Other · Ofsted report

Brookside Primary School

Inspected — · published 27 Feb 2002 · URN 106036

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Full report text

BROOKSIDE PRIMARY SCHOOL

Dates of inspection: November 5 th – 8 th 2001

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BROOKSIDE PRIMARY SCHOOL

Full 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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BROOKSIDE 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. Brookside Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Ashbourne Drive High Lane Stockport

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 21 April 1997 Brookside Primary School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities 17736 P Dennison Registered inspector The foundation stage English as an additional language English Art and design Physical education What sort of school is it? The school’s results and achievements How well are pupils taught? How well is the school led and managed? What should the school do to improve further? 13706 G Marsland Lay inspector How well does the school care for its pupils? How well does the school work in partnership with parents? 20846 A Wilson Team inspector Special educational needs Mathematics Information and communicatio n technology Music Religious education How good are the curricular and other opportunities offered to pupils?

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INFORMATION ABOUT THE INSPECTION TEAM

17767 S Power Team inspector Equal opportunities Science Design and technology Geography History Pupils’ attitudes, values and personal development Brookside Primary School - 5 The inspection contractor was:

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INFORMATION ABOUT THE INSPECTION TEAM

Strathblane House Ashfield Road Cheadle Stockport SK8 1BB

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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 Complaints Manager Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Brookside Primary School - 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 pupils’ achievements Pupils’ attitudes, values and personal development

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INFORMATION ABOUT THE SCHOOL

Brookside Primary School is situated in the village of High Lane on the outskirts of Stockport. The pupils attending come from a wide area including Cheshire and Derbyshire. It is smaller than most schools with 158 on roll. There are six classes. There is no nursery but most pupils receive some form of pre-school education. A privately run pre-school group meets each morning on school premises. There is a very wide range of attainment on entry to the school but overall it is above that expected for the age group. It does however, vary considerably from year to year depending on the number of pupils with special educational needs. The school has resource provision to meet the needs of children with severe or profound learning difficulties. Currently, there are ten children with severe learning difficulties as well as others with special educational needs who have come to the school because of its inclusive philosophy.

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INFORMATION ABOUT THE SCHOOL

The number of pupils on the school’s register of special educational needs is above the national average. Ten of these have a statement of special educational need. This is well above the national average. The number of pupils who are eligible for free school meals is below the national average. There are no pupils for whom English is an additional language.

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HOW GOOD THE SCHOOL IS

This is a good school. The quality of teaching is good and this helps pupils to make good progress Standards of attainment in English, mathematics and science are above the national average. The pupils have very positive attitudes to learning and their behaviour is very good. The headteacher and senior staff provide very good leadership and the school is very well managed. The very effective support provided for pupils with special educational needs helps them to have full access to all aspects of school life and to make good progress. The headteacher, governors and staff work well together with a shared commitment to raising standards and improving the quality of education. The school provides good value for money.

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HOW GOOD THE SCHOOL IS

What the school does well • Standards in English, mathematics, and science are good. • The headteacher and senior staff provide very good leadership and the school is very well managed. • The quality of teaching is good overall and much is very good. • Pupils with special educational needs are provided with very good support and make good progress. • The provision for pupils’ personal and social development is very good. • The school cares well for its pupils and relationships are very good. • Pupils have very positive attitudes to school and their behaviour is very good. What could be improved • The use of information and communication technology to support learning in other subjects. 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 April 1997. It was found to be a successful school with many strengths. Since then it has continued to improve in many areas. The good standards of attainment have been maintained. The key issue from the previous inspection has been effectively addressed as a result of the clear leadership provided by the headteacher. The National Numeracy and Literacy Strategies have been implemented and schemes of work have been developed for all other subjects to support teachers’ planning. The resource provision for pupils with severe or profound learning difficulties has been developed and these pupils are fully included in all aspects of the life of the school. The new computer suite has improved the provision for information and communication technology and helped to improve standards of attainment. There are clear plans to extend the computer suite. However, the limited number of computers currently available is impeding the use of information and communication

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

technology to support learning in other curriculum areas. Brookside Primary School - 8

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 6 based on average point scores in National Curriculum tests.

