Broughton Jewish Cassel Fox Primary School

Inspection Report Broughton Jewish Cassel Fox Primary School

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105971 Unique Reference Number Salford LEA 277459 Inspection number 3 July 2006 to 4 July 2006 Inspection dates Mrs Sarah Drake CfBT Lead Inspector Reporting inspector

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

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Legh Road School address Primary Type of school Salford Voluntary aided School category Manchester M7 4RT 3 to 11 Age range of pupils 0161 792 7773 Telephone number Mixed Gender of pupils 0161 792 7768 Fax number 344 Number on roll Mr S Pine Chair of governors The governing body Appropriate authority Rabbi D Kerbel Headteacher 17 January 2000 Date of previous inspection

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Inspection number Inspection dates Age group 277459 3 July 2006 - 3 to 11 4 July 2006 Website: www.ofsted.gov.uk

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.

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Introduction

The inspection was carried out by three Additional Inspectors.

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Description of the school

Due to its religious character, this large primary school accepts pupils from a wider area than its immediate surroundings. It places equal emphasis upon religious and secular studies. There are almost twice as many boys as girls on roll. Very few pupils are eligible to receive a free school meal and a smaller than average proportion has learning difficulties and/or disabilities. Broadly average numbers speak English as an additional language and slightly more pupils than usual join or leave the school at other than the usual times.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Broughton Jewish Cassel Fox Primary School, 3 July 2006 to 4 July 2006

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Grade: 2

Broughton Jewish Cassel Fox is a good school with a highly distinctive character. It develops in its pupils a strong sense of community and enables them to achieve exceptionally high standards in English, mathematics and science. The school is far from complacent and has a good understanding of its strengths and the areas that need further development. It provides good value for money. Since the last inspection there has been good improvement in the development of the curriculum for pupils of all ages, the use of assessment and the provision for information and communication technology (ICT). Standards in this subject are now above average and teachers make better use of ICT as a tool for learning. Pupils generally behave well and strong relationships underpin their good personal development. Good quality teaching ensures pupils of all abilities make at least good progress in most years and this accelerates in

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Grade: 2

the upper juniors where some teaching is outstanding. However, teachers do not all have sufficiently high expectations of pupils' ability to work independently. Marking is supportive but does not provide enough structured guidance for pupils on what to focus on next to improve their work. The quality and standards in the Foundation Stage are good. Nursery staff capitalise well on the children's willingness to experiment and the opportunities to promote learning through play outdoors. The under-developed outside area for Reception children militates against such positive child-centred learning. Good levels of care mean that pupils feel comfortable in school and grow in confidence. Strong leadership and management ensure that the school achieves consistently high standards while broadening its provision. Increasingly good partnership with the local authority, parents and outside agencies is helping the school

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Grade: 2

to move forward well. There is good capacity for further improvement.

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What the school should do to improve further

• Raise teachers' expectations of pupils' independence and creativity. • Help pupils to understand more clearly what they need to do to improve their work and take greater responsibility for their own progress. • Improve the outside provision for pupils in the Reception year.

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Grade: 1

Achievement and standards are outstanding. On entry to the Nursery, most children have skills that are above average for their age. Their language skills develop particularly well in the Foundation Stage and the great majority achieve the expected levels by the time they enter Year 1, with many exceeding these. In the 2005 tests, Year 2 pupils gained above average results in reading, writing and mathematics, with a particularly strong performance in writing at the higher Level 3. Year 6 pupils achieved exceptionally high results in English, mathematics and science, continuing the trend of the previous five years. Pupils of different abilities, boys and girls, and those for whom English is an additional language, all made very good gains in their learning while in Key Stage 2 Inspection Report: Broughton Jewish Cassel Fox Primary School, 3 July 2006 to 4 July 2006 2 and the school exceeded its very challenging targets. The standards achieved by

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Grade: 1

current pupils are equally impressive with well over half of Year 6 working at the higher Level 5 in all three of the tested subjects. Standards in ICT are also above average. For example, Year 6 pupils confidently used hyperlinks on the Internet to find examples of bias, fact and opinion about the World Cup. High quality teaching in Years 5 and 6 underpins pupils' unusually high levels of achievement.

