Thrybergh Primary School

Thrybergh Primary School Inspection report

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130920 Unique Reference Number Rotherham Local Authority 293664 Inspection number 27 °28 March 2007 Inspection dates Rosemary Eaton Reporting inspector

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This inspection of the school was carried out under section 5 of the Education Act 2005. The inspection of the day care was carried out under the Children Act 1989: Part XA (as introduced by the Care Standards Act 2000) and, where (funded) nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998.

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Primary Type of school Community School category 3 °11 Age range of pupils Mixed Gender of pupils Number on roll 241 School 13 Day care

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The governing body Appropriate authority Mrs A Barber Chair Mr Robin Linkens Headteacher 24 September 2001 Date of previous school inspection 1 January 1900 Date of previous day care inspection Oldgate Lane School address Thrybergh Rotherham South Yorkshire S65 4JG

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01709 850732 Telephone number 01709 855385 Fax number

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3 °11 Age group 27 °28 March 2007 Inspection dates 293664 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 three Additional Inspectors.

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Description of the school

This is an average sized primary school. The proportion of pupils with learning difficulties and/or disabilities is well above average. The school serves an area where many families are economically and socially disadvantaged. A far higher than average proportion of pupils is eligible for free school meals. Pupils are virtually all from White British backgrounds. The school is part of an Excellence in Cities Action Zone (EiCAZ) and is a Behaviour Improvement Programme (BIP) school. The Rainbow Centre, opened on the school site in November 2006, currently it provides day care for up to 25 babies and children under three years old. The provision is open each weekday from 0800 until 1800, Monday to Friday, 48 weeks a year. The Rainbow Centre was inspected by an Additional Inspector as part of a pilot project for Single Inspection Events.

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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: Thrybergh Primary School, 27 °28 March 2007

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Grade: 3

This is a satisfactory and rapidly improving school, which provides satisfactory value for money. Good leadership and management have ensured that, during the past two years, Thrybergh Primary has turned an important corner. At the time of the headteacher's appointment pupils' behaviour and attendance were poor and, combined with some weak teaching, this led to many pupils not achieving as well as they should. The causes of this underachievement were tackled systematically and with great success. Consistent approaches that encouraged pupils to develop positive attitudes contributed to a dramatic improvement in their behaviour, which is now good. Attendance is also much better, so pupils benefit from the high quality teaching that characterises the majority of lessons. Pupils are currently learning well although their overall progress and achievement are only satisfactory, rather than good. Gaps remain in the oldest

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Grade: 3

pupils' skills, knowledge and understanding but pupils and staff are working hard to make up for lost time. When they join the Foundation Stage Unit, most children's skills are well below national expectations. They make good progress during the Foundation Stage but still begin Year 1 working at levels below those expected for their age. At the end of Year 6, standards in English, mathematics and science are below average. However, there are signs that national test results are improving, particularly in Year 2. Teachers plan lessons carefully, making sure pupils understand what they are expected to learn and how successful they have been. However, pupils are not yet sufficiently involved in assessing their own work and whether they are meeting their targets. The good quality curriculum provides a firm foundation for pupils' learning but it also helps to ensure that their personal development is good. For example, the varied and interesting visits,

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Grade: 3

visitors, and clubs add significantly to pupils' enjoyment of school. 'I love it!' commented one boy. Pupils are well aware of how to stay safe and healthy and they are learning to be enterprising, for example through activities organised by the EiCAZ. They carry out simple jobs to help the school run smoothly but do not have enough opportunities to take on responsibilities such as helping others at playtimes. The school looks after all pupils, including those who are particularly vulnerable, very carefully. Its work is supported by strong partnerships with a wide range of agencies. Care, guidance and support are good, because staff work as a team to apply the school's clear and comprehensive procedures. The systems for monitoring the school's performance are equally thorough and result in an accurate evaluation of its strengths and areas where more improvement is needed. As a result, the school is well placed to continue to

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Grade: 3

improve, building on the good progress made since the previous inspection.

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What the school should do to improve further

• Raise standards and improve pupils' achievement in English, mathematics and science. • Involve pupils more fully in evaluating their own learning. • Provide more opportunities for pupils to take on responsibilities and contribute to the school community.

