Beverley Minster Church of England Voluntary Controlled Primary School

BEVERLEY MINSTER CE PRIMARY SCHOOL

Reporting inspector: Ms. B. Pollard OFSTED Inspector Number: 1838

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BEVERLEY MINSTER CE PRIMARY SCHOOL

Dates of inspection: 27 th – 29 th March 2000

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BEVERLEY MINSTER CE PRIMARY SCHOOL

Inspection carried out under section 10 of the School Inspections Act 1996 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.

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BEVERLEY MINSTER CE PRIMARY SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, 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. Beverley Minster CE Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: St Giles Croft Beverley East Riding of Yorkshire

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: Local Education Authority

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Ms Janet Walker

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 07 th October 1996 Beverley Minster CE Primary School - 4

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Team members

Ms. B. Pollard Registered inspector Mrs. B. Moore Lay inspector Mr. J. Barley Team inspector Mr. A. Woodward Team inspector

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Team members

The Innovation Centre Europarc GRIMSBY North East Lincolnshire DN37 9TT

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Team members

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

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Team members

The Registrar Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Beverley Minster CE Primary School - 5

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PART A: SUMMARY OF THE REPORT 6 - 9

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

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WHAT THE SCHOOL DOES WELL 10 - 12

Standards in English, mathematics and science are very good. The quality of teaching is a great strength of the school The visionary leadership provides clear direction Pupils’ attitudes and behaviour are excellent The quality and range of learning opportunities are very good

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WHAT COULD BE IMPROVED 12 - 13

There are inconsistencies in the provision and content of homework The outdoor facilities for those children who are not yet five years of age are inadequate.

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INFORMATION ABOUT THE SCHOOL

Beverley Minster Primary School is a Voluntary Controlled Church of England school with 655 pupils on roll, which makes it much bigger than most other primary schools. Children start school just before their fifth birthday and leave at age eleven. The size of the school has grown considerably since the previous inspection because of new housing and is set to increase until a planned new school is built which should reduce numbers. Three per cent of pupils are from minority ethnic backgrounds and 13 pupils have English as an additional language. The number on the school’s register of special educational needs is 85 - 13 per cent of the total roll and is below the national average; ten have statements which is broadly in line with the national average. Most children come from homes in favourable economic and social circumstances and assessment undertaken soon after they join the reception year shows that around a third are above average in ability, the rest being

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HOW GOOD THE SCHOOL IS

This is very effective school with some excellent features in important areas such as teaching and learning, leadership and pupils’ attitudes. Pupils achieve very good standards by the time they leave and the quality of education provided is high. The school provides very good value for money. The strengths of the school greatly outweigh the minor weaknesses.

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What the school does well

• Standards in English, mathematics and science are very good by the time children leave the school. • The quality of teaching is a great strength of the school. • The visionary leadership of the school provides clear direction. • Pupils’ attitudes and behaviour are excellent. • The quality and range of learning opportunities are very good.

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What could be improved

• There are inconsistencies in the provision and content of homework. • The outdoor facilities for those children who are not yet five years of age are inadequate. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has addressed all the issues for improvement in the last report and has made very good progress since the previous inspection in October 1996.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Better consistency in teaching methodology has been achieved by the introduction of the National Literacy and Numeracy Strategies, involvement in an Effective Teaching and Learning Project and the introduction of Accelerated Learning techniques through staff training. Monitoring and evaluation of teaching are carried out through classroom observations by the head and senior staff. Assessment skills have improved and teachers are better able to set precise targets for progress in learning. Project work focuses effectively on study skills and includes all the required elements of the National Curriculum.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Teaching and standards in information and communication technology are improving as confidence grows, through the effective management of the co-ordinator, involvement in the National Grid for Learning and major purchases of resources. Plans to provide further for design and technology, although not yet fully in place, are on target. Beverley Minster CE Primary School - 7 More efficient use of teaching time has been made by speeding up the time taken between lessons, moving around school and altering the swimming timetable. The length of the school day has increased for Key Stage 2.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The governing body is more proactive and takes a keen interest in the school.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school development plan provides a long-term vision yet it is practical and is the result of extensive consultation.

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STANDARDS

The table shows the standards achieved by 11 year olds based on average point scores in National Curriculum tests.

