Kings Rise Community Primary School

Kings Rise Community Primary School Inspection report

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Unique Reference Number 103242 Local Authority Birmingham Inspection number 355346 Inspection dates 18–19 November 2010 Reporting inspector David Driscoll

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

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Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 213 Appropriate authority The governing body Chair Father Nathan Jarvis Headteacher Anita Hall Date of previous school inspection 4 December 2007 School address Hornsey Road Birmingham B44 0JL Telephone number 0121 464 4635 Fax number 0121 464 8446 Email address enquiry@kingrise.bham.sch.uk

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Age group 3–11 Inspection dates 18–19 November 2010 Inspection number 355346 Registered Childcare provision The Rise and Shine Club

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childcare provision

Age group 3–11 Inspection dates 18–19 November 2010 Inspection number 355346 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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childcare provision

Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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childcare provision

You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by three additional inspectors who observed 18 lessons taught by 8 teachers. They held meetings with groups of pupils, staff and members of the governing body. Inspectors observed the school's work and looked at records of pupils' progress and attendance, the way that the curriculum is planned, records of checks on teaching, and documents relating to the safeguarding of pupils. They also analysed responses to questionnaires completed by staff, pupils and 29 parents and carers. The inspection team reviewed many aspects of the school's work. It looked in detail at the following questions.  Has the apparent decline in attainment in Year 2 been halted?  Is teaching meeting the needs of different groups in Years 1 and 2, especially boys?  Is progress in Years 3 to 6 good enough to improve attainment to the national average?  Are the school's leaders effectively using data on pupils' achievement to gain an

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Introduction

accurate picture of the school's performance?

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Information about the school

This average-sized primary school serves an urban area. A high proportion of pupils is known to be eligible for free school meals. Most pupils come from a White British background, although an above average proportion comes from a range of other ethnic backgrounds. The proportion of pupils with special educational needs and/or disabilities is above average, and the proportion with a statement of special educational needs is high. There have been several changes of teaching staff since the school was last inspected, especially in Years 1 and 2 where one class is currently being taught by a temporary teacher. The governing body assumed responsibility for the Rise and Shine Club, providing a pre- school facility for children aged from two to three years old, in 2009. It also manages a breakfast club and an after-school club which are open daily. The pre-school and nursery serve a larger area than the school itself. Most children from the pre-school do not stay on

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Information about the school

to attend the school's nursery provision but instead attend nurseries that are closer to their homes. Similarly, the majority of children join Reception classes in other schools that are closer to their homes when they leave the nursery at Kings Rise. This very high rate of mobility continues into Years 1 and 2.

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

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

In accordance with section 13 (3) of the Education Act 2005, Her Majesty's Chief Inspector is of the opinion that this school requires special measures because it is failing to give its pupils an acceptable standard of education and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement. Pupils' achievement is inadequate. Their progress is satisfactory from Year 1 onwards, but not good enough to raise their attainment, which remains low by the time they leave Year 6. While there are some emerging pockets of good progress, such as in mathematics in Year 6, there is no evidence to suggest that progress is improving strongly or consistently. Teachers make good use of information and communication technology to engage and motivate pupils. Assessment information is used well to place pupils accurately in groups according to their ability, but their progress in lessons is not checked frequently enough,

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Main findings

so teachers are not always aware of when the tasks are too hard or too easy. Some work is marked exceptionally well, but some other books go unmarked for long periods or do not provide pupils with guidance on what they need to do to improve. This is in contrast to the Early Years Foundation Stage, where information from assessments is used well to set work that accurately meets children's needs. Children make good progress in the Early Years Foundation Stage, but as most of those starting Year 1 do not join the school until the start of the Reception year, having had no pre-school experience, attainment remains low at the start of Year 1. Pupils behave well in lessons and around the school. They have a good understanding of how to stay safe and healthy, and put this into practice in their daily lives, such as when using the internet and choosing meals at lunchtime. The school is not doing enough to

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Main findings

promote community cohesion and pupils do not know enough about modern day multi- cultural Britain. The school's leaders have not checked systematically the needs of pupils in this respect, so have been unable to draw up and implement plans to fill the gaps in pupils' knowledge and understanding. There are some significant strengths in the support and guidance available to pupils. Pupils whose circumstances make them vulnerable are supported very well. The appointment of a full-time attendance officer has contributed to the significant rise in levels of attendance in the last year. However, the care provided is inadequate because too little attention is given to safeguarding. Procedures for checking the suitability of staff are not carried out properly and some health and safety requirements are not met. The school does not have the systems in place for senior managers and members of the governing body to monitor and evaluate the

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Main findings

implementation of policies in these areas. As a result, the school's evaluation of its own performance in this respect is inaccurate.

