Millfield Community School and Centre

Age group 3–11 Inspection date(s) 3–4 November 2011 Inspection number 379922 Millfield Community School and Centre Inspection report

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Unique Reference Number 119960 Local Authority Leicestershire Inspection number 379922 Inspection dates 3–4 November 2011 Reporting inspector Mary Hinds

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

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Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 371 Appropriate authority The governing body Chair Nick Brown Headteacher Peter Wood Date of previous school inspection 3 December 2008 School address Hat Road Leicester LE3 2WF Telephone number 0116 289 7151 Fax number 0116 289 4252 Email address office@millfield.leics.sch.uk 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

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after children, safeguarding and child protection. 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 123 4234, or email enquiries@ofsted.gov.uk . 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 information 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’.

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

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Introduction

This inspection was carried out by three additional inspectors. They observed 12 teachers while visiting 15 lessons. Inspectors held meetings with the school improvement adviser, senior leaders, groups of pupils, the Chair of the Governing Body and staff. They observed the school's work, and looked at the school’s documentation including: monitoring and assessment information; plans for improvement; key policies; safeguarding arrangements and pupils’ work. The inspection team also looked at responses to questionnaires from 98 parents and carers, together with those from pupils and staff.

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Introduction

The inspection team reviewed many aspects of the school’s work. It looked in detail at a number of key areas.

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Introduction

 How effective is the school in ensuring that all groups of learners make good progress in their reading and writing in both key stages?  How successful is the school in supporting pupils with special educational needs and/or disabilities to promote their learning, progress and well-being?  How well does the curriculum build on pupils previous learning, particularly in reading and writing?  How rigorous are systems for self-evaluation and what contribution do leaders at all levels make to school improvement?

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Information about the school

Millfield is larger than the average primary school. The majority of pupils are of White British heritage; over one third of pupils come from a wide range of different minority ethnic groups, the largest being Indian. The proportion of pupils who speak English as an additional language is well above average, while the percentage of pupils known to be eligible for free school meals is below average. The proportion of pupils with special educational needs and/or disabilities is broadly average. T he school has gained national Healthy School status and the ActiveMark and Sing Up awards. There has been some disruption to staffing recently and a new headteacher was appointed in September 2011.

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Information about the school

The school’s governing body manages and operates the Millfield Community Nursery on the same site, and this is under separate leadership from the school. The school makes provision for children in the Early Years Foundation Stage in the Community Nursery. This provision and its Reception class were included in the inspection. 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

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Main findings

In accordance with section 13 (3) of the Education Act 2005, Her Majesty's Chief Inspector is of the opinion that this school requires special measures because it is failing to give its pupils an acceptable standard of education and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement.

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Main findings

Pupils’ attainment has fluctuated over the last three years. Despite being broadly average by the end of Key Stage 2 in 2011 overall attainment declined. Pupils underachieve given their above average attainment at the end of Key Stage 1, particularly in English. Almost all pupils in Key Stage 2 make inadequate progress in English, particularly in their writing. Although some groups of learners make satisfactory progress in mathematics, progress is slow for groups, including girls and pupils known to be eligible for free school meals. Although pupils with complex learning difficulties make satisfactory progress, the few pupils with special educational needs and/or disabilities make inadequate progress in both key stages. Pupils’ progress in Key Stage 1 is broadly satisfactory.

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Main findings

Senior leaders and governors have made too little progress in tackling the key issues identified in the school’s previous inspection, and writing remains a weakness. Some aspects of the school's work are less effective than at the time of the previous inspection, including achievement, the quality of teaching and the curriculum. This record indicates that there is insufficient capacity for sustained improvement.

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Main findings

Millfield has some strengths. Children get off to a positive start in the Early Years Foundation Stage and make good progress. Pupils behave well because relationships are strong. Staff ensure that pupils’ welfare is paramount and they work effectively with external agencies to secure support for pupils whose circumstances may make them vulnerable. Pupils are eager to learn and enjoy taking on responsibilities. They feel safe and have a good understanding of the benefits of living a healthy lifestyle.

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Main findings

The new headteacher has injected a sense of urgency. However, self-evaluation is not always accurate. For example, checks on teaching do not identify what progress pupils make within lessons and over longer periods of time, giving leaders an unrealistic view of the quality of teaching. Other leaders are committed to school improvement but are unable to fulfil their current roles adequately. This is because they have little experience of evaluating school effectiveness and planning for further improvement. Additionally, the leadership from key subject leaders has been 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

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Main findings

reduced because of recent absence. The governing body has not been effective in holding the school to account for its performance because it has not been sufficiently well informed about how well pupils are achieving. Governors have not been able to measure progress towards improvement goals because planning does not consistently include clear, measurable targets related to pupil outcomes and national averages.

