Other · Ofsted report

Ewanrigg Junior School

Inspected — · published 5 Jun 2000 · URN 112136

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Full report text

EWANRIGG JUNIOR SCHOOL

Dates of inspection: 28 February – 2 March 2000

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EWANRIGG JUNIOR 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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EWANRIGG JUNIOR 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. Ewanrigg Junior - 3

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INFORMATION ABOUT THE SCHOOL

School address: Ennerdale Road Maryport Cumbria

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 10 March 1997 Ewanrigg Junior - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities Paula Allison Registered inspector Science Information technology Religious education What sort of school is it? The school’s results and pupils’ achievements Pupils’ attitudes, values and personal development How well is the school led and managed? What should the school do to improve further? Jillian Moore Lay inspector How well does the school care for its pupils? How well does the school work in partnership with parents? Roger Fry Team inspector Mathematics History Geography Physical education Equal opportunities How good are the curricular and other opportunities offered to pupils?

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INFORMATION ABOUT THE INSPECTION TEAM

Peter Nettleship Team inspector English Art Design and technology Music Special educational needs Ewanrigg Junior - 5 The inspection contractor was:

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INFORMATION ABOUT THE INSPECTION TEAM

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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INFORMATION ABOUT THE INSPECTION TEAM

The Registrar Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Ewanrigg Junior - 6

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PART A: SUMMARY OF THE REPORT 7

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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HOW HIGH ARE STANDARDS? 11

The school’s results and achievements Pupils’ attitudes, values and personal development

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INFORMATION ABOUT THE SCHOOL

This is a smaller than average junior school with 167 pupils aged 7 to 11 on roll. The school has had falling rolls in recent years, but there are signs that they are now rising again. There are similar numbers of boys and girls, and all pupils are of white ethnic background. The school is situated in an estate of rented properties, and takes most of its pupils from the immediate locality. The area is recognised as one with severe social deprivation; there are high levels of unemployment and poverty. Half of the pupils are eligible for free school meals, and over a third of pupils have been identified as having special educational needs. Both of these figures are well above average. Pupils’ attainment on entry to the school is very low. Last year the number of pupils entering the school who had achieved the level expected for pupils aged seven was very low compared with the national average.

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HOW GOOD THE SCHOOL IS

From a position of serious weaknesses in the last inspection, the school has improved considerably. Although standards are still low, and were particularly low last year, they are improving and pupils’ achievements overall, are satisfactory. There have been significant improvements in pupils’ behaviour and attitudes and these are now satisfactory and often good. New members of staff joining the school have had a major impact on the quality of teaching overall, and the standard in most lessons is now at least satisfactory and often good. Although there are still weaknesses in the leadership and management of the school, this has improved and is satisfactory overall. The school is now generally effective and provides satisfactory value for money.

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HOW GOOD THE SCHOOL IS

What the school does well • The quality of teaching has improved considerably and is almost always satisfactory and often good. • The behaviour of pupils is good and attitudes are improving; this is having a positive impact on the achievement of pupils. • The provision for pupils with special educational needs is good; support staff make a valuable contribution to the progress of pupils. • The school provides well for pupils’ social and moral development. • The school works effectively with the community.

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HOW GOOD THE SCHOOL IS

What could be improved • Standards in English, mathematics and science are not yet consistently high enough. • The school does not always have high enough expectations of its pupils, and is not sufficiently focused on raising standards. • There is insufficient monitoring of teaching and learning and there are inconsistencies from class to class. • The curriculum for information technology is unsatisfactory; pupils do not gain appropriate skills.

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HOW GOOD THE SCHOOL IS

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 was last inspected in March 1997 and was found to have serious weaknesses. The school has addressed the issues from the inspection satisfactorily, although there are still some weaknesses in the leadership and in the curriculum. Standards have improved and pupils’ achievements are currently satisfactory. However, the major improvements have been in the ethos of the school, affecting positively the behaviour and attitudes of pupils, in the quality of teaching and in the provision for pupils with special educational needs. Ewanrigg Junior - 8

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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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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

English E E E* E well above average above average A B Mathematics E E E* E average below average C D Science D E E* E well below average very low E E*

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STANDARDS

Standards in 1999 were low. The school’s performance was in the lowest 5% nationally and, even compared to similar schools, standards were well below average. However, prior to that standards had been improving and had improved considerably, particularly in mathematics and science, since the last inspection. Poor attitudes of a number of pupils and a high percentage of pupils with special educational needs affected the standards achieved last year. Major changes in pupils’ attitudes, in the quality of teaching and in provision for pupils with special educational needs are resulting in the higher achievement of all pupils currently. Work seen during the inspection indicates that the school is on course to meet if not exceed its targets for this year, but the targets themselves are too low and expectations need to be even higher. Taking into account the low level at which pupils enter the school, most are now achieving satisfactorily. The performance of boys is consistently lower than

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STANDARDS

Attainment in mathematics is lower than that in English and science, but the quality of teaching numeracy is improving and should result in higher standards in the future. Pupils achieve relatively high standards in religious education; their attainment is in line with the locally agreed syllabus for religious education. Standards in information technology are very low. Pupils are not receiving a satisfactory curriculum and this results in their not having the opportunity to achieve in this subject.

