Milton Court Primary School

Milton Court Primary School Inspection report

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Unique Reference Number 118352 Local Authority Kent Inspection number 366558 Inspection dates 27–28 June 2011 Reporting inspector Wendy Simmons

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This inspection was carried out under section 8 of the Education Act 2005 which gives Her Majesty's Chief Inspector of Education, Children's Services and Skills (HMCI) the authority to cause any school to be inspected. The inspection was also deemed a section 5 inspection under the same Act. 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 3–11 Gender of pupils Mixed Number of pupils on the school roll 233 Appropriate authority The governing body Chair Mike Westlake Headteacher Angela Edwards (executive headteacher) Date of previous school inspection 10 November 2009 School address Brewery Road Milton Regis Kent ME10 2EE Telephone number 01795 472972 Fax number 01795 425107 Email address headteacher@milton-court.sch.kent.uk

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Age group 3–11 Inspection dates 27–28 June 2011 Inspection number 366558 Number of children on roll in the registered childcare provision Date of last inspection of registered childcare provision Not previously inspected

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Age group 3–11 Inspection dates 27–28 June 2011 Inspection number 366558 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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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 .

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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 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 two additional inspectors, one of whom attended for one day. Inspectors looked at a wide range of evidence, which included seeing eight teachers teach as part of the 16 lessons observed. Inspectors looked at examples of pupils work and discussed and evaluated pupils progress with senior leaders. Meetings were held with pupils, staff and members of the governing body. Inspectors evaluated a range of documentation, such as the schools improvement planning and evidence about lesson observations. Procedures to protect and safeguard pupils were analysed. The inspection team reviewed many aspects of the schools work. It looked in detail at a number of key areas. How well the school has improved pupils progress and achievement in English and mathematics, and their attendance. Within this, inspectors looked closely at how well pupils from different groups are doing, in particular, those with special educational needs

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Introduction

and/or disabilities, boys, those from Traveller heritages, and pupils who speak English as an additional language. How well the quality of leadership, teaching and learning can demonstrate a secure capacity to improve without further intensive support.

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Information about the school

This is an average-size school when compared with other similar schools nationally. Most pupils are from White British heritages, although in the last two years there has been an increase in the number of pupils from different ethnic backgrounds. A few pupils speak English as an additional language. Often this group are from Eastern European backgrounds and speak little or no English when they start school. The school has a few pupils from Traveller backgrounds. A higher-than-average percentage of pupils have special educational needs and/or disabilities. Pupils particular needs most often link to difficulties with language and communication or behaviour difficulties. A few pupils have complex medical needs. A much higher-than-average proportion of pupils is eligible for free school meals. The school has a childrens centre on site, but this was not part of this inspection. The Early Years Foundation Stage is made up of a Nursery and Reception class. The school

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Information about the school

provides an on-site breakfast club, which is managed by the governing body. At the time of the last inspection, the school was identified as requiring special measures because it was providing an inadequate education. Since then it has been supported under special measures arrangements. During this time, there have been many staff changes, notably at senior level. In April 2010, Milton Court Primary was federated with the successful Kemsley Primary School. At this point, the schools governing body was restructured so that both schools have the same governing body. At this point, the headteacher of Kemsley Primary School took over formal responsibility for Milton Court, as executive headteacher, sharing her time between both schools. She is supported by a head of school, who joined the school shortly after the executive headteacher. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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Information about the school

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 (4) of the Education Act 2005, Her Majestys Chief Inspector is of the opinion that the school no longer requires special measures. This is a satisfactory and quickly improving school. Pupils agree it is a happy place where they have to work hard and are safe. As one put it, Teachers are kind, they help you and they make lessons fun now. Under the very impressive and aspirational leadership of the executive headteacher, many systems and procedures have been overhauled since the last inspection. Expectations of both staff and pupils have been raised. The work of the head of school contributes greatly to why this school has been transformed in the last year. Assessment procedures are now rigorous and accurate. Lessons, learning and pupils progress are checked very carefully so that pupils get the help and quality of teaching that they need to make quick progress. Teaching and learning are now good and occasionally outstanding.