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Grade: 2

Personal development and well-being are good. Pupils of all ages say that they like being at school. They are positive about what they do and particularly enjoy the extra activities such as sudoku and hockey club. They greatly appreciate the excellent playground facilities. They act safely, take exercise, know that they need to drink plentifully in hot weather and talk confidently about the dangers of drugs. The school's determined action to improve attendance from a sharp drop in 2005 means that this is now satisfactory, although considerable numbers of pupils arrive late for registration. Pupils are very aware that there is more to life than the mundane. Pride in the Jewish identity is paramount and differences within the Jewish community are respected. Pupils' knowledge of other cultures is less strong but the emphasis placed in developing good 'Middos' ensures that they treat others with tolerance and great politeness.

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Grade: 2

Pupils feel valued. As one pupil said, 'You have to work very hard to get an award so you really feel proud inside.' Good quality relationships, assisted by opportunities to resolve problems through discussion, create a positive, orderly community. Behaviour is generally good because pupils know what is expected of them, although occasionally some silliness impacts on their learning. School council and Eco-group members have a positive impact on school life; for example, through improving the toilet facilities or raising awareness of the importance of recycling. Pupils leave school as confident, mature and caring individuals. Their very strong work ethic and well developed personal skills equip them well for later life.

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Grade: 2

The quality of teaching and learning is good. Teachers plan thoroughly, explain very clearly the new learning for the lesson and question pupils skilfully to probe their understanding. They use interactive whiteboards effectively to capture pupils' interest and to help them understand new ideas. In Years 5 and 6, lessons move at a fast pace with challenging activities that require pupils to think hard and justify their answers. Teachers move around the class very well, ensuring that pupils sustain their interest and highlighting any misconceptions which are then clarified through whole class discussion. Lower down the school teachers occasionally spend too long introducing the work so pupils become unsettled and less focused. There is too much use of 3 Inspection Report: Broughton Jewish Cassel Fox Primary School, 3 July 2006 to 4 July 2006 worksheets. Opportunities to develop pupils' independence and creativity are lost

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Grade: 2

because teachers do not adapt work sufficiently to match all abilities within the class. All teachers insist that homework is completed. They mark work regularly and positively but do not always give pupils an area to focus on in order to improve, nor do they refer back to improvements made to help pupils' appreciate their own progress. Good systems for assessing attainment and monitoring pupils' progress lead to swift intervention. Pupils with learning difficulties and/or disabilities achieve very well because work is suitably adapted for them and teaching assistants provide targeted support in a caring and sensitive manner.

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Grade: 2

The curriculum is good. It is effectively planned to ensure that pupils learn skills as well as factual knowledge in a logical, progressive manner. The setting arrangements for English and mathematics, with the emphasis on smaller numbers in the lower sets, successfully promote high standards for all pupils. Provision in ICT has greatly improved and pupils have opportunities to develop their skills in this subject across many areas of the curriculum. Under-development of the outdoor area for Reception age children means that there are few opportunities that capitalise on their enjoyment and learning through play. Pupils throughout the school particularly enjoy the opportunities to develop their skills in art and music. Sports activities, visits and visitors help pupils to understand how to stay safe and healthy and broaden their horizons. One Year 6 boy described the residential visit to Israel by saying, 'It was inspirational. We learned so

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Grade: 2

Good quality care, guidance and support create a happy environment for pupils. They enjoy coming to school, secure in the knowledge that trusted adults are always on hand to ease any anxieties they may have. Staff know the pupils well and are aware of their personal and family circumstances. Pupils say that bullying is rare and dealt with swiftly and effectively. Older pupils feel very well prepared for the move to secondary school. Good support for pupils with learning difficulties and/or disabilities ensures they make as good progress as other pupils. However, pupils are not sufficiently clear about how to improve their work. The good level of care is reflected in the thoroughness of the health and safety checks and risk assessments. Child protection procedures are firmly established. Pupils at risk are quickly identified and supported. Arrangements are in place to ensure safe recruitment of staff. The school works

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Grade: 2

successfully with outside agencies to help and support its pupils. 4 Inspection Report: Broughton Jewish Cassel Fox Primary School, 3 July 2006 to 4 July 2006

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Grade: 2

Good leadership and management ensures that standards at the end of Year 6 are well above average year after year, pupils are well cared for and they mature into confident, polite young people. This is achieved through rigorous analysis of individuals' progress which leads to effective action. For example, reading standards have improved through imaginative use of time, the involvement of parents, and teachers' regular commitment to individuals causing concern. Members of the senior management team have clearly defined roles and differing skills that complement each other well. The leadership has recently conducted a 'Great Vision' exercise involving pupils, parents and staff to help guide its forward strategy. Leaders are aware that development planning does not cover a sufficiently long time span or have success criteria related to pupils' learning. However, the school has a common sense of purpose and a clear understanding of the

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Grade: 2

current areas for development. Subject leaders monitor teachers' planning and pupils' work as well as conducting lesson observations. Observations focus more on teaching practice than pupils' learning but evaluations have led to, for example, increased use of mental starters in mathematics lessons. The school's increasingly close working with the local authority and other schools has had a significant impact on its improved ICT provision. The great majority of parents are very supportive of their children's learning and they appreciate the headteacher's lively weekly newsletter. Governors are well informed and very supportive while being prepared to challenge the leadership when they feel this is necessary. The school runs smoothly and good financial management is helping to reduce the deficit budget. The school is very successful in providing a high quality secular education within a distinctive religious context.