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Attitudes have improved considerably and this is recognised by parents and the local community. A few pupils can still sometimes display negative attitudes, but most are interested and try hard in school.

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PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Behaviour has also improved and is now good. Most pupils behave very well in lessons and around the school.

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Relationships are usually positive and supportive, although this can vary from class to class. When given the opportunity, pupils take on responsibilities, and through activities such as ‘Circle Time’ are beginning to reflect on the impact of what they do on others.

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PUPILS’ ATTITUDES AND VALUES

Attendance Despite the school’s efforts, which have met with some improvement, attendance is still below average and affects the achievement of a minority of pupils. Ewanrigg Junior - 9

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TEACHING AND LEARNING

Lessons seen overall Satisfactory 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 AND LEARNING

During the inspection, the quality of teaching in most lessons (95%) was at least satisfactory. In many lessons (44%) teaching was good or better, and in some lessons (19%) the teaching was very good. The teaching of English is good; the teaching of mathematics is satisfactory. There are particular strengths in the teaching in the Year 6 class and in the teaching of pupils with special educational needs. The quality of learning in these classes is very high.

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TEACHING AND LEARNING

There has been a marked improvement in the quality of teaching since the last inspection. Teachers plan well and have clear ideas of what they want pupils to learn. In the best lessons teachers have high expectations and challenge pupils to achieve highly. Support staff make a valuable contribution to the quality of teaching in school, particularly for pupils with special educational needs.

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TEACHING AND LEARNING

The basic skills of literacy are taught well, which enables pupils to make good progress in these lessons. Skills in teaching numeracy are developing satisfactorily. The needs of most pupils are met, except in some lessons where there is insufficient challenge for the higher attaining pupils.

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OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum Provision for literacy is good. Provision for numeracy and science is satisfactory. The curriculum for information technology is unsatisfactory. The rest of the curriculum is reasonably planned overall, but there are weaknesses in the development of skills in some subjects. There are strong and effective links with the local community.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs Provision has improved considerably recently and is now good. Teaching and support staff work together to provide very well for pupils’ needs.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development Provision for pupils’ moral and social development is good. There is now a clear framework for pupils’ behaviour and pupils are taught to respect others and take responsibility for their own actions. Provision for pupils’ spiritual and cultural development is satisfactory.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils Satisfactory. Good procedures for monitoring attendance and promoting good behaviour.

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OTHER ASPECTS OF THE SCHOOL

Parents have positive views of the school. Links with parents are good. Some parents contribute well to the work of the school.

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OTHER ASPECTS OF THE SCHOOL

The curriculum for information technology does not meet statutory requirements. Ewanrigg Junior - 10

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HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and manage- ment by the headteacher and other key staff The management of the school has improved in effectiveness considerably since the last inspection. The school is now well organised and has a more positive ethos. Expectations of what pupils can achieve are not yet high enough.

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HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities Governors are committed to the school and its community, but they do not have a strong enough role in shaping the direction of the work of the school and ensuring that pupils achieve high standards.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance The school is beginning to monitor and evaluate its standards. It does not sufficiently monitor and evaluate teaching and learning and consider what works best to ensure pupils’ progress.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources Financial control and administration are efficient. Funding for meeting the specific learning needs of pupils is well targeted. The school is at an early stage in working to principles of best value.

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HOW WELL THE SCHOOL IS LED AND MANAGED

Staffing, accommodation and learning resources are generally adequate. The teachers who have recently been appointed have brought in new enthusiasm and high expectations, which has had a positive impact on the school as a whole. The accommodation has been enhanced by a programme of refurbishment and is well cared for on a daily basis.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved • Children like school. • Parents find it easy to approach the school with questions or concerns. • The school encourages children to get involved in more than just their daily lessons. • The school has good links with the community • The school has improved substantially recently. • Pupils are not given enough homework • The school does not give parents sufficient information about their children’s progress or about what they are learning in school. • A few parents feel that behaviour needs to improve further.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

23% of questionnaires were returned; 10 parents attended the Parents’ Meeting

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

- The inspection team agrees with the parents’ positive views of the school, particularly the improvements made recently and the impact of these on pupils. - The school’s use of homework is inconsistent and largely inadequate. - Reports are of good quality and provide sufficient information for parents. Meetings are held twice a year, but the school is reviewing the timing of these in order to more closely meet the needs of parents. - There is a strong commitment to continuing to improve the behaviour and attitudes of all pupils.

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OTHER INFORMATION

The governing body is responsible for drawing up an action plan within 40 days of receiving the inspection report, showing how the school will tackle the improvements needed. This action plan will be circulated to all parents at the school. Ewanrigg Junior - 11

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The school’s results and achievements

1. Standards in the school are low but are improving, and inspection evidence indicates considerable improvement currently. Changes in attitude and better quality teaching are enabling pupils to achieve well and make progress more in line with their potential.

