Brockworth Primary School

Brockworth Primary School Inspection report

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Unique Reference Number 115508 Local Authority Gloucestershire Inspection number 357764 Inspection dates 10–11 November 2010 Reporting inspector Rodney Braithwaite

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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.

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Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 194 Appropriate authority The governing body Chair Ron Furolo Headteacher Patricia Briggs Date of previous school inspection 8 November 2007 School address Moorfield Road Gloucester GL3 4JL Telephone number 01452 862809 Fax number 01452 865945 Email address admin@brockworth-pri.gloucs.sch.uk

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Age group 4–11 Inspection dates 10–11 November 2010 Inspection number 357764

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childcare provision

Age group 4–11 Inspection dates 10–11 November 2010 Inspection number 357764 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.

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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 .

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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

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Introduction

This inspection was carried out by three additional inspectors. The inspectors visited twelve lessons and observed nine different teachers. They observed the school's work and looked at documentation relating to the attainment and assessment of pupils, the school's self-evaluation, minutes of meetings of the governing body, the provision for safeguarding, school policies and external evaluations of the school. Inspectors also looked at samples of pupils' work and the school improvement plan. They talked to pupils, staff, governors, representatives of the local authority and the School Improvement Partner. They analysed written responses from 42 parent and carer questionnaires and other responses from pupils and staff. The inspection team reviewed many aspects of the school's work. It looked in detail at the following:  the attainment and achievement of pupils in Key Stage 2 over the last three years,

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Introduction

especially in English and mathematics, and the progress and provision for pupils with special educational needs and/or disabilities throughout the school  the effectiveness of teaching and learning, and whether there are differences in teaching which affect the progress of pupils  the effectiveness of leadership and management at all levels. The effectiveness of the governing body in challenging school leaders, and its knowledge of what the school needs to do to improve.

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Information about the school

Brockworth is smaller than the average primary school. The great majority of pupils are of White British heritage. The proportion of pupils with special educational needs and/or difficulties is above average, the largest group having moderate learning difficulties. The school provides a breakfast club which was included in this inspection. There is a children's centre on the site, managed by the school governors, which was not inspected during this visit. The school has Healthy School status. A new headteacher took up post in September 2010.

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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 significant improvement, because it is performing significantly less well than in all the circumstances it could reasonably be expected to perform. The school is therefore given a notice to improve. Significant improvement is required in relation to pupils' attainment, learning and progress in Years 3 to 6, the quality of learning and progress of pupils with special educational needs and/or disabilities throughout the school, and pupils' attendance. Although the overall effectiveness of the school is inadequate, there has been considerable improvement since September 2010. This is as a result of the strong and decisive leadership of the headteacher, who in a short space of time has gained the trust of the staff and governors and has enabled the school community to focus on the main priorities

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Main findings

for improvement. The school is also being strongly and effectively supported by the local authority, especially in efforts to raise the attainment and progress of pupils and improve teaching. Self-evaluation is realistic and has clearly identified the most urgent priorities for improvement. Importantly, the capacity to improve is satisfactory, as a number of actions taken this term have met with success very quickly. Improvement includes more effective teaching than in the past in Years 3 to 6, supported by better use of assessment data and strategies. The latest data show that pupils are no longer falling behind in English and mathematics and are making quicker progress in these year groups. Since the start of this term the monitoring and evaluation of pupils' work, and of teaching and learning, are significantly better, are rigorous and hold staff to account for the outcomes of pupils' progress. Attendance has been well below average for several years, particularly that of

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Main findings

pupils with special educational needs and/or disabilities. As a result of the introduction of more robust attendance procedures this term, there has been an excellent improvement to above the national average. The contribution of the governing body has also improved as governors have a much clearer understanding of the school's needs and are offering more effective challenge to leaders. The school's main weakness has been the low attainment of pupils in English and mathematics. Children have an effective start in the Early Years Foundation Stage and make good progress from below expected levels of attainment. They continue to make sound progress in Years 1 and 2 and their attainment is almost in line with national averages when they enter Year 3. However in the last few years, pupils' learning, progress and achievement in the older year groups have been inadequate. This has caused attainment to fall and become significantly below average. The school recognises that this