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Main findings

Teaching is inadequate and has too many inconsistencies because teachers do not make effective use of assessment to ensure activities are well matched to pupils’ needs. This means that pupils do not have equal opportunities to achieve as well as they can. Teachers do not effectively assess pupils’ understanding within lessons and this slows progress. Marking does not always inform pupils about their strengths and what they need to do to improve their work. Lessons are often too dominated by teacher presentations, which prevent pupils from being actively engaged in their learning. This limits opportunities for pupils to develop their language and communication skills. Pupils are not given sufficient opportunities to apply their literacy and numeracy skills across the curriculum. Although the curriculum has been reviewed and contributes well to pupils’ personal development, it does not build progressively on what they already know, understand and can do. The new

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Main findings

headteacher and other leaders have recognised the weaknesses in planning, but remedial action has not been implemented.

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What does the school need to do to improve further?

 Accelerate pupils’ progress in reading, writing and mathematics, particularly in Key Stage 2, by:  ensuring that 80% of teaching is good or better using pupils’ progress as a key measure of effectiveness  using assessment to match activities precisely to the needs of individual pupils and groups of learners  making sure that teachers systematically check pupils’ progress towards the lesson outcomes through effective questioning linked to identified steps to success  giving pupils better guidance about how to improve their work and ensuring that they respond well to that advice.

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What does the school need to do to improve further?

 Improve the way the curriculum promotes literacy and numeracy skills by:  ensuring that the activities are well tailored to develop skills in these areas and to the individual needs of all pupils  ensuring that teachers plan and implement a good range of activities to develop pupils’ speaking and listening skills in all subjects  making learning more relevant and purposeful so that pupils can apply their basic skills in a range of practical situations.

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What does the school need to do to improve further?

 Develop the skills of leaders at all levels so that they are able to evaluate accurately the work of the school by: 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

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What does the school need to do to improve further?

 rigorously monitoring provision and outcomes, using measurable success criteria  using this information to develop sharply focused improvement plans  ensuring that the governing body has first-hand information about the school so that it can hold all staff, including senior leaders, to account and promote rapid improvement.

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Outcomes for individuals and groups of pupils 4

Pupils are keen to learn and they generally concentrate well. However, activities are not well tailored to their needs and this slows progress. Pupils often spend too much time practising the same skills, are too reliant on adult support or waste learning time because they are unable to work independently as tasks are too hard. For example, in a phonics lesson, pupils were grouped according to ability but some were unable to read the instructions for the task. Several did not understand the technical phrases used and therefore did not understand what they were supposed to learn. Some pupils waited patiently while their classmates caught up with the help of a teaching assistant. In a lesson where pupils in upper Key Stage 2 are taught in ability groups, all pupils completed the same task. The teacher’s questioning skills were ineffective because the questions only required one word answers and seldom

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Outcomes for individuals and groups of pupils 4

probed the pupils’ understanding. Teachers’ questioning does not always provide the right level of challenge for pupils across the full range of abilities. As a result, pupils either find the work too easy or too hard and they all make slow progress. Pupils usually respond by passively working through what is often mundane work. Weaknesses in assessment mean that the work provided for pupils with special educational needs and disabilities does not meet their needs and so they make inadequate progress.

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Outcomes for individuals and groups of pupils 4

Pupils’ spiritual and cultural development is satisfactory and their moral and social development is good. Pupils have a good appreciation of right and wrong and they treat each other with respect. They have good manners and are keen to engage with adults. Behaviour in class and outside lessons is usually good. Pupils are motivated to learn and concentrate well in lessons, despite tasks not always being pitched at the right level and sometimes lacking relevance. Their attendance has fallen to average recently because a few parents have taken their children on holiday during term time. The headteacher has already put in place strategies to remedy this, so that parents are now less inclined to do this. The school council plays a good role in the life of the school, but opportunities to participate in the local and wider community are limited. Pupils feel safe and are very confident that adults will deal effectively

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Outcomes for individuals and groups of pupils 4

with their concerns. Incidents of bullying and racist behaviour are rare. Almost all pupils have a good appreciation of how to maintain healthy lifestyles and take full advantage of the school’s wide range of sporting activities.

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Outcomes for individuals and groups of pupils 4

These are the grades for pupils’ outcomes

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Outcomes for individuals and groups of pupils 4

Pupils’ achievement and the extent to which they enjoy their learning 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

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Outcomes for individuals and groups of pupils 4

Taking into account: Pupils’ attainment 1 The quality of pupils’ learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress The extent to which pupils feel safe 2 Pupils’ behaviour 2 The extent to which pupils adopt healthy lifestyles 2 The extent to which pupils contribute to the school and wider community 3 The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being Taking into account: Pupils’ attendance 1 The extent of pupils’ spiritual, moral, social and cultural development 3

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How effective is the provision?

