Royston Meadstead Primary School

Royston Meadstead Primary School Inspection report

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106606 Unique Reference Number Barnsley Local Authority 287560 Inspection number 6 °7 June 2007 Inspection dates Lynne Davies Reporting inspector

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

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Primary Type of school Community School category 3 °11 Age range of pupils Mixed Gender of pupils Number on roll 174 School

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The governing body Appropriate authority Mrs A Scholey Chair Mr N Parker Headteacher 7 May 2002 Date of previous school inspection Meadstead Drive School address Royston Barnsley South Yorkshire S71 4JS

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01226 722153 Telephone number 01226 700499 Fax number

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3 °11 Age group 6 °7 June 2007 Inspection dates 287560 Inspection number .

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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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.

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Introduction

The inspection was carried out by two Additional Inspectors.

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Description of the school

This small, community primary school serves an area of significant social disadvantage. Pupils are predominantly from a White British background. The proportion of pupils known to be eligible for free school meals is a higher than the national average, as is the percentage of pupils with leaning difficulties and/or disabilities. An autistic resource unit is attached to the school and a new children's centre was opened in March 2006. This pre-school provision links seamlessly with the school's Foundation Stage unit. The school has been awarded a Silver Healthy Schools award.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 11 Inspection Report: Royston Meadstead Primary School, 6 °7 June 2007

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Grade: 3

Inspectors agree with school's evaluation that Royston Meadstead is a satisfactory and improving school. When children come into Nursery their skills are well below those expected for their age range. In the Foundation Stage children thrive in a stimulating, exciting learning environment and as a result make good progress. From low starting points most pupils make satisfactory progress through the school. Standards are below average by the end of Year 6 in English and mathematics and broadly average in science. This is a similar picture to the 2006 test results. Results fluctuate from year to year because of the small number of pupils in some year groups and the percentage of pupils with learning difficulties. Current progress seen in lessons and in pupils' work demonstrates that pupils are on course to achieve their targets. The school is monitoring progress more rigorously and tackling underachievement, where

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Grade: 3

standards in English and mathematics need to improve. Recent changes and action plans are in place to raise standards but have not had time to have a full impact. Some average and higher-attaining pupils are capable of achieving higher standards. Consequently, leadership and management are satisfactory overall. The leadership team has recently been restructured and this has had a positive impact on the school's capacity to improve. For example, there has been good impact on the personal development of the pupils and on the care and support given to them; both of these aspects are good. Pupils are confident, polite and friendly, proud of their school and enthusiastic about their lessons. They think teachers give them opportunities to talk about their problems and say 'they give you a chance, they are fair'. Pupils feel valued and play a big part in school life, taking on lots of roles and responsibilities. The school council has a democratic voice in the day-to-day

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Grade: 3

life of the school. Pupils are proud of achieving their silver Healthy Schools award, understand the importance of healthy lifestyles and talk enthusiastically about 'going for gold'. Pastoral care and guidance is strong. Academic guidance is in place but needs to be reviewed and strengthened so that pupils know how to improve in order to raise standards in English and mathematics. The curriculum is satisfactory with some good elements. Standards in science have improved as a result of focusing on the practical application of skills. The staff plan to extend this approach to literacy and numeracy and link these subjects in more depth across the curriculum. Teaching and learning, although satisfactory overall, does have some good and even outstanding features. Teaching is satisfactory because work is not consistently well matched to the ability levels of pupils and they do not always know clearly what they need to do to improve their work.

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Grade: 3

The autistic provision is a valuable resource within the school community. Pupils and staff benefit from shared expertise and this is reflected in the inclusive ethos. Pupils who work in this unit have good support in their learning and make good progress. The inclusive atmosphere of the school is reflected in the views of parents, who say: 'everyone matters, no matter who'.

