Arnbrook Primary School

Arnbrook Primary School Inspection report

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134132 Unique Reference Number Nottinghamshire Local Authority 328836 Inspection number 21–22 January 2009 Inspection dates Ronald Cohen Reporting inspector

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This inspection of the school was carried out under section 5 of the Education Act 2005. The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.

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All-through Type of school Community School category 3–11 Age range of pupils Mixed Gender of pupils Number on roll 312 School (total) 0 Government funded early education provision for children aged 3 to the end of the EYFS 83 Childcare provision for children aged 0 to 3 years The governing body Appropriate authority Mr Martin Coleman Chair Mrs Pamela James Headteacher 14 March 2006 Date of previous school inspection Not previously inspected Date of previous funded early education inspection Not previously inspected Date of previous childcare inspection Bestwood Lodge Drive School address Arnold Nottingham Nottinghamshire NG5 8NE 0115 9190199 Telephone number 0115 9190199 Fax number

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3–11 Age group 21–22 January 2009 Inspection dates 328836 Inspection number .

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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. 2 of 11 Inspection Report: Arnbrook Primary School, 21–22 January 2009

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Introduction

The inspection was carried out by three Additional Inspectors.

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Description of the school

This is a larger than average sized school. It serves a mixed catchment area with a significant number of children from the city of Nottingham. It was opened in January 2004 following the amalgamation of two schools. The school is part of a designated Children's Centre, and its provision in The Early Years Foundation Stage (EYFS) includes an on site pre-school playgroup, managed by the Governing Body. The attainment on entry of most children is well below average. The school catchment contains an area of significant social and economic disadvantage. The number eligible for free school meals is above average. While most children are from White British backgrounds a small number come from a wide range of different minority ethnic backgrounds, although very few are at an early stage of acquiring English. The proportion of children with learning difficulties and/or disabilities is below average overall but as high as

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Description of the school

fifty per cent in some year groups. The school has the Healthy Schools Gold Award, an ActiveMark, a Basic Skills Quality Mark and is an Investor in People.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 11 Inspection Report: Arnbrook Primary School, 21–22 January 2009

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Grade: 3

This is a satisfactory school, giving satisfactory value for money. Pupils' personal development and pastoral care and support, however, are good and are strengths of the school. Pupils behave well, feel safe and are aware of the importance of healthy diets. One parent's comment that 'the school's caring atmosphere is one in which my child has developed in many ways' is typical of the praise of parents for these aspects of the school's provision. Another strength of the school is the good curriculum. This gives pupils opportunities to engage in community activities both within school and in some areas of the local community. Consequently pupils make suitable progress in increasing their understanding of the diversity of their own and wider communities. However, such activities are not yet sufficiently underpinned by an effective strategy for pupils' further engagement. Children enter the EYFS with skills which are well below those expected for their age, especially

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Grade: 3

in the mathematical skills of calculating and spatial awareness. The effective provision in the EYFS allows them to make good progress, so that they enter Year 1 with skills which are a little below average. Standards at the end of Year 2 had been in decline for the three years till 2008. However, that trend has been halted and is being reversed as the school builds on the success of the EYFS. Consequently, the evidence in school indicates the potential for standards to be in line with national averages in 2009. There have been improving trends at the end of Year 6 in English and science, but mathematics has been a weakness. Lower standards here have meant that overall attainment has been slightly below national average. Nevertheless, this represents satisfactory progress from Years 1 to 6. However, mathematics currently remains relatively weaker than the other subjects at Key Stage 2, chiefly, but not exclusively, in aspects of problem

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Grade: 3

solving. The successes in reversing a declining trend are due to a number of factors. Whilst teaching and learning remain satisfactory there have been improvements. Many teachers now ensure that in their lessons, pupils are active participants rather than passive recipients of their learning. Nevertheless, some lessons are still too teacher- directed and pupils are not always sufficiently involved in their own learning. The broad and exciting curriculum which links subjects in stimulating ways enables pupils to appreciate and engage well in lessons. This has encouraged their improved attendance which is now satisfactory. The headteacher has steered the school through a turbulent period since the previous inspection. She has successfully reconstituted the leadership team by making fresh appointments and creating new roles. The early successes of this team are impacting suitably on pupils' progress and leadership and management are

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Grade: 3

now satisfactory overall. The governing body has also been recently reformed. Governors certainly demonstrate their commitment to the school. However, their acknowledged current lack of the necessary knowledge and skills of governance, means that the school's overall capacity for improvement is only satisfactory.

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Grade: 2

Children make good progress in EYFS. However, because of their low starting points into the Nursery, attainment remains below expectation in all areas of learning as they enter Year 1. Nevertheless, initiatives such as linking sounds and letters and those to stimulate children's expressive speech are having a good impact on achievement. Highly committed staff promote a safe and caring environment in which children gain confidence and improve their personal 4 of 11 Inspection Report: Arnbrook Primary School, 21–22 January 2009 and social skills well. The recently appointed Foundation Stage leader's effective guidance has transformed curriculum planning and assessment which are now good. Children have many opportunities to learn through first-hand experiences with a good balance of activities led by adults and those chosen by the children themselves. This helps them to gain independence in their learning. The outdoor area provides an extension to the classroom that stimulates children's

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Grade: 2

inquisitive nature well and is used effectively for all areas of learning. Assessments are made regularly so that most group work is focused on the full range of children's needs. The Foundation Stage Leader has effectively led the playgroup assistants and teachers and assistants in Years 1 and 2, to provide a continuous curriculum model, so that the transition into Nursery and from Reception to Year 1 are more effective. Many of the initiatives in the Foundation Stage are new, so have yet to fully impact on standards of attainment.

