Quarry Hill Primary and Pre School

Quarry Hill Infant School Inspection report

p.1

Unique Reference Number 114854 Local Authority Thurrock Inspection number 338467 Inspection dates 21–22 September 2010 Reporting inspector Norma Ball

p.1

This inspection of the school was carried out under section 5 of the Education Act 2005. The registered childcare provision, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.

p.1

Type of school Infant School category Community Age range of pupils 3–7 Gender of pupils Mixed Number of pupils on the school roll 178 Appropriate authority The governing body Chair Ken Batt Headteacher Jessica Butler Date of previous school inspection 22 March 2007 School address Dell Road Grays RM17 5JZ Telephone number 01375 373729 Fax number 01375 392653 Email address admin@quarryhillinfants.thurrock.sch.uk

p.1

Age group 3–7 Inspection dates 21–22 September 2010 Inspection number 338467 Registered Childcare provision Quarry Hill Pre-school

p.1

childcare provision

Age group 3–7 Inspection dates 21–22 September 2010 Inspection number 338467 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 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.

p.2

childcare provision

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 telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

p.3

childcare provision

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 documentation 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'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.3

Introduction

This inspection was carried out by three additional inspectors. The inspectors visited 11 lessons and observed six teachers as well as observing activities in the pre-school setting. The inspectors met parents, informally, on the first morning of the inspection and held meetings with the headteacher, teaching staff, members of the governing body and pupils. The school's work was observed, including: scrutinising samples of pupils' work; the school's systems for tracking pupils' progress; management and curriculum documentation; teachers' planning; and safeguarding documentation. In addition, inspectors took account of questionnaire responses from 27 parents and carers, and eight staff. The inspection team reviewed many aspects of the school's work. It looked in detail at the following: The steps being taken to improve attainment of pupils, especially in writing and mathematics.  How well teachers use assessment information to set challenging work and targets

p.4

Introduction

and so improve progress, especially for the more able, some ethnic groups, and those with special educational needs and/or disabilities.  The extent to which leaders and managers at all levels have an impact on ensuring that all pupils achieve as well as they can, including those groups who have been identified as underachieving.

p.4

Information about the school

Quarry Hill is smaller than the average size school. The majority of pupils are of White British heritage but over a quarter come from other backgrounds and almost all of these pupils speak English as an additional language. A higher than average proportion of pupils are known to be eligible for free school meals. The proportion of pupils with special educational needs and/or disabilities is much higher than that found nationally. An above average number of pupils have a statement of special educational needs. The number of pupils who join or leave the school at different times of the year is also higher than average. The school has achieved Healthy School status. Quarry Hill Pre-school shares the school site and is managed by the governing body. It provides part-time places for up to 60 children aged 3 to 4 years. On average, two thirds of the children join the Reception class from the pre-school each year.

p.4

Information about the school

The school has been led for three terms by an acting headteacher and two acting deputy headteachers. In January 2011 the school will be reorganised to form a new primary school with Quarry Hill Junior School.

p.4

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

p.5

Main findings

Pupils enjoy coming to this school. They behave well in lessons and playtimes are happy and harmonious. Parents are pleased with all that the school provides. One said, 'I think that the staff of Quarry Hill Infant School go beyond the call of duty to ensure all children's needs are met.' The acting headteacher has united staff quickly and shared her ambitious drive for improvement in the school. Staff are viewing the forthcoming amalgamation positively and working with commitment. Curriculum strategies to promote better progress for pupils in literacy and numeracy have been selected carefully but are still new. However, there are early signs that the progress pupils make is more consistent across the school and improving in reading, writing and mathematics in Years 1 and 2. There is now a focus to sharpen the monitoring of subject initiatives as well as the quality of teaching and learning; this is to ensure that the same good progress and outstanding

p.5

Main findings

teaching found in the pre-school is evident from Reception to Year 2. Children settle quickly and begin to enjoy learning in both the pre-school and Reception year because they are well cared for and happy. Teaching in the pre-school is very stimulating and all areas of learning are covered extremely well; as a result, children make good and sometimes excellent progress in their learning sessions. In Reception, planning does not ensure that activities are consistently engaging and teaching does not always encourage children to contribute to learning or share their ideas well; as a result, valuable learning opportunities are sometimes lost. Pupils' achievement is satisfactory from Reception to Year 2 and attainment at the end of Year 2 is broadly average. The school is working effectively to reverse underachievement and declining standards, as seen in the recent improvement in attainment in literacy, especially reading. Pupils with special