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The school’s results and achievements

2. 1999 results showed that standards at the end of the key stage were very low compared with national averages and well below the average of similar schools. In English and mathematics less than a third of pupils achieved expected levels and very few if any achieved above this. In science more pupils achieved the expected level, but few achieved above this. However, poor attitudes of a number of pupils and a relatively high percentage of pupils with special educational needs in that year significantly affected results. Both of these factors particularly affected the performance of boys, which was well below that of girls across all subjects. Teacher assessments are in line with test results

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The school’s results and achievements

3. Prior to that year, standards had been improving and had improved significantly since the time of the last inspection. From 1996 to1997 standards rose considerably, most noticeably in mathematics and science. However, improvement has not been consistent and the overall trend is only in line with national average. Standards in science are better than in English and mathematics; standards in mathematics are the weakest and have improved the least over the years. The performance of boys is consistently below that of girls.

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The school’s results and achievements

4. However, standards in school currently are higher than these results indicate. Inspection evidence suggests that more pupils are working at an appropriate level and more at levels higher than this, especially in English and science. Substantial improvements in the attitudes of pupils, in the quality of teaching and in the provision for pupils with special educational needs have had a remarkable effect on pupils’ achievements. Most pupils are now achieving at least satisfactorily; they are making more effort and beginning to work to their potential. Although its targets are fairly low, the school is on course to meet them.

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The school’s results and achievements

5. Attainment on entry to the school is very low. Last year the number of pupils entering the school who had achieved the level expected for pupils aged seven was very low compared with the national average and this has been the picture for several years. The school has to work very hard to ensure that pupils acquire the basic skills they need to enable them to have access to the broader curriculum. The more focused teaching brought about by the literacy and numeracy strategies, and the more rigorous identification of the specific needs of pupils brought about by improved provision for special needs, are enabling pupils to make satisfactory and often good progress from this low baseline.

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The school’s results and achievements

6. By the end of the key stage, standards in English and science are likely to be below average, and in mathematics they are likely to be well below average. But this is a considerable improvement on the standards achieved last year and will bring the school more in line with similar schools. In English, more pupils are working at expected levels, although few are working at levels higher than this. Many pupils are Ewanrigg Junior - 12 beginning to talk with confidence in a range of contexts, for example when taking part in class discussions. They read fluently and accurately and respond well to what they are reading, demonstrating an understanding of significant ideas and themes in specific texts. Writing is weaker than other aspects of English, but many pupils are now writing in different forms and organising their ideas appropriately and sometimes imaginatively. Literacy skills have improved since the introduction of the literacy

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The school’s results and achievements

strategy, but on the whole pupils are not sufficiently confident in using these skills in other subjects and this can sometimes hinder their progress. For example, many pupils find writing difficult and when asked to record their learning in this form in such lessons as religious education or geography they do so laboriously and often with limited success. Teachers are beginning to use speaking and listening skills across the curriculum to good effect, particularly in the early years when these skills are so weak.

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The school’s results and achievements

7. In mathematics, there are not as many pupils working at expected levels, although skills are improving and pupils are making satisfactory progress. Many pupils have a reasonable understanding of place value and use this to make calculations, such as multiplying £1.29 by 3. But only a few are confident with extending this to working with decimals. Many can find the area and perimeter of shapes, but are sometimes confused with the use of the terms themselves. Numeracy skills are developing well; this is demonstrated in the way in which pupils talk about their learning. These skills are used in some subjects; for example pupils estimate and measure length in design and technology. But on the whole there is not sufficient emphasis on using the skills across the curriculum.

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The school’s results and achievements

8. Standards in science have been consistently higher than those in English and mathematics. Pupils gain a satisfactory level of knowledge and understanding across a range of science topics; for example most pupils in Year 6 know about the heart as a major organ of the body and can talk about its function. They know about food chains and about the effects of forces such as magnetism. Attainment in experimental and investigative science is not as high. Many pupils find it difficult to work on investigations independently and need support, for example in recording their findings.

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The school’s results and achievements

9. Standards in information technology are well below average. Pupils do not gain skills in a progressive manner and do not reach the expected levels by the time they leave the school. For example, although many pupils in Year 6 are beginning to use word processing to create text, they do not confidently generate, organise and present their ideas. Currently some good work is taking place in Years 5 and 6, but pupils have not had the opportunity prior to this to develop the skills they need to become confident and independent in their use of information technology. Pupils do not have access to computers on a regular basis, work with computers is not planned into the daily work of the class and some teachers themselves lack confidence.

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The school’s results and achievements

10. Some good work is being achieved in religious education. Many pupils in Year 6 are working at levels that are broadly in line with the expectations of locally agreed syllabus. They have a good knowledge and understanding about religion, for example being able to talk about key figures and festivals in different traditions. They are also beginning to learn from religion. For example, they understand how religion is important to believers and have considered how being a believer affects daily life. They express their own feelings and respond thoughtfully to the views of others. Ewanrigg Junior - 13 11. Attainment of the oldest pupils in physical education, art and geography is broadly in line with what is expected of pupils of this age. Attainment in design and technology, music and history is below what is expected. In each of these subjects the curriculum is weak in how skills are to be developed through the school, there are

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The school’s results and achievements

inconsistencies between classes as a result, and pupils do not gain sufficient confidence to enable them to achieve at expected levels.