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

Please turn to the glossary for a description of the grades and inspection terms

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

There has been limited improvement since the school was last inspected. Attainment in Year 2 has fallen largely as a result of very high mobility and ongoing staffing difficulties. Assessments of pupils' progress are accurate, and checks on teaching provide a clear picture of where strengths and weaknesses lie across the school. However, findings from the monitoring are not combined to provide a clear picture of the school's effectiveness. For example, the data from assessments are not used to find out why progress is better in some classes than others. This is reducing the school's ability to secure consistently good progress. The biggest factor preventing the school's leaders and the governing body from developing the capacity to improve, however, is falling staff morale. Around one in four staff responding to the questionnaire lacked confidence in the school's leadership and management, including the role played by the governing body.

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What does the school need to do to improve further?

 Ensure, with immediate effect, that the school meets all requirements for keeping pupils safe with particular respect to: carrying out and recording checks on the suitability of staff to work with children meeting health and safety requirements for the premises implementing procedures to ensure that the governing body and senior staff are able to monitor and evaluate the safeguarding practices across the school.  Improve the rate at which pupils make progress in lessons by ensuring that teaching is of a consistently good quality by: making more frequent checks on the progress made by pupils and adapting tasks as necessary improving the quality of marking and feedback to that of the best in the school making better use of assessment data to target checks on teaching in order to identify best practice and that which is in greatest need of improvement.  Take steps to raise staff morale by clearly identifying their concerns and working

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What does the school need to do to improve further?

with them to address any issues that arise.  Improve the promotion of community cohesion by: carrying out an audit of pupils' religious and ethnic backgrounds drawing up and implementing plans to improve pupils' understanding of how those from different backgrounds live evaluating the effectiveness of the actions taken to develop pupils' cultural development.

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Outcomes for individuals and groups of pupils 4

Pupils join the school with low levels of attainment, and their progress is not good enough to raise their achievement to a satisfactory level. Pupils' learning was satisfactory in the great majority of lessons observed. They were often interested in the topics that they were learning about, and worked hard to solve problems in mathematics. Pupils demonstrated their capability for applying different strategies, such as when solving number puzzles. In most lessons, the classes were split into groups according to their

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

Please turn to the glossary for a description of the grades and inspection terms

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

ability. Those groups working with an adult often made good progress, because they were kept focused on the task in hand. The progress of pupils in other groups was satisfactory, but their attention wandered when an adult did not keep a close eye on them. There are few differences in the progress of different groups of pupils, including those from different ethnic backgrounds, but this varies between classes and year groups. Boys, for example, do better than girls in some years, but then the situation is reversed in others. By the end of Year 6, most groups, including those with special educational needs and/or disabilities, have made similar progress. The school has good procedures in place for pupils who speak English as an additional language, and these pupils often make better progress than their peers. Those who arrive at the school part way through their education are quickly assessed and accurately placed into teaching groups, so their move does not hinder their

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

learning and they are also helped to make satisfactory progress. Nevertheless, attainment remains low, except in information and communication technology, where it is average. The school's assessments for 2010 show that pupils left with low attainment in English, mathematics and science, with around one in every three pupils failing to reach the nationally expected standards. Most pupils can use their basic skills of reading, writing and mathematics in a satisfactory range of contexts, and apply their information and communication technology skills well. Pupils enjoy coming to school. All of those responding to the questionnaire said that they like school, feel safe and are helped to live a healthy lifestyle. They trust their teachers to take their concerns seriously and are confident that effective action will be taken when needed. The proportion eating a healthy school lunch each day is above average and none

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

brings sweets to school as a snack. Pupils' attendance is low, but improving rapidly. Around the school, pupils are polite, friendly and interested in the views of others. Their good social development is clear in the effective way they work in pairs and groups. Pupils have a distinct sense of right and wrong, but also understand that others may have difficulty controlling their emotions and make allowances for them. All those responding to the questionnaire believe that behaviour in the school is good. Pupils are also quick to praise others for their good work or efforts, as shown in their widespread appreciation in the weekly celebration assembly. However, pupils do not know enough about other faiths and cultures, and, for example, were unable to name a single place of worship, other than the local church.

