Other · Ofsted report

Ripponden Junior and Infant School

Inspected — · published 12 May 2000 · URN 107514

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Ripponden Primary School

Unique Reference Number: 107514 Inspection Number: 188164

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Ripponden Primary School

Dates of inspection: 20 – 24 September 1999

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Ripponden Primary School

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Ripponden Primary School

This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated. Further copies of this report are obtainable from the school.

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Ripponden Primary School

Under the Education (Schools) Act 1992 and the Education Act 1993, the school must provide a copy of this report and/or its summary 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. Ripponden Primary School - 1

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INFORMATION ABOUT THE SCHOOL

Type of school: Infant and Junior School

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INFORMATION ABOUT THE SCHOOL

School address: Halifax Road Ripponden Sowerby Bridge Halifax West Yorkshire HX6 4AH

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr M Smith J.P.

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: May 1996 Ripponden Primary School - 2

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Team members Subject responsibilities Aspect responsibilities

D Maddocks Mathematics Design and technology Information technology Areas of learning for children under fives Characteristics of the school Attainment and progress Teaching Leadership and management The efficiency of the school A Anderson Equal opportunities Attendance Support, guidance and pupils’ welfare Partnership with parents and the community Accommodation J Atkinson English Geography History Religious education Special educational needs Pupils’ spiritual, moral, social and cultural development Resources

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Team members Subject responsibilities Aspect responsibilities

A Pullan Science Art Music Physical education Attitudes, behaviour and personal development The curriculum and assessment Staffing

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Team members Subject responsibilities Aspect responsibilities

Eclipse (Education) Limited 14 Enterprise House Kingsway Team Valley Gateshead NE11 0SR

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Team members Subject responsibilities Aspect responsibilities

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints, which are not satisfactorily resolved by the contractor, should be raised with OFSTED by writing to:

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Team members Subject responsibilities Aspect responsibilities

Alexandra House 33 Kingsway London WC2B 6SE Ripponden Primary School - 3

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MAIN FINDINGS

What the school does well Where the school has weaknesses How the school has improved since the last inspection Standards in subjects Quality of teaching Other aspects of the school The parents’ views of the school

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INTRODUCTION 1 - 10

Characteristics of the school Key indicators

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Educational standards achieved by pupils at the school 11 - 34

Attainment and progress Attitudes, behaviour and personal development Attendance

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Quality of education provided 35 - 66

Teaching The curriculum and assessment Pupils’ spiritual, moral, social and cultural development Support, guidance and pupils’ welfare Partnership with parents and the community

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The management and efficiency of the school 67 - 86

Leadership and management Staffing, accommodation and learning resources The efficiency of the school

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What the school does well

• It achieves very high standards in the national tests for 7 and 11 year olds. • Standards in English, mathematics and science are above average. • The head teacher provides good pastoral leadership. • The quality of teaching in Year 6 is very good. • Good teaching was seen in every classroom. • It has a positive ethos that reflects the school’s commitment to valuing pupils for themselves, as well as their achievements. • The provision for pupils’ spiritual, moral and cultural development is very good. • The provision for pupils’ social development is excellent. • A wide range of art activities is offered to pupils. • A very wide range of extra-curricular opportunities is provided for pupils, particularly with regard to sporting activities. • The school makes very good use of the local area, visits and visitors to the school to extend and enrich the curriculum. • Pupils’ relationships with adults and other pupils are very good.

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What the school does well

• Pupils’ attitudes to learning are very good. • Pupils enjoy coming to school and their attendance is very good. • Parents are encouraged to become involved in their children’s learning. • The school’s aims are implemented well. • The governing body is very supportive and involved in the day-to-day life of the school. • Pupils with special educational needs are fully included in the life of the school. • Pupils with special educational needs make good progress throughout the school.

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Where the school has weaknesses

• Standards in information technology are below average. • Pupils are not given sufficient opportunities to explore the practical aspects of science and mathematics, partly because resources need improving. • Staff do not have a shared understanding of the way in which the school should develop. • The curriculum is not planned, monitored or evaluated sufficiently and, as a result, the school cannot guarantee that pupils are provided with learning opportunities in an appropriate sequence that builds upon their previous learning. • Teachers do not clearly identify what they expect pupils to have learnt by the end of a lesson or sequence of lessons. • There are no clear links between teachers’ assessment of what pupils know, understand and can do and their planning for future lessons. • The governing body is not effectively monitoring the school’s curriculum. • Teachers’ professional development needs are not being fully met.

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Where the school has weaknesses

• Arrangements for pupils’ departure at the end of the day are not satisfactory. • After breaks, some lessons do not start on time.

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How the school has improved since the last inspection

The school has made a number of improvements since the last inspection. The planning and provision for pupils under the age of five has improved. The school’s induction programme for new teachers has been reviewed and improved. The Governor’s Annual Report to Parents and the School Prospectus now meet legal requirements. An equal opportunities policy has been implemented and girls and boys are now fully integrated and work well with each other. The school has implemented strategies to deal with disruptive pupils and, as a result, pupils’ behaviour has improved although a small number of boys still occasionally disrupt lessons. Ripponden Primary School - 5 Procedures have been established to monitor curriculum planning and its implementation in the classroom. However, these procedures have not yet been fully implemented and, as a result, the school has not formally identified or dealt with the inconsistencies that exist in the planning or implementation of the curriculum

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How the school has improved since the last inspection

The school has made a number of improvements in its provision for information technology. Information technology is used in many curriculum areas and there is more hardware and software in the school. A new co-ordinator has been appointed and staff training has taken place. However, standards in information technology are still too low and the full National Curriculum programmes of study are not yet taught.

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How the school has improved since the last inspection

The school has made satisfactory progress in the three years since the last inspection although aspects of some of the key issues need to improve further. The school has the capacity to continue to improve. It has set realistic targets in English, mathematics and science and a scrutiny of pupils’ work indicates that they are likely to meet these targets.

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Standards in subjects

This table shows the standards achieved by 11 year olds in 1999 based on the National Curriculum tests:

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similar schools

English B C Mathematics A A Science A C Key well above average A above average B average C below average D well below average E

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similar schools

The information shows that standards in English were above average, while standards in mathematics and science were well above average when compared with other schools nationally. When compared with schools that have a similar number of pupils eligible for free school meals, standards in English and science were average, while standards in mathematics were well above average. The English and mathematics results were similar to those gained in the 1998 tests. However, the science results were significantly better.

