Shevington Community Primary School

Inspection Report Shevington Community Primary School

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106413 Unique Reference Number Wigan LEA 277552 Inspection number 22 May 2006 to 23 May 2006 Inspection dates Mr Colin Smith 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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Miles Lane School address Primary Type of school Shevington Community School category Wigan, Lancashire WN6 8EW 3 to 11 Age range of pupils 01257 252859 Telephone number Mixed Gender of pupils 01257 254956 Fax number 213 Number on roll Mrs A Ramejkis Chair of governors The governing body Appropriate authority Mrs Vicky Adams Headteacher 22 November 1999 Date of previous inspection

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Inspection number Inspection dates Age group 277552 22 May 2006 - 3 to 11 23 May 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 two Additional Inspectors.

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Description of the school

In this average sized village primary school, the proportion of pupils entitled to free school meals is below average. The proportion with learning difficulties and/or disabilities is average. The vast majority of pupils are of White British heritage. Only a very small number of pupils are from minority ethnic backgrounds and none is at an early stage of learning English. A new headteacher was appointed in April 2005.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Shevington Community Primary School, 22 May 2006 to 23 May 2006

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Grade: 3

The school's overall effectiveness and the value for money provided are satisfactory. Following a long period of the headteacher's absence, standards declined. The new headteacher's forthright and sensitive leadership has led to extensive improvements, noticed and welcomed by parents. Most pupils enter school with attainment typical for their age and reach the standards expected by the ages of 7 and 11. This indicates that teaching and learning and standards of achievement are satisfactory overall. The quality of education provided and standards achieved in the Foundation Stage are satisfactory but only because very recent improvements in assessment are leading to more purposeful teaching in the Nursery. Whilst pupils have been making good progress in Years 1, 2, 5 and 6, their progress has been slow in the Nursery and in lower Key Stage 2. These facts have come to light because pupils' progress is now rigorously

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Grade: 3

assessed. Concerted action to raise achievement is evident in the increase in pupils' progress over the last two terms. Good leadership and management have placed the school in a strong position to move forward. The good level of care, guidance and support is a major factor in pupils' good personal development and safeguarding. The curriculum is satisfactory, although pupils' independent learning and investigation skills are not developed sufficiently in all classes. This is why achievement in science is limited, particularly that of more able pupils. The school has undergone radical self-evaluation and the information has been openly shared. Consequently, staff and governors have a true picture of the school's strengths and weaknesses and their judgements mirror those of the inspection team in virtually all aspects.

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What the school should do to improve further

• Improve teaching, learning and achievement in the Foundation Stage and in lower Key Stage 2 in order to raise standards. • Improve pupils' independent learning and investigation skills to raise achievement in science, particularly of the more able pupils.

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Grade: 3

Standards of achievement are satisfactory. Pupils enter school with wide-ranging but typical attainment for their age. They make slow progress in the Nursery and satisfactory progress in Reception. Although most children reach the goals expected by the end of Reception, there is some catching up to do. Good progress in Years 1 and 2 enables pupils to make up ground and reach the standards expected in reading, writing and mathematics. Pupils' progress slows again in Years 3 and 4. This is why standards in Key Stage 2 have declined in recent years. However, pupils' progress accelerates in Years 5 and 6, particularly in English, mathematics and information and communication technology (ICT). Consequently, by the end of Year 6, standards are average in English and science and above average in mathematics. Challenging targets, based on secure assessments, are now set for each year group to ensure that the

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Grade: 3

2 Inspection Report: Shevington Community Primary School, 22 May 2006 to 23 May 2006 school's overall targets are achieved. Pupils with learning difficulties and/or disabilities make good progress. The progress made by gifted and talented pupils is satisfactory in English and mathematics. However, more able pupils are still not fulfilling their potential in science, largely because investigation skills do not receive enough attention until Years 5 and 6.

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Grade: 2

Pupils' personal development and well-being are good. Their spiritual, moral, social and cultural development is nurtured sensitively. Consequently, they develop respect for diverse beliefs and cultures and learn to make informed decisions. Three temporary exclusions, issued as a last resort, have eliminated inappropriate behaviour. The vast majority of pupils are polite, cooperative, very well behaved and proud to play their part in creating a happy school. As one child explained, 'There is no bullying because we treat others as we want to be treated.' Pupils have positive attitudes to learning. They enjoy school, particularly when they are encouraged to take responsibility for their own work. The temporary teacher in the Nursery is helping young children to become independent learners but this is not yet a consistent feature in all classes. The effective school council and eco committee enable pupils to gain important insights

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Grade: 2

into their community and environmental responsibilities. They greatly value involvement in projects such as improving the playground. They are very aware of the importance of healthy lifestyles and have learned how to protect themselves from potential dangers such as drugs and alcohol. Good procedures to promote attendance and punctuality are working well. However, the overall attendance is average because of pupils taking holidays during term time.