p.5

Main findings

educational needs and/or disabilities, those from ethnic groups with English as an additional language and also those who enter the school at different times also make satisfactory progress. Their needs are assessed quickly and they receive a range of satisfactory support. Teaching is satisfactory in Reception and Years 1 and 2. There are examples of good practice but these are not shared between staff. The information collected on pupils' progress has improved, but it is not used consistently to plan lessons which challenge and accelerate the learning of all groups, especially the most able. Pupils' work is assessed regularly but marking and the discussions adults have with pupils do not routinely identify how they can improve a piece of work to make better progress. The acting headteacher and other senior staff have risen to the challenge of initiating important improvements within the school at a time of impending change. They have

p.5

Main findings

embraced their acting roles and are developing their skills, especially to improve monitoring. The governing body has worked in close partnership with the acting headteacher and staff to ensure an orderly and sensitive transition to form part of a new

p.5

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

p.6

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

primary school. Its members are supportive of the school and recognise the need to improve their skills so that they are better placed to evaluate the school's work more closely and challenge it more incisively to help accelerate improvements. Some issues from the previous inspection have been satisfactorily addressed while others continue to be work in progress. The school's evaluation of its own effectiveness and areas for improvement are mostly accurate. The school has a satisfactory capacity to improve further.

p.6

What does the school need to do to improve further?

 Raise standards in reading, writing and mathematics by: building on existing good practice to ensure that a greater proportion of teaching is good or better ensuring assessment information is used consistently in all classes to provide challenging tasks that are closely matched to the ability of different groups of pupils identifying clearly, in discussions and through marking, pupils' next steps in their learning.  Improve provision in Reception by extending the excellent practice in terms of stimulating teaching and curriculum to match that found in the Quarry Hill Pre- school.  Ensure that the governing body offers challenge to senior leaders and evaluates the work of the school more effectively.  Up to 40% of the school's whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

p.6

Outcomes for individuals and groups of pupils 3

Pupils' achievement is satisfactory in Reception and Years 1 and 2. In the past three years, standards have been broadly average. Pupils who join the school later often have lagged behind in their learning previously, have no previous school experience or are relatively new to learning English. These pupils make satisfactory progress because of the effective support their receive. As a result of new and appropriate learning strategies progress is improving, especially for higher-ability pupils, but remains satisfactory overall. The reading initiative, for example, has made good use of parents' support to allow a set time for all pupils to be heard to read by an adult. In lessons pupils settle quickly, show positive attitudes to learning and enjoy sharing ideas with their classmates. In a Year 2 literacy class, pupils enjoyed a lively start to their lesson with brain gym exercises before settling down to work in groups, blending sounds to improve spelling for their writing task.

p.6

Outcomes for individuals and groups of pupils 3

Behaviour is good although on occasions, where the pace of learning slows or pupils are not motivated by interesting enough work, their attention can wander and learning is interrupted briefly. Pupils with special educational needs and/or disabilities, many with emotional as well as learning needs, and those at an early stage of learning English make satisfactory and sometimes good progress from their individual starting points.

p.6

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

p.7

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

In a Year 2 class, four pupils were enthusiastically engaged in numeracy games, sharing with each other their delight when they had completed the sums to draw a creature on the screen. Pupils enjoy their learning as shown by their quick response to teachers' questions and their willingness to settle quickly to their work. One pupil said: 'I really love my school. It's special because we get to learn new things so we get very clever.' The majority of pupils want to be in school although attendance is satisfactory because, despite the school's strenuous efforts, a few families do not assign a high priority to regular attendance and some take extended family holidays during term time. Healthy Schools status illustrates the awareness pupils have of what makes for a healthy lifestyle. Pupils behave well, show concern for each other and recognise the needs of others in their enthusiastic fundraising for charities. They also value the good links they

p.7

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

have in their local area, especially with elderly residents. Pupils know what is right and what is wrong, and have a good understanding of other faiths and cultures within their school community. However, their understanding of different cultures within the United Kingdom is less developed.

p.7

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

p.7

Pupils' achievement and the extent to which they enjoy their learning 3

Taking into account: Pupils' attainment¹

p.7

Pupils' achievement and the extent to which they enjoy their learning 3

The quality of pupils' learning and their progress 3

p.7

Pupils' achievement and the extent to which they enjoy their learning 3

The quality of learning for pupils with special educational needs and/or disabilities and their progress

p.7

3

Taking into account: Pupils' attendance¹

p.7

The extent of pupils' spiritual, moral, social and cultural development 2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

p.7

How effective is the provision?