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

Please turn to the glossary for a description of the grades and inspection terms

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

These are the grades for pupils' outcomes

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

Taking into account: Pupils' attainment¹

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

The quality of pupils' learning and their progress 3

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

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

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3

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 4

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?

Teachers manage the behaviour of their classes well. They are quick to apply the school's rules and to point out the consequences of having a pupil's name moved up the 'traffic light' system. Pupils know that this will be consistently employed, so a simple first warning is all that is usually needed to get them back on task again. All classes make good use of netbooks, and pupils especially enjoy using them to set their own challenges, such as choosing the level of difficulty in a piece of software or carrying out research. The accurate use of assessment to place pupils in ability groups has ensured that teaching meets the needs both of boys and girls in Years 1 and 2. In other aspects of teaching, there is a lack of consistency. In some classes, there are many adults so all groups are able to be supported by either the teacher or an effective teaching assistant. In classes where there are only one or two adults, the teacher often spends too long with a single

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How effective is the provision?

group to the detriment of others. The curriculum has recently been revised. It provides a broad and balanced experience for pupils, which is well matched to their interests. There are satisfactory opportunities for pupils to apply their literacy and numeracy skills in other subjects, and the use of information and communication technology is a frequent feature of lessons. Pupils whose circumstances make them vulnerable are supported well. There are comprehensive systems in place to identify concerns at a very early stage, and follow up actions are quickly implemented using a wide range of appropriate agencies. There are

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

Please turn to the glossary for a description of the grades and inspection terms

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

good systems in place for supporting those with behavioural difficulties, which result in a low rate of exclusions for this size of school. The work of the school's attendance officer with parents, carers and families has raised the profile of the importance of regular attendance in a child's education. After years of little or no progress, attendance improved by an impressive margin last year.

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

These are the grades for the quality of provision

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The quality of teaching 3

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

Senior managers and the governing body have not ensured that all staff share a common vision to help embed or drive improvement. As a result, the progress made by the school has been too slow. The school's leaders carry out a comprehensive scheme of checks on teaching that provide them with a clear picture of its effectiveness, although only weaknesses are formally recorded. Actions to improve teaching are showing signs of success, with improved practice in some classes. The school's leaders have focused on improving weaker teaching and inadequate teaching has now been eliminated among the permanent staff. Information from assessments is analysed effectively to provide an accurate picture of pupils' attainment and progress as they move through the school, but not to identify stronger teaching that could be used as an example of good practice for others. The school is a harmonious community as a result of the satisfactory provision for

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How effective are leadership and management?

equality. Gaps in attainment of different groups have largely been eliminated, but still exist within individual year groups and subjects. The monitoring of other important aspects of the school's work is inadequate. Reports and recommendations on some aspects of safety have not been fully acted upon, despite being carried out in 2007 and 2008. Senior staff and the governing body have failed to monitor the work of clerical staff to ensure that safeguarding checks have been carried out properly. The governing body is failing to meet statutory requirements in this respect. Good partnerships are maintained with specialist agencies to support those pupils in need of extra care or guidance, that then allow them to play a full part in the life of the school. The school's leaders have paid insufficient attention to community cohesion. The school is over reliant on the basic curriculum to teach pupils about how others live their lives. There

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How effective are leadership and management?

are too few opportunities for pupils to extend their awareness of life in other parts of the United Kingdom or in other countries such as links with other schools.

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

Please turn to the glossary for a description of the grades and inspection terms

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

These are the grades for leadership and management

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4

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

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Early Years Foundation Stage

The Rise and Shine Club, Nursery and Reception classes cooperate very closely with one another to ensure consistently good provision and outcomes. Children progress well from their low levels of skills, knowledge and understanding in each of the settings. Those who start at the Rise and Shine Club and continue their education at the school begin Year 1 with average attainment. However, overall attainment remains low as so many join either at the start of Nursery or Reception, having had little or no previous formal education. The level of co-operation between the settings ensures consistency across many areas. A common system of assessment is used, which is very effective in determining where each child's strengths and interests lie, and includes the careful tracking of their progress. Children are moved from group to group to ensure the activities they undertake are always well matched to their needs and build upon their prior learning. There is a strong