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Key

English A B A B very high well above average A* A mathematics A A A* A above average average B C science A A* A A below average well below average D E

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Key

The school’s performance coded A* means that standards are in the top five per cent nationally. Five year olds nearly always reach the targets set for their age and often exceed them, particularly in social and personal development, language and literacy, mathematics and knowledge and understanding of the world. At age seven, standards are well above average in reading, above average in writing and mathematics and average in science. At age eleven, standards are well above average in English and science and very high in mathematics. The improving trends over time are broadly in line with the national average. The work seen during the inspection confirms these standards. When compared with schools with similar characteristics (based on entitlement to free meals) standards are above average in English and well above average in mathematics and science at the end of Key Stage 2. At the end of Key Stage 1, standards are above average in English and

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Key

average in writing and mathematics when compared with similar schools. This shows that pupils make good progress as they move through the school. The number of pupils reaching the higher Levels 3 or 5 of the National Curriculum at the end of key stages is, generally, above average and in most instances is well above average or very high which shows that the school makes good provision for the faster learners. It was not possible to see all the other subjects of the National Curriculum during the inspection but of those seen, attainment in information and communication technology is improving; it is good in history and geography and there are particular strengths in art and singing. The school is meeting the challenging targets it has set in a steady trend of improvement. Beverley Minster CE Primary School - 8

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Aspect Comment

Attitudes to the school Excellent. Pupils are eager to learn and work very hard. Behaviour, in and out of classrooms Excellent. Pupils respect others and can be trusted.

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Aspect Comment

Personal development and relationships Excellent. Pupils are mature, independent and responsible.

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Aspect Comment

Attendance Good. It is usually at over 95 per cent and there is no unauthorised absence.

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Aspect Comment

A particular strength is the ability of the older pupils to put forward coherent, well-reasoned opinions which demonstrate their ability to understand issues such as the environment and the consequences of actions.

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

Lessons seen overall Very good Very good Very good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

In all the lessons seen, teaching was at least good or better. It was very good in 40 per cent of lessons and excellent in 45 per cent. It is a great strength of the school and is one of the reasons why standards are so high. It is consistently very good in both key stages and in the reception unit. Particular strengths are the confidence and expertise of staff and their willingness to work together to make the best possible provision for the children. Literacy and numeracy are taught very effectively and help to enhance the standards in other subjects. A significant factor is the high expectations of teachers, which result in demanding work. This principle applies to all children whether they have special educational needs or are exceptionally talented. There is a pupil ethos of always striving to do better and the older children are remarkably well informed about their levels of attainment and what they need to do to improve them. The only minor weakness is the

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

inconsistency in the provision of homework between classes and among year groups.

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Aspect Comment

The quality and range of the curriculum Very good. The curriculum is broad and balanced and is enriched by a wide range of educational visits and activities. There is a need for a clearer policy on homework and better provision for some aspects of physical development for the five year olds. Provision for pupils with special educational needs The very good provision and support enables pupils to make good progress and they are well integrated into school life. Provision for pupils with English as an additional language Very good. Teachers follow the programmes provided by the support services and classroom support assistants help pupils to make good progress. Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good. The school has close links with the church and there is a strong Christian ethos which emphasises moral and spiritual aspects. School assemblies make a significant contribution.

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Aspect Comment

How well the school cares for its pupils Very good care is taken of pupils and staff know the children very well. Beverley Minster CE Primary School - 9 The school is committed to the development of the arts and art and music feature prominently in its curriculum. The distribution, content and amount of homework varies and this causes confusion among parents about expectations. The outdoor play area for the five year olds is on a difficult site and consequently there are limited opportunities for physical activities using large and small equipment. The school has plans to address this.

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Aspect Comment

Leadership and management by the headteacher and other key staff Excellent leadership and teamwork provides clear direction for the work of the school.

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Aspect Comment

How well the governors fulfil their responsibilities Governors make a very good contribution to the management of the school and are actively involved. The school’s evaluation of its performance There are many strategies to monitor and evaluate how well the school is performing and rigorous targets for improvement are set as a result. The strategic use of resources These are used very effectively and efficiently to raise standards.

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Aspect Comment

The leadership and management are particular strengths. The rise in pupil numbers and the introduction of developments have been managed very successfully and staff respond positively to them because they can cope with the pace of change and the excellent team spirit provides support when it is needed. The school knows how to get best value when making decisions.