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Grade: 3

The quality of teaching and learning is satisfactory. During the inspection, lessons were mainly good. This reflects the effective teaching by permanent staff and the positive contribution made by the three supply teachers. The good atmosphere for learning in lessons enables pupils to give of their best. Taking the school year as a whole, teaching is good in Years 1, 2, 5 and 6; however, there have been weaknesses in teaching in the Nursery and in Years 3 and 4. The Nursery classroom has not been made sufficiently stimulating to arouse children's curiosity. In Years 3 and 4, pupils had been copying work from the whiteboard. This does little to improve their writing and explains why achievement in writing has lagged behind other subjects. The headteacher has now made it clear that this practice is unacceptable. Pupils' learning is now rigorously assessed. The majority of teachers use the information well to provide

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Grade: 3

activities that are well matched to pupils' different learning needs. This is helping all pupils to make good progress in the infant and upper junior classes. However, the purposeful use of assessment and the lack of opportunities for pupils to investigate 3 Inspection Report: Shevington Community Primary School, 22 May 2006 to 23 May 2006 and learn for themselves remain the weaker areas in the Nursery and lower Key Stage 2.

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Grade: 3

The satisfactory curriculum provided meets national requirements. Improvements to the timetable are having a positive impact. In response to the three lessons packed into the morning session, pupils say, 'We learn more in science and ICT and there is more time for fun activities in the afternoon'. A good personal, social and health education programme ensures that pupils become aware of healthy lifestyles and staying safe. Pupils with learning difficulties and/or disabilities are well catered for. More attention is now being directed towards gifted and talented pupils and their progress is improving in English and mathematics. However, pupils' investigation skills are not planned for sufficiently in all classes. This limits their progress in science and is the main reason why the curriculum is not as good as the school believes. Pupils' learning is enriched well through a wide variety of additional activities such as French,

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Grade: 3

ICT, after school sports and the excellent European project. These experiences are invaluable in fostering pupils' lifelong interests.

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Grade: 2

The school provides a good level of care, support and guidance for its pupils. Pupils feel secure because relationships are good and adults are quick to dispel any anxieties. Robust child protection and health and safety procedures ensure that pupils are well supervised and cared for. Their personal needs are well understood. In partnership with parents and external agencies, the school is successful in identifying, supporting and safeguarding any vulnerable pupils. Pupils' academic progress is now tightly monitored. Faltering progress is quickly spotted and targets are set to help pupils to improve their achievement. Their written work is particularly well-marked in infant and upper junior classes, although feedback is not as constructive in other year groups. Pupils are well prepared for school, not least because of the good childcare provision. Their transfer to high school is enhanced by an effective project that enables pupils

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Grade: 2

to introduce themselves and gives high school staff an opportunity to assess their ICT skills.

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Grade: 2

The quality of leadership and management is good. The school has endured a difficult period, but the new headteacher has revitalised it. A rigorous appraisal of the impact of teaching on pupils' achievement has revealed a picture of uneven progress. Teachers had been working in isolation. Although some teachers had maintained high standards, important weaknesses had gone undetected. The new headteacher's uncompromising determination to ensure that every child achieves well is fuelling the school's good 4 Inspection Report: Shevington Community Primary School, 22 May 2006 to 23 May 2006 capacity for improvement. To this end, weaknesses in teaching and learning have been tackled courageously and sensitively. By sharing information openly with staff and governors, a collective sense of purpose has emerged. Senior staff are managing changes well and checking that improvements, for example in writing, are forthcoming.

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Grade: 2

Subject leaders are becoming more effective in raising standards, although some are not able to achieve this without the headteacher's personal involvement. Pupils' progress is measured painstakingly each term. Where progress has been insufficient, additional support is provided and improvements are meticulously tracked. Pupils' achievement is clearly good in infant and upper junior classes. There are small shoots of improvement elsewhere but senior staff recognise there is more to do. Governors are now better informed and provide good support in holding the school to account. Good strategic planning ensures that resources are targeted precisely towards the areas requiring improvement. The school's traditional strengths, such as pupils' personal development and the way they are cared for and safeguarded, have been extended further. 5 Inspection Report: Shevington Community Primary School, 22 May 2006 to 23 May 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: Shevington Community Primary School, 22 May 2006 to 23 May 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 3 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 3 How well do learners achieve? NA 3 The standards 1 reached by learners

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Achievement and standards

NA 3 How well learners make progress, taking account of any significant variations between groups of learners NA 2 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 2 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 3 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 2 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 3 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 can see just how much your school is changing at the moment. We approve of the changes and are very grateful to you for helping us to understand them. The things we particularly liked were: - your very good behaviour, friendliness, politeness and interest in learning - the way you are all so well cared for and looked after - the headteacher's and senior teachers' determination to ensure that you receive the best education possible - the good teaching in Years 1, 2, 5 and 6 provided by your permanent teachers and the help you are getting from the supply teachers in the other classes. Below are the things we have asked the headteacher, governors and staff to do to improve the school further. - Make sure that you achieve equally well in all classes. At the moment, pupils make more progress in some classes than others. You can help by trying your very best whichever class you are in. - Help you to improve your achievement in science by ensuring that pupils in all classes are

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Text from letter to pupils explaining the findings of the inspection

encouraged to experiment and find out for themselves. We think this will help all pupils but particularly the more able ones.

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