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STANDARDS

Performance in: all schools similar schools well above average A 1999 2000 2001 2001 above average B English A C B D average C mathematics B C B D below average D science C B E E well below average E

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STANDARDS

In the 2001 National Curriculum tests in Year 6, pupils performance was above the national average in English and mathematics and well below the national average in science. The school performance in these tests varies from year to year because of the differing numbers of pupils with special educational needs in the year group. The presence of pupils with severe learning difficulties can make a significant difference to the overall results, especially as the total number of pupils in the year group is relatively small. Comparison with schools which do not have resource provision for pupils with special educational needs is therefore very difficult. However, results of the Year 6 tests have improved steadily at a rate broadly in line with the national trend. On the evidence of the inspection, attainment by the end of Year 6 in English, mathematics and science is above the national average. By the end of Year 2, attainment is above the national average in reading, writing and mathematics.

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STANDARDS

Attainment in science is in line with national average, with many pupils achieving above this. Pupils make good progress in the reception class and the great majority achieve the early learning goals established for the age group. Many move beyond this to the National Curriculum programmes of study. Attainment in art and design, design and technology, history, music and religious education is above that expected for the age group. Attainment in information and communication technology, geography and physical education is in line with expectations. Pupils of all abilities, including those with special educational needs in mainstream classes and the resource provision, achieve well. Realistic but challenging targets are set for the National Curriculum tests in Year 6. The results in 2001 exceeded the targets set for English and mathematics.

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PUPILS’ ATTITUDES AND VALUES

Aspect Comment Attitudes to the school Pupils have very positive attitudes to school. They work hard, concentrate well and show good levels of interest. Behaviour, in and out of classrooms Behaviour is very good throughout the school. Pupils know what is expected of them and respond in a positive manner. Personal development and relationships Personal Development and relationships are very good. Pupils co-operate well with each other and their teachers. They are provided with opportunities to exercise responsibility and they respond well. Attendance Attendance is above the national average. Brookside Primary School - 9

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TEACHING AND LEARNING

Teaching of pupils in: Reception Years 1 – 2 Years 3 – 6

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TEACHING AND LEARNING

Quality of teaching Very Good Good 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. The quality of teaching is good overall and effectively promotes the progress and attainment of all pupils. Those with special educational needs are well supported and make good progress. This good quality teaching is founded upon good relationships and good classroom management skills. Lessons are well planned and organised. Teachers have high expectations and take great trouble to present learning in ways which challenge and motivate pupils. On the occasions where teaching is satisfactory rather than good, the reason is usually because the work provided is not accurately matched to pupils’ needs and this reduces the progress made.

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TEACHING AND LEARNING

The teaching of English and mathematics is good overall and the skills of literacy and numeracy are taught well. Support staff work closely with the teachers to raise standards and ensure that all pupils gain full benefit from their lessons. They make an important contribution to pupils’ learning. Pupils respond well and learning is good overall. They are keen to learn and work hard, showing good levels of concentration and developing their knowledge, skills and understanding.

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OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum The curriculum is good. There is a wide range of interesting and relevant activities. It is enhanced by the good use of visits and visitors.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs The provision for pupils with special educational needs is very good. They are well supported, have full access to all aspects of school life and make good progress.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good provision is made for personal development. There are very clear expectations of behaviour and the positive values promoted in assemblies and lessons help to promote spiritual, moral, social and cultural development.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils The school cares for its pupils very well. Staff know their pupils well as individuals and create a supportive environment in which pupils can develop.

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OTHER ASPECTS OF THE SCHOOL

The school has a developed a good partnership with parents.

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OTHER ASPECTS OF THE SCHOOL

Pupils’ academic performance and personal development is monitored very effectively. There are very good systems in place to analyse the results of assessments, set clear targets for improvement and to track progress. Brookside Primary School - 10

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HOW WELL THE SCHOOL IS LED AND MANAGED

Aspect Comment Leadership and manage- ment by the headteacher and other key staff The headteacher provides very good leadership and has established a very positive climate for learning in the school. She is well supported by senior staff, in particular, the deputy headteacher. The school is managed very effectively. How well the governors fulfil their responsibilities Governors are very supportive. They are aware of the needs and priorities facing the school and contribute very effectively to its success. All statutory requirements are met. The school’s evaluation of its performance There are very effective systems in place to monitor the quality of planning and teaching. Assessment results are analysed to monitor standards of attainment and the progress of pupils. This evaluation is used to inform the planning of further improvements. The strategic use of resources Effective use is made of the school budget and additional grants for the

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HOW WELL THE SCHOOL IS LED AND MANAGED

benefit of pupils’ learning. Financial planning is very good and resources are used well to support the school’s educational priorities.