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What pleases parents most What parents would like to see improved

• Children are expected to work hard and do well • Children like school • Parents find the school approachable • Behaviour is good • Teaching is good • A better range of activities outside lessons • Closer working relationships with parents • Homework varies in amount and content • More information on their children’s work • More approachable leadership • Reduction in pupil numbers

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What pleases parents most What parents would like to see improved

Inspectors endorse the positive comments made by parents. The school provides a good range of extra-curricular activities and an interesting curriculum both in and out of classrooms. Inspectors saw parents helping in classrooms and the children’s diaries show that there is an ongoing communication between home and school. There is evidence of confusion among parents about the homework policy which needs clarification. A wide range of information is provided for parents through newsletters, regular parents’ meetings and annual written reports of the work of the school. There were complaints over the tone of some of the communications from school but the inspection team examined a range of these and judged the information to be written in a, generally, straightforward and clear way. The school is willing to discuss any matter of concern with parents but there are instances where, despite efforts on both sides, the school has been unable to satisfy some

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What pleases parents most What parents would like to see improved

parents over the issues raised. A significant proportion of parents, at the meeting prior to the inspection and in comments on the back of the questionnaires, expressed unhappiness with the overcrowding in school because of the rise in numbers. This should be resolved when a proposed new school is built to serve the rapidly expanding housing estates in the town. The current situation is not having a negative effect on standards because it is so well managed. Beverley Minster CE Primary School - 10

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Standards in English, mathematics and science are very good by the time

1. By the time they leave the school pupils achieve high standards in mathematics and science and are above average in English in their National Curriculum tests. They are also good at art and singing.

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Standards in English, mathematics and science are very good by the time

2. In the reception class, children are introduced to demanding work that enables them to move on quickly to the formal aspects of reading, writing and number where they establish firm foundations for literacy and numeracy. In both Key Stages 1 and 2 this early work is built on in a very well structured way that helps children to make steady progress towards the independent learning skills they acquire by Year 6. They read fluently and with understanding, using their considerable phonic skills effectively. They write imaginatively, using appropriate punctuation and a very good range of vocabulary and spelling strategies. Speaking and listening skills are particular strengths and these enable pupils to take part in debates and discussions where they show their competence in putting forward their own opinions based on balanced and reasoned arguments when, for example, discussing the issues surrounding tourism

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Standards in English, mathematics and science are very good by the time

3. Pupils develop a good understanding of the relationships in mathematics and they are confident when applying their numeracy skills in a variety of situations. They bring their own ideas to solving problems - for example, in shopping sums. In Key Stage 1, mental arithmetic skills are developed well and children are knowledgeable about shapes and their properties. In Key Stage 2, pupils work accurately and have a good understanding of place value. They can talk about the various methods they have used and show initiative in developing their ideas.

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Standards in English, mathematics and science are very good by the time

4. In science, pupils show a very good knowledge of the need for fair testing and they can review their findings intelligently based on their initial hypotheses and predictions, as seen in work on materials and friction. They remember what they have been taught and therefore build up a very good knowledge of scientific processes based on previous learning.

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Standards in English, mathematics and science are very good by the time

5. The very good literacy and numeracy skills are used very effectively in other areas of the curriculum such as history, geography and science and this helps to raise standards in these subjects. Children use information and communication technology skills to produce statistical analysis of their findings. They understand the impact of events in the past through studies and comparisons of ancient societies such as Athens and Sparta and they are well aware of issues such as stewardship of the environment and the effects of humans on the landscape.

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The quality of teaching is a great strength of the school

6. In the reception year and in Key Stages 1 and 2, teaching is consistently very good and is often excellent. In the reception year a wide range of carefully structured and attractive activities help to make learning fun and children enjoy role play in the house of the three bears while developing a love of literature and extending their Beverley Minster CE Primary School - 11 vocabulary. Through tasks such as cooking, shopping, measuring and counting they are taught the relevance of mathematics to daily life. Staff provide a high quality learning environment and are constantly seeking to improve the quality of education by evaluating the effectiveness of what they are doing.