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Main findings

is because the quality of teaching has not been good enough, lacking challenge and clear objectives. Teaching seen during this inspection was satisfactory overall and some good lessons were observed, which demonstrates the determination of teachers to improve. The progress of pupils with special educational needs and/or disabilities has also been

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

inadequate for some time. Although they are cared for well, the planning for their individual learning needs is not specific enough, and their learning is not managed effectively. Pupils have good attitudes to learning; they are polite and friendly, behave well, enjoy school and try to do their best. They feel safe in school, and are confident that they have adults they can go to if they have a problem. They understand how to keep healthy and are delighted that the number of games clubs has increased. Pupils' contributions to the school and local community are satisfactory, and they enjoy taking responsibility. They have had few opportunities in the past to develop their knowledge of different cultures and communities around the world, but the school is taking steps to improve this.

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What does the school need to do to improve further?

 Raise attainment and achievement in reading, writing and mathematics in Years 3 to 6 by: ensuring that all pupils meet their challenging targets using newly introduced assessment systems consistently in order to improve the learning of pupils whose progress has slowed maintaining the recent improvements in attendance so that pupils spend the maximum time possible on their learning.  Improve provision for pupils with special educational needs and/or disabilities by: making clearer identification of the individual learning needs of these pupils improving the specific planning and management of their individual learning programmes.  Build quickly upon recent improvements in teaching so that learning becomes consistently good in all classes by: improving teachers' questioning skills and encouraging a greater range of verbal responses from pupils ensuring that both marking and verbal guidance is always good in all classes, so

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What does the school need to do to improve further?

that pupils understand how they can improve their learning monitoring the quality of teaching and taking rigorous action to make improvements where weaknesses are identified.  Improve the promotion of community cohesion by: devising an effective strategy to provide opportunities for pupils to work with and learn about different communities within the United Kingdom and globally appointing a coordinator to take responsibility for developing this strategy and evaluating its impact on pupils' development.

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Outcomes for individuals and groups of pupils 4

Analysis of current assessment information and scrutiny of pupils' work indicate that attainment in Years 3 to 6 is improving. This follows three years of falling attainment and slow progress. Learning in all year groups is becoming more effective as a result of the

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

leaders' concentration on improving teaching and encouraging more specific analysis and use of assessment data. Children make good progress in Reception, and satisfactory progress in Years 1 and 2. Pupils are now reaching average or better levels of attainment by the end of Year 2. This was shown clearly in Year 2 when pupils were seen writing accurately and in an interesting way about famous nurses like Mary Seacole, and talking knowledgeably about Florence Nightingale. Pupils with special educational needs and/or disabilities are similarly showing signs of better achievement. However, many of the older pupils still have a long way to go to make up for several years of underachievement. Pupils are happy at school and want to do well. They talk about many things they like about school including, 'reading interesting stories because we can use our imagination' and 'getting in the gold book if you do really well'. Behaviour observed during the

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

inspection was good. Pupils say emphatically that they feel safe and that adults deal quickly and fairly with any disputes. They have a good understanding of keeping healthy and are proud of the efforts of the school council in suggesting more after-school clubs which have now been provided. The school council also relishes the chance to attend meetings with the governing body and one governor commented, 'They really put us through it.' However although they are enjoying taking part in enterprise activities and team building, their lack of basic skills in literacy and numeracy does not prepare them adequately for their future lives. This has not been helped by low attendance over several years. There are though, signs of improvement because there are now fewer pupils with extended absences.

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

These are the grades for pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 4

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 4

The quality of pupils' learning and their progress 4

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Pupils' achievement and the extent to which they enjoy their learning 4

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

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4

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 3

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

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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?