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HOW WELL THE SCHOOL IS LED AND MANAGED

There are sufficient, well qualified and experienced teachers and a good ratio of support staff to meet the needs of pupils. The accommodation is good and the school has a good range of resources to support learning.

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HOW WELL THE SCHOOL IS LED AND MANAGED

Collectively the headteacher, staff and governors contribute very effectively to the quality of education provided and to the standards achieved by the pupils. The school development plan has been produced in consultation with staff and governors. This is based on an analysis of the school’s needs. It clearly identifies the school's priorities and is reviewed regularly to evaluate progress. The school makes good use of the principles of best value to make effective use of the financial resources available. These are used effectively to support the priorities identified in the plan.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved • The teaching is good. • The school helps their children to become more mature. • Their children like school. • The school provides an interesting rage of activities outside lessons. • Children get the right amount of homework. • The behaviour in school is good. • Children are expected to work hard and achieve their best. • The school is well led and managed. A small number of parents expressed concerns about: • how well informed they are about their children’s progress; • how closely the school works with parents.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Parents expressed much satisfaction with the school’s provision. The inspection findings support all these positive views. While the majority of parents and carers consider the school keeps them well informed in relation to their children’s progress, a small minority are dissatisfied with this aspect of the school and with the school's partnership with parents. The inspection confirmed that the school is working hard to develop and improve the relationship with parents. Inspectors also consider that the arrangements for informing parents about their children’s progress to be satisfactory. Brookside Primary School - 11

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The school’s results and pupils’ achievements

1. There is a wide range of attainment on entry to the school, although, overall, attainment is above that expected for the age group. Pupils make good progress in the reception class and by the time they complete the Foundation Stage the great majority achieve the early learning goals established for the age group. Many move beyond this to the National Curriculum programmes of study for Key Stage 1. The good levels of achievement reported at the time of the previous inspection have been maintained.

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The school’s results and pupils’ achievements

2. Pupils’ performance in the 2001 Year 2 National Curriculum assessments in reading and writing was well above the national average, in mathematics it was in line with the national average. Teachers’ assessments of their attainment in science were also above the national average. In the 2001 National Curriculum tests in Year 6, pupils’ performance was above the national average in English and mathematics but well below the national average in science. The school performance in these tests varies from year to year because of the differing numbers of pupils with special educational needs in the year group. The presence of pupils with severe learning difficulties can make a significant difference to the overall results, especially as the total number of pupils in the year group is relatively small. Comparison with schools which do not have resource provision for pupils with special educational needs is therefore very difficult.

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The school’s results and pupils’ achievements

However, results of the Year 6 tests have improved steadily at a rate broadly in line with the national trend.

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The school’s results and pupils’ achievements

3. On the evidence of the inspection, attainment by the end of Year 2 is above the national average in reading, writing and mathematics. Attainment in science is in line with national average, with many pupils achieving above this. By the end of Year 6, pupils’ attainment in English, mathematics and science is above the national average. Pupils of all abilities, including those with special educational needs achieve well.

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The school’s results and pupils’ achievements

4. By the age of seven, most pupils have good skills of speaking and listening. They are competent in the early skills of reading and are developing a range of strategies for attempting unknown words. Their writing shows an increasing fluency and control, with simple punctuation being used accurately. By the end of Year 2, pupils read a range of texts with fluency and understanding. They use capital letters and full stops appropriately in their writing, with simple words spelt correctly. They develop their ideas logically in a sequence of sentences. By the age of eleven, standards of literacy are good. Pupils listen carefully to one another and their teachers. They give articulate, complete answers to questions, demonstrating good comprehension skills. The majority of pupils are confident when asked to address the rest of the class and speak clearly to the best of their ability. The majority of pupils are competent readers. They

