Mansfield Green Community School

Mansfield Green Community School Inspection report

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Unique Reference Number 103387 Local Authority Birmingham Inspection number 355371 Inspection dates 20–21 September 2010 Reporting inspector David Speakman

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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 397 Appropriate authority The governing body Chair Althea Da Silva Headteacher Linda Howell Date of previous school inspection 12 March 2008 School address Albert Road Aston, Birmingham B6 5NH Telephone number 0121 4646590 Fax number 0121 5232256 Email address enquiry@manfldgn.bham.sch.uk

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Age group 3–11 Inspection dates 20–21 September 2010 Inspection number 355371

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childcare provision

Age group 3–11 Inspection dates 20–21 September 2010 Inspection number 355371 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. Inspectors observed 17 lessons or parts of lessons and 14 teachers were seen. Meetings were held with the headteacher, deputy headteacher and the senior leadership team, as well as the Chair of the governing body and teachers responsible for safeguarding, provision for pupils with special educational needs and/or disabilities and Early Years Foundation Stage. An inspector spoke to a group of pupils formally and all inspectors had informal conversations with pupils in class and during break times. They observed the school's work, and looked in detail at policies and documents, including those relating to safeguarding, the curriculum, tracking and assessment of pupils' attainment and progress and minutes of leadership meetings. A sample of pupils' work books was scrutinised. Account was taken of 47 parental questionnaires, 29 staff questionnaires and the school's own survey of parents' views of the Every Child Matters

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Introduction

outcomes.  The inspection team reviewed many aspects of the school's work. It looked in detail at the following:  differences in the achievement of pupils in different year groups  the current trends in attendance rates and the impact on pupils' achievement  the capacity to sustain the current improvement in standards, particularly in reading and writing  how senior mangers work together in view of recent changes in leadership.

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Information about the school

This is a large primary school. Most pupils come from a wide range of different ethnic backgrounds. More than three quarters of pupils speak English as an additional language and there are in excess of 20 mother tongues other than English represented in the school. The majority of pupils are at the early stages of learning English. The number of pupils eligible for free school meals is much higher than average. The school has an above average proportion of pupils who have special educational needs and/or disabilities. There is a higher than average proportion of pupils joining or leaving the school at times other than usual. A new headteacher joined the school in September 2010 and the deputy headteacher has just completed her first year in the school. Awards obtained by the school include the Basic Skills Quality Mark, Investors in People, Investors in People Leadership and Management and the school has achieved National Healthy School status.

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Information about the school

There is a breakfast club and after school care managed by the governing body. Six Ways Children's Centre is situated in the Mansfield Green school building, but was inspected separately.

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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

Mansfield Green Community school is a satisfactory school, but one in which there are secure indicators that provision and outcomes are improving significantly. Since their previous inspection, concerted effort has gone into increasing the accountability of the senior leadership team and in turn class teachers, for the progress that their pupils make. Although pupils' progress is now good and over time, achievement is satisfactory. Standards at the end of each stage remain low, but there are clear indications that attainment, particularly in language is improving and standards are rising. At the end of Key Stage 1 attainment in reading, writing and mathematics has been improving steadily since 2007. The most recent end of year teacher assessments show standards in reading and mathematics remain low, but writing has improved significantly and is now close to the national average. Assessment data shows that in reading and writing, three quarters

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Main findings

of pupils in last year's Year 2 made progress that was better than expected progress. This was not as good in mathematics, where a lower percentage exceeded expectations and more progressed at a slower pace. A similar picture emerged at Key Stage 2. Although standards remain low there has been a significant improvement in the 2010 end of key stage teacher assessments. Progress in reading and writing has been better than the nationally expected rate of progress, but only generally in line in mathematics. There are still concerns about attainment in science, where teacher assessments confirm low standards. In mathematics and science, standards are not rising as quickly as in language and literacy because the school has sensibly focussed on developing pupils' language skills to support their work across the curriculum. In mathematics and science, pupil's limited capacity to work mentally and to tackle problem solving and investigations effectively, is

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Main findings

restricting attainment. Pupils' personal development is a strength. Spiritual, moral, social and cultural development is good. They have a very good cultural awareness through the richness of cultural diversity within the school. Behaviour in class is mostly good and occasionally outstanding, making a significant contribution to the improving quality of learning. This, taken together with good care, guidance and support for pupils, helps pupils feel safe in school and enjoy being there a great deal. Overall absence and the proportion of persistent absentees are declining but remains too high. In addition to other initiatives already in place to reduce absence, the headteacher has recently introduced a system of application and interview for any parent wishing to take their children out of school for an extended period. The quality of teaching is improving, but as yet there is not enough good or outstanding

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Main findings

teaching. During the inspection, teaching in all lessons seen was either satisfactory or good.