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The quality of teaching is a great strength of the school

7. In both Key Stages 1 and 2, teachers have high expectations and present children with demanding tasks that provide a challenge whatever the capability of the child. Teachers are confident and knowledgeable about how children learn and use a variety of highly effective methods to keep pupils motivated and interested. They are highly skilled at questioning children to test what they know and understand and to extend their thinking. The pace of lessons is brisk and they are very well planned and evaluated.

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The quality of teaching is a great strength of the school

8. Support staff are deployed very effectively and they make a significant contribution to the standards achieved, as they are well briefed and clear about what children should learn from lessons.

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The quality of teaching is a great strength of the school

9. The very good teaching helps children to learn at a fast rate and make good progress. Pupils help to set their own targets for learning and are encouraged to monitor their progress towards them. Teachers ensure that children are clear not only about what they are learning but why they are learning and as a result the older children are aware of long-term goals and are well motivated.

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The quality of teaching is a great strength of the school

10. Teachers are not complacent and seek ways of improving their skills through initiatives such as a Teaching and Learning Project with a teacher training institution and involvement in Accelerated Learning training.

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The visionary leadership provides clear direction

11. The strong leadership of the headteacher and key staff is supported very well by an active and committed staff and governing body. There is a 15 year development plan which tries to forecast the skills needed by society in the future and this is broken down into shorter-term goals and priorities which will equip pupils well for future learning. Team spirit is excellent and there is a cohesion throughout the school which is a credit to the management of the many changes introduced and the expansion in numbers.

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The visionary leadership provides clear direction

12. Targets for improvement are set as a result of extensive consultation and progress towards these is regularly reviewed. Those with responsibilities are clear about their roles and confident in carrying out the work required. The pace of change is appropriate but staff are expected to work hard. This is a dynamic school which is confident in the direction in which it is moving.

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Pupils’ attitudes and behaviour are excellent

13. Children develop very positive attitudes to learning in the reception classes and their social and personal development is a strength as they learn to co-operate with classmates in games and activities and take responsibility for taking out and clearing away equipment. Enthusiasm for learning is maintained in Key Stages 1 and 2 and by the time they leave school they are mature and thoughtful students. Beverley Minster CE Primary School - 12 14. Concentration levels are high and pupils rise to the challenges set by teachers. They pay close attention to instructions and work hard. They abide by the rules of the classroom and apply the principles of the school’s motto Making the Most of Life. The older children show care and consideration for younger ones and they can be trusted to work independently without close supervision. Pupils cope very well with the overcrowded playgrounds as they show respect for others and an awareness of how

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The quality and range of learning opportunities are very good

15. The curriculum is broad and relevant to pupils’ needs. It provides a rich variety of interesting activities both in and out of class. A focus on the arts, through projects such as an arts week and performances to parents, balances the more academic subjects such as literacy and numeracy and this is helping to raise the attainment in art and music. There is a wide range of educational visits and visitors, which includes a residential visit to the Yorkshire Dales.

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The quality and range of learning opportunities are very good

16. Religious education is given due prominence and acts of worship make a significant contribution to the spiritual, moral, social and cultural aspects of the curriculum. There are close links with the local church. Subjects such as history and geography help children to appreciate their own culture and respect that of others.

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The quality and range of learning opportunities are very good

17. The school makes particularly good provision for children with special educational needs whether this is for learning difficulties or for the acquisition of English for those pupils for whom it is an additional language. A lot of attention is also paid to those children who learn faster than others and their needs are met through extension to activities in lessons, more demanding targets and higher challenges.

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There are inconsistencies in the provision and content of homework

18. The school does not have a clear policy on homework and consequently it is left to the discretion of individual teachers. It is evident from the diaries which pupils keep that some classes are expected to do more homework than others and this occurs not just across year groups but within year groups. The most frequent homework is reading, spellings and tables and sometimes children are asked to do some personal research for a topic. Parents, in the parental survey and at the meeting held prior to the inspection, demonstrated confusion over what is expected and what their role is. They are anxious to help but unclear about what children should be doing and for how long. In classes where homework is handled effectively, it extends the classroom work, good guidance is given, it is marked and feedback is provided for pupils.