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Grade: 3

On entry to the Foundation Stage only a few children are working at levels in line with the expectations for their age. Despite making good progress, especially in personal, social and 4 of 11 Inspection Report: Thrybergh Primary School, 27 °28 March 2007 emotional development, children's skills are below national and local expectations when they move into Year 1. Improvements in all aspects of the school are having a faster impact on test results in Year 2 than in Year 6, because the younger pupils have less ground to make up. For some years the Year 2 results have been consistently below average. However, the trend is now clearly one of improvement, as pupils make better progress. The older Key Stage 2 pupils have had a much more chequered experience. Some weak teaching and lengthy staff absences owing to ill-health have contributed to pupils' erratic progress in previous years. As a result, the 2006 national

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Grade: 3

test results were exceptionally low in English, mathematics and science. Other than in science, pupils had managed to make broadly satisfactory progress. The current Year 6 pupils have had similar disruptions in the past but they are catching up as their learning accelerates. Despite over one third of the year group having learning difficulties and/or disabilities there are indications that test results will be better in 2007, though standards remain below average. The progress and achievement of pupils with learning difficulties and/or disabilities are at least in line with those of other pupils. Overall, boys have tended to achieve less well than girls, largely because more of the boys have previously missed lessons as a result of their challenging behaviour.

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Grade: 2

Pupils want to be in school because they enjoy their lessons and other activities. 'Our school is fun', they report. They are polite and helpful and behave well during lessons and around school. The number of exclusions did reach high levels but there have been none for well over a year. Pupils feel safe and are confident that any bullying is dealt with promptly: 'We trust our teachers.' School council members have raised money to implement their ideas for improving the school, for instance providing a stage in the playground. Pupils regularly contribute to charities and they perform routine duties such as returning registers. However, now their behaviour and attitudes are so improved, pupils are ready - and willing - to accept more responsibility. Though below average levels of literacy and numeracy disadvantage pupils they are developing qualities such as reliability and learning to work together, helping to prepare

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Grade: 2

them for the next stage in their education. Spiritual, moral, social and cultural development is good and pupils are developing into well rounded individuals.

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Grade: 2

The quality of teaching and learning is good in nearly all classes. Teachers set out clearly how pupils are to behave. They praise and reward those who meet these expectations and are very positive when dealing with any inattention, observing, for example, 'I know you want to be a good writer.' Pupils respond well to these approaches and so lessons run smoothly and everyone can get on with their work. Well chosen activities and resources motivate boys and girls equally and most are closely matched to pupils' needs. Teaching assistants make strong contributions to lessons, for instance by supporting pupils who find it hard to manage their own behaviour. Pupils are sometimes asked to comment on their own learning but this aspect of assessment is underdeveloped. 5 of 11 Inspection Report: Thrybergh Primary School, 27 °28 March 2007

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Grade: 2

The curriculum has a strong and very relevant focus on English and mathematics. Personal, social and health education is a very successful element and includes a scheme to support pupils' social and emotional development. In science, while pupils regularly carry out experiments, they have fewer opportunities to plan and conduct their own investigations, applying their knowledge of fair testing, for instance. Links are regularly made between subjects such as history and art, helping pupils to consolidate their learning. The Foundation Stage curriculum is well organised and the high quality outdoor accommodation is in regular use to promote all areas of learning. A variety of programmes are used to intervene when pupils' learning needs an extra boost or to support those with learning difficulties and/or disabilities. Regular visits and visitors, such as a sculptor, enrich the curriculum very well and enhance pupils' social and

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Grade: 2

cultural development. Clubs promote physical activity strongly and are very well received, helping pupils to be healthy.

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Grade: 2

The school gives very high priority to pupils' safety and its arrangements are secure. The support for pupils' personal development is a particular strength. For instance, the learning mentor and family education and emotional development worker who are funded by the EiCAZ and BIP respectively, run a support group for pupils facing considerable personal problems. The consistent focus on rewarding good behaviour and attendance has proved very successful. Pupils have responded amazingly well, for example, to the opportunity to exchange tokens for toys in the 'attendance shop'. Those who invariably meet the school's expectations for behaviour are recognised through the 'Always club'. As in many facets of the school, partnerships with many specialist agencies help to meet the individual needs of pupils with learning difficulties and/or disabilities. Systems to assess pupils' learning are well organised and effective in English,

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Grade: 2

mathematics and science, but are less well developed in other subjects.