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The school’s results and pupils’ achievements

read aloud clearly and with understanding and discuss the characters and plot of stories confidently. Higher attaining pupils are very fluent and expressive. They read widely and explain their views clearly. Their writing is organised, clear and well adapted for a number of purposes. Most pupils make good use of punctuation and are secure with spelling. They plan work carefully and make good use of parts of speech such as adjectives and adverbs. Brookside Primary School - 12 5. Pupils have good numeracy skills. They develop their understanding of the number system and their mathematical vocabulary. By the age of seven, pupils are able to carry out written calculations accurately and most have a good knowledge and understanding of number facts, shapes and measures. By the end of Year 6, pupils of all abilities have a good knowledge of the number system and can use the four basic operations competently. The higher attaining pupils have a good understanding of

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The school’s results and pupils’ achievements

percentages and probability, can use fractions and decimals accurately. The lower attaining pupils can apply the four rules of number effectively and use a wide range of units of measure competently. Pupils have a sound knowledge of shapes and their properties and a good appreciation of the number system and measures. Pupils make good progress in developing their mental strategies and are able to use their mathematical knowledge to solve problems and to support their work in other subjects such as science and design and technology.

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The school’s results and pupils’ achievements

6. By the age of seven, pupils possess a sound scientific vocabulary and knowledge. They are able to observe changes, make sensible predictions and record their observations appropriately in notes and drawings. By the end of Year 6, pupils have a good grasp of the factual knowledge required by the National Curriculum and are able to find answers to scientific questions by systematic investigation. They can make informed predictions about what might happen and explain their findings in terms of what they originally thought.

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The school’s results and pupils’ achievements

7. The school has maintained the good levels of attainment in English described at the time of the previous inspection. Attainment in mathematics and science has been improved. This improvement has been brought about through good teaching and the implementation of the national strategies for numeracy and literacy which have provided a framework for planning and led to a clear focus in lessons. There are also increased opportunities for pupils to develop skills of investigation in mathematics and science.

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The school’s results and pupils’ achievements

8. The provision for information and communication technology has improved considerably since the previous inspection. Pupils' attainment in information and communication technology is in line with national expectations throughout the school and pupils of all abilities are achieving satisfactorily. By the end of Year 2, word- processing skills are well developed. Most pupils can highlight blocks of print and move them about the screen and use the mouse and toolbar to change the size of print or images. By the end of Year 6, pupils use computers regularly to look for information in the course of their work. In order to do this, they confidently gain access to the Internet to operate search engines and look for information which will help them with their work. They use the appropriate ‘tools’ for checking their spelling, reorganising text and expressing ideas in a variety of formats. However, pupils have too few opportunities to

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The school’s results and pupils’ achievements

gain confidence in using the computer as an integral part of their learning. This is partly due to the lack of space in the computer suite and also because some teachers do not yet have the subject knowledge and confidence to organise more frequent access.

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The school’s results and pupils’ achievements

9. Teachers have high expectations and pupils achieve well because of lively, enthusiastic teaching that motivates them to succeed. Attainment in art and design, design and technology, history, music and religious education is above that expected for the age group. Attainment in geography and physical education is in line with expectations. Brookside Primary School - 13 10. Pupils in mainstream classes with special educational needs achieve well in meeting the targets identified in their individual education plans. This is because of the effective support they receive from teaching and non-teaching staff. The school identifies a number of pupils as more able and they also make good progress. Pupils in Years 3 to 6 with significant learning difficulties who benefit from the resource provision, spend a limited proportion of the school week in the resource room, mostly for literacy lessons. Otherwise, they are fully and successfully included in all mainstream lessons and

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The school’s results and pupils’ achievements

extra-curricular activities. This is the result of very close collaboration between well- qualified and very capable teaching assistants and teachers. A feature of this support is the detailed and very specific individual education plans which are prepared for every pupil. The teacher in charge of the resource provision and teaching assistants work very hard to ensure that resourced pupils achieve the targets set out in these detailed documents. In order to do this successfully, they have high expectations of the pupils in their care and successfully ensure that they work as hard, and attain as well, as they are able.

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The school’s results and pupils’ achievements

11. The school analyses test results and uses that information to track pupils’ progress. Careful records of each pupil’s test results are kept from entry to the school and are passed on from year to year. Information gathered from the various tests is used to target pupils for additional learning support and booster classes where necessary. Realistic but challenging targets are set for the National Curriculum tests in Year 6. The results in 2001 exceeded the targets set for English and mathematics.