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similar schools

When children enter the reception class, their language, personal and social skills are above average for children of this age, although the full ability range is represented. Children make good progress in the reception class and, by the age of five, most children are working above the levels expected of this age. Pupils make steady progress in Key Stage 1 and, by the end of Year 2, standards in English, mathematics and science are above average, although standards in information technology are just below average. Standards in religious education are average. The results of the latest 1999 tests for seven year olds confirm inspectors’ judgements and show a slight improvement over the good 1998 test results. Pupils continue to make steady progress at the start of Key Stage 2, and good progress towards the end of the key stage, particularly in Year 6. By the end of Key Stage 2, standards in English, mathematics and science are well

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similar schools

above average. Pupils are well prepared for the end of key stage tests. Standards in religious education are average, but standards in information technology are below average.

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Teaching in Under 5 5 – 7 years 7 – 11 years

English Good Satisfactory Satisfactory, often good Mathematics Good Satisfactory Satisfactory, often good Science Satisfactory Good Information technology Insufficient evidence Insufficient evidence Religious education Good Good Other subjects Good Satisfactory, sometimes good Satisfactory, sometimes good Ripponden Primary School - 6 Teaching was at least satisfactory in 99 per cent of lessons. It was good in 41 per cent of lessons and very good or better in a further 13 per cent. Less than satisfactory teaching was seen in only 1 per cent of lessons. Good teaching is seen in all classes but the quality of teaching in the reception class is consistently good. In Year 6, the teaching is often very good. English, mathematics and science are taught well, and pupils’ literacy and numeracy skills are developed well. Too few information technology lessons were seen to make judgements about the quality of teaching. Teaching of religious education is good.

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Teaching in Under 5 5 – 7 years 7 – 11 years

Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that strengths outweigh any weaknesses.

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Aspect Comment

Behaviour Pupils’ behaviour is very good. Attendance Very good; Pupils arrive at school on time and start working the moment they arrive in class. However, after breaks lessons do not always start on time. Ethos* There is a positive ethos in the school. Staff are committed to high standards. Attitudes to learning are good and relationships in the school are very good, although this varies from class to class. Leadership and management The head teacher provides strong pastoral leadership. However, staff do not have a clear shared understanding of the way in which the school should develop and co-ordinators are not sufficiently involved in planning and monitoring their curriculum areas. The governing body is very supportive, is involved at an early stage in making decisions that affect the school’s development, but is not yet effectively monitoring curriculum development. Curriculum With the exception of information technology, the school’s curriculum is

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Aspect Comment

broad and balanced. However, there is no clear curriculum plan that takes account of the mixed age classes. As a result, the school cannot guarantee that pupils will not unnecessarily repeat work from one year to the other or that pupils are provided with learning opportunities in an appropriate sequence that builds upon their previous learning. Special educational needs The school makes good provision and they make good progress throughout the school. Spiritual, moral, social & cultural development Overall, the school’s provision is very good and results in the school’s positive ethos. The provision for pupils’ social development is excellent. Staffing, resources and accommodation Staff are committed and very hard working. Resources in the school range from inadequate to over-generous. The school makes good use of its buildings although some classrooms are cramped. Value for money The school provides good value for money.

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Aspect Comment

*Ethos is the climate for learning: attitudes to work, relationships and the commitment to high standards. Ripponden Primary School - 7

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What most parents like about the school What some parents are not happy about

• They are encouraged to play an active part in the life of the school. • They find it easy to approach the school with questions or problems. • The school gives them a clear understanding of what their children are taught. • The school keeps them well informed about their children’s progress. • Their children achieve good standards of work. • The school encourages children to become involved in more than just their daily lessons. • The school’s values and attitudes have a positive effect on their children. • The school achieves high standards of behaviour. • Their children like coming to school. • The school does not give them a clear understanding of what their children are taught. • The school does not keep them well informed about their children’s progress. • The provision made for information technology. • Arrangements at the end of the school day. • The policy of changing shoes before entering or leaving the school’s buildings.

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What most parents like about the school What some parents are not happy about

Inspector’s judgements support the very positive comments made by parents. The school provides an appropriate range of information about what pupils are being taught and the progress they have made. The school’s provision for information technology has improved since the last inspection but still needs to improve. Arrangements for pupils leaving the school at the end of the school day are not satisfactory and the policy of changing shoes at the start and end of breaks causes congestion and means some lessons do not start promptly.

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KEY ISSUES FOR ACTION

To further improve the standards of work and learning of the pupils, the governing body, head teacher and staff should:

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KEY ISSUES FOR ACTION

(a) raise attainment in information technology by the ages of seven and 11 by: • producing and implementing a scheme of work that clearly identifies what pupils should know, understand and be able to do by the end of each year; • improve teachers’ knowledge and understanding of information technology; • improving the resources available to support the teaching of information technology; • providing pupils in Key Stage 2 with opportunities to model, monitor, measure and control the physical environment. (paragraph 22, 42 - 44, 91, 142 - 147)

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KEY ISSUES FOR ACTION

(b) improve the school’s planning of the curriculum to provide a more systematic development of pupils’ knowledge, understanding and skills in order to: • make sure that the planning of the curriculum takes more account of the mixed age nature of the school’s classes; • introduce pupils to the skills they need in an appropriate and logical sequence as they move through the school; • identify precisely what teachers expect pupils of different abilities to learn by the end of a lesson or sequence of lessons; • identify opportunities to assess whether pupils have learnt what they were expected to; • make use of the results of these assessments to help plan the next stage of pupils’ learning. (paragraphs 38, 42 – 45, 49, 50 – 52, 102, 122, 127, 131, 136, 141, 147, 152, 156)

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KEY ISSUES FOR ACTION

(c) set a clearer educational direction for the school by: • identifying a manageable number of priorities in the school development plan; • identifying measurable targets linked to these priorities; Ripponden Primary School - 8 • establishing a programme of regular professional development for teachers linked to the school’s priorities; • making the role of subject co-ordinators more meaningful in the management of their curriculum area; • involving the governing body more effectively in monitoring the school’s curriculum. (paragraphs 67 – 68, 70 – 71, 73, 76, 84)

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KEY ISSUES FOR ACTION

In addition to the key issues above, the following less important weaknesses should be considered for inclusion in the action plan.