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Main findings

As a result of leaders effective self-evaluation and focused staff development, pupils of all abilities and backgrounds now almost always make accelerated and strong progress. While pupils attainment, taking a three-year trend, is low, it is improving rapidly because teaching is good. The good care, guidance and support play an important part in why learning is much improved. Pupils now benefit from a rich and inspiring curriculum. Improvement in writing is good, although there remain a few aspects for further development. Teaching in mathematics is good because it has focused strongly on basic skills so that gaps in pupils skills are closing quickly. But, there is still more to do to lift achievement to good. Pupils currently in Year 6 are securely on track to exceed the targets set in reading and writing, and to meet them in mathematics. There has been a significant drive to help pupils to work on a wide range of skills that they need to have for

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Main findings

their future lives. Pupils achievement continues to be the main important focus for further development, as leaders are ambitious to maintain the improving trend in their attainment in English and mathematics and to ensure that boys in the Early Years Foundation Stage do as well as possible. As one member of the governing body so rightly said, We have to keep maintaining the focus; we must not lose any momentum. The school demonstrates a good capacity to improve, because team work is outstanding and the improvement plan is very focused on the important key priorities. Leaders have worked effectively with all staff to move the school from being inadequate to become satisfactory in the last year. Middle leaders are far more involved in school improvement than they were and this is aiding some rapid development in English, mathematics, information and communication technology (ICT). Equal opportunities are now well

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Main findings

promoted for all groups. Behaviour has moved from being inadequate to being good. As 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

one pupil put it, We have grown up more, are proud of what we do, and have respect for each other. Attendance has increased from being low to become average as a result of a rigorous focus on this. Leaders are now ambitious to have more lessons and learning that are outstanding. Up to 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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What does the school need to do to improve further?

 By January 2012: Provide more outstanding teaching and learning so that pupils have the very best opportunities to do as well as possible.  Maintain the thrust and focus on improving pupils achievement in mathematics by: making sure that the quality of marking and feedback to pupils helps them to improve their skills consistently helping children throughout the school to use calculation skills within real- life problem-solving activities reviewing the schools policy for developing calculation skills widening and embedding opportunities for pupils to talk about and explain different ways to solve mathematical problems.  Maintain the strong emphasis on improving pupils English skills by: making sure that the quality of marking consistently helps pupils to improve, especially so that pupils act on teachers often very helpful comments to edit, improve and extend their work helping children, especially boys, in the Early Years Foundation Stage to write for

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What does the school need to do to improve further?

a wide range of purposes in their play and investigation building on the firm start made to improve handwriting and presentation and ensure that pupils have as many opportunities in lessons as possible to write independently for sustained periods.

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Outcomes for individuals and groups of pupils 3

Pupils learning and progress are good. But, their overall achievement is satisfactory because more is still being done to ensure that attainment is consistently average in the future. Pupils are now far more responsible for their own behaviour, keenly help others and they work hard. They do a great deal for the community and are excited to be performing Cinderella Rockerfella shortly. They do a considerable amount for different charities and work effectively on many environmental issues, such as recycling. Pupils have noticed the difference in the way that they are gaining the skills needed for their future lives. As they said, Learning is now far more meaningful. They used ICT in a wide variety of ways, such as when filming and recording their ideas about mini beasts in Year 2 and when gathering their ideas about the character of Benji when doing drama in Year 4. Pupils enjoyment is evident in the increased visits and special project days, such

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Outcomes for individuals and groups of pupils 3

as for science. They are excited by the many opportunities for outdoor learning. For 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 3

example, Year 5 wrote some beautiful poetry following a sensory investigation activity in the nature garden. All groups are making accelerated progress. As a result, pupils are recovering quickly from past underachievement. In particular, there has been an immense improvement in the progress and attitudes of pupils with special educational needs and/or disabilities, those from Traveller heritages as well as for pupils learning English as an additional language. Boys were proud to tell the inspectors how their writing has become neater and how they often write longer pieces of work. Presentation and handwriting still remain a focus in order to ensure that high quality is embedded throughout the school. While pupils do write for sustained periods, some opportunities are missed in lessons for this. The most able pupils benefit from plenty of challenging work. All pupils agree that they make use of a wide range of resources to help them to learn in practical and visual ways. As one pupil

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Outcomes for individuals and groups of pupils 3

explained, We have active lessons with humour. This was especially evident in Year 6, when the teaching assistant dressed up as Batman to help them to write complex descriptive sentences following an interview with a character.

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Outcomes for individuals and groups of pupils 3

These are the grades for pupils' outcomes

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Outcomes for individuals and groups of pupils 3

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

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Outcomes for individuals and groups of pupils 3

Taking into account: Pupils' attainment¹

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Outcomes for individuals and groups of pupils 3

The quality of pupils' learning and their progress 2

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Outcomes for individuals and groups of pupils 3

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

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Outcomes for individuals and groups of pupils 3

The extent to which pupils adopt healthy lifestyles 3

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Outcomes for individuals and groups of pupils 3

The extent to which pupils contribute to the school and wider community 2

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Outcomes for individuals and groups of pupils 3

The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being

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Outcomes for individuals and groups of pupils 3

Taking into account: Pupils' attendance¹

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Outcomes for individuals and groups of pupils 3

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

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Outcomes for individuals and groups of pupils 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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How effective is the provision?