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Pupils’ attitudes, values and personal development

12. The pupils demonstrate very good attitudes towards school and their behaviour is very good. They enjoy coming to school. Their record of attendance is good and is above the national average for primary schools. The rate of unauthorised absence is slightly below the national average. The vast majority of pupils arrive on time and lessons start promptly.

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Pupils’ attitudes, values and personal development

13. Relationships throughout the school are very good and this has a positive impact on pupils’ progress. The pupils get on very well with each other and incidences of bullying or oppressive behaviour are very low. The teachers and other staff provide excellent role models for their pupils by speaking to them courteously and treating everyone with respect. The presence of the resourced pupils further enriches the quality of relationships within the school community and teaches the mainstream pupils tolerance, care and respect for other people. The pupils are well mannered, friendly and helpful to each other and to visitors. They understand the school’s ‘Golden Rules’ for acceptable behaviour and the great majority of pupils conform to these rules.

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Pupils’ attitudes, values and personal development

14. The pupils are very enthusiastic about all the school activities. In lessons they show very good attitudes to learning, are attentive and eager to learn. They settle down quickly at the beginning of lessons and sustain good levels of concentration. When working with a partner or as part of a group, the pupils are exceptionally co-operative with each other. They are very receptive to the ideas of others and very willing to help each other. This was very noticeable in a Year 5 literacy lesson, when pupils worked well together in writing a play script, and in a Year 4 literacy lesson, when pupils co- operated particularly well in the production of a class newspaper. The after school clubs are very well attended and make a valuable contribution to the pupils’ personal development. Brookside Primary School - 14 15. Throughout the school, the very good behaviour of the pupils and their positive attitudes

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Pupils’ attitudes, values and personal development

to learning are contributing significantly to the standards they achieve. Their behaviour is equally good in the playground, in the dining room and during assemblies. As they move around the school, their behaviour is exemplary. Movement of classes to the hall for assembly or gymnastics lessons is achieved silently and sensibly. Groups move to and from the computer suite without fuss or noise and individuals walk carefully and sensibly in the corridors. Playtimes and lunchtimes are harmonious and orderly occasions. The pupils take good care of the school and all areas of the building are kept clean and tidy. The pupils respect the work on display around the school and treat it with care. The team system is effective in reinforcing the good behaviour and attitudes throughout the school.

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Pupils’ attitudes, values and personal development

16. When presented with opportunities to show initiative and take responsibility, the pupils respond very positively. From a very early age they are expected to take responsibility. The youngest pupils tidy up after themselves and put away the equipment they have been using. As they get older the pupils assume greater responsibility and carry out the tasks they are given efficiently and reliably. Throughout the school, the pupils show great care for those younger than themselves and offer help when they see it is needed. In a Year 6 class a pupil took it upon herself to support a less able pupil who needed help and in all classes the pupils show caring and positive attitudes to the resourced pupils. By Year 6, the pupils show a highly developed sense of responsibility and carry out their allotted tasks with assurance and reliability. At lunchtimes the oldest pupils take responsibility for caring for the youngest pupils, helping them with their

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Pupils’ attitudes, values and personal development

meals and taking them out to the playground. They do this with great sensitivity.

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Pupils’ attitudes, values and personal development

17. The School Council is a significant feature of school life and involves all the pupils from youngest to oldest. All the pupils take part in democratic elections to appoint their own class representatives to the Council. The meetings are conducted in a highly professional manner and are very successful in giving a voice to every pupil about the issues that concern them. The representatives take their role very seriously and have been successful in influencing many aspects of school life for the benefit of all the pupils. For example, they have been instrumental in influencing the improvement in the state of the toilets; they conceived the idea of the millennium Willow Dome and oversaw its creation; they made a significant contribution to the school’s Golden Rules; they were instrumental in improving the play equipment in use at lunchtimes and they make suggestions about which charities and events the school will support. Issues for

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Pupils’ attitudes, values and personal development

consideration by the representatives are communicated during ‘Circle Time’ or confidentially in the prominently displayed suggestions box. The youngest representatives discuss their concerns with their class teachers. The inclusive nature of the school council in providing a voice for all pupils is very effective in promoting social responsibility, building confidence and developing the pupils’ understanding of democratic principles.