Although there is some strong teaching too much has been inadequate over time. The use of assessment is poor, as it is not used to ensure that work is well matched to pupils’ needs in either literacy or mathematics lessons. Consequently, there is not enough good teaching across the school to secure at least satisfactory progress. Although some teachers provide opportunities for pupils to assess for themselves how well they are doing, this is not consistently applied, and is not sufficiently well embedded. Teachers do not consistently provide pupils with opportunities to develop their conceptual understanding in mathematics through relevant and active learning, as there is too much emphasis on practising the basic number rules. Teaching often fails to inspire pupils; it does not enable them to see connections in their learning and fails to provide enough opportunities for them to learn independently or through

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How effective is the provision?

investigation. Additionally, there are too few opportunities for pupils to develop their speaking and listening skills through drama and role-play.

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How effective is the provision?

Despite a recent review of the curriculum, it still lacks coherence and progression. In some year groups, it does not provide relevant opportunities for pupils to practise, consolidate and extend their literacy and mathematical skills in other subjects, even though teachers use cross-curricular themes. In other respects, the curriculum is enriched with a good range of clubs, especially sporting and creative activities, which contribute well to pupils’ personal development.

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How effective is the provision?

The school cares well for pupils whose circumstances make them vulnerable, and has a positive range of partnerships with outside agencies. Pupils with special educational needs and/or disabilities are identified swiftly, but support is not always well targeted because assessments lack rigour as they do not identify small steps in teaching and

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How effective is the provision?

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

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How effective is the provision?

progress. Furthermore, the effectiveness of strategies is not systematically reviewed. The headteacher has begun to make provision more focused and as a result teaching assistants make a better contribution working alongside pupils who need extra support with literacy or numeracy in groups withdrawn from the classroom, and in whole-class lessons.

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How effective is the provision?

These are the grades for the quality of provision The quality of teaching Taking into account: The use of assessment to support learning The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships The effectiveness of care, guidance and support 3

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How effective are leadership and management?

The headteacher has secured the motivation and commitment of other leaders, including the governing body. He has devised a comprehensive plan for improvement, but it is too early to see any impact after such a short time in post. There are still only fragile links between what the school does and the impact this has on pupils’ progress. This is particularly so for the school’s evaluation of teaching, as well as the criteria identified used to evaluate the impact of leaders’ actions.

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How effective are leadership and management?

The governing body provides support for the school and all statutory requirements are met. Safeguarding procedures are good. Leaders work hard to reduce the risk of harm to children. Safeguarding policies are regularly reviewed and reflect good practice, and staff training is up to date. In other areas, governors have not challenged leaders sufficiently because they have not always been fully aware of the school’s effectiveness. The governing body has not been provided with clear data about the school’s performance and governors have not systematically observed the work of the school.

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How effective are leadership and management?

Parents and carers greatly appreciate the work of the new headteacher, as reflected in the inspection evidence. They particularly value the opportunities they have for consultation and to express their views. They have already influenced the arrangement for pupils in Year 4 to participate in a residential visit in the near future. However, parents and carers are not as well informed about their children’s achievement. The school has good links with outside agencies and local schools which contribute well to pupils’ personal development and well-being. The school goes to good lengths to tackle discriminatory practices, with no racist incidents in the last academic year. Despite a more robust system to track pupil progress, the gender gap remains wide and groups of pupils underachieve. This means that the school’s promotion of equal opportunities is inadequate. The school is a harmonious place where all pupils get on well with each other. The school promotes community

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How effective are leadership and management?

cohesion effectively in its neighbourhood, but it does not have links with 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

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How effective are leadership and management?

communities beyond the local environment.

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How effective are leadership and management?

These are the grades for leadership and management The effectiveness of leadership and management in embedding ambition and driving improvement Taking into account: The leadership and management of teaching and learning The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met The effectiveness of the school’s engagement with parents and carers 3 The effectiveness of partnerships in promoting learning and well-being 3 The effectiveness with which the school promotes equality of opportunity and tackles discrimination The effectiveness of safeguarding procedures 2 The effectiveness with which the school promotes community cohesion 3 The effectiveness with which the school deploys resources to achieve value for money

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Early Years Foundation Stage

The Community Nursery is led enthusiastically with a constant focus on seeking to improve provision. Adults have a good understanding of how young children develop. As a consequence, children achieve well against national expectations. Children play and work cooperatively and enjoy stimulating activities both inside and outside the classroom. Children enter the Nursery with a wide range of skills, which vary considerably from year to year. Adults carefully assess the children’s progress and record this in their individual ‘learning logs’. This provides the children as well as parents and carers with a comprehensive picture of learning and development. Positive and productive partnerships with parents and carers help children to settle in well. Thorough systems ensure that children are kept safe and well cared for. Transition arrangements have been strengthened since the last inspection.