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What the school should do to improve further

• Raise standards in English and mathematics throughout the school for the average and higher-attaining pupils in Years 1 to 6. • Ensure that teaching and learning are consistently good or better throughout the school. • Implement consistent use of target setting across the school and give pupils ownership of their targets so they know how to improve their work. 4 of 11 Inspection Report: Royston Meadstead Primary School, 6 °7 June 2007 A small proportion of the schools whose overall effectiveness is judged satisfactory but which have areas of underperformance will receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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Grade: 3

Attainment on entry to the school is well below age-related expectations and many children have significant delay in speech, language and social skills. Children in the Foundation Stage make good progress. From low starting points pupils generally continue to make satisfactory progress through the school. By the end of Year 2 standards are below national averages but last year saw improvements in attainment overall and in reading and mathematics. At the end of Year 6, standards are broadly in line with national averages. Science is the strongest subject and pupils' better achievement in this subject brings up overall standards. Standards in English and mathematics are below average. Pupils' progress varies between classes. Where it is satisfactory, there are some average and higher-attaining pupils who could achieve better standards. Pupils' achievement is monitored and underachievement is being tackled effectively

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Grade: 3

with a range of intervention strategies. Pupils with learning difficulties and/or disabilities make good progress.

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Grade: 2

Pupils' enjoyment of school is reflected in their attendance, which is good. They think 'It's good fun here.' They contribute willingly to the school community, taking on responsibilities such as being members of the school council or 'defenders' who help to make playtimes happy and calm. They clearly understand the difference between right and wrong, want to support each other and understand that they can make a difference. They know that their task is to, 'show the young ones a good example' and are proud that as a result of their work, 'behaviour is better now'. Pupils' spiritual, moral, social and cultural development is good. They feel their views are valued and respected and consequently value and respect each other. Older pupils are keen to talk about organising playground activities as trained sports leaders and they speak excitedly about continuing their role when they move on to high school. Almost all pupils

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Grade: 2

behave well in lessons and around the school and have good attitudes to learning as a result of clear routines and the good relationships forged between adults and pupils.

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Grade: 3

The quality of teaching and learning is satisfactory with some good features. In some lessons there is plenty of challenge for pupils: they enjoy this as it keeps them, 'on their toes'. Discussing their work with partners helps them clarify their thinking, making them more confident about sharing their ideas. Independent learning and enthusiasm characterises good and outstanding teaching. In a Year 6 lesson, for example, pupils compared present-day Royston with ancient Egypt. They linked subjects together, using and applying the skills learned in literacy, numeracy and information and communication technology (ICT) to present their findings in a range of imaginative ways. Good subject knowledge and effective planning ensures that lessons are well matched to pupils' varying needs. This good quality of teaching, however, is not consistent 5 of 11 Inspection Report: Royston Meadstead Primary School, 6 °7 June 2007

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Grade: 3

throughout the school. In some lessons pupils find it hard to sustain concentration during the teacher input. Work is not consistently well matched to pupils' ability. Marking does not always encourage pupils to aim for the next level of learning and involve them in assessing for themselves how well they are doing. Teaching assistants work effectively alongside class teachers and contribute significantly to pupils' progress. They also give effective, very sensitive support to those who have learning difficulties and/or disabilities. Where teaching is satisfactory there are fewer opportunities for pupils to learn independently and there is less challenge for some average and more able pupils.

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Grade: 3

The curriculum is satisfactory with good features. It contributes to pupils' enjoyment of learning and enables them to develop good personal and social skills. Provision in the Foundation Stage is a strength of the school and helps children get off to a flying start. Pupils are excited by their learning and make good progress. The school is committed to the development of a more creative curriculum to motivate pupils. As a result, links between subjects are improving into interesting themes and topic work. Pupils particularly enjoy opportunities to take part in a range of clubs and extra-curricular activities and talk enthusiastically about visits and visitors invited into school. These experiences enrich the curriculum and enliven pupils' learning. Pupils agree that a recent Roman day helped their learning, and one pupil said: 'I didn't think the Romans were real before.' There is a strong partnership between the school and the local high

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Grade: 3

school on many levels and especially in sport. The range and quality of sport provision has improved as a result. Provision for literacy and numeracy has recently improved but there has not been time for the changes to impact fully on standards. Provision for ICT has improved significantly. Pupils have good access to computers and this enhances their learning.