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The school’s results and achievements

12. Achievement of pupils through the school is now satisfactory and often good. Pupils gain skills, knowledge and understanding across the curriculum. This is particularly the case in the more focused lessons where pupils build on prior learning in a progressive way. Only in some subjects is the progression less clear and pupils do not make these gains. There has been a substantial improvement in the attitudes of pupils and this has a strong impact on their learning. Now most pupils are willing to try hard, put in a lot of effort and are proud of their achievements. Data now being kept and analysed by the school provides evidence of pupils’ progress through the school from whatever was their starting point. This progress is now becoming more consistent across all groups of pupils.

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The school’s results and achievements

13. Due to the appropriate challenges being given to them and the quality of the provision being made for them, pupils with special educational needs make good progress, especially in those areas addressed in their individual learning plans. A small number of pupils at the school have emotional and behavioural special needs that directly affect their ability to learn. These pupils are making good progress, since their needs are carefully analysed and appropriate help is sought, if necessary. Higher attaining pupils are usually challenged appropriately and achieve well. This is particularly the case in the Year 6 class where expectations of all pupils are very high. Only in a few lessons are their needs not being met as they are given work that is too limited.

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Pupils’ attitudes, values and personal development

14. There has been a marked improvement in the attitudes of pupils since the last inspection, with the creation of a more purposeful ethos in the school. Further and quite considerable improvement is taking place currently, and its effects can be seen in classrooms and around the school generally. Parents recognise the difference in attitudes of pupils and the effect on their own children.

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Pupils’ attitudes, values and personal development

15. Attitudes are now satisfactory and often they are good. A few pupils still have negative attitudes, but this is not so obvious when lessons are interesting, expectations are high, work is challenging, and relationships are good. Only in a few lessons are poor attitudes tolerated, with a negative effect on the whole class. Most pupils listen well in lessons and are keen to learn. They show high levels of concentration and are proud of their achievements. They enjoy being in school and are happy to talk to visitors about what they are doing. They try hard with the work they have been given to do. For example, in a Year 5 geography lesson pupils were keen to answer questions using a text book to find the information they needed. There was a high level of attention and concentration and all pupils responded well.

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Pupils’ attitudes, values and personal development

16. Improvements in attitude are having a major impact on pupils’ achievements. Poor attitudes, particularly of boys, have affected end of key stage results in previous years. The school has been successful in making improvements, and as a result achievement is now much better. Ewanrigg Junior - 14 17. There have also been significant improvements in pupils’ behaviour. In the last inspection behaviour was judged to be unsatisfactory; it is now good. The school was well supported in putting in place a framework for encouraging good behaviour and pupils have responded well to this. There are now clear expectations of how pupils are to behave and the whole school is more orderly and purposeful. Parents, members of the local and wider community and pupils themselves recognise what a different place the school now is because of an improvement in behaviour. Two exclusions took place last year, but none have happened recently and the school is

p.13

Pupils’ attitudes, values and personal development

confident in its use of other measures to avoid this situation in the future.

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Pupils’ attitudes, values and personal development

18. Behaviour in lessons and around the school is good. Pupils are polite and responsible. They respect others and listen carefully to adults in school. They play sensibly and take care of property. They walk around the school and enter classrooms and assemblies quietly. Many pupils are beginning to take more responsibility for their own actions. They are encouraged in this by having the opportunity to talk about behaviour, for example in ‘Circle Times’ when pupils discuss the issues that are important to them.

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Pupils’ attitudes, values and personal development

19. Pupils’ personal development is satisfactory and often good. Relationships are satisfactory, although better in some classes than others. No bullying was witnessed during the inspection and pupils spoken to were not aware of this being a problem, although it has been in the past. The good provision for social development is beginning to have an impact on pupils. For example, Year 3 pupils talked confidently about the need for rules, and Year 6 pupils considered carefully the changes brought about in their class now that there were fewer arguments and disagreements. When given the opportunity, pupils are willing to take on responsibilities, for example in the distribution of milk and setting up of physical education equipment. Most pupils co- operate with each other, but some still find this difficult.

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Pupils’ attitudes, values and personal development

20. Attendance is still below the national average and unauthorised absences are higher than average. The school has worked hard to improve the figures and has made long-term plans and set targets for improvement. Some of these targets have already been met. The new policy is working well; absences are monitored fortnightly with first day absences being followed up wherever possible. There is a closer liaison between staff and the educational welfare officer with responsibility for the school, and this is aiding the improvement. Targets and the reasoning behind them are being shared with parents and their help is sought to improve attendance figures. Despite all this, the attendance of a minority of pupils is still a concern and has a negative effect on the progress of the individuals concerned. Attendance is worse in the top two years, and this has an impact on standards achieved at the end

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Pupils’ attitudes, values and personal development

21. Punctuality is not generally a problem, although it can affect the progress of some individual pupils. The newly established Breakfast Club is already having an impact on the ability of some pupils to get into school on time. Time keeping during the day is usually good. Lessons start on time and both teachers and pupils are ready to get on with work promptly.