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Grade: 2

5 Inspection Report: Broughton Jewish Cassel Fox Primary School, 3 July 2006 to 4 July 2006 .

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set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s

website: www.ofsted.gov.uk. 6 Inspection Report: Broughton Jewish Cassel Fox Primary School, 3 July 2006 to 4 July 2006

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Overall

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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learners?

NA 2 How well does the school work in partnership with others to promote learners' well-being? NA 2 The quality and standards in foundation stage NA 2 The effectiveness of the school's self-evaluation NA Yes The capacity to make any necessary improvements NA Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

NA 1 How well do learners achieve? NA 1 The standards 1 reached by learners

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Achievement and standards

NA 1 How well learners make progress, taking account of any significant variations between groups of learners NA 1 How well learners with learning difficulties and disabilities make progress

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learners?

NA 2 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 3 The attendance of learners NA 2 How well learners enjoy their education NA 2 The extent to which learners adopt safe practices NA 2 The extent to which learners adopt healthy lifestyles NA 2 The extent to which learners make a positive contribution to the community NA 1 How well learners develop workplace and other skills that will contribute to their future economic well-being

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needs and interests of learners?

NA 2 How well are learners cared for, guided and supported?

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needs and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average; Grade 4 - Exceptionally low.

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and supporting all learners?

NA 2 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 1 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 1 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 2 How effectively and efficiently resources are deployed to achieve value for money NA 2 The extent to which governors and other supervisory boards discharge their responsibilities NA Yes The adequacy and suitability of staff to ensure that learners are protected

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The extent to which schools enable learners to be healthy

Yes Learners are encouraged and enabled to eat and drink healthily Yes Learners are encouraged and enabled to take regular exercise Yes Learners are discouraged from smoking and substance abuse Yes Learners are educated about sexual health

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The extent to which providers ensure that learners stay safe

Yes Procedures for safeguarding learners meet current government requirements Yes Risk assessment procedures and related staff training are in place Yes Action is taken to reduce anti-social behaviour, such as bullying and racism Yes Learners are taught about key risks and how to deal with them

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The extent to which learners make a positive contribution

Yes Learners are helped to develop stable, positive relationships Yes Learners, individually and collectively, participate in making decisions that affect them Yes Learners are encouraged to initiate, participate in and manage activities in school and the wider community

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The extent to which schools enable learners to achieve economic well-being

Yes There is provision to promote learners’ basic skills Yes Learners have opportunities to develop enterprise skills and work in teams NA Careers education and guidance is provided to all learners in key stage 3 and 4 and the sixth form NA Education for all learners aged 14–19 provides an understanding of employment and the economy

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Text from letter to pupils explaining the findings of the inspection

We enjoyed our recent visit to your school and would like to thank you for being so welcoming to us. It was very helpful that you were so willing to share your views with us because you are the experts about your school and helped us to understand what it is like to be a pupil there. You told us that it is a good school and we agree with you. Here is a list of things that we particularly liked about your school: - you work hard and by the end of Year 6 reach very high standards of work - you form good relationships because you are tolerant and respectful - you make very good use of your excellent playground facilities - your teachers explain very carefully what they want you to do and give you good support so that pupils of different abilities all achieve well - you have good opportunities to develop your information and communication technology (ICT) skills - staff provide good quality care for you so that you feel comfortable in school and can

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Text from letter to pupils explaining the findings of the inspection

concentrate on learning - your senior teachers watch very carefully to make sure that you are making enough progress and take swift action if there are any problems - they have a good idea of what needs to change and are working increasingly closely with other people to help bring about improvements. To make your school even better we have asked your headteacher and teachers to: - give you more opportunities to work independently and creatively - help you to understand more clearly how to improve your work - improve the quality of the outdoor area for Reception children. Your job will be to continue to work hard, enjoy learning and arrive punctually in the mornings.

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