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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

The new headteacher has made a good start to leading the school. In a short time she has won the confidence of the staff, as shown by a very positive response in staff questionnaires. She has the full support of a very able deputy headteacher and a proactive senior leadership team. Already, their astute evaluation of the school's performance has enabled them to identify key areas for development. There is already significant improvement in attainment at all key stages and a clear improvement in the quality of education provided, in particular teaching and learning. For these reasons the school demonstrates a good capacity to improve.

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What does the school need to do to improve further?

 Raise standards in mathematics and science by: devising and implementing a strategy for improving pupils' mental maths skills and monitor its impact provide more opportunities for pupils to investigate and solve problems provide greater challenge for those pupils capable of achieving at the higher levels of attainment.  Improve the quality of teaching so that at least 75% is good or better at each phase of the school by making sure that key features of teaching are consistently applied.  Reduce absence rates, particularly amongst those pupils that are persistent absentees, so that attendance matches the national average.  Up to 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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Outcomes for individuals and groups of pupils 3

Pupils' learning and progress have improved recently in response to improved provision, and are now good. However, the impact of this is not yet showing sufficiently in achievement over time, which is still satisfactory. Those with special educational needs and/or disabilities make equal progress to others; because of the well-focused support and guidance they receive from the teaching assistants. Similarly, pupils with little or no English soon pick up new words through mixing with English speaking children and the support of bilingual adults and other pupils. They very soon begin to make equal progress to others. There is an air of excitement for learning evident in lessons and pupils show enthusiasm for learning. They are proud of what they produce, readily share their work with others and appreciate the way in which their work is displayed by staff. Year 3 pupils were proud to show their writing, describing scenes in photographs. Pupils used imaginative language,

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Outcomes for individuals and groups of pupils 3

producing sentences such as 'the stones under the waterfall look like a staircase', whilst in another instance one vividly described how the owners of a cottage by the sea, swam each day. They enjoy interesting lessons, saying 'Learning is fun in this school.' Some others, however, would like more practical opportunities and chances to use computers. Pupils have a good understanding of healthy lifestyles. They are aware of the importance of a healthy diet and willingly engage in opportunities to take physical exercise and stay

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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

fit. They make a good contribution to the life of the school through a range of different opportunities, such as devising school rules and caring for others. The school council works well and has some constructive ideas on how to improve school life, such as providing toys to make break times even more enjoyable. Pupils develop a satisfactory range of skills that will prepare them adequately for the future.

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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 3

Taking into account: Pupils' attainment¹

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

The quality of pupils' learning and their progress 2

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

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 2

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?

Teaching is satisfactory, but it has a number of good features and a few weaknesses. Relationships between adults and pupils are very strong, showing clearly the extent to which pupils respect adults and vice versa. The work and support for learning by teaching assistants makes a significant contribution to the good learning evident in lessons. Occasionally, teachers lead too much and do not give pupils sufficient opportunity to find out for themselves. The pace of learning is variable, ranging from slow to very quick. Often teachers carefully plan the timing of lessons to achieve a brisk pace. Marking is used well to record pupils' achievements, but advice on the next steps for learning are often not clear enough. Teachers need a clearer idea of the next steps for different attainment groups. Sometimes there is insufficient challenge for more able pupils and at other times pupils are moved onto harder work when consolidation of previous learning would be

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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

The curriculum is broad, well balanced and provides appropriate learning opportunities for pupils' diverse learning needs. Cross curricular provision for literacy is linked to other subjects effectively, but this is not as well developed for other core subjects. The school recognises that links between subjects in a topic based approach to learning is more appropriate to these pupils. The curriculum is enriched well through visits, visitors, special events and contact with other organisations, both locally and further afield. Good levels of care, guidance and support are provided. Pupils are looked after well in the breakfast club and after school care. There are effective induction procedures that support smooth transition into school, from one phase to the next and eventually onto secondary school. Partnerships with secondary schools are particularly effective in supporting transition. If pupils have concerns, they are very well looked after by staff and especially

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

the learning mentor, who is held in high regard by pupils. Staff appreciate his help in supporting pupils behaviour. Safeguarding is good. Procedures are fully in place and staff fully aware. This ensures that pupils are kept safe whilst in school. Links with other support agencies are good, for example in tackling poor attendance.

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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?