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What the school should do to improve further

■ Raise standards in Mathematics at Key Stage 2, particularly improving pupils' ability to solve problems. ■ Increase the proportion of good and better teaching ensuring pupils are more involved in their own learning. ■ Improve the knowledge and skills of the governing body so that it holds the school rigorously to account for its performance. ■ Effectively plan and evaluate opportunities for pupils to increase their understanding of the diversity of UK and world communities. A small proportion of the schools whose overall effectiveness is judged satisfactory but which have areas of underperformance will receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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Grade: 3

Pupils enter Year 1 with skills and knowledge that are slightly below average. In 2008, standards at the end of both Year 2 and Year 6 were similarly slightly below average. This represents satisfactory progress. Current standards in Years 2 and 6 indicate that pupils are on course to meet, or even exceed, their targets. This is due to the way that the good curriculum is used by teachers to excite and enthuse pupils. As a result, the sound progress of different groups has been assured, including those who need extra help with their learning and pupils who join the school at a later time than normal. The school has had mixed success in improving standards in different subjects, with results fluctuating in recent years. In Year 6, standards in English and science were almost at national average in 2008. Standards of work seen in class indicate that the gap between mathematics and the other subjects is closing rapidly as progress and

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Grade: 3

standards in mathematics are improving towards national average. However, though improving, standards in mathematics remain relatively weak. This is particularly, but not exclusively, in the area of problem solving.

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Grade: 2

Most pupils say that they enjoy school. Attendance has improved for the last two years and is now satisfactory. Pupils' spiritual, moral and social development is good. They have a clear understanding of right and wrong and interact with each other well. Their behaviour is good. Their cultural development is satisfactory. They have an adequate understanding of a variety 5 of 11 Inspection Report: Arnbrook Primary School, 21–22 January 2009 of faiths and have links with a school in Guadaloupe. Their understanding of the importance of healthy living and staying safe is good. As a result they are keen to take part in school sports clubs and know the importance of a balanced diet. Pupils take responsibility and participate in the school community well through initiatives such as the school and class councils. Other responsibilities include peer-support for younger pupils at playtimes by Years 5 and 6 pupils.

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Grade: 2

Pupils say that they benefit from the work they do for the Young Enterprise Scheme. Their good personal skills along with their satisfactory achievement in basic subjects prepares them suitably for the next stage of their education.

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Grade: 3

Supportive and caring relationships are present in all classrooms and teachers establish an atmosphere of trust in which pupils feel safe to ask questions, or for help, if they are unsure. The use of information and communication technology (ICT) to excite pupils in their learning is a common feature in many lessons and helps to quicken the progress they make. There are other good features of some lessons. These include questioning that encourages pupils to think for themselves and opportunities for them to work with a partner, or in small groups, to share and develop their own ideas. In such lessons 'learning' is placed at the centre of activities. However, these features are not yet widespread. Some lessons are dominated by teachers' explanations and instructions. This leaves too few experimental and investigative activities to stimulate pupils' imagination and engage them in thoughtful learning. As a result of these

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Grade: 3

inconsistencies learning is uneven as pupils progress through the school.

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Grade: 2

The school has worked hard on developing its curriculum. Good cross-curriculum links are now made between subjects and topic themes are made increasingly interesting for the pupils. There is a good focus on ensuring the development of pupils' key skills and these run as threads throughout curriculum planning. All these curriculum initiatives are starting to enhance and sharpen teachers' strategies in promoting learning more effectively and therefore raising standards. For example, the school's weekly, termly and annual curriculum planning now helpfully pinpoints gaps in learning. As a result, the need for developing further cross-curriculum links with mathematics has been identified. The pupils' understanding as to why they are asked to undertake certain learning is being underpinned effectively by their 'Learning Logs', which are now established for the majority of subjects. These support well their self-assessments and

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Grade: 2

pupils increasingly see a purpose to their learning. Furthermore, the curriculum is enriched and enhanced well through a good range of extra-curricular opportunities, educational trips, and visitors to the school.