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KEY ISSUES FOR ACTION

• Ensure that lessons start promptly after breaks. (paragraphs 39, 85)

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KEY ISSUES FOR ACTION

• Improve the arrangements for dismissing pupils at the end of the school day. (paragraph 63)

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KEY ISSUES FOR ACTION

• Improve the school’s resources, particularly for practical subjects. (paragraphs 80, 104, 113, 122, 147, 152, 156) Ripponden Primary School - 9

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Characteristics of the school

1 Ripponden Primary School is a smaller than average school with 170 pupils on roll and roughly equal numbers of boys and girls. Children enter the reception class in the autumn term of the academic year in which they have their fifth birthday. Most children have received pre-school education before starting at the school. At the time of the inspection only one child in the reception class was five years old. When they start at the school, children have a wide range of skills; most are above average in terms of their social and language skills although their mathematical skills are typical for their age. Overall, attainment on entry to the school is above average.

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Characteristics of the school

2 Ripponden Primary School is situated in the village of Ripponden, to the west of Halifax in West Yorkshire. Pupils come from the village and from outlying smaller villages. Pupils come from a very wide range of socio-economic backgrounds. Many children come from advantaged home backgrounds while others come from homes where no adults are in full time employment. The housing in the area varies from large detached houses to council housing. Fewer than one in twenty pupils are eligible for free school meals and this is well below the national average. Approximately one in four pupils have been identified as having special educational needs, and one in ten have their own individual educational plans. Three pupils have statements of special educational need. Currently, no pupils come from minority ethnic groups.

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Characteristics of the school

3 The school’s stated aim is “to provide a high quality learning environment in which every child has equal opportunity and can achieve their maximum potential. To achieve this aim, the school encourages working partnerships between staff, pupils, governors, parents, community, local authority and outside agencies. We aim to provide a broad, balanced curriculum that fulfils the requirements of the National Curriculum and caters for the physical, moral and social development of pupils. This provision will give each child a solid foundation of knowledge, understanding, skills and experience on which to build later in life. The school sets high standards in terms of academic achievement, discipline and social skills.”

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Characteristics of the school

4 The school’s development plan for 1999 to 2000 identifies 44 developments with 24 identified as priorities. The school identified the following as its main priorities: • to implement the literacy hour; • to implement the numeracy hour; • to prepare for the new curriculum in September 2000; • to improve the quality of information technology provision in the school; • to implement a home/school contract.

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Characteristics of the school

5 The school was first inspected in May 1996. The key issues of that inspection report can be summarised as: “To further improve and the quality of education and the standards of achievement, the governing body, head teacher and staff should: • examine the planning and provision for pupils under the age of five; • offer more opportunity for pupils to develop information technology skills across the curriculum; • establish procedures for monitoring curriculum planning and its implementation in the classroom; • consider strategies for dealing with the minority of disruptive pupils, including early recognition of their need for support; • discuss the implications of the separation of boys and girls for activities; • address all of the statutory requirements in the Governor’s Annual Report to Parents and the School Prospectus; • consider the effectiveness of its induction programme for new teachers.” Ripponden Primary School - 10

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6 Attainment at Key Stage 1 1

Number of registered pupils in final year of Key Stage 1 Year Boys Girls Total for latest reporting year: 1999 10 15 25

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6 Attainment at Key Stage 1 1

National Curriculum Test/Task Results Reading Writing Mathematics Number of pupils Boys 8 8 9 at NC Level 2 or Girls 15 15 15 above Total 23 23 24 Percentage at NC School 92% (94%) 92% (94%) 96% (97%) Level 2 or above National 82% (80%) 83% (81%) 87% (84%)

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6 Attainment at Key Stage 1 1

Teacher Assessments English Mathematics Science Number of pupils Boys 8 9 9 at NC Level 2 or Girls 15 15 15 above Total 23 24 24 Percentage at NC School 92% (94%) 96% (97%) 96% (97%) Level 2 or above National 82% (81%) 86% (85%) 87% (86%)

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6 Attainment at Key Stage 1 1

Number of registered pupils in final year of Key Stage 2 Year Boys Girls Total

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6 Attainment at Key Stage 1 1

for latest reporting year: 1999 15 15 30

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6 Attainment at Key Stage 1 1

National Curriculum Test Results English Mathematics Science Number of pupils Boys 11 13 14 at NC Level 4 or Girls 12 14 14 above Total 23 27 28 Percentage at NC School 77% (80%) 90% (72%) 93% (56%) Level 4 or above National 70% (65%) 69% (59%) 78% (69%)

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6 Attainment at Key Stage 1 1

Teacher Assessments English Mathematics Science Number of pupils Boys 8 9 11 at NC Level 4 or Girls 10 11 12 above Total 18 20 23 Percentage at NC School 60% (52%) 66% (60%) 80% (72%) Level 4 or above National 68% (65%) 69% (65%) 75% (72%)

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6 Attainment at Key Stage 1 1

__________________________________ 1 Percentages in parentheses refer to the year before the latest reporting year 2 Percentages in parentheses refer to the year before the latest reporting year Ripponden Primary School - 11 8 Attendance

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6 Attainment at Key Stage 1 1

Percentage of half days (sessions) missed % through absence for the latest complete Authorised School 3.1 reporting year: Absence National comparative data 5.7 Unauthorised School 0.2 Absence National comparative data 0.5

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6 Attainment at Key Stage 1 1

Number of exclusions of pupils (of statutory school age) during Number the previous year: Fixed period 0 Permanent 0

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6 Attainment at Key Stage 1 1

Percentage of teaching observed which is: % Very good or better 13 Satisfactory or better 99 Less than satisfactory 1 Ripponden Primary School - 12

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Attainment and progress

11 When children enter the reception class, they have a wide range of skills; most are above average in terms of their social and language skills although their mathematical skills are typical for their age. Overall, their attainment is above average for children of this age, although the full ability range is represented. Children make steady progress in the reception class. By the age of five, most children are above the levels expected in language and literacy, mathematics and their personal development. Their knowledge and understanding of the world and their creative and physical development is average.