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Early Years Foundation Stage

focus on developing children's language and personal skills, with those in the Rise and Shine Club starting to recognise letters from their shapes. Children settle quickly and are soon playing and sharing happily with one another. Some opportunities are missed in the Nursery and Reception classes to develop children's mathematical skills. There is a good range of activities across each of the settings, with Nursery and Reception making good use of the outdoor areas. The manager of the Rise and Shine Club is aware that this is an aspect in need of development, and has plans in place to make the outdoor environment more attractive, stimulating and useful. All staff provide a good balance of activities that are led by the teacher or decided upon by the children themselves. Leadership and management are good in each of the settings. The Rise and Shine Club fully meets the requirements for registration and the areas for improvement identified at

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Early Years Foundation Stage

the previous inspection have been successfully addressed. Provision in the Nursery and Reception classes has improved considerably since the school was last inspected as a result of concerted and successful efforts to identify and tackle weaknesses. Actions have

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

Please turn to the glossary for a description of the grades and inspection terms

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

taken good account of the views of parents and carers, building on the strong relationships that exist with them. Good quality care is provided, with all requirements for safeguarding met. All staff are well trained and qualified, with a good knowledge of the requirements of the Early Years Foundation Stage.

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

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

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

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Overall effectiveness of the Early Years Foundation Stage 2

The quality of provision in the Early Years Foundation Stage 2

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Overall effectiveness of the Early Years Foundation Stage 2

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

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Views of parents and carers

Very few parents and carers responded to the questionnaire, and only one made a comment. The views they expressed were entirely positive. Inspectors found a different picture, as the school is not taking the required actions to ensure pupils are safe and some staff are unhappy with the quality of leadership and management at the school. The school's records of the progress made by pupils and the observations of lessons by inspectors confirm that pupils' progress is not improving quickly enough for their attainment to reach the national average.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Kings Rise Community Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 29 completed questionnaires by the end of the on-site inspection. In total, there are 213 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 23 79 6 21 0 0 0 0 The school keeps my child safe 24 83 5 17 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 25 86 4 14 0 0 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 24 83 5 17 0 0 0 0

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Total % Total % Total % Total %

The teaching is good at this school 21 72 8 28 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 24 83 5 17 0 0 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 21 72 7 24 0 0 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 22 76 6 21 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 24 83 4 14 0 0 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 24 83 4 14 0 0 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 22 76 7 24 0 0 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 21 72 7 24 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 23 79 5 17 0 0 0 0

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

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Grade Judgement Description

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

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Grade Judgement Description

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

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Secondary school figures in clude those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted's

main findings from the inspection of their school.

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Inspection of Kings Rise Community Primary School, Birmingham, B44 0JL

Thank you for all the help you gave us when we recently visited your school. We were impressed by your good behaviour and how much you knew about how to stay healthy and safe. You were polite, friendly and very welcoming. Many of you enjoy coming to school, and more of you are coming to school as often as possible. Well done, and keep it up. However, the people who manage the school could do more to ensure that they keep you as safe as possible. We have asked them to put this right straight away. You make satisfactory progress in lessons, but this is not good enough to ensure that you leave school with results that are at least average for your age. In order to help you progress more quickly, we have asked your teachers to do the following:  make sure they check how well you are getting on in lessons and to do this more frequently  check to see if any of you have got stuck with your work or have finished early.

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Inspection of Kings Rise Community Primary School, Birmingham, B44 0JL

You can all help by putting your hand up as soon as you need support or if you need more work to do. Some of your work is marked very well, so you know how to improve. We have asked your teachers to make sure that all of your work is marked to this same high standard. The people who run the school know in which subjects and years you are doing well. We have asked them to use this information to find out what the most successful teachers are doing to help you with your learning. This is so that the best teaching ideas can be shared with the rest of the staff. Some of you do not know enough about how other people live in Britain today. We have suggested that the school provides you with more information about this, and also gives you the opportunity to contact pupils from areas that are different from Kingstanding. We have put the school into special measures because it is not improving as quickly as it should or providing you with a good enough

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Inspection of Kings Rise Community Primary School, Birmingham, B44 0JL

education. The school will get extra help and inspectors will come back to check it is making progress.

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www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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