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HOW WELL ARE PUPILS TAUGHT?

22. The quality of teaching in school is satisfactory overall, but is often good. During the inspection, in almost all lessons observed the teaching was found to be at least Ewanrigg Junior - 15 satisfactory. In almost half of lessons it was good or better, and in one in five lessons the quality was very good. There are particular strengths in the Year 6 class and in the teaching for pupils with special educational needs. Teaching was consistently very good in these lessons. The quality of teaching across the different subjects is variable, but generally the teaching in English, science and religious education is good and in other subjects it is satisfactory. Only one information technology lesson was observed during the inspection, but based on other evidence and on pupils’ lack of progress, the teaching is unsatisfactory.

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HOW WELL ARE PUPILS TAUGHT?

23. There have been marked improvements in the quality of teaching since the last inspection. In the first instance, teachers were well supported in improving their planning and became much more clear about their learning objectives. Then the literacy and numeracy strategies were taken on and helped teachers become more focused in their lessons. Recently the appointment of some new teachers has improved the situation further, as they have brought new enthusiasm and higher expectations. The improvements in teaching have been recognised by parents and have had a considerable impact on pupils’ motivation and achievement.

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HOW WELL ARE PUPILS TAUGHT?

24. One of the major strengths now is the teaching of basic skills. The literacy and numeracy strategies have been effectively taken on and these skills are now taught competently by all teachers. These lessons are focused and pupils make good progress. For example, in a Year 4 literacy lesson based on using interesting words the teacher showed though her planning that she had a thorough grasp of all elements of the literacy skills to be taught. She also knew how to put over the learning in a way that caught and kept the pupils’ attention. The lesson moved quickly through all its parts and the pupils made good progress in gaining and consolidating skills. Teaching in numeracy is not yet as good, but is satisfactory and is improving as teachers gain more confidence in such aspects as mental work.

p.15

HOW WELL ARE PUPILS TAUGHT?

25. Teachers plan effectively. They identify clear learning objectives and ensure that this is where the focus of the lesson remains. When these objectives are communicated to pupils, they understand what they are learning and are in a position to evaluate their own learning. Because their lessons are carefully planned they use time well. The pace of lesson is usually good and teachers manage to fit a lot into the available time. This keeps pupils interested and encourages them to work at a good pace themselves. Teachers use resources well. For example in a Year 6 science lesson, the carefully planned use of different visual aids, including a model, a video and a CD Rom, kept every pupil interested and enabled them to learn effectively. On the whole however, information technology is not used sufficiently in the daily work of the class.

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HOW WELL ARE PUPILS TAUGHT?

26. Relationships in classes are usually good and this is major factor in the improving attitudes of pupils. In the best lessons there are positive, supportive relationships and the teacher uses humour alongside high expectations to skilfully manage any potentially negative attitudes in pupils. For example, in the Year 3 class the teacher has established supportive relationships and pupils know what is expected of them. In this secure context the teacher encourages class discussions of a very high quality, despite pupils’ limited speaking and listening skills. Most pupils feel sufficiently confident to take part and they make good progress. In most classes, high standards of behaviour are set and consistently kept to. Pupils respond well to this. These classrooms have a purposeful ethos; pupils behave well and get on with their work. Occasionally, in weaker lessons relationships can be a bit strained.

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HOW WELL ARE PUPILS TAUGHT?

Expectations of behaviour and attention may not be sufficiently high; for example a Ewanrigg Junior - 16 level of inattention is tolerated and some non-participation by pupils accepted. This has a negative impact on levels of concentration within the class generally.

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HOW WELL ARE PUPILS TAUGHT?

27. In the best lessons, expectations of what pupils can achieve are high and this has a positive impact on the standards achieved. Pupils are given work that challenges them and are thus encouraged to aim high. Pupils respond well; even though they may need support to complete the work they have been given, they apply themselves well and try hard. In some lessons the enthusiasm of the teacher inspires and motivates pupils to high achievement; for example in an art lesson in the Year 6 class the teacher motivated the pupils to produce some good quality work. Occasionally in lessons expectations are too low. The work pupils are given is not sufficiently challenging and the teacher accepts low standards of work. This particularly effects the higher attaining pupils in these lessons, who find the work too easy and are not given the opportunity to develop their understanding further.

p.16

HOW WELL ARE PUPILS TAUGHT?

28. Generally teachers have a satisfactory level of knowledge and understanding of the subjects they teach. This is often demonstrated in the level of questioning used. For example, in literacy lessons teachers vary their questioning to challenge different pupils. Sometimes teachers lack confidence in certain subjects. Where there is good guidance for teachers to help them in their planning, for example in physical education, this is then not a problem. But in some subjects, for example, design and technology and music, guidelines are limited and the quality of teaching and learning is dependent on individual teachers and is inconsistent from class to class. Some teachers lack confidence in information technology. They do not plan for this, pupils have very limited access to computers and do not gain the skills they need.

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HOW WELL ARE PUPILS TAUGHT?

