution such as offering a place at breakfast club or organising transport.

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Outcomes for pupils require improvement

 Over time, inconsistent teaching has resulted in progress which remains variable. Few pupils make better than expected progress in writing and mathematics from their starting points.  By the end of key stage 1 most pupils have reached the expected standard in writing and mathematics as a result of making expected progress. Few pupils exceed the expected standard in mathematics and none do so in writing. Work seen in pupils’ books during inspection confirms that opportunities to challenge pupils are missed and progress is not consistently good.  By the end of key stage 2 a higher proportion of pupils reach the expected standard in writing and mathematics and are suitably prepared for the next stage of their education. Evidence seen in pupils’ books indicates that, while progress is accelerating in Years 5 and 6, it is not consistently good across the key stage.  Pupils who have special educational needs and/or disabilities and those eligible for pupil premium funding

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Outcomes for pupils require improvement

are enabled to learn at the same rate as other pupils. As a result of variable teaching, they make expected rather than consistently good progress.  More able pupils make progress at the same rate as other pupils in the school because of variable teaching which does not always challenge them sufficiently.  Over time, most pupils have met the expected standard in phonics at the end of Year 1. Those who have not met the expected standard do so in the following year. Consequently, pupils make good progress in their reading from their different starting points and most exceed the expected standard by the end of key stage 2.

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Early years provision requires improvement

 Nearly all children start school with skills and knowledge that are typical for their age. Children make expected progress throughout the early years, and therefore reach the standard ready for Year 1, but few go beyond this to make better than expected progress.  Adults do not challenge children sufficiently to think for themselves. Questions during group work are not demanding enough and require superficial responses. When adults are supporting children’s play, questions do not enable them to develop their ideas. When a difficulty occurs, too often adults tell children what to do rather than encourage children to come up with a solution.  During small-group teaching times, adults provide too much close guidance, particularly in writing and mathematics. When children can’t spell a word, adults give the answer, rather than encouraging the children to have a go and use the sounds they have learned. In mathematics, adults guide children too

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Early years provision requires improvement

closely to record calculations, rather than checking that they fully understand what they are learning.  Small-group teaching time is not effective. Too often children are left waiting, unclear about what to do next while they wait for an adult to help or instruct them.  Leadership of the early years requires improvement. There has been insufficient checking of all aspects of teaching to accurately identify what needs to improve.  Children settle to school quickly and form warm relationships with adults. Younger and older children mix well together and there is a calm and secure atmosphere.  Children follow rules and routines well. They behave well both indoors and outdoors and respond to adult requests willingly.  Adults get to know children well. Assessments are now accurate and are used to inform the next step in a child’s learning.  At the beginning of each day there are good opportunities for children to consolidate their knowledge of

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Early years provision requires improvement

phonics, numbers and days of the week. Younger children enjoy the responsibility of checking the weather for the day.  The classroom and outdoor areas are well organised, with a range of resources which interest the children. This supports them to develop their concentration for longer periods of time. Labels on resources and in the classroom give opportunities for children to practise their reading skills.  Children’s physical development is well supported, with a range of equipment which increases in difficulty and offers a good level of challenge.

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School details

Unique reference number 114218 Local authority Durham Inspection number 10011979

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School details

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

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School details

Type of school Primary School category Voluntary controlled Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 44 Appropriate authority The governing body Chair Mrs S Moorhouse Acting Headteacher Mrs V Bain Telephone number 01833 638280 Website www.startforthmorritt.durham.sch.uk Email address startforth@durhamlearning.net Date of previous inspection 27–28 March 2014

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Information about this school

 Startforth Morritt Memorial CE Primary School is much smaller than the average-sized primary school. Numbers of pupils on roll have decreased by a half in the last year.  The vast majority of pupils are of White British heritage and none speak English as an additional language.  The proportion of pupils who have special educational needs and/or disabilities is lower than the national average.  The proportion of disadvantaged pupils, those supported through the pupil premium, is lower than the national average. The pupil premium is additional funding for pupils who are known to be eligible for free school meals and those who are looked after.  The school runs daily breakfast and after-school clubs. Both were inspected as part of this inspection.  Since the last inspection the headteacher resigned and in April 2015 an advisory headteacher from an outstanding school was seconded two and a half days a week. Since January 2016 this secondment has

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Information about this school

reduced to one day a week and the deputy headteacher has become acting headteacher.  The local authority is currently consulting on the proposed closure of the school in December 2016.  The school meets the current government floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.  The school meets requirements on the publication of information on its website.

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Information about this inspection

 The inspector observed teaching and learning in all classes and scrutinised pupils’ work, jointly with the acting headteacher.  The inspector met with pupils to discuss their work and school life.  Meetings were held with the advisory headteacher, the acting headteacher and middle leaders, other staff, members of the governing body and a representative from the local authority.  The inspector observed pupils moving around school during breaks, including at lunchtime and in the breakfast and after-school clubs.  The inspector analysed 29 responses from the Ofsted online questionnaire (Parent View) and the school’s own survey of parents. She also took into account written comments from parents.  A range of school documentation, including the school’s view of its own performance, attendance and safeguarding, was scrutinised.  The six responses to the Ofsted questionnaire completed by staff were also considered.

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Inspection team

Susan Waugh, lead inspector Ofsted Inspector guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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Inspection team

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.

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Inspection team

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.gov.uk/government/organisations/ofsted .

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Inspection team

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, further education and skills, 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team,

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Inspection team

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Inspection team

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Inspection team

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

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