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Attainment and progress

12 Pupils make steady progress in Key Stage 1 and, by the end of Year 2, standards in English and mathematics are well above average, while standards in science are above what is expected of seven year olds. However, standards in information technology are just below that level. Standards in religious education match the expectations of the locally Agreed Syllabus. There is no significant difference between the attainment of boys and girls.

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Attainment and progress

13 In the 1999 national tests for seven year olds, standards in reading, writing and mathematics were well above average when compared with other schools nationally. The proportion of pupils reaching the higher levels was also well above average. The results of teachers’ assessments in science were above average, although the proportion of pupils reaching the higher levels were well above average. These results were similar to those gained in the 1998. When the results of the 1999 tests are compared with schools that have a similar number of pupils eligible for free school meals, standards in reading were above average and standards in writing and mathematics were well above average.

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Attainment and progress

14 Overall, pupils make steady progress in Key Stage 2. The rate of progress improves in Years 5 and 6 and, by the end of Year 6, standards in English and science are above what is expected of 11 year olds. Standards in mathematics are well above average although standards in information technology are below what is expected of 11 year olds. Standards in religious education match the expectations of the locally Agreed Syllabus.

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Attainment and progress

15 In the 1999 national tests for 11 year olds, standards in English and mathematics were well above average, while standards in science were above average when compared with other schools nationally. When compared with schools that have a similar number of pupils eligible for free school meals, standards in English and science were average and standards in mathematics were well above average.

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Attainment and progress

16 In Key Stage 1, pupils make steady progress in developing their reading, and speaking and listening skills and good progress in developing their writing skills. They listen carefully to their teachers and to each other and contribute maturely in class discussions. By the end of Year 2, they speak clearly, for example when reading from “The Three Little Wolves and The Big Bad Pig”. Most pupils read silently, independently and for pleasure. Pupils’ writing develops well and most use capital letters and full stops correctly. When writing they form letters correctly and common words are spelt correctly. Most pupils’ writing is clear and neat with some pupils using a cursive, joined up style. Pupils’ work is well presented, and they take pride in writing neatly.

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Attainment and progress

17 In Key Stage 2, pupils continue to make steady progress in developing their reading skills, and good progress in developing their writing. Pupils respond very well to the planned opportunities for expressing feelings, voicing opinions and describing events; for example pupils in Year 4 fluently discussed the differences between characters from the novel that they were studying. Pupils read from a range of fiction and non-fiction books and, by the end of Year 6, most pupils are confident, fluent readers who enjoy reading a wide range of books. Pupils’ writing is well organised. Pupils write in a range of styles, pay good attention to punctuation and employ specific techniques such as the use of similes and alliteration. A strength of older pupils’ writing is their ability to formulate clear and logical argument.

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Attainment and progress

18 In Key Stage 1, pupils make good progress in developing their knowledge, skills and understanding of mathematics. By the end of Year 2, pupils’ mathematical vocabulary has been developed well. Pupils’ knowledge of numbers is good and they know the properties of a number of two -dimensional Ripponden Primary School - 13 shapes. By the end of Year 2, most pupils have a good understanding of place value, and can add and subtract hundreds, tens and units. Higher attaining pupils have a good understanding three-dimensional shapes and know the meaning of the words “face”, “edge” and “vertices”.

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Attainment and progress

19 Pupils continue to make good progress in Key Stage 2. Lessons start with mental arithmetic sessions. Pupils’ ability to handle numbers is developed well, for example lower attaining pupils in Year 4 explained that doubling 9 was “the same as doubling 10 to make 20, then subtract 2”. Higher attaining pupils in the same class explained halving 39 by saying “half of 30 is 15, half of 8 is 4; 15 and 4 is 19 and doubling 20 gives 40 so the answer must be half way between 19 and 20”. By the end of Year 6, pupils use formulae to calculate areas and volumes, multiply decimals confidently, calculate factors and multiples of numbers and calculate pie charts. However, pupils tend to rely on teachers when investigating mathematics practically and their ability to apply their knowledge to new problems is not as good as their knowledge and understanding of mathematics.

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Attainment and progress

20 In Key Stage 1, pupils make steady progress in developing their scientific knowledge, skills and understanding. They are aware that seeds need light and water to grow and carry out investigations to prove this. Pupils name the simple parts of the plant, such as leaf, root, stem and flower and recognise various materials such as glass, wood, plastic and brick and match them to a list of describing words such as “strong”, “bendy”, “hard” or “see through”. By the end of Year 2, pupils know that some foods are better for them than others and that certain foods are beneficial to particular parts of the body, for example, milk is good for teeth and bones.

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Attainment and progress

21 In Key Stage 2, pupils continue to make steady progress in developing their scientific knowledge, skills and understanding. Younger pupils describe different methods of seed dispersal and know that seeds need to spread away from the tree. They identify parts of a plant and know that heating or cooling changes some materials. Pupils understand the importance of fair testing and try to apply it in their experiments, for example when testing how high a ball will bounce when dropped. Older pupils identify the parts of a plant and know the conditions necessary for successful germination. They recognise the phases of the moon and understand the orbits of the sun, earth and moon. By the end of Year 6, pupils have a good knowledge and understanding of science. For example, they draw electrical circuits using symbols and understand how shadows and reflections are made.

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Attainment and progress

22 In Key Stage 1, pupils make steady progress in learning to use information technology to communicate information. By the end of Year 2, pupils use art programs and the simple features of a word processor. This aspect of pupils’ attainment in information technology matches the levels expected for their age. However, pupils rarely use information technology to handle data by using simple databases or presenting information in graphs and charts. As they move through Key Stage 2, pupils make steady progress in developing their word processing and presentation skills. By the end of Year 6, pupils have sound skills in this aspect of information technology. However, pupils do not make sufficient progress in other aspects of information technology. They do not make sufficient use of databases to handle information, and do not learn to model, monitor or control events sufficiently well. As a result, by the end

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Attainment and progress

of Year 6 they do not reach the levels expected for their age.