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Pupils’ attitudes, values and personal development

18. The pupils contribute generously to the wider community, through fund raising events for a wide range of charities such as Red Nose Day and Children in Need. Last year £1500 was raised and earned a special commendation from a local community award scheme. At the time of the inspection, a large number of shoebox gifts were being donated to support Operation Christmas Child. Activities such as these strongly promote the principle of care for others that is central to the ethos of the school. Brookside Primary School - 15

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

19. The quality of teaching is good overall and effectively promotes the progress and attainment of all pupils. During the inspection, 87 per cent of the teaching observed was good or better, including 43 per cent that was very good or better and 5 per cent that was excellent. No teaching was less than satisfactory. The good quality of teaching reported at the time of the previous inspection has been maintained.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

20. The teaching of children in the reception class is very good overall and at times it is excellent. Teaching in Years 1 to 6 is good overall. None of the lessons observed were less than satisfactory and 85 per cent of the teaching was good or better, 35 per cent was very good or better and at times it was excellent.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

21. The teaching in the reception class is often exciting and interesting, capturing children’s imagination and making them very eager learners. All staff have a very secure understanding of how young children learn and of the importance of play and first hand experiences. This has a very positive effect on the good progress children make towards the early learning goals and provides a very firm foundation for learning in Years 1 to 6. Lesson plans provide a very good framework for learning. They are very clear and detailed with appropriate learning objectives linked to the early learning goals. The experiences provided are interesting, challenging and of a very high quality, and are focussed very closely on what children need to learn. Staff provide very effective support for all activities, continually interacting to check and extend children’s understanding. Children are given very clear instructions about what it is they are

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

expected to do. As a result they move quickly to tasks using the time well to reinforce or extend their learning. Praise and encouragement are very effective in promoting positive behaviour, and personal, social and emotional development. Staff use questions, comments and observations very well to extend learning and to assess children’s progress in order to plan for future learning. Assessment of attainment on entry is used effectively to help the teacher plan appropriate learning experiences. All staff work very well together and this has a positive effect on the quality of the learning. The teacher and the support assistants are experienced, enthusiastic and have very high expectations of the children.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

22. Teachers throughout the school plan work carefully. Good use is made of the resources available to provide interesting tasks which motivate pupils. In a Year 4 science lesson, the teacher made very effective use of a range of different thermometers which pupils handled with care as they enthusiastically developed their skills of reading and recording temperatures. In a Year 6 history lesson about the effects of rationing in World War 2, an excellent rage of resources enabled pupils to carry out research using books and contemporary publicity. Pupils also had the opportunity to make and taste soup made to a wartime recipe. Where teaching is good, pupils are encouraged to be responsible about their work, and are given opportunities to work independently and in pairs or groups. Relationships are very positive and pupils respond well to teachers’ expectations of good behaviour and show good levels of

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

concentration. Group work is organised skilfully to enable some groups to work independently thus enabling the teacher to give more intensive support to others. Lessons usually proceed at a lively pace and pupils work hard, showing good levels of concentration in developing their knowledge, skills and understanding. As a result, they make good progress. Brookside Primary School - 16 23. Teachers have good subject knowledge. They make effective use of questioning to develop and assess pupils’ understanding, and they give clear explanations. Teachers effectively build on pupils’ earlier learning and use the opportunities of whole class sessions to review and assess pupils’ understanding of previous work. Classroom support staff are used very effectively to support pupils’ learning and make a very positive contribution to the progress made. A group of pupils in the Year 1 and 2 class made very good progress in their design and technology lesson because the work had

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

been very well planned and prepared by the teacher. They also benefited from the very positive contribution made by the support assistant whose questions provided clear challenge for the higher attainers and sensitive support for pupils with special educational needs.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

24. Teachers help pupils make relevant links between the various subjects of the curriculum and to use their experiences in one area to support new learning elsewhere. The study of the Tudors by the Year 3 pupils involved them in research and the development of historical skills and understanding but had also been used effectively to promote the creative writing of letters to ‘The Grumpy King’. In Year 5, pupils studying the Victorians had visited the science museum and were using this as the basis for work in art and design, and design and technology.