29. Teachers use a range of teaching methods and usually do this effectively. Teacher expositions at the beginning of lessons are followed by individual or group work. When the teacher organises groups, especially with the help of additional adult support, so that she can focus her attention on one group this is very effective and all pupils make progress. Sometimes the teacher’s attention is spread too thinly as she tries to interact with all pupils. Occasionally there is a limited range of organisational methods used. For example, in some classes there is little use made of pairs of pupils or small groups working together, and too much individual recording. Teachers are very good at introducing lessons, but sometimes they get the balance wrong and do not leave sufficient time for pupils to complete the tasks they have been given to do. Teachers do not always know what works most effectively, and

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HOW WELL ARE PUPILS TAUGHT?

currently they are not sufficiently supported in this by the management of the school.

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HOW WELL ARE PUPILS TAUGHT?

30. Teachers assess pupils’ work well on a daily basis. They are usually well aware of when pupils are having difficulties with understanding and take steps to remedy the situation. In introductory and plenary sessions most teachers use questions to assess the level of understanding of the class and of individuals. Marking is sometimes used well to encourage pupils and provide them with targets, but this is inconsistent between classes. Where pupils are being helped to evaluate their own learning, they become more independent and motivated. Homework is not used sufficiently or consistently enough to support work in class, or to encourage parental involvement in their children’s learning. There are occasions when pupils are encouraged to work at home, for example in finding something out in science, but this does not happen regularly or in every class.

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HOW WELL ARE PUPILS TAUGHT?

31. The teaching for pupils with special educational needs is good and often very good. Teachers’ planning ensures that work is well matched to pupil needs and takes Ewanrigg Junior - 17 account of the differing attainment levels within the class. Teachers are very sensitive to the needs of pupils. For example, those pupils who find difficulty in expressing themselves with confidence are given very sensitive encouragement to speak, in the ‘circle time’ activities as well as in class discussions. This is a particularly strong feature in the Year 3 and Year 6 class. Pupils’ individual education plans contain clear targets, and they are sufficiently practical for the teacher and support staff to implement fully. The learning support staff is very well trained in providing a good blend of help and challenge, for example in all withdrawn groups. A strength of the special educational needs provision is the good degree of

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HOW WELL ARE PUPILS TAUGHT?

teamwork that now exists between all staff. The special educational needs co- ordinator herself provides very good quality teaching, as she draws on a high level of expertise to meet pupils’ needs and enable them to make good progress.

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HOW WELL ARE PUPILS TAUGHT?

32. Support staff generally in school are effectively deployed. Whether they are working independently in withdrawal situations, or are supporting teachers in classrooms, their work is invariably of a high standard and makes a valuable contribution to the quality of learning of pupils, particularly those with special educational needs. The patience and understanding with which they work, and yet the high expectations they have of what pupils can achieve, make a positive context in which pupils feel secure and often make very good progress. A few parents and other volunteers work in school on a regular basis, and they also make a good contribution to pupils’ learning, enabling them to take part in activities such as baking and claywork which they would not otherwise have the chance to do.

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PUPILS?

33. The school provides a satisfactory curriculum that is adequately planned. Teachers usually share expertise effectively and plan together across the year groups and between classes of the same age range. There are particular strengths in the provision for literacy and for pupils with special educational needs. The school has effectively implemented the National Literacy and Numeracy Strategies and this is having a positive impact on pupils’ achievements.

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PUPILS?

34. The school does not however meet statutory requirements in full. The curriculum does not include sufficient attention to all the subjects of the National Curriculum. The links between subjects and the use of old planning are not always effective and in some subjects pupils do not gain skills in a progressive manner through the school. The curriculum for information technology is weak. There is no scheme of work and standards are low.

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PUPILS?

35. A key issue in the previous inspection was to improve curriculum planning and bring schemes of work up to date. The school has made satisfactory progress, but weaknesses remain. There is an effective overall plan for the school and termly plans have improved. Teachers now plan coherently across the school. Provision for most subjects, including English, mathematics, science, religious education, physical education and art is now satisfactory. Provision for music and geography has improved. There are weaknesses in the curriculum for design and technology, history and information technology.

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PUPILS?

36. Pupils of all ages and capabilities benefit from a curriculum that meets their social, intellectual, physical and personal needs adequately. The content and organisation Ewanrigg Junior - 18 of the curriculum ensure equal opportunities for learning. However, at times pupils who are withdrawn for additional help find themselves losing lesson time in other subjects. There is occasionally a mismatch between the lessons and the group activities. Although staff have considered the options carefully and have reached a reasonable compromise, there are still occasions when the situation is not satisfactory for individual pupils. Health matters, sex education, drugs awareness and improving pupils’ self-esteem are taught effectively in personal and social education lessons.

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PUPILS?

37. Provision for pupils with special educational needs is good. Pupils receive specific help in, for example, literacy lessons and pupils with emotional and behavioural difficulties are supported well by individual programmes to ensure that they participate in all school activities. The newly appointed special educational needs co-ordinator is having a marked impact in providing direction and consistency in the working of the school’s systems. Teachers are involved in the preparation and review of individual educational plans and they are put into practice effectively. The level of teaching and support for pupils with special educational needs has recently improved significantly, and this is recognised by parents. In most lessons there is adequate provision of challenging extension activities for higher attaining pupils, although occasionally their needs are not fully met.