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Early Years Foundation Stage

Children in the Reception classes also achieve well. Children join this class from the Nursery and a range of other settings. Their skills on entry are slightly below those expected for their age and, by the time they leave, almost all children are achieving in line with national expectations. They make particularly good progress in linking letters and sounds and in their emotional development. Relationships are also a strength, where children from a range of different backgrounds get on well together and work in harmony. Similar assessment arrangements exist to those in the Nursery. Activities are well planned and provide stimulating experiences to develop all six areas of learning. For example, the children were highly motivated and captivated to make ‘firework’ music as they carefully followed the teachers’ instructions. They took turns, playing their instruments with real delight, and Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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Early Years Foundation Stage

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

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Early Years Foundation Stage

resisting very well the temptation to carry on after their performance. The school has accurately identified a number of areas for improvement, including the development of the outdoor area.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage Overall effectiveness of the Early Years Foundation Stage Taking into account: Outcomes for children in the Early Years Foundation Stage The quality of provision in the Early Years Foundation Stage The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

The response rate for parents and carers who retuned the inspection questionnaire was broadly average. Parents and carers are very supportive of all aspects of the work of the school. Almost all who responded to the questionnaire feel the school keeps their children safe, and encourages healthy lifestyles. Responses show that parents and carers think that teaching is good and the school helps them to support their children’s learning. The inspection evidence endorses some of these views but found that teaching was not sufficiently challenging for most groups of learners to ensure that all pupils make at least good progress. A few parents expressed concerns about the way the school deals with unacceptable behaviour. The inspection evidence found that procedures for managing behaviour are good and adults apply them effectively.

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Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Millfield Community School and Centre 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 98 completed questionnaires by the end of the on-site inspection. In total, there are 371 pupils registered at the school.

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Responses from parents and carers to Ofsted’s questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 66 67 31 32 1 1 0 0 The school keeps my child safe 71 72 25 26 2 2 0 0 The school informs me about my child’s progress 39 40 55 56 3 3 0 0 My child is making enough progress at this school 46 47 47 48 2 2 0 0 The teaching is good at this school 40 41 57 58 0 0 0 0 The school helps me to support my child’s learning 44 45 51 52 2 2 0 0 The school helps my child to have a healthy lifestyle 55 56 38 39 4 4 0 0 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) 40 41 50 51 1 1 1 1

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Responses from parents and carers to Ofsted’s questionnaire

The school meets my child’s particular needs 43 44 50 51 3 3 1 1 The school deals effectively with unacceptable behaviour 38 39 51 52 2 2 1 1 The school takes account of my suggestions and concerns 37 38 54 55 3 3 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The school is led and managed effectively 43 44 50 51 1 1 0 0 Overall, I am happy with my child’s experience at this school 56 57 39 40 1 1 0 0

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Responses from parents and carers to Ofsted’s questionnaire

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%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. 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.

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9

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Type of school Outstanding Good Satisfactory Inadequate

Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5

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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 2010 to 08 April 2011 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2010/11 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. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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Common terminology used by inspectors

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

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Common terminology used by inspectors

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

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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.

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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.

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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.

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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.  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.

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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.

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

main findings from the inspection of their school.

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Inspection of Millfield Community School and Centre, Leicester, LE3 2WF

On behalf of the inspection team, I would like to thank you for the warm welcome you gave us during the inspection of your school. You were very polite and told us many things about the school. We appreciated all of your views; they were very helpful.

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Inspection of Millfield Community School and Centre, Leicester, LE3 2WF

The reason for our visit was to decide how good an education you receive. We judged that it could be much better and that your school needs help to improve. As a result, we decided that the school needs special measures.

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Inspection of Millfield Community School and Centre, Leicester, LE3 2WF

Many of the good things about the school include your positive attitudes to learning and your good behaviour. You are sensible in what you eat and you take full advantage of all the activities to keep you fit. Adults make sure that you are safe and well cared for. However, there are a few important things the school needs to improve. We have asked your headteacher and the governors of the school to:

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Inspection of Millfield Community School and Centre, Leicester, LE3 2WF

 make sure that you all make good or better progress in reading, writing, and mathematics, particularly those of you in Year 3 to Year 6  provide work which is not too easy and not too hard, through better planning, assessments and checking your progress in lessons  make sure you know how to improve your work and give you time to practise these improvements  give you more opportunities to discuss your ideas and to investigate so that you can practise your reading, writing and mathematical skills in exciting ways  make sure the headteacher and other leaders check very carefully how things are going  make sure the governing body keeps a keen eye on what is going on.

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Inspection of Millfield Community School and Centre, Leicester, LE3 2WF

You all can help by taking a pride in your work and coming to school every day.

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Inspection of Millfield Community School and Centre, Leicester, LE3 2WF

Mary Hinds Lead inspector procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk . 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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