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Grade: 2

This is a caring school. All staff use the behaviour policies consistently and encourage pupils effectively to develop their self-confidence and enjoy learning. As a result pupils feel safe and well cared-for. Arrangements for health and safety, child protection and for safeguarding meet requirements. There is good quality support for pupils who find learning more difficult and 6 of 11 Inspection Report: Arnbrook Primary School, 21–22 January 2009 those with challenging behaviour, particularly in the Nurture Group, so that they achieve as well as their peers. The school has developed good procedures for identifying vulnerable pupils and those in danger of underachieving. Extra support groups help pupils to 'catch up'. Links with outside agencies are good and provide additional support for many pupils. Teachers use brain gym frequently to successfully refocus pupils on to their tasks, particularly after long

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Grade: 2

periods of sitting still. Absence is a significant barrier to achievement for a small minority of pupils. The school works closely with the local authority Educational Welfare Assistant to promote good attendance by pupils along with rewards and certificates. This has improved attendance over the last two years and it is now satisfactory. The breakfast and after school clubs develop pupils' personal and social skills well as they play happily together with others of different ages. All pupils have personal targets for literacy and numeracy to help them to know how to improve their work. Many pupils are very aware of these and thoroughly enjoy opportunities to assess for themselves how well they are doing in the steps needed to achieve them. However, these are not always used to the same effect in all classes and so their impact is varied.

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Grade: 3

The headteacher's strong vision for the school since its amalgamation has not wavered and she has held firmly to it, even through a recent unsettling period. In this, she has been ably supported by her deputy. They have now re-focused the school on raising pupils' achievement. New staff appointments have been made and the relatively new leadership team is committed to providing quality education and care. Leaders are eagerly involved in all aspects of the school's work and working hard to raise standards further. Systems for monitoring the quality of teaching and learning have improved since the last inspection but there is insufficient analysis of the impact of teachers' work on pupils' learning to raise the quality further. However, self-evaluation is generally accurate. The school knows its strengths and areas for future development. Consequently it is aware of the need to strengthen pupil's understanding of the diversity of

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Grade: 3

UK and global communities and the part they can play in helping to sustain them. It does not yet have a strategy to firmly underpin the implementation of this. The recently reconstituted Governing Body is very supportive of the school. However, governors currently lack some in-depth knowledge of their roles. They are not yet, therefore, fully capable of holding senior leaders to account for overall rates of progress. 7 of 11 Inspection Report: Arnbrook Primary School, 21–22 January 2009 .

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Grade: 3

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 8 of 11 Inspection Report: Arnbrook Primary School, 21–22 January 2009

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Inspection judgements

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

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needs of learners?

Yes Effective steps have been taken to promote improvement since the last inspection How well does the school work in partnership with others to promote learners' well being? 3 The capacity to make any necessary improvements

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EYFS?

2 How well do children in the EYFS achieve? How good are the overall personal development and well-being of the children in the EYFS? 2 How effectively are children in the EYFS helped to learn and develop? 2 How effectively is the welfare of children in the EYFS promoted? 2 How effectively is provision in the EYFS led and managed?

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Achievement and standards

3 How well do learners achieve? 3 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 3 How well learners with learning difficulties and/or disabilities make progress

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Achievement and standards

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 9 of 11 Inspection Report: Arnbrook Primary School, 21–22 January 2009

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learners?

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

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learners' needs?

How well do the curriculum and other activities meet the range of needs and interests of learners? 2 How well are learners cared for, guided and supported?

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and supporting all learners?

How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education 3 How effectively leaders and managers use challenging targets to raise standards 3 The effectiveness of the school's self-evaluation 3 How well equality of opportunity is promoted and discrimination eliminated 3 How well does the school contribute to community cohesion? How effectively and efficiently resources, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 10 of 11 Inspection Report: Arnbrook Primary School, 21–22 January 2009

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Text from letter to pupils explaining the findings of the inspection

23 January 2009 Dear Children Inspection of Arnbrook Primary School, Arnold, NG5 8NE Thank you all for the welcome you extended to me and my colleagues when we visited your school. We found you all to be very helpful and friendly. We judge your school to be satisfactory. After a good start in the Nursery and Reception classes you make satisfactory progress during your time in the school. We enjoyed joining you during your lessons, reading your work and talking to you. Please thank your parents and carers for all their letters and for taking the time to talk to us. We would like to compliment you on the way you look after your school and produce the very good displays we saw around the corridors and in the classrooms. We also enjoyed your singing and the enthusiasm you show for staying healthy and fit. We like the way you take responsibility, for example, in your contribution to the work of the school council and the way you help your

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Text from letter to pupils explaining the findings of the inspection

teachers during playtimes and lunchtimes. We were impressed by your good behaviour, both in classrooms and out and around the school. You say you like your teachers and the way they take good care of you and teach you to be safe and healthy. We saw that you can be trusted to get on with your work while your teacher helps other groups. We appreciate how well your school helps you to develop into mature young people, who get on well with each other and consider other people. To make things even better, we have asked your head teacher and teachers to help you by getting you to improve your mathematics skills. We also would like more of the teaching to be as good as the best teaching we saw because it led you to really enjoy your lessons and make better progress. We have asked the new governors to be more 'clued-in' so that they can make sure that you get the best possible chance to succeed. Finally, we have asked the school to

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Text from letter to pupils explaining the findings of the inspection

draw up a plan which will give you more opportunities to know and understand the world beyond school. We believe that these will make school even better than it is now. Of course, you can help by continuing to come to school every day and to do your best in class. I wish you all well in the future. Ron Cohen Lead inspector 11 of 11 Inspection Report: Arnbrook Primary School, 21–22 January 2009

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