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Attainment and progress

23 In religious education, pupils make steady progress. Younger pupils are aware that different people have different places of worship and celebrate their beliefs in a wide range of festivals. Their knowledge of Christianity and Bible stories is good and they describe many of the symbols and artefacts related to Easter and Christmas celebrations. Older pupils have a good knowledge of world religions and explain how and where their followers pray, whom is their god and who founded their religion. Pupils in Year 6 discuss Christian beliefs and traditions; for example pupils wrote good accounts of what Easter meant to them.

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Attainment and progress

24 In art, pupils make good progress, particularly in developing their drawing and painting skills. They use a wide variety of materials and techniques to good effect and study the style of a number of famous artists, discussing their styles in simple terms. Pupils also compare style, colour and form of artists from different cultures. For example, they recognise the difference between western and eastern art.

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Attainment and progress

25 In design and technology, geography, history, music and physical education, pupils make steady progress in developing their knowledge, understanding and skills. Ripponden Primary School - 14 26 Pupils’ literacy skills are developed well in the literacy hour and are also developed in other subjects. Teachers promote literacy skills effectively across the curriculum. For example, in mathematics, science and design and technology, pupils are taught technical vocabulary well. Pupils enjoy using their developing literacy skills to support their learning in geography, history and religious education. In many lessons, speaking, listening and comprehension are developed very effectively.

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Attainment and progress

27 Pupils’ numeracy skills are effectively developed in mathematics, and there is a good emphasis on mental arithmetic in each lesson. Pupils are encouraged to explain the methods they use to solve these mental problems. Other subjects make useful contributions to developing pupils’ numeracy skills, for example pupils produce graphs and charts in science and geography and pupils’ measuring skills are developed during some art and design and technology lessons.

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Attainment and progress

28 Pupils with special educational needs make good progress throughout the school, particularly in English and mathematics. This is mainly brought about by the good quality of teaching and the good level, quality and deployment of the extra support they are given in class and when withdrawn in small groups.

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Attitudes, behaviour and personal development

29 The school has maintained the high standards since the last inspection. In the reception class, children make good progress in developing their personal and social skills. They work and play together well, for example when working in the “farm area”. Many children work confidently and develop good relationships with their classmates and adults working in the class. Most children are willing to take turns and share, and respect their classmates’ views.

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Attitudes, behaviour and personal development

30 In Key Stages 1 and 2, the school places a great deal of emphasis on the development of good attitudes, behaviour and personal development. This emphasis is reflected in the way most adults react to pupils. As a result, pupils enjoy school and have very good attitudes towards learning. Pupils listen well to teachers and are keen to answer questions. They are confident, settle well into new tasks and concentrate on the work they have been given. Pupils work effectively as a group and on their own. They co-operate well with teachers and each other.

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Attitudes, behaviour and personal development

31 Most pupils’ behaviour is very good. The school has a clear behaviour policy that is implemented well by all staff. Pupils understand and accept the school’s system of rewards and sanctions. Despite this there are a very small number of pupils who, despite the best efforts of staff, regularly interrupt lessons. Pupils are polite and show respect for staff and visitors, for example, holding doors open. Pupils move around school in an orderly and sensible manner. They are usually ready to begin work at the beginning of sessions and have consideration for property and the school environment.

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Attitudes, behaviour and personal development

32 Pupils relate very well to adults and their classmates. Children under five develop co-operative, sharing attitudes and establish good relationships with each other and adults. In both key stages pupils co- operate effectively in lessons and play well together during playtimes. Throughout the school pupils are encouraged to work hard and care for each other. Such qualities are appropriately rewarded through praise, house points and certificates given at assemblies.

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Attitudes, behaviour and personal development

33 Pupil’s personal development in the reception class is very good. They clearly enjoy learning and are keen to complete their activities with growing independence and concentration. Older pupils work as monitors carrying out a range of duties, for example, answering the telephone at lunch-time, while the secretary has a break, giving out the registers and announcing the hymn in assembly. They accept this responsibility well.

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Attendance

34 Pupils enjoy coming to school and their attendance is very good. High attendance levels have been maintained since the last inspection and remain well above the national average. There is a very low incidence of unauthorised absence. Most pupils arrive at school on time and start working the moment they arrive in their classrooms. Overall, pupils’ attendance and punctuality make a positive contribution to the quality of learning in the school. Ripponden Primary School - 15

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Teaching

35 The quality of teaching is never less than sound and is often good. Teaching is consistently good in the reception class and very good Years 5 and 6, although good teaching was seen in every class. 36 With the exception of information technology, teachers have secure knowledge and understanding of the subjects they teach. Teachers’ organisation and management of pupils is usually good and they use questions effectively to ensure pupils understand their tasks. However, teachers tend to over-direct pupils during practical activities, particularly in mathematics and science and insufficient opportunities are provided for pupils to investigate science independently. Particularly good teaching was seen in those lessons where teachers prompted pupils to think carefully and identify questions that they could then use their research skills to answer rather than relying on the teacher to answer all the questions for them. In

p.17

Teaching

such lessons, teachers ask challenging questions to test and promote pupils understanding. For example, in a Year 6 mathematics lesson on time, the teacher said “45 minutes after 10:30 must be 10:75, because 45 and 30 equals 75. That’s right isn’t it?” which led to an interesting discussion about the fallacy that statement contained.

p.17

Teaching

37 Good teaching is seen when teachers use their specialisms. For example, the school timetable is arranged so that music is be taught by the few teachers who have particular expertise in this subject. Lessons have varied and interesting activities that involve much “hands on” participation by the pupils but have a good balance of listening and activity. Similarly, the teaching of physical education is enhanced by the use of qualified coaches of swimming, rugby and outdoor adventurous activities.

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Teaching

38 Although teachers’ planning is adequate to support the structure of their lessons, their planning rarely identifies precisely what they expect pupils of different prior attainment to learn, or how they will formally assess whether their pupils have understood what they have been taught. Teachers use questions well to assess and evaluate what pupils have learnt during their lessons, but do not take the results of assessments into account when planning the next sequence of lessons. This means that pupils do not always make progress at the rate at which they could. In addition, teachers do not always take the differing ages of the pupils in their classes into account and, as a result, pupils sometimes unnecessarily repeat work. Teachers make good use of homework to support their lessons, and link this homework well to the activities planned in lessons.