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PUPILS?

38. The provision for extra-curricular activities is satisfactory. Over the year there are football, netball and rugby clubs. In music, there are recorder, percussion and singing clubs. These are all well attended and enhance the school’s overall provision. The school has very recently started a breakfast club, which is well supported.

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PUPILS?

39. There is good communication with the secondary school. For example, the school shares various facilities, including the swimming pool and information technology suite. The pyramid of schools shares in a project to raise achievement in language, which is showing signs of success. There is a good flow of information about pupils’ strengths and weaknesses to staff in the secondary school and parents have several opportunities to learn about what will happen to their children. There are also good links with nearby infant schools. Opportunities for careful induction into the school and for transfer to the secondary school are provided. This helps to ensure that pupils move with confidence to the next stage of their education.

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PUPILS?

40. The curriculum is enriched by the school’s good links with the community. There is a strong school association, which raises large amounts of money for the school, but also provides a social focus for the community. The new ‘Credits’ development promises to be a useful link between the community and the school. Pupils participate in local events, such as the ‘Festival of the Sea’. The school feels there is now good support from parents and this link is strongly encouraged by the governing body and staff.

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PUPILS?

41. Provision for pupils’ social and moral development is good. Provision for pupils’ spiritual, and cultural development is satisfactory. Religious education lessons provide pupils with knowledge and understanding of other religions and opportunities to discuss things that are important to them. Acts of collective worship are positive community experiences. They are broadly Christian in character and the chosen themes encourage pupils to reflect on moral values. However, opportunities are sometimes missed to make assemblies more interesting and meaningful, with opportunities for pupil to participate or to reflect on what they have heard. Ewanrigg Junior - 19 42. Provision for moral development is good. It is this provision that has had the positive impact on pupils’ behaviour and brought about the considerable improvements. There is an effective whole school system of credits and order marks, which pupils

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PUPILS?

respond well to and find motivating. There is a clear framework for what is expected in school and most staff consistently adhere to this. There are however, a few inconsistencies between classes and not all teachers always have the same high standards as others. The school promotes values, such as fairness, honesty, respect for truth, effectively in assemblies and in lessons. Teachers offer opportunities for pupils to discuss issues about behaviour and this is helping to make pupils more aware of their own responsibilities and how their actions affect others.

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PUPILS?

43. Provision for social development is good. There is a sense of community in the school and positive relationships between staff and pupils. Pupils are encouraged to listen to others and value their work and contributions. Pupils are expected to care for and respect others. Pupils are often encouraged to work together in lessons, for example they work as teams in physical education. However, opportunities for pupils to work co-operatively are inconsistent from class to class. Pupils’ experiences during outdoor and adventurous weeks have a very positive effect on their social development. Pupils move around school sensibly. A significant number of pupils accept responsibility for jobs around the school. Pupils help to run assemblies, good class work is shown to the school and there are library and register monitors. Pupils use their initiative to clear away quickly after lessons and have learned to work for

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PUPILS?

short periods without direct supervision in literacy and numeracy lessons.

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PUPILS?

44. Provision for pupils’ cultural development is satisfactory. A range of activities in and out of school provides pupils with an appreciation of their own cultural traditions. Displays around the school and interesting collections of photographs highlight these and other events. Pupils have worked with a local artist and have made collages for the Festival of the Sea. In history, pupils study various decades, including the 1960s and 1970s. The school makes commendable efforts to enhance pupils’ multicultural development. Various sets of artefacts around the school are well presented. Pupils study India in geography and have borrowed Indian costumes from a local college.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. The school takes care of its pupils and has a good relationship with parents and other agencies. These good relationships enhance the level of care given. The school has improved since the last inspection. The behaviour policy is being used well to improve standards of behaviour and includes a rewards and sanctions element. Pupils understand this and a regular achievement assembly takes place. Improvement in standards is evident around the school, and parents and pupils recognise this. An anti-bullying policy is in place and is effective. The education welfare officer is working effectively with the headteacher, staff, and other agencies to enhance pupil welfare and to improve attendance. The school’s long-term strategy to improve attendance is beginning to work and some targets have already been met. Parents are encouraged to help in this.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. Child protection legislation is complied with and the systems are working within the school. There was evidence of the policy in action during the week of inspection. The headteacher is the designated adult and all staff members are trained in the procedures. Ewanrigg Junior - 20 47. The school’s personal, social and health education policy is in place and working around the school. The policy includes a section on citizenship but it is too soon to see if this is effective. Examples of good practice are evident in ‘circle time’ every week. Pupils are encouraged to build relationships and understand each other’s problems and beliefs. Pupils are willing to take responsibility and initiative when given the chance and can act with a high level of maturity. For example, the headteacher was given the opportunity of having milk for pupils during school time, but there was a problem of the extra work involved. The headteacher joined the