Pupils value and enjoy the way that teachers have transformed the curriculum for them and agree that this is helping them to attend more regularly and learn well. Their learning 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?

is enriched by an increased range of well-attended clubs, although they would like more art, swimming and possibly Olympic-style athletics! Teachers lesson planning has gone through a complete change so that all groups of pupils have suitably challenging work. This was especially evident in Year 6 when they explored how mathematics is evident in the surrounding environment. Training for staff has improved considerably, as have assessment procedures. Staff now understand how to develop reading and writing in an often very effective way. There are attractive new books and a rigorous approach to guided-reading sessions. There is a consistent approach to teaching of letters and sounds (phonics). Teachers place a clear emphasis on writing for different and fun purposes. They use questioning and discussion opportunities well to help pupils to plan their writing. Teachers place a strong emphasis on developing basic

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How effective is the provision?

mathematical skills and opportunities for real-life problem solving are beginning to increase. But in mathematics, there is still more to do to ensure that pupils have plenty of opportunities to talk about the way that they solve problems. Leaders have already decided to review the schools mathematical calculation policy and to introduce talk for mathematics. Some of the marking in the school is of exceptionally high quality and not only gives clear guidance about how to improve but maintains an ongoing dialogue between pupils and their teachers. This practice is not consistent enough to be outstanding and is often better in English than in mathematics. Pupils of all abilities now receive the support and guidance that they need to catch up and/or make accelerated progress. This is supported by a wide range of extra individual and group activities. This has led to pupils feeling proud of their achievements as staff are

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How effective is the provision?

supportive and kind. The effective support for vulnerable pupils has led to this group making some very impressive progress in the last six months in particular. There are strong links with many outside agencies. The successful federation with Kemsley School has resulted in major improvements in the provision in this school. The breakfast club contributes well to pupils all-round care.

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How effective is the provision?

These are the grades for the quality of provision

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How effective is the provision?

Taking into account: The use of assessment to support learning

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How effective is the provision?

The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships

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How effective is the provision?

The effectiveness of care, guidance and support 2

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How effective are leadership and management?

At all levels, leaders show immense drive, enthusiasm and commitment to improvement. Roles have been altered to ensure that leadership is shared and staff are more accountable for the progress of the pupils. The work of the federation has effectively helped Milton Court to work closely with staff from Kemsley and much good practice has been shared. Aided by help from the local authority, leaders have taken firm action to 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?

eradicate any inadequate teaching and help teaching to move from being satisfactory to good. The governing body are a supportive and increasingly well-informed group who are now taking a far more active role in monitoring behaviour and commenting on development of improved attainment. They are beginning to be more challenging. Since the last inspection, when equality of opportunity was extremely uneven, there has been a notable shift in the way that all pupils needs are now met. Any form of discrimination is tackled firmly. As one pupil put it, More people are sharing, its a happier place and we make more friends. The support provided for all pupils, including those with special educational needs and/or disabilities, has improved considerably as a result of shared and strengthened leadership. There has been a concerted effort to help boys to do better. This is coming on well in the school overall, although a few of the very youngest

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How effective are leadership and management?

boys could still be making faster progress. Nonetheless, boys application to work and improved reading, writing and mathematics were seen in all classes. Following a complete review of provision for pupils who speak English as an additional language, they are now totally included in all class activities and cultural diversity is celebrated and shared. The school works closely with parents and carers, and other organisations and has a generally good understanding of the local community needs. Pupils enjoy the sponsored links with a local supermarket, for example. An increasing proportion of parents and carers are involved in the life of the school. Community cohesion is not good because the governing body have not carried out a formal audit of community cohesion. Global links are underdeveloped but beginning to improve. Child protection and safeguarding procedures are good. Staff and the governing body are

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How effective are leadership and management?

well trained. Systems ensure that links with outside agencies are securely established so pupils whose circumstances may make them vulnerable benefit from the care that they need. Bullying is now very rare and always handled effectively.

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How effective are leadership and management?

These are the grades for leadership and management

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How effective are leadership and management?

The effectiveness of leadership and management in embedding ambition and driving improvement

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How effective are leadership and management?

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

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How effective are leadership and management?

The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met

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How effective are leadership and management?