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Teaching

39 Teachers manage pupils well. They set high expectations of pupils’ attitudes and behaviour. This reflects the school’s positive focus on personal and social development and contributes well to pupils’ very good relationships and behaviour. The move from whole class introductions to group work is quick and seamless. As a result, although some lessons do not start promptly after breaks, there is no time lost within lessons.

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Teaching

40 Classroom assistants and other adult helpers support teachers well. They make positive contributions to the quality of teaching in the school, particularly when supporting pupils with special educational needs.

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The curriculum and assessment

41 The curriculum for children under five has improved significantly since the last inspection. It is broad and balanced and is planned appropriately to cover most areas of learning. A high priority is given to the development of children’s personal and social skills and there is a clear focus on improving children’s language, literacy and mathematical skills.

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The curriculum and assessment

42 With the exception of information technology, the school provides a broad and balanced curriculum that provides opportunities for pupils to make progress. However, the school is not yet teaching the full programme of study for information technology in Key Stage 2, partly because of a shortage of resources, but mainly because pupils are not provided with sufficient opportunities to use computers to model, measure or control the physical environment. Apart from this, the school meets its statutory requirements for teaching the National Curriculum and religious education, which is taught according to the Ripponden Primary School - 16 locally agreed syllabus. Suitable time is given to all subjects and there is an appropriate emphasis on English and mathematics.

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The curriculum and assessment

43 There are policies in place for all subjects. However, many of these policies have not been reviewed for some time and do not refer to the curriculum now being taught. The school does not yet have up-to-date schemes of work in place for all subjects. However, teachers have started to implement the new national schemes of work for science, design and technology, history, geography and information technology. These provide useful guidance to teachers in these subjects but other subjects, such as music, art and physical education, do not have up to date schemes of work to which teachers can refer. As a result, the school cannot guarantee these subjects are taught in a way that builds upon pupils’ previous learning or that aspects of the subject will not be unnecessarily repeated.

p.18

The curriculum and assessment

44 There is no long-term plan in place that clearly identifies what is to be taught to pupils in each year group. As a result, pupils who remain with the same teacher for more than one year may repeat some work. Teachers’ medium term planning is not consistent throughout the school. These plans do not effectively identify how pupils’ skills or knowledge will develop and progress throughout the school. This means that some knowledge and skills are unnecessarily repeated whilst others are not taught to a sufficient depth. In science, for example, the naming of the parts of a flower is repeated more often than would be expected whereas there is little development of pupils’ practical or investigative skills.

p.18

The curriculum and assessment

45 The school’s short term planning is unsatisfactory. This planning has been improved recently and now clearly identifies the activities to be carried out in a lesson. However, most short-term plans do not identify precisely what the teacher expects the pupils to have learnt by the end of the lesson. Teachers do not clearly identify assessment opportunities in their short-term plans. As a result, teachers do not consistently carry out day-to-day assessment and teachers therefore cannot always use the results of assessment when planning their future lessons. In addition, short-term plans do not identify what pupils capable of higher attainment should be doing in lessons. Consequently, pupils experience a restricted range of learning styles that do not promote practical and investigative work at a level appropriate to their ability, particularly in mathematics and science.

p.18

The curriculum and assessment

46 The provision made for those few pupils with special educational needs is good. They are given full access to the curriculum and are provided with good levels of support, both in their classrooms and when withdrawn in small groups for extra help, particularly in English and mathematics. The Code of Practice for pupils with special educational needs is implemented well and pupils with special educational needs are identified at an early stage. Support staff work well with teachers to provide work that is well matched to pupils’ abilities, however, there is little reference to this in daily planning. All staff understand the procedures for identifying and monitoring the progress of pupils with special educational needs. The individual education plans written for these pupils are useful with clear targets set, particularly in language and literacy. The needs of pupils with statements of special educational need are effectively met.

p.18

The curriculum and assessment

47 Staff provide an excellent programme of extra-curricular activities, including sport. This is a particular strength of the school. Staff give freely of their time and activities are open to all pupils, including the youngest children in the reception class. Many pupils attend these sessions, which provide valuable experiences and enable staff to share their interests and expertise with pupils. Educational visits and visitors are used very well to extend and enrich the curriculum, for example, a local artist’s visit to the school and visits to outdoor pursuits centres were used well to promote art and physical education. Very good use is made of the school’s environment and the local area to promote science, art and geography and this enriches the curriculum in these areas.

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The curriculum and assessment

48 A suitable programme of personal and social education, sex education and drugs awareness is provided. Pupils are prepared well for moving on to the next stage of education. The school has a satisfactory homework policy that meets government recommendations. Home/school agreements are in place and pupils are given increasing amounts of homework as they become older and this homework often entails pupils carrying out research. Pupils are given good opportunities to take on responsibility for their work and to help each other and the school.

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The curriculum and assessment

49 Children’s attainment is assessed and recorded within the first few weeks of starting school in reception. These assessments provide a clear baseline from which learning activities are planned and future Ripponden Primary School - 17 assessments can be measured. The school uses standardised reading and mathematics tests throughout the school. In addition, they use a science test that they have devised themselves. These tests are used effectively to monitor progress and to set targets to raise attainment. However, the content of these tests is not analysed effectively to determine if pupils are finding their work too difficult or too easy and to allow teachers to plan their work accordingly.

p.18

The curriculum and assessment

50 Teachers assess pupils’ attainment informally on a day-to-day basis. The results of these assessments are used to provide individual feedback to pupils about their performance but do not significantly influence planning. Some teachers undertake many assessment tasks throughout the school year. However, these assessments are not used consistently throughout the school and the results are not always used to plan lessons that are well matched to the needs of all pupils. As a result these tasks have little purpose.

p.19

The curriculum and assessment

51 The results of national tests are recorded and used to set future targets. In addition, the results of formal assessments are clearly recorded. As a result, the school is able to clearly track individual pupils’ attainment as they progress through the school. The school does this well and identifies at an early stage those pupils whose attainment is beginning to fall or whose attainment is giving cause for concern and these pupils are targeted for extra help. However, similar types of formal assessment are carried out within weeks of each other. This is time consuming for the teacher and the results of one set of tests are not used. As a result, this test has little purpose.

p.19

The curriculum and assessment

52 At the end of each year, teachers compile a portfolio of each pupil’s work. This work is linked to National Curriculum levels and used to inform the next teacher. However, there are no portfolios of moderated work to which teachers can refer to ensure that they assess pupils’ work consistently.

p.19

The curriculum and assessment

53 Parents are given verbal reports on their child’s attainment and progress three times a year. A useful written report is provided at the end of the school year and gives clear information about the progress that has been made.