During the inspection, most teaching observed was satisfactory, although good features were seen in almost all lessons. Throughout the school teachers manage behaviour well and have positive relationships with pupils. Learning tasks are clearly explained, giving pupils confidence about tackling their work. This was observed in Year 1 when pupils wrote about fireworks and were able to explain how they had extended their sentences. However good teaching is not sufficiently widespread. In Key Stage 2, the teaching is now satisfactory after a lengthy period of inadequacy. Improvements have come about because of astute monitoring and guidance especially from the headteacher. Weaknesses remain though, such as the lack of effective questioning to test pupils' learning. Pace in lessons sometimes falters and pupils are then not involved enough in their learning. Improved planning and assessment procedures mean that learning is generally soundly

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How effective is the provision?

matched to pupils' needs. However the learning needs of pupils with special educational needs and/or disabilities are not identified or assessed quickly enough, and contribute to their inadequate progress. Teacher's marking and guidance to pupils on their learning targets are improved, but not yet consistent enough in all classes. The curriculum has benefitted from recent improvements. Planning now fosters the systematic development of key skills in literacy and numeracy more effectively, although pupils are not encouraged often enough to develop extended pieces of writing. Recent improvements have been made in the provision for information and communication technology, but pupils spend too little time using computers to support their work in other subjects. Teachers have started to provide more interesting topics, for instance in history, which stimulates purposeful writing. More visitors are being invited to the school to share

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How effective is the provision?

their experiences, and the school council has initiated the creation of a number of extra- curricular activities, which are well supported. Provision for pupils' personal development is effective and contributes well to their attitudes, behaviour and relationships. Pupils benefit from effective induction arrangements. They transfer to their new schools confidently at the end of Year 6.The school has sound links with external agencies to support pupils whose circumstances make them vulnerable. The well-managed daily breakfast club provides a good start to the day.

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How effective is the provision?

These are the grades for the quality of provision

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The quality of teaching 3

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The headteacher has identified the most urgent areas for school improvement. The staff have responded enthusiastically and share her determination for rapid and secure

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

improvement, particularly in raising attainment, progress and achievement in basic skills. She is well supported by the local authority who confirmed her evaluations were accurate. An action plan has been introduced with tight time frames and regular reviews of progress in identified priorities. The staff have fully accepted the intensity of the challenges laid out by the headteacher. As a result, improvement is already showing in many aspects of the school's provision. The leaders appreciate that attainment, for example, will not be improved in the older year groups overnight, but a good start has been made. Teachers understand, because of meticulous and regular monitoring, how they are expected to improve their practice. This is being helped by the secondment of a leading skills teacher to work alongside staff. Subject coordinators are involved more in taking leadership responsibilities and are receiving high quality external training. The governing body

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

realised that it had insufficient knowledge of the school's weaknesses, and has worked hard to remedy this. It has an accurate picture of what the school needs to do to improve, and now makes a significant contribution to the management of the school. The school satisfactorily promotes equality and tackles discrimination ensuring that pupils are treated fairly. Although until recently the school had little insight into the performance of different groups of pupils, this is much improved and is having a positive effect on outcomes for pupils. More attention, for example, is being paid to the learning needs of pupils with special educational needs and/or disabilities. Safeguarding procedures are satisfactory and meet requirements although the governing body realises that more urgency is needed in ratifying policies and in the undertaking of reviews. The school engages appropriately with parents and carers, many of whom

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

express very positive views of recent changes, as for example the parent who commented, 'My child is flourishing, he comes home excited about his day, and it is wonderful to see the positive changes that have occurred since the beginning of term.' Promising partnerships are developing with local schools, the children's centre, and a local charity organisation. However the school is at the very early stages of developing a coherent policy to promote community cohesion and establishing links with other communities in this country and the wider world.

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

These are the grades for leadership and management

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3

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

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Early Years Foundation Stage

Most children start in the Early Years Foundation Stage with skills and knowledge below those levels expected for their age, especially in communication, language and literacy, and in mathematical development. As a result of good teaching, children make rapid progress and achieve well, and those entering Year 1 in September 2010r had attained the skills expected for their age. Teaching ensures that children have a good range of opportunities in their learning through a mix of adult-led and child-initiated activities. Children enjoy their learning and join in enthusiastically in their many activities. This was seen when they concentrated on building junk models for a lengthy time, before joining in singing 'Ten green bottles' and counting backwards. Most of them are learning to become independent and understand how to behave and cooperate. A small number are not yet used to taking turns or listening without interruption. All of them receive support from

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Early Years Foundation Stage

adults which is matched to their needs, including those identified as having special educational needs and/or disabilities. Children are well cared for in a safe and secure environment. However the indoor environment is very cramped. In addition the outdoor area, although used regularly, is in need of refurbishment and modernisation, and many resources need replacing in order to provide a stimulating learning environment. There are effective links with parents and carers and a gradual induction programme ensures children settle into school well. The leadership and management of the class are satisfactory. Planning is not always sufficiently clear on how the needs of all children can be met, especially for the more-able.