Staff work well as a team and share a common ambition to raise standards through improving their own performance. This is evident in the improving picture in the quality of teaching and better learning and progress. Team work is strong. Members of the senior leadership team have clear roles responsibilities and work as a strong team in ensuring staff are accountable for the impact of their work. The senior leadership team; headteacher, deputy headteacher and the three phase leaders, show commitment to effective monitoring, evaluation and strategic planning for development. Equality of opportunity is fundamental to the schools' work. All pupils, whatever their background or ability, are given good opportunities to learn, although sometimes higher attaining pupils could be more challenged. The Chair of the Governing Body has completed her own assessment of the impact and involvement of governors in the work of the school. She is aware that some governors

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How effective are leadership and management?

could play a greater role in school life. Nevertheless key governors know the school well and were fully aware, for example, of what they were looking for in their appointment of the new headteacher. School leaders and managers have a clear understanding of the school's role in the local community and of the nature of its residents. They have undertaken an audit of how well they promote community cohesion, which shows good cohesion within the school

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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

community, within the local community and at a national level. Work has started on global aspects, but this is in need of further development.

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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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2

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

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Early Years Foundation Stage

On entry to the school, attainment is generally well below that typical for children of this age. By the time they transfer into Year1 attainment is still below the levels expected for the end of the Early Years Foundation Stage, especially in reading, writing and calculating. They do well in their personal development. Children make satisfactory progress overall. Children enjoy learning and actively take responsibility for small tasks, developing skills for the future well. Teaching overall is satisfactory. Learning is good when children work in small focused groups, including those under the guidance of teaching assistants. Teachers provide exciting and lively activities that help children want to learn. There is an appropriate balance between teacher led activities and those that children choose for themselves and between indoor activities and learning outside. Outdoor provision is adequately used to

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Early Years Foundation Stage

deliver the curriculum. However, some outdoor areas such as the garden area require further development. Parents are kept well informed about their children's progress and development. Effective induction procedures support a smooth start for children into the Early Years Foundation Stage. Leadership and management are satisfactory. Planning for improvement has been effective in supporting better outcomes for children, however more is needed to be done to improve children's literacy and numeracy skills.

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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 the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 3

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

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Overall effectiveness of the Early Years Foundation Stage 3

The quality of provision in the Early Years Foundation Stage 3

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Overall effectiveness of the Early Years Foundation Stage 3

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

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Views of parents and carers

Most parents who were part of the modest response to the parent questionnaires were reasonably happy with what the school is doing for their children. Very few wrote any written response but any comments were consistent with questionnaire outcomes in that they would like more feedback on their children's progress and contact with the school. Inspectors feel this aspect is satisfactory but the headteacher, being new to the school has taken this view on board.

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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 Mansfield Green Community 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 47 completed questionnaires by the end of the on-site inspection. In total, there are 397 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 21 45 23 49 2 4 1 2 The school keeps my child safe 21 45 23 49 2 4 1 2

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Total % Total % Total % Total %

My school informs me about my child's progress 17 36 24 51 3 6 2 4

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Total % Total % Total % Total %

My child is making enough progress at this school 14 30 26 55 3 6 0 0

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Total % Total % Total % Total %

The teaching is good at this school 20 43 22 47 4 9 1 2

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Total % Total % Total % Total %

The school helps me to support my child's learning 18 38 21 45 5 11 2 4

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 15 32 31 66 0 0 1 2

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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) 18 38 23 49 4 9 1 2

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Total % Total % Total % Total %

The school meets my child's particular needs 12 26 29 62 4 9 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 17 36 23 49 2 4 2 4

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 10 21 30 64 3 6 3 6

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Total % Total % Total % Total %

The school is led and managed effectively 13 28 27 57 2 4 3 6

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 17 36 26 55 4 9 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 include 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 Mansfield Green Community School, Birmingham, B6 5NH

Thank you for making us welcome when we came to your school. We enjoyed meeting you and we were fascinated by some of the things you had to say to us when we were talking to you in lessons and around the school. Your school is giving you a satisfactory education and things are improving quite a lot. You are making better progress in your work; you obviously feel happy and comfortable in school. There are many things we liked about you and your school. You are happy and enjoy being at school where grownups look after you well. Your behaviour is good and sometimes excellent. You all get on well together whatever your background. Teaching is improving and in many lessons you make good progress. You enjoy being given responsibility and do any jobs you have well. The new headteacher has made a good start and she has a team of staff willing and keen to support her in leading the school. There are a few things we have asked the school to do to improve. They are:

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Inspection of Mansfield Green Community School, Birmingham, B6 5NH

Help you learn more in mathematics and science by giving you opportunities to investigate and improve your mental number/mathematics skills. Make most teaching at least good. Work with families to reduce the amount of time you are absent from school. You can help by carrying on working hard and all coming to school regularly.

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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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