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The curriculum and assessment

54 The schools’ procedures for assessing and reporting the progress of pupils with special educational needs take account of the code of practice. Parents are invited to reviews at Stage 2 onwards, which means that they are involved in drawing up their child’s individual education plan targets.

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Pupils’ spiritual, moral, social and cultural development

55 The provision for pupils’ spiritual, moral, social and cultural development is very good and has continued to be a significant strength of the school since the last inspection. This provision makes a substantial contribution to promoting the school’s stated aim of providing “a high quality learning environment in which every child has equal opportunity and can achieve their maximum potential”. The school provides a very good ethos that sustains a happy, caring and supportive learning environment. The school provides pupils with many opportunities to enable them to take a full and active role in the community and prepare them for the challenges of adult life.

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Pupils’ spiritual, moral, social and cultural development

56 Pupils’ spiritual development is promoted well through carefully planned daily assemblies, religious education lessons and other curriculum areas such as art, science and music. In assemblies, pupils are encouraged to consider how they can share with others as well as receive. They are made aware of the plight of people from other communities who experience poverty and, through this, pupils become more appreciative of the opportunities that they have. Throughout the school there is a strong sense of community that actively supports regular reflection on issues that affect pupils’ lives; for example in one assembly pupils were asked to reflect on the advantages and disadvantages of asking for help. Pupils are provided with opportunities to examine their own and others’ faiths and beliefs as they learn about Christianity and other world religions such as Buddhism and Islam. Poems, prayers and artwork on display reflect the good

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Pupils’ spiritual, moral, social and cultural development

provision made by teachers and the very positive response of pupils. Pupils’ spiritual development is well supported by the contribution of visitors such as members of various religions and the local vicar. The school emphasises the appreciation of the environment and how it can be preserved and developed to give pleasure for all; for example pupils took part in an environment scheme, sponsored by a car manufacturer, to improve their school grounds. Ripponden Primary School - 18 57 The school’s behaviour policy has a positive impact on promoting pupils’ moral development. It encourages respect, consideration and tolerance and is rooted in and supported by the quality of the relationships between adults and pupils. Staff provide good role models and consistently place a strong emphasis on personal responsibilities. They provide many opportunities to enable pupils to know the difference between right and wrong and allow them to make individual choices that have to be justified.

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Pupils’ spiritual, moral, social and cultural development

Adults reinforce good behaviour through the effective use of rewards and consequences. Pupils are involved in the making of school and classroom rules and most follow them by demonstrating good standards of personal behaviour, honesty and courtesy. This is most evident in Year 6 where pupils are excellent role models for the rest of the school. Lessons in physical education and personal and social education play a significant part in promoting moral values by teaching the importance of listening to others, abiding by rules, playing fairly and taking responsible decisions. This was demonstrated well in a rugby coaching session taken by visiting coaches. In assemblies pupils are encouraged to reflect on the importance of looking after themselves, other people and property that they value.

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Pupils’ spiritual, moral, social and cultural development

58 The provision for pupils’ social development is excellent. There is an excellent range of extra- curricular activities, including sport, the arts, and residential trips for pupils in Years 4, 5 and 6. These activities combine to promote pupils’ social development and extend their personal interests and this is reflected in the high level of participation in out of school clubs. The school’s ethos encourages pupils to take positions of responsibility and promotes their independence. Pupils are expected to be sensitive and responsive to the needs of others and they demonstrate this by using their initiative to raise money for a number of charities; for example raising funds for Dr Barnardo’s, the NSPCC and Action Aid in Mozambique. There are many opportunities to strengthen the positive links between older and younger pupils; for example extracurricular activities such as football coaching attract pupils from the reception class

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Pupils’ spiritual, moral, social and cultural development

right through to Year 6. The school is a very caring community where all pupils are valued. As a result, their self-esteem is high. There is additional provision for pupils to care for members of their wider community when they entertain senior citizens and share the fruits of the harvest festival with them.

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Pupils’ spiritual, moral, social and cultural development

59 The school’s provision for pupils’ cultural development is very good. It is promoted through the extensive range of visits that are well planned to support many subjects of the curriculum. Pupils’ appreciation of different cultures is developed through art, geography, history, music and religious education. A wide range of trips is made, including visits to Bankfield Museum, Skipton Castle, the National Railway Museum and local places of historical significance. These visits provide many opportunities for pupils to learn about the heritage and culture of this country and the local area of the school. The school enjoys the company of visiting music teachers, theatre groups, poets and local historians. Visitors to the school extend pupils’ understanding of different religious traditions; for example the local vicar, a practising Buddhist and a member of the Jewish faith have visited the school and explained

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Pupils’ spiritual, moral, social and cultural development

their religious beliefs. The school makes very good efforts to celebrate the diversity of cultures in and around the community.

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Support, guidance and pupils’ welfare

60 The school effectively supports its pupils and continually strives to promote their welfare and it has maintained this position since the last inspection. The head teacher provides strong pastoral leadership and the teaching staff are very caring, approachable and supportive. They are all conscientious and carefully consider individual pupils’ needs. All staff have a very good understanding of the school’s pastoral and welfare procedures and implement them consistently and conscientiously. Teachers and non-teaching assistants supervise pupils well at break times. Lunchtime supervision is carried out well by experienced supervisors and the quality of this supervision is very good. Good first aid procedures are in place for dealing with minor injuries.