Nearly all lessons are characterised by good relationships which create a happy learning ethos. The school is now focusing on monitoring the progress pupils make. At present, this information is not used consistently in all lessons to plan tasks which meet the needs of

p.7

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

p.8

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

different ability groups and provide them with good challenge to accelerate their learning. By contrast, the excellent teaching and careful, regular monitoring of children's progress in the pre-school ensures that all are challenged fully and make rapid progress in all areas of their learning. Pupils' work is marked regularly and praise is given, but the use of comments to explain how a piece of work can be improved to achieve the next steps in learning is inconsistent. Teaching assistants are appropriately deployed to provide satisfactory support for pupils with special educational needs and/or disabilities and those at the early stages of learning English. The curriculum is broad and balanced. Information and communication skills are developed consistently through the school, and links are developing across subjects to make learning more interesting. These links enable the new strategies to improve literacy

p.8

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

and numeracy to be integrated into other subject areas, such as history. Pupils value extra-curricular activities which enhance learning beyond the classroom; they spoke with enthusiasm about their work on the school allotment, for example. Learning is successfully enhanced by the good care, guidance and support provided for pupils, all of whom are well known to all staff. Pupils have confidence in the adults who care for them, are willing to confide their problems and know that they will receive support and guidance in their learning. The school council members, who show pride in the responsibilities, play an important part in the caring ethos in the school when they befriend others at playtime. The good care provided in school is extended by prudent use of a range of supportive agencies and external organisations.

p.8

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

p.8

The quality of teaching 3

Taking into account: The use of assessment to support learning

p.8

How effective are leadership and management?

In a very short time, the acting headteacher has established clear and incisive leadership against a background of uncertainty about the future of the school. She has, with other acting senior leaders, helped to sharpen the focus on improving attainment and has now initiated a programme of rigorous monitoring to help improve teaching. There is a close working partnership with the excellent management of the pre-school, resulting in the very productive sharing of the improved outdoor learning area. Resources are also shared well, and children mix happily and confidently. The governing body has an efficient committee structure; members make regular visits to the school and are supportive of pupils and staff. All childcare registration requirements for Quarry Hill Pre School are fully met. Safeguarding measures are well managed, carefully monitored and supported by good policies and procedures throughout the school. Community cohesion is satisfactory. The

p.8

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

p.9

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

school has analysed carefully its local context but the development of pupils' understanding of the richness and diversity of the multi-cultural dimension of the wider United Kingdom is more limited. Pupils are treated fairly and equally but the school accepts that pupils in all ability groups should be helped to make better progress. The school has worked diligently to involve parents more closely with their children's education, although this has met with limited success. Regular information is provided to parents and carers about the progress pupils make. Events, such as the science workshop, seek to inform parents about the work of the school.

p.9

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

p.9

3

Taking into account: The leadership and management of teaching and learning

p.9

Early Years Foundation Stage

Children enter morning and afternoon pre-school with skills and experiences below those expected of children of the same age; they are weaker in aspects of language and literacy, numeracy and social development. Children make good and sometimes very good progress as a result of excellent teaching and a stimulating range of activities. Resources are excellent in the indoor and outdoor learning areas, and together with outstanding teaching, all children thrive in their learning. Children learn to mix well and develop independence. They select for themselves toys and games, tidy away when they are finished and are confident to initiate games and activities without adult direction. Learning is fun and teachers are very skilled at encouraging children to share their ideas and develop their speaking skills. An animated reading of the misdeeds of naughty rabbit Foo Foo at the end of one session was a sparkling experience for children who were very

p.9

Early Years Foundation Stage

disappointed at Foo Foo's poor behaviour. Parents are very well informed of their children's progress and pleased with their children's enjoyment of learning in this stimulating setting.