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

Year 6 circle time and shared his worries. Two days later the pupils returned to him with a rota in which they all would take part. They run the scheme and collect and manage the money themselves. Pupils are reminded during the school day of health care, for example during PE.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. The breakfast club, which is run in conjunction with Barnardos, is a good example of co-operation within the community. The school works as an equal partner with Barnardos and the pupils benefit greatly from this co-operation. The holiday play schemes are also run by the link with Barnardos. The Governors forged this link and they can be justly proud of their contribution to the pupil’s welfare and social development. There are plans for an after school club but this is dependent upon funding being found.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

49. The school has an equal opportunities policy and it is satisfactory within the curriculum. There were however, signs that boys can dominate the playground and the Prospectus referred to ‘he’ throughout when ‘s/he´ would better reflect today’s society.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

50. The school’s health and safety policy is out of date. A new one must be a priority and must include all current legislation. There are some weaknesses in procedures; for example fire procedure notices are not present in all classrooms and the school’s electrical equipment has not been checked and marked for two years. The caretaker is well aware of health and safety issues and ensures that all cleaning fluids are under lock and key. There is no health and safety committee and the governors need to make this a priority. The accident book is up to date and medicines are covered in the First Aid Policy, and staff and parents know the procedures. Some risk assessment analysis has been done but completing it is a priority.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

51. The school complies with the special educational needs code of practice; provision is good. There has been a significant improvement in the procedures for the identification and monitoring of pupils requiring support since the appointment of the new special educational needs co-ordinator. Good use is now made of outside support agencies if the school is unable to make an accurate assessment. Increasingly, concerns are shared to ensure that pupils’ needs are being fully met

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

52. Assessment procedures operating in the school are now good and represent a major improvement since the previous inspection. There is a thorough assessment policy. On entry to the school, baseline measurements are established in English and mathematics. These tests highlight the lower achievers, who are then considered for special needs provision. The tests will be repeated at the end of Year 3 to note progress made. Evidence from the Key Stage 1 tests is analysed. Later, the optional tests, taken in Years 4 and 5, and the Key Stage 2 tests are also scrutinised to identify areas of strength and need. There is now an annual schedule for monitoring achievement. Results are tabulated and graphed so that patterns can be noted and comparisons made. All teachers now have standardised folders in which Ewanrigg Junior - 21 cumulative records on each individual pupil are kept. Reading is tested termly and

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

progress noted. Also on a termly basis, pupils’ provide samples of English, mathematics and science work which are assessed and annotated to determine their levels. Assessment of behaviour is also now established for each individual child.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

53. Some of these initiatives are only recently in place. Nevertheless they indicate the school’s commitment to assessment and to the analysis of the data collected. This is particularly strong in the identification and monitoring of those pupils with special educational needs. High quality records are maintained by the Accelerated Learning Support staff and by the special educational needs co-ordinator and support staff in the Curriculum Support Unit.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

54. Although only a small percentage of parents returned the questionnaire sent out and only a few attended the meeting, this was sufficient to obtain an idea of what parents feel about the school. Parents have positive views of the school. They feel there are strengths in the way in which they are welcomed into the school and can approach staff with concerns. They feel the school has strong links with the community and encourages pupils to become involved with more than just their daily lessons. They feel their children are happy in school. But most of all they feel that the school has improved for the better in recent years. They recognise improvements in pupils’ behaviour and attitudes, in the quality of the teaching and in the quality of the provision for pupils with special educational needs. The inspection team agrees with the parents’ positive views of the school, particularly in the improvement that has

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

taken place and the impact on pupils. The only concerns parents had were to do with the timing of meetings to discuss their children’s progress, the amount of homework given and the need for behaviour to continue to improve. The school is reviewing the timing of parents’ meetings. Homework is an issue taken up by inspectors, but one of which the school is aware. The school is committed to continuing to improve the behaviour and attitudes of pupils.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

55. The school’s relationship with parents is good. Parents feel welcome in school and know that the school listens to their concerns and values their contribution. Children with special educational needs are well catered for and much information is available about the school’s provision for these pupils. Parents are involved at all stages. The school actively encourages parental involvement, but only a few parents respond to this. A small group of parents and other volunteers work regularly in school, and provide some valuable support. There is an active school association made up of parents and friends of the school. This association raises funds and organises social events which are well attended.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

56. Communication with parents is satisfactory. Most communications are clear and informative but some of the documents do not contain the statutory requirements. For example, the annual governors’ report to parents does not give the date of new parent governor elections, an Ofsted Action Plan up-date or the Key Stage 2 targets for the school. Letters are informative, but do not always reflect in their style the kind of welcoming approach the school is trying to promote.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

57. There are regular progress reports sent to parents. These are clear, have areas for development, are helpful and contain an opportunity for parental comments and involvement. There are parents’ evenings, one at the start of the year to inform parents of the year ahead, and one at the end of the year for parents to discuss Ewanrigg Junior - 22 progress. Many parents take up the offer of an individual interview with the class teacher. The school is currently reviewing the timing of these meetings to bring them closer to what parents need. Parents are also invited to the achievement assemblies to join in the school’s celebration of success.

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