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The outdoor facilities for those children who are not yet five years of age are

19. The difficulties of the site and the need for all playground areas to be utilised because of the large numbers of pupils using them prevent the youngest children in school from having sufficient access to the kinds of equipment that develop their large Beverley Minster CE Primary School - 13 muscle co-ordination. The edge of their playground slopes away and is unfenced so it is unsuitable for small apparatus such as balls and hoops and wheeled toys such as bikes and scooters. There is direct access to the school’s car park, as there is no restraining gate. The reception classes are timetabled to use the school’s hall but only receive a half-hour per week because of the pressure of the large number of classes that have to share it. The school has a site plan for the improvement of outdoor play facilities and provision for the youngest children is included. There is money set aside for this development and the under-fives should be a priority.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

i. establish a clear policy for homework that takes account of the changing needs of pupils as they move through the year groups;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

ii. give priority to the outdoor play facilities for the reception classes in the site development plan. Beverley Minster CE Primary School - 14

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 18

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

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Summary of teaching observed during the inspection

9 8 3 0 0 0 0 The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y7

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) N/A 655

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Information about the school’s pupils

Number of full-time pupils eligible for free school meals N/A 44 FTE means full-time equivalent.

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Information about the school’s pupils

Special educational needs Nursery YR – Y7

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Information about the school’s pupils

Number of pupils with statements of special educational needs N/A 85

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register N/A 10

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 13

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 26

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 48

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Attendance

National comparative data 5.4 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Beverley Minster CE Primary School - 15

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Attainment at the end of Key Stage 1

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 1999 54 36 90

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Attainment at the end of Key Stage 1

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1

Boys 50 47 53 Numbers of pupils at NC level 2 and above Girls 31 33 35

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Attainment at the end of Key Stage 1

Percentage of pupils School 90 (81) 89 (86) 98 (89) at NC level 2 or above National 82 (80) 83 (81) 87 (84)

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Attainment at the end of Key Stage 1

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1

Boys 49 52 49 Numbers of pupils at NC level 2 and above Girls 33 35 32

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Attainment at the end of Key Stage 1

Percentage of pupils School 91 (83) 97 (88) 90 (90) at NC level 2 or above National 82 (81) 86 (85) 87 (86)

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Attainment at the end of Key Stage 1

Percentages in brackets refer to the year before the latest reporting year.

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Attainment at the end of Key Stage 2

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 1999 35 48 83

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Attainment at the end of Key Stage 2

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 32 33 34 Numbers of pupils at NC level 4 and above Girls 44 45 47

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Attainment at the end of Key Stage 2

Percentage of pupils School 92 (84) 94 (83) 98 (93) at NC level 4 or above National 70 (65) 69 (59) 78 (69)

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Attainment at the end of Key Stage 2

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 2

Boys 33 34 35 Numbers of pupils at NC level 4 and above Girls 44 45 45

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Attainment at the end of Key Stage 2

Percentage of pupils School 93 (83) 95 (85) 96 (94) at NC level 4 or above National 68 (65) 69 (65) 75 (71) Percentages in brackets refer to the year before the latest reporting year. Beverley Minster CE Primary School - 16

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 18 Other minority ethnic groups 0 0 This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded.

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 23.5 Financial year 1999

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Teachers and classes Financial information

Number of pupils per qualified teacher 28

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Teachers and classes Financial information

Average class size 30 £ FTE means full-time equivalent. Total income 899799

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Teachers and classes Financial information

Education support staff: YR – Y7 Total expenditure 894111

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Teachers and classes Financial information

Total number of education support staff 16 Expenditure per pupil 1395

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Teachers and classes Financial information

Total aggregate hours worked per week 358 Balance brought forward from previous year 0

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Teachers and classes Financial information

Balance carried forward to next year 5686 Beverley Minster CE Primary School - 17

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Percentage of responses in each category

Strongly agree Tend to agree Tend to disagree Strongly disagree Don’t know

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Percentage of responses in each category

My child is making good progress in school. 41 47 8 2 2

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Percentage of responses in each category

Behaviour in the school is good. 30 61 5 1 3

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Percentage of responses in each category

My child gets the right amount of work to do at home. 19 53 23 4 1

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 27 48 20 4 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 44 48 6 3 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 47 46 3 1 2

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Percentage of responses in each category

The school works closely with parents. 17 51 27 3 1

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Percentage of responses in each category

The school is well led and managed. 19 53 14 8 6

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Percentage of responses in each category

The school is helping my child become mature and responsible. 30 56 9 3 3

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 12 38 26 13 10

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