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Grade: 2

The headteacher's fervent conviction that only the best possible education is good enough for his school's pupils is shared by the staff team. The impact of strong leadership is already evident in the big improvements in behaviour and attendance and in the faster progress pupils have begun to make. Teachers with particular strengths help others to improve, for example by modelling approaches and then supporting colleagues as they develop their own skills. The senior team plays a key role in analysing assessment information in order to raise standards. Subject leaders are not yet all involved in this process or in checking the quality of teaching. Governors have a good grasp of the school's strengths and where more improvement is needed. This understanding is achieved by a range of methods, including first-hand observations. A number of the judgements made by the school about its own performance are inaccurate,

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Grade: 2

mainly because they are too cautious. This is a very outward looking school. It readily accepts advice and support, for example, participating enthusiastically in EiCAZ activities, and is intent on further developing its partnerships with parents and becoming a pivotal part of the local community. 6 of 11 Inspection Report: Thrybergh Primary School, 27 °28 March 2007

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Grade: 2

The provision for day care is good. The new centre is an attractive and secure environment for children. They are happy here and have fun whether playing in the 'garden centre' or giggling together about the story of the 'Enormous Turnip'. Children become increasingly self-confident because staff provide good support through well chosen activities and one-to-one interactions. There is good access to a variety of outside areas, including a sensory secret garden and timber decked veranda. However, the current lack of climbing equipment restricts some aspects of children's physical development. Staff take good care of children as they follow all the necessary health and safety procedures, although staff and children are not always officially registered present as soon as they arrive. Staff are very caring. They take children's individual preferences into account when preparing babies' feeds or healthy snacks for toddlers. Children with learning

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Grade: 2

difficulties and/or disabilities receive high quality support from staff so they make the most of their experiences. The manager provides good leadership of the centre. Mandatory policies and procedures are in place. Roles are clearly established and staff are well deployed to meet the varying needs across the setting. There is comprehensive information for parents about the work and expectations of the centre. Parents value the centre highly. Since registration there have been no complaints about the registered day care that required Ofsted or the school to take action so that the day care continued to meet the National Standards. The school is required to keep a record of complaints about the registered day care made by parents, which they can see on request. The complaints record may contain complaints about the registered day care other than those made to Ofsted.

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Recommendations or actions to improve the registered day care

• Ensure that staff and children are always officially registered as present as soon as they arrive in the centre. • Increase the opportunities for children to improve their physical skills outdoors. 7 of 11 Inspection Report: Thrybergh Primary School, 27 °28 March 2007 .

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Recommendations or actions to improve the registered day care

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 8 of 11 Inspection Report: Thrybergh Primary School, 27 °28 March 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 2 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 3 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 3 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 3 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: Thrybergh Primary School, 27 °28 March 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?

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The effectiveness of the registered day care

2 The quality and standards of the registered day care 2 How effective is the day care in helping children to be healthy? 2 How effective is the day care in protecting children and helping them to stay safe? 2 How effective is the day care in helping children to achieve and enjoy their learning? 2 How effective is the day care in helping children to make a positive contribution? 2 How effectively is the day care organised? Yes Does the day care meet the needs of the range of children for whom it provides? NA Has the day care improved since the last inspection? No Does the day care require enforcement action? No Does the day care require a notice to improve? 10 of 11 Inspection Report: Thrybergh Primary School, 27 °28 March 2007

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Text from letter to pupils explaining the findings of the inspection

Inspection of Thrybergh Primary School, Oldgate Lane, Thrybergh, Rotherham, S65 4JG. Thank you for being so helpful when the inspectors visited your school. We really enjoyed meeting you. Part of my job is to tell you what we found out about the school. We are very pleased that behaviour in school has improved and is now good. Also, attendance is much better than it used to be. Because the school is a calmer place and not so many pupils are absent when they needn't be, you are all able to learn faster. You told us that you enjoy being at the school. We are not surprised, because your teachers arrange lots of interesting things for you to do, in lessons, clubs, and when you go on visits. In some schools, pupils organise games at lunchtime and help to make sure that no-one is lonely or unhappy. We have asked the school to give you the chance to take on responsibilities like this, and we hope you will be keen to get involved.

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Text from letter to pupils explaining the findings of the inspection

You are beginning to do better in the Year 2 and Year 6 tests, but we want the school to help you to achieve even more. You will all need to try very hard and follow the advice your teachers give you. Another thing that will help is if you are involved in deciding how well you have worked and how you can improve. We would like your teachers to find ways to let you do this. Your headteacher and the staff are working very hard to make your school as good as it can be. They want each one of you to have the best possible start in your education. The inspectors also wish you all well for the future. 11 of 11 Inspection Report: Thrybergh Primary School, 27 °28 March 2007

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