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Support, guidance and pupils’ welfare

61 The school makes good use of support agencies, non-teaching assistants and parent helpers. The school’s non-teaching staff are dedicated to the children they support, are well deployed and provide very good support to teachers and pupils. The support given to one physically disabled pupil is excellent and allows his full integration into almost all curriculum and non-curricular activities. This is appreciated by his parents who recognise that the support given has had a significant impact on his academic and personal development. The school has adopted an assertive behaviour policy that is supplemented by class rules. Behaviour is carefully monitored against the behaviour and anti-bullying policies. Staff and pupils have a good understanding of what constitutes acceptable behaviour, and rewards and sanctions are applied Ripponden Primary School - 19 consistently. Good attendance is actively promoted and carefully monitored. Absences and lateness are

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Support, guidance and pupils’ welfare

correctly recorded, conscientiously followed up and appropriate action is taken to ensure that high levels of attendance are maintained.

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Support, guidance and pupils’ welfare

62 The head teacher and teachers have a very good understanding of the personal and individual needs of the pupils in their care. They consistently evaluate pupils’ progress to make sure that appropriate action is taken to promote continued personal development, although this information is used less effectively to inform their future planning of lessons. Health, sex and drugs education is well planned and dealt with. Procedures are in place for on-going assessment and monitoring pupils’ academic attainment and progress, although these procedures are not always followed consistently.

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Support, guidance and pupils’ welfare

63 Appropriate child protection procedures are in place and adults working in the school have a good awareness of them. There are good procedures for health and safety. These are well known and understood by all staff who consistently demonstrate safe working practice in lessons and around the school. All the required health and safety inspections and checks, including risk assessments, are regularly carried out and properly recorded. However, at the start and end of the school day, parents are allowed to congregate in the narrow corridors and school entrances where children are changing indoor and outdoor footwear. This presents a potential danger of children being knocked over or trodden upon and could impede evacuation of the school in an emergency. Some parents raised concerns about this and inspection evidence supports their concerns. A small number of other potential health and safety hazards were brought to the attention of the

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Support, guidance and pupils’ welfare

head teacher during the inspection and were dealt with promptly.

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Partnership with parents and the community

64 Relationships between the school and parents are very good. The school enjoys the support of parents who are encouraged to visit and be involved in their children’s education. Many parents help in classrooms and accompany the children on trips. There is a strong and very active parents and friends association that organises events and raises funds for the school. Most parents feel welcome in the school and find it easy to approach the school with complaints or problems to do with their children.

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Partnership with parents and the community

65 Communications between the school and parents are very good. There are regular newsletters and letters home about specific events. There is an informative school brochure and a useful document detailing procedures in the reception class. The governors hold an annual meeting with parents and publish a detailed and informative annual report. The school brochure and the governors’ annual report have been improved since the last inspection and now contain all the statutory required information. The annual reports written by teachers are personalised and informative, indicate progress being made, and tell parents what their children understand and can do and set targets for improvement. There are appropriate curriculum information evenings and opportunities for parents to discuss their children’s work and progress. Parents of pupils with special educational needs are kept well informed and fully involved in their children’s work. A

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Partnership with parents and the community

small number of parents expressed the opinion that the school did not give them a clear understanding of what is taught. Inspection evidence did not support this point of view.

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Partnership with parents and the community

66 The school’s work is considerably enriched by its links with parents and the community and these links contribute very well to pupils’ personal development. There is an excellent range of social and educational visits, including residential trips, and a good range of visitors to the school. Very good use is made of the local area as a learning resource, for example, in geography, history, science and environmental studies. Local firms have donated money and computer equipment to the school. The school supports and raises money for local and national charities. Teams compete in a variety of local sporting competitions. There is appropriate liaison with the local playgroup and nursery, and good links with the main receiving secondary schools ensures a smooth transition to the pupils’ next stage of their education. An after school care club shares the site and some local organisations regularly use the school premises. The school is very

p.21

Partnership with parents and the community

much a part of the community that it serves. Ripponden Primary School - 20

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Leadership and management

67 The head teacher provides strong pastoral leadership. He has a clear understanding of the school’s strengths and weaknesses and is committed to maintaining high standards, both in academic and pastoral areas. However, the school does not have a clear educational direction and staff do not have a clear shared understanding of the way in which the school should develop. The school’s aims are implemented effectively and have a major impact on the school’s positive ethos. 68 Although the head teacher monitors the quality of teaching by observing lessons, and there are plans for co-ordinators to monitor their curriculum areas, at present the school does not have an effective monitoring programme. The monitoring that does take place tends to track what is happening, identifying strengths and weaknesses, but does not always evaluate the results of the monitoring effectively in order to introduce changes. Co-ordinators are not sufficiently involved in planning or monitoring their curriculum

p.22

Leadership and management

areas. There is no systematic monitoring or evaluation of planning in place to ensure that the curriculum is taught effectively. The head teacher checks plans monthly but no evaluative feedback is given. They are not reviewed by curriculum co-ordinators. As a result, the planning of the curriculum does not take sufficient account of the mixed age nature of the school’s classes and pupils often unnecessarily repeat work in subsequent years. 69 The school has a draft policy for pupils with special educational needs and the provision made for these pupils is good. However, this policy does not fully match the expectations of the Code of Practice and does not match the school’s provision. Despite this, staff clearly understand the school’s procedures and pupils are identified quickly, accurately and move through the stages of the code of practice appropriately. The recently appointed co-ordinator and the governors with responsibility for this area of the school have a

p.22

Leadership and management

good understanding of special educational needs. 70 The governing body is very supportive, and very committed to the school. Governors are well informed, there is an appropriate committee structure and they are involved in the day-to-day life of the school. The governing body meets all statutory requirements and are involved at an early stage in making decisions that affect the school’s development. However, governors rely on the professional expertise of the head teacher and other staff, particularly with regard to the development of the school’s curriculum and are not yet strategically involved in monitoring this area of the school. 71 The current school development plan is a useful document that identifies the areas the school wishes to develop. These developments are linked to targets and deadlines; the actions required are identified, as are the personnel responsible for meeting these targets. The resources and funds needed are

p.22

Leadership and management

also identified. However, there are too many developments identified, they are not sufficiently prioritised and the targets set are not always measurable. As a result, it is difficult for the school to recognise how effective they have been in meeting these targets. The school has set realistic and appropriate targets in English, mathematics and science and has the capacity to meet them. The school meets its statutory requirements in all areas of school life.

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