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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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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

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Overall effectiveness of the Early Years Foundation Stage 2

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

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Overall effectiveness of the Early Years Foundation Stage 2

The quality of provision in the Early Years Foundation Stage 2

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Overall effectiveness of the Early Years Foundation Stage 2

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

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Views of parents and carers

Slightly under a quarter of parents and carers responded to the questionnaire. A good majority of them are very positive about the school and what it does for their children. They feel that their children enjoy school, that they are kept safe, and are happy with their children's experiences in school; as one parent commented, 'It's a happy, friendly and fun school with warm and approachable staff.' A small number expressed concerns about how the school deals with some behaviour, how the school's leaders deal with their concerns and how the school helps their children to lead a healthy lifestyle. The inspection team found that parents and carers are given a variety of opportunities on a regular basis to express their views, which are dealt with promptly and fairly by the school. There is also a clear behaviour policy which is followed very carefully and effectively. Pupils have a very good knowledge of how to keep healthy and try their best to do so with good

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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 Brockworth Primary 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 42 completed questionnaires by the end of the on-site inspection. In total, there are 194 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 19 45 23 55 0 0 0 0 The school keeps my child safe 17 40 22 52 3 7 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 10 24 30 71 2 5 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 16 38 25 60 1 2 0 0

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Total % Total % Total % Total %

The teaching is good at this school 18 43 22 52 1 2 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 10 24 25 60 3 7 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 7 17 26 62 5 12 0 0

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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) 10 24 20 48 5 12 1 2

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Total % Total % Total % Total %

The school meets my child's particular needs 9 21 25 60 2 5 1 2

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 12 29 18 43 8 19 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 10 24 22 52 1 2 5 12

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Total % Total % Total % Total %

The school is led and managed effectively 9 21 25 60 0 0 5 12

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 17 40 25 60 0 0 0 0

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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%.

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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.

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Grade Judgement Description

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

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Grade Judgement Description

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

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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.

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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 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.

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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.

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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.

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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 Brockworth Primary School, Moorfield Road, Gloucester GL3 4JL

We would like to thank you all for making us so welcome when we visited your school. You were very friendly and polite and we were pleased to hear how much you liked coming to school. It was also good to hear that you feel safe in school, and that adults look after you well. We believe that you know how to keep healthy and eat sensibly. Those of you on the school council are doing a really good job, telling the staff and the governors what you think can make the school better. We think you can also help your learning by coming to school as regularly as you have been doing this term. You could ask your parents and carers to help you with this. Although the school has things it does well, it has not been doing enough to help you achieve as well as you can for the last few years, especially in Years 3 to 6 . Since your new headteacher arrived, many things have improved and we would like these to carry

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Inspection of Brockworth Primary School, Moorfield Road, Gloucester GL3 4JL

on. We want you to improve your reading, writing and mathematics, so that by the time you leave the school you are at least at the same level as most other pupils of the same age. You will need your teachers and teaching assistants to help you do this, so we have asked them to improve the way they ask questions of you and to make sure they know if your learning is slowing down, and help you to make better progress. This is especially important for those of you who for any reason find learning difficult. We have asked those responsible for leading the school, to ensure your learning improves at a faster rate. We would also like teachers to explain to all of you what you need to do to improve and this includes when they mark your work. Finally, we saw how much you enjoy working with each other in your school. However you need more opportunities to work with other communities and children in the United Kingdom and around the world. We have asked

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Inspection of Brockworth Primary School, Moorfield Road, Gloucester GL3 4JL

that a teacher is put in charge of this. We are sure that you can all help the adults who work with you to make your school better. Keep enjoying your learning and attend regularly.

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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 .

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