p.9

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

p.10

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

About one third of the children who join the Reception class have not attended the Quarry Hill Pre School. From the below average starting point of the new children and the average abilities of children for the Pre-school, all make satisfactory progress. Nearly all children enter Year 1 with abilities that are broadly similar to other children of that age although a few are still weaker in some elements of literacy, numeracy and personal development. Staff have worked well as a team in Reception to reorganise assessment procedures and now monitor progress effectively so that parents are kept fully informed of their children's development. An appropriate range of planned activities ensures that children make satisfactory progress across the six areas of learning, but activities are not always well structured or sufficiently challenging to improve progress more rapidly. Within the Reception class, learning in small groups promotes children's development

p.10

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

soundly. It is not better because not enough opportunities are provided for children to share their ideas and respond fully to questions, both in adult-led learning sessions and by subtle intervention from staff in children's own games. The Reception class is jointly led and managed by a class teacher and the acting headteacher. Teaching staff work as a team and have a good focus on the welfare and safety of all children. There are regular joint planning meetings with the pre-school staff but Reception planning lacks the exciting flair and directed challenge of that in the pre-school.

p.10

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the Early Years Foundation Stage

p.10

Overall effectiveness of the Early Years Foundation Stage 3

Taking into account: Outcomes for children in the Early Years Foundation Stage

p.10

Overall effectiveness of the Early Years Foundation Stage 3

The quality of provision in the Early Years Foundation Stage 3

p.10

Overall effectiveness of the Early Years Foundation Stage 3

The effectiveness of leadership and management of the Early Years Foundation Stage

p.10

Views of parents and carers

The number of parents and carers responding to the questionnaire was low. Almost all of those who replied or spoke to the inspectors are pleased with the school and raised no significant issues. Inspectors endorsed parents' positive views, especially those concerning pupils' enjoyment of school. One parent wrote: 'We are pleased with the interaction of staff and children who are all made to feel important. My children are always happy to be there.'

p.10

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Quarry Hill Infant School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 27 completed questionnaires by the end of the on-site inspection. In total, there are 178 pupils registered at the school.

p.11

Total % Total % Total % Total %

My child enjoys school 17 63 9 33 0 0 0 0 The school keeps my child safe 21 78 6 22 0 0 0 0

p.11

Total % Total % Total % Total %

My school informs me about my child's progress 17 63 9 33 0 0 0 0

p.11

Total % Total % Total % Total %

My child is making enough progress at this school 21 78 5 19 0 0 0 0

p.11

Total % Total % Total % Total %

The teaching is good at this school 20 74 6 22 0 0 0 0

p.11

Total % Total % Total % Total %

The school helps me to support my child's learning 20 74 6 22 0 0 0 0

p.11

Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 19 70 7 26 0 0 0 0

p.11

Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 19 70 6 22 0 0 0 0

p.11

Total % Total % Total % Total %

The school meets my child's particular needs 16 59 9 33 0 0 0 0

p.11

Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 15 56 8 30 0 0 0 0

p.11

Total % Total % Total % Total %

The school takes account of my suggestions and concerns 15 56 9 33 0 0 0 0

p.11

Total % Total % Total % Total %

The school is led and managed effectively 18 67 9 33 0 0 0 0

p.11

Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 20 74 7 26 0 0 0 0

p.11

Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

p.11

Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

p.12

Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

p.12

Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

p.12

Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

p.12

Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

p.12

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

p.13

Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

p.13

Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

p.13

Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

p.13

Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

p.13

Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

p.13

Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

p.13

Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

p.13

carers to share with their children. It describes Ofsted's

main findings from the inspection of their school.

p.14

Inspection of Quarry Hill Infant School, Grays, RM17 5JZ

Thank you for welcoming us to your school and for being so helpful and polite. You told us how much you like your school. You behave well and show a lot of interest in your lessons. We think that Quarry Hill is a satisfactory school. This means that it does some things well, but also needs to make other things better. We think that all the adults in your school take good care of you and so you feel safe and know a lot about keeping healthy. Your headteacher, staff and the governing body are working hard to help you do the best you can. Children in the pre-school make an excellent start to their learning because they have exciting activities and are very well taught. In lessons we saw how much you enjoy your work and how you enjoy discussions and sharing ideas. We have asked your teachers to help you make better progress in your literacy and numeracy lessons. We have suggested they can do this by making sure they use what

p.14

Inspection of Quarry Hill Infant School, Grays, RM17 5JZ

they know about how well you are doing to plan lessons that give you work that challenges you to do your very best. It would also be helpful if your teachers make it clear how you can improve your work when they mark it. So that you make more progress in lessons we have suggested that your teachers share all the good things they do to help you learn. We have also asked that children in Reception are given more interesting and challenging things to do so that they also make better progress. Finally, we have asked that governors work hard with your headteacher and other senior teachers to carefully check all that the school does to make sure it continues to get better and better. You can help by working hard and always doing your best in school. We wish you every success for the future.

p.14

www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

p.15