The effectiveness of the school's engagement with parents and carers 2

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How effective are leadership and management?

The effectiveness of partnerships in promoting learning and well-being 2

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How effective are leadership and management?

The effectiveness with which the school promotes equality of opportunity and tackles discrimination

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How effective are leadership and management?

The effectiveness of safeguarding procedures 2

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How effective are leadership and management?

The effectiveness with which the school promotes community cohesion 3

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How effective are leadership and management?

The effectiveness with which the school deploys resources to achieve value for money 3 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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Early Years Foundation Stage

The provision and outcomes in the Nursery are often good, with some examples of very high quality planning. There are plenty of fun things to do and children enjoy attending, although patterns of attendance are not always as regular as they should be. Firm action is being taken to help parents and carers to understand that good attendance needs to start as early as possible. Provision and outcomes in the Reception class have improved considerably in the last two years and this aspect of the school provides satisfactory and sometimes good learning opportunities. For example, in the last year, children have better opportunities to learn in the outdoor area, where activities are now often interesting, which helps children to become engrossed in what they are doing and develop effective social skills. Adults have recently become far more focused on developing basic phonic skills and they are working in a concerted way to increase early writing skills by helping children to write for

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Early Years Foundation Stage

meaningful purposes. For example, children made their own seaside scenes in a plastic bottle and delighted in shaking up the sand to see what happened. This resulted in plenty of conversation. Following this, children tried hard to write about what they had done and they made a good attempt at this. However, while boys made good progress in this session, assessment evidence and samples of work show that boys do not do as well as girls in developing language and communication or mathematical calculating skills. Opportunities are sometimes missed to link learning in these areas through childrens spontaneous play and investigation activities. As a result of firm leadership and clear direction, childrens achievement has improved considerably. There is a secure platform from which to develop further because planning is satisfactory and improving, although there is room for the most able children to be challenged by the learning experiences provided. In the last year, more thorough and

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Early Years Foundation Stage

accurate observations and assessments have been made and overall, children are now being more securely set up for Year 1. Teaching has improved securely. To be good overall, there is more to do to maintain consistency in the quality of learning and development across all six areas of the curriculum and for all groups of children.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 3

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Early Years Foundation Stage

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

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Early Years Foundation Stage

The quality of provision in the Early Years Foundation Stage 3

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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

Questionnaires for parents and carers are not normally distributed by Ofsted for monitoring inspections conducted under section 8 of the Education Act 2005, unless inspectors have specific reasons to request that the school does so. 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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Views of parents and carers

Inspectors did, however, note comments as collected over the year by the school. These confirmed that parents and carers are happy with the school overall.

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Responses from parents and carers to Ofsted's questionnaire

Parental questionnaires are not normally distributed for inspections conducted under section 8 of the Education Act 2005, unless inspectors have specific reasons to request that the school does so.

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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 2010 to 31 December 2010 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.

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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 Milton Court Primary School, Milton Regis, Kent, ME10 2EE

I am writing to thank you all for helping me to find out about how your school has been improving over the last year. It has been a real pleasure to see how you have become happier and now want to come to school more. I agree with you that the school is now much improved. Because of this, your school no longer needs special help and support from people like me. I am now taking your school out of special measures because your school is satisfactory. Many congratulations to you for playing such an important part in this by working hard, improving your attendance and by behaving so much better. Your behaviour is now good and this is great news. Please say thank you to all of the adults in the school, as they have been working very hard to improve your school. In particular, teaching is now mostly good and occasionally outstanding. I have enjoyed looking at your work, which has improved considerably. You

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Inspection of Milton Court Primary School, Milton Regis, Kent, ME10 2EE

are making much faster progress now, especially in your reading and writing. You all agree that learning is far more fun. You have plenty of help, guidance and support, and these features are now good. There are still a few more things to do to help the school to improve even more. Make more lessons outstanding and continue to work on mathematics and English so that you always do as well as possible. We would like you to help. Your teachers will be marking your work as carefully as possible and you will be able to feed back more to them about how you are doing. They will also be helping you to do even better in your calculation work. We know that you enjoy doing interesting real-life problem-solving activities, so you will be doing more of these. In particular, we would like you to talk more about and explain the different ways that you solve mathematical problems and continue to improve your handwriting and

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Inspection of Milton Court Primary School, Milton Regis, Kent, ME10 2EE

sometimes write for longer periods. Keep up the great fund raising and work for the community and good luck with Cinderella Rockerfella.

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Inspection of Milton Court Primary School, Milton Regis, Kent, ME10 2EE

Wendy Simmons Lead inspector 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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