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Grade: 2

Care, guidance and support for pupils are good, successfully promoting their physical health and emotional well-being. Child protection procedures are in place and arrangements for health and safety are robust, ensuring that pupils learn in a happy and secure learning environment. The school's inclusive and welcoming ethos is appreciated by parents, who overwhelmingly agree that pupils are well cared for and safe. Pupils say, 'teachers are really kind here.' A close partnership with the children's centre enables staff to share expertise and to work with a range of agencies to support the most vulnerable pupils. As a result, they are able to overcome barriers to learning. Pupils' progress is monitored carefully, but systems need to be refined and overhauled to make them a good management tool and to enable target setting to become an integral part of teaching and learning. School has rightly recognised the need for a more

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Grade: 2

consistent approach to academic guidance to ensure that all pupils understand clearly the steps in their learning and how to achieve them.

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Grade: 3

The headteacher and recently restructured leadership team have set a clear direction and vision for the school. Leaders and managers at all levels are now fully involved in monitoring performance and evaluating progress. Appropriate priorities for raising achievement and 6 of 11 Inspection Report: Royston Meadstead Primary School, 6 °7 June 2007 standards have been identified, and action plans, supported by the local authority, are well established and beginning to be effective. Governors are very involved in school life and knowledgeable about school priorities. They are kept well informed and they challenge the school effectively to improve its performance. The impact of leadership is seen in the good personal development of pupils and in the quality of pastoral care. There is less impact in raising achievement and standards in English and mathematics. The school knows its strengths and areas for development, and self-evaluation is good. The school has good capacity to make

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Grade: 3

further improvements. 7 of 11 Inspection Report: Royston Meadstead Primary School, 6 °7 June 2007 .

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Grade: 3

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 8 of 11 Inspection Report: Royston Meadstead Primary School, 6 °7 June 2007

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Inspection judgements

School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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Overall effectiveness

How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? How well does the school work in partnership with others to promote learners' well-being? 2 The quality and standards in the Foundation Stage 3 The effectiveness of the school's self-evaluation 2 The capacity to make any necessary improvements Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

3 How well do learners achieve? 3 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 2 How well learners with learning difficulties and disabilities make progress

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learners?

2 The extent of learners' spiritual, moral, social and cultural development 2 The behaviour of learners 2 The attendance of learners 2 How well learners enjoy their education 2 The extent to which learners adopt safe practices 2 The extent to which learners adopt healthy lifestyles 2 The extent to which learners make a positive contribution to the community How well learners develop workplace and other skills that will contribute to their future economic well-being

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and interests of learners?

2 How well are learners cared for, guided and supported?

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and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 9 of 11 Inspection Report: Royston Meadstead Primary School, 6 °7 June 2007

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and supporting all learners?

How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education How effectively performance is monitored, evaluated and improved to meet challenging targets How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can How effectively and efficiently resources, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 10 of 11 Inspection Report: Royston Meadstead Primary School, 6 °7 June 2007

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Text from letter to pupils explaining the findings of the inspection

Inspection of Royston Meadstead Primary School, Royston, Barnsley, S71 4JS We very much enjoyed visiting your school. Thank you for your welcome and all the help you gave us. We think your school is satisfactory and improving and you do some things well. We liked the way in some classes you were able to work independently and had such enthusiasm for your learning. We think staff look after you very well and make sure you know how to stay healthy and keep safe. You are all working hard to make your school a happy and safe place to learn. Your school council is playing its part and so are 'the defenders' who are helping to make playtimes happy and calm. Almost all of you behave well and are polite and friendly. Well done! We think your school can be even better, so we would like the standards you get in English and mathematics to be higher and we want all your lessons to be as good as the best ones. We

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Text from letter to pupils explaining the findings of the inspection

also want you to work with your teachers to understand how well you are doing and what you should be aiming to improve. Everyone needs to work together to make these things happen. 11 of 11 Inspection Report: Royston Meadstead Primary School, 6 °7 June 2007

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