St James' Church of England Voluntary Aided Primary School

St James' Church of England Voluntary Aided Primary School Inspection report

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Unique Reference Number 118729 Local Authority Medway Inspection number 358433 Inspection dates 8–9 December 2010 Reporting inspector Alison Cartlidge

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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 Voluntary aided Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 158 Appropriate authority The governing body Chair Marilyn Elmes Headteacher Julia Gaughan (Acting) Date of previous school inspection 9 October 2007 School address Isle of Grain Rochester ME3 0BS Telephone number 01634 270341 Fax number 01634 272145 Email address office@stjames.medway.sch.uk

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Age group 3–11 Inspection dates 8–9 December 2010 Inspection number 358433 Inspection report: St James' Church of England Voluntary Aided Primary School, 8–9 December 2010 2 of 16

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childcare provision

Age group 3–11 Inspection dates 8–9 December 2010 Inspection number 358433 Inspection report: St James' Church of England Voluntary Aided Primary School, 8–9 December 2010 3 of 16

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childcare provision

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 Inspection report: St James' Church of England Voluntary Aided Primary School, 8–9 December 2010 4 of 16

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Introduction

This inspection was carried out by three additional inspectors. The inspection team observed 10 lessons taught by seven teachers. Meetings were held with governors, parents, staff and pupils. The inspection team observed the school's work and looked at pupils' books, information on pupils' progress, safeguarding policies and other documents such as the school development plan, the behaviour and diversity and equality policies. Questionnaires from 65 pupils, 33 parents and carers and 18 members of staff were scrutinised. The inspection team reviewed many aspects of the school's work. It looked in detail at the following:  the progress of pupils in writing and mathematics and how well they use literacy and numeracy skills across the curriculum  how effectively pupils with special educational needs and/or disabilities are identified and supported  how well teaching is being developed to provide the right level of challenge, support

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Introduction

and interest  the extent to which subject leaders contribute to improvements in provision and pupils' progress  how well the Early Years Foundation Stage engages the children's interest in learning.

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Information about the school

This school is smaller than the average-sized primary school. There is an above average proportion of pupils with special educational needs and/or disabilities. These pupils have a range of needs, with most having behavioural or moderate learning difficulties. The majority of pupils are from White British backgrounds and the proportion of pupils entitled to free school meals is below average. The school has had a new leadership team since September 2010, including an acting headteacher on secondment from the local authority. The work of the adjoining children's centre did not form part of this inspection, although teachers who work in the Early Years Foundation Stage unit were observed working with children in the nursery. Inspection report: St James' Church of England Voluntary Aided Primary School, 8–9 December 2010 5 of 16

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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, HMCI 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 in the school. Children make a good start to their education in the Early Years Foundation Stage, where exciting activities meet their needs well, enabling them to enjoy school and learn quickly. However, between Years 1 and 6, the pace of learning slows and pupils, including those with special educational needs and/or disabilities, make inadequate progress in relation to their starting points. Consequently, by the end of Year 6, levels of attainment are too low, especially in writing and in mathematics. In English, pupils do not do well enough because topics requiring extended writing do not always motivate them to want to do their best,

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Main findings

and there are too few opportunities for them to do different forms of writing across the curriculum. In mathematics, pupils have a weak knowledge of using and applying number and, as a result, they lack confidence to carry out calculations. Pupils enjoy school and this is reflected in recent improvements in rates of attendance. Pupils mostly behave well, although not all pupils say that they feel safe at school because members of staff do not deal with their concerns well enough. The quality of teaching is inadequate because teachers do not always plan activities that capture pupils' interests or involve them actively in their learning. In addition, instructions for tasks are sometimes muddled and pupils are not clear about what they are expected to learn when working without adult support. Recent improvements in marking and target setting are encouraging pupils to work harder and informing them of next steps, but this

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Main findings

process is not rigorous or sufficiently precise to secure rapid improvement. Procedures for self-evaluation are inadequate. The acting headteacher has provided valuable guidance to help other leaders to identify what needs to be done next to improve the school. However, actions taken have not been in place long enough to demonstrate a sustained impact on provision and pupils' progress. Consequently, the school is not in a position to show it has the capacity to sustain improvement.

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What does the school need to do to improve further?

 Raise attainment, especially in writing and mathematics, by: providing frequent opportunities for pupils to practise their writing across the curriculum and to be inspired to always do their best Inspection report: St James' Church of England Voluntary Aided Primary School, 8–9 December 2010 6 of 16

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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

increasing pupils' knowledge of number and confidence to carry out mathematical calculations.  Eliminate inadequate teaching and increase the proportion of good or better teaching by: making sure all pupils are interested in their work, are fully involved in activities and apply themselves throughout lessons providing clear instructions for tasks so that pupils can start independent activities quickly ensuring that marking and target setting are specific and used to help pupils learn swiftly.  Ensure procedures for recording and dealing with pupils' concerns are consistent and effective in helping them to feel safe.  Increase the effectiveness of all leaders so that they evaluate their work and can demonstrate their impact on improving provision and pupils' progress.

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Outcomes for individuals and groups of pupils 4

The majority of children are working below the levels expected for their age when they start in the Early Years Foundation Stage. While children make good progress in the Early Years Foundation Stage, they make inadequate progress between Years 1 and 6. In a few lessons, pupils are not sufficiently involved in discussions. For example, in one lesson, a very small number of pupils shared what they knew in answer to questions about liquids, solids and gases but most were not included. In another lesson about writing speech, only a very small minority of pupils took part in helping to improve a piece of shared writing. When this happens, pupils become quietly inattentive and learning slows. Pupils with special educational needs and/or disabilities also make too little progress because teachers do not ensure that work matches the needs identified in their individual targets and they sometimes struggle when the work is too hard. The achievement of all

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Outcomes for individuals and groups of pupils 4

groups of pupils is inadequate and, as a result, attainment is low by the time pupils leave the school. In writing, pupils do not always do their best work and spelling is often weak. Similarly, in mathematics, pupils have a poor grasp of numbers and how to use them in calculations. Pupils' low literacy and numeracy skills do not prepare them adequately for the next stage of education and later life. Most pupils enjoy school, and told the inspection team that they especially like 'new friends' and that 'people care'. Pupils are keen to learn when they are fully involved and interested. For example, in an effective lesson in Years 1 and 2, pupils were motivated to show 'doubles' on their number fans and enjoyed using their knowledge about adding in pairs when counting socks hanging on a washing line. Behaviour is satisfactory. Most pupils behave well at playtime and around school, although a few pupils are not aware of the need to be careful when running in the playground to

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Outcomes for individuals and groups of pupils 4

avoid bumping into others and, consequently, cause some others to feel unsafe. Pupils cooperate with each other sensibly when working in pairs or small groups. Some lose attentiveness when lessons do not involve them sufficiently. Pupils' contribution to the community is satisfactory. For example, the school council has helped to improve the Inspection report: St James' Church of England Voluntary Aided Primary School, 8–9 December 2010 7 of 16

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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

playground and councillors have started to lead the council meetings. However, opportunities for pupils to show how well they can organise themselves independently do not yet extend to lessons, as they are not given the chance to organise resources for themselves. Pupils' spiritual, moral, social and cultural awareness is satisfactory. Pupils show respect during times of worship and enjoy taking part in discussions. For example, in one assembly they enjoyed sharing their thoughts about the meaning of Christmas. Pupils are developing a greater awareness of cultural diversity through a recent project linking them with other Medway schools and Brazil. Pupils know how to stay healthy but there are limited opportunities for them to take exercise outside physical education lessons.

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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 4

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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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4

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 3

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 does not promote learning well enough because teachers do not ensure that pupils complete enough work in the time they are given. Teachers and teaching assistants provide some valuable support when working with small groups of pupils and develop subject specific vocabulary well. However, they do not ensure that pupils are working quickly or effectively when working independently. Teachers manage pupils' behaviour well and lessons are calm. Interactive whiteboards are used to support teaching in some lessons and this helps pupils to concentrate better. Teachers mark pupils' work frequently, Inspection report: St James' Church of England Voluntary Aided Primary School, 8–9 December 2010 8 of 16

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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

but tend to be overly positive and do not ensure that pupils are challenged to improve next time. The curriculum does not ensure that pupils leave the school with adequate basic skills. Aspects of the curriculum have a positive impact on personal development, such as the awareness of the dangers of drugs and how to improve relationships. Pupils appreciate the additional activities provided in music and French, but there are no after-school clubs to extend learning. The school is providing some additional support for pupils struggling with their learning. For example, the recent introduction of 'numbers count' is productive in accelerating the learning of a small group of pupils. While members of staff want to do their best for the pupils and have been successful in improving attendance during the current term, care, guidance and support are inadequate because not all pupils say that they feel safe. Additionally, there is limited academic

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

guidance and support for groups of pupils and individuals including those whose circumstances make them vulnerable. Until recently, a large majority of pupils had been identified as having special educational needs. The school has reviewed this list so that fewer pupils are recorded as having special educational needs. Leaders are working on refining individual targets so that pupils' progress can be monitored more accurately.

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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 4

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The acting headteacher and other senior leaders have a realistic understanding of the school's strengths and areas needing urgent development. They have started to put in place procedures to improve provision and to drive up attainment but it is too soon for these to have had sufficient impact. As a result, provision and pupils' progress remain inadequate. The acting headteacher has instilled an eagerness amongst members of staff to develop professionally and they are receptive towards suggestions about how they need to improve. Plans are being drawn up to involve staff in improvement strategies but this has not yet had sufficient impact on either pupils' learning or their attainment. The governing body has had too little involvement in monitoring the school's work and has not provided enough challenge. Training is being undertaken to help the governing body to put this right so that it can make a more positive contribution to the school. The recent

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How effective are leadership and management?

development of assessment information to track pupils' progress is enabling leaders to set challenging targets and to identify dips in performance more quickly. At the time of the inspection, safeguarding arrangements were found to be satisfactory and all parents questioned agree that pupils are kept safe. Leaders are aware that some Inspection report: St James' Church of England Voluntary Aided Primary School, 8–9 December 2010 9 of 16

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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

procedures are not clear enough or followed consistently by all members of staff and this has led to a minority of pupils feeling insecure about how their concerns are dealt with. Pupils whose circumstances have made them vulnerable are supported well. However, although leaders tackle all forms of discriminatory practices appropriately when they arise, equal access to learning is not promoted rigorously because all pupils have yet to learn as much as they should. The school has satisfactory links with parents and external agencies. It has been receptive to support provided from the local authority and provides some workshops for parents. Community cohesion is promoted satisfactorily. The school has started some worthwhile activities for pupils to learn about life in other countries and the local area and as a result, pupils' awareness of cultural diversity is developing satisfactorily.

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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

Children make good progress in the Early Years Foundation Stage and, as a result, most are working within the levels expected for their age when they start in Year 1. The Nursery and Reception groups work together well within one unit and good teamwork ensures that the children's differing needs are supported effectively. Close links with parents help the children to settle quickly when they first start school. Children enjoy learning indoors and outside, and benefit from a wide range of interesting activities led by adults or chosen by themselves. For example, children enjoyed fishing for words, writing menus for their caf and helping to prepare fruit and vegetables for the rest of the class. The children's health and safety are a high priority and good records are maintained of their progress and welfare needs. There is a good focus on developing social, literacy and numeracy skills and activities are changed frequently in the light of the children's interests.

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Early Years Foundation Stage

Children do less well in writing and calculations than in other areas of learning. The Inspection report: St James' Church of England Voluntary Aided Primary School, 8–9 December 2010 10 of 16

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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

leaders are effective, know how to improve provision further and are extending opportunities for children to write and carry out mathematical calculations when taking part in role play and other activities they have chosen.

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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

The response to the inspection questionnaire was lower than is usually found. Most parents and carers who responded are pleased with the school, especially that their children are kept safe and healthy and that they are kept well informed about their children's progress. The inspection evidence supports most of these positive views but found that although safeguarding procedures are sound, a small minority of pupils do not feel safe in the playground and their concerns are not always handled effectively. A minority of parents and carers expressed some unease over the way behaviour is dealt with, how well the school is led and managed as well as the response towards their concerns and suggestions. The inspection evidence confirms that pupils' behaviour was managed appropriately during the inspection, although not all pupils are always attentive in lessons. Leadership and management are inadequate because there is insufficient

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Views of parents and carers

evidence to show that the decline in pupils' progress has been successfully tackled. Leaders at the school say that they are keen to consider concerns and suggestions brought to their attention by parents and carers. Inspection report: St James' Church of England Voluntary Aided Primary School, 8–9 December 2010 11 of 16

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 33 completed questionnaires by the end of the on-site inspection. In total, there are 158 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 18 55 13 39 1 3 0 0 The school keeps my child safe 19 58 14 42 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 9 27 21 64 1 3 1 3

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Total % Total % Total % Total %

My child is making enough progress at this school 7 21 21 64 5 15 0 0

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Total % Total % Total % Total %

The teaching is good at this school 5 15 23 70 5 15 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 6 18 22 67 5 15 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 7 21 19 58 5 15 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) 8 24 21 64 2 6 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 9 27 19 58 4 12 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 6 18 13 39 11 33 1 3

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 7 21 16 48 9 27 1 3

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Total % Total % Total % Total %

The school is led and managed effectively 8 24 15 45 9 27 1 3

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 10 30 16 48 5 15 1 3

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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%. Inspection report: St James' Church of England Voluntary Aided Primary School, 8–9 December 2010 12 of 16

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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. Inspection report: St James' Church of England Voluntary Aided Primary School, 8–9 December 2010 13 of 16

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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. Inspection report: St James' Church of England Voluntary Aided Primary School, 8–9 December 2010 14 of 16

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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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ME3 0BS

We enjoyed coming to see you at school. Thank you for being so friendly and helpful during our visit. We found that your school does some things well but needs some extra help to make sure that you all learn as quickly as you should. These are the best things about your school  Children learn quickly in the Nursery and Reception groups.  You enjoy school and have started to come to school regularly.  We agree with you when you say that teachers try to help you.  You work together well in pairs and small groups.  The acting headteacher and other leaders know what needs to be done to make the school better. We have asked leaders to improve your school by:  helping you all to improve your writing by giving you interesting tasks and enough time to do some good quality work  making sure that everyone understands about numbers and how to carry out calculations  showing you clearly what you are all expected to learn and helping you know how

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ME3 0BS

you can do better next time  always giving you work that is interesting and making sure that you all take a full part in lessons  dealing with your concerns in such a way that you all feel safe at school  making sure that leaders can show that they are making a difference and improving the school rapidly. Thank you once again for telling us about your school and letting us see your work. You could all help your teachers by always listening carefully in class and doing your best writing.

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ME3 0BS

Alison Cartlidge Inspection report: St James' Church of England Voluntary Aided Primary School, 8–9 December 2010 15 of 16 Lead inspector Inspection report: St James' Church of England Voluntary Aided Primary School, 8–9 December 2010 16 of 16

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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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