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25. On the occasions where teaching is less than good, it is usually because the work provided is not accurately matched to pupils’ needs. The work lacks challenge and the pace of pupils’ response slows with an adverse effect on the progress made.

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26. Teaching of English and mathematics is good overall. Teachers generally have high expectations and provide work which is well matched to pupils’ needs and abilities. Pupils respond well and make good progress. Good use is made of the frameworks provided by the National Literacy and Numeracy Strategies for planning activities. This good quality teaching has a very positive impact on maintaining and raising the standards of attainment. Lessons usually proceed at a lively pace and pupils work hard, showing good levels of concentration and developing their knowledge, skills and understanding.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

27. Pupils’ work is assessed and marked constructively on a day-to-day basis. Teachers know their pupils well. They provide good verbal feedback during lessons and help pupils to improve their work. The use of written marking is less consistent. The use of written comments is not always used effectively to ensure that pupils are aware of areas which need to be improved or to set clear targets for improvement.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

28. The teaching of pupils with special educational needs is good. There is close and effective co-operation between the special educational needs co-ordinator and class teachers to draw up good individual education plans for pupils. Teachers work hard with support staff to ensure that pupils are fully included and achieve well in all lessons. A strength of the teaching lies in the degree of flexibility and co-operation which teachers and teaching assistants demonstrate when dealing with all pupils with either moderate or significant special needs. Support staff who work with pupils with special educational needs are used well in the classroom. They work effectively with individuals and groups to consolidate and extend their learning. Brookside Primary School - 17 29. Homework is used effectively to support learning. The amount of homework given to pupils is increased as they progress through the school. This takes a variety of forms

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including reading activities, learning multiplication tables and spellings and work which reinforces or extends learning in class.

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30. The curriculum in the reception class is securely based in the six areas of learning appropriate for this age group. Special emphasis is rightly given to personal, social and emotional development, as well as to communication, language and literacy and to mathematical development. Appropriate elements of the National Literacy Strategy and the National Numeracy Strategy are incorporated into lessons. The children are encouraged to enjoy learning and to take part in a wide range of lively practical activities, which support their progress effectively in all areas.

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PUPILS OR STUDENTS?

31. The school provides a varied and interesting curriculum for pupils in Years 1 to 6. There is a wide range of learning opportunities to support academic and personal development, enriched by music and drama. Since the last inspection, the school has worked hard and successfully to improve the resources for teaching information and communication technology. There are now good schemes of work in place for all subjects. Teachers plan their work carefully to include strong links between subjects and to ensure that all areas of the curriculum receive their full entitlement. For example, pupils use computers to look for information on Ancient Greeks and develop their art and design skills by making their own Grecian urns. There are also opportunities to write extensively about the period and to examine the work of Pythagoras. This method of planning, therefore, effectively promotes skills in numeracy and literacy through teaching in many subjects as well as through the

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national strategies, which have been successfully implemented since the last inspection. Homework is set regularly in the majority of classes and this makes a positive contribution to learning.

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32. There is very good provision for personal, social, and health education. Issues such as healthy eating are explored thoroughly through science and there is gradual and sensitive promotion of drug awareness from an early age. There is a good scheme of work, which enables pupils to explore other moral and social issues, such as family responsibilities, relationships and sexual development. They also have opportunities to consider and improve the quality of their environment by planting trees in the grounds of Lyme Park. All Year 5 and 6 pupils are offered a residential visit to either the Isle of Man or Ironbridge and this plays an important part in developing social skills and independence. The way in which the school supports and promotes personal and social development is a major strength. Teaching and non-teaching staff achieve this by ensuring that all pupils are fully included in every aspect of school life. Through this

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policy, pupils learn to take responsibility for helping others and to value the contributions of everyone to the school community as a whole.

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33. The school is entirely successful in implementing its policy for equality of opportunity. All of the pupils, irrespective of gender, ability or background, have equal access to the whole curriculum. Boys and girls are treated equally and have full access to all school activities, including after school clubs, sporting events and visits. The school’s inclusive ethos is implicit in its provision for pupils with significant learning needs. They are fully integrated into mainstream lessons and enabled to make good gains in learning through the support of high quality classroom assistants. The school goes to great lengths to ensure that disabled pupils can take part fully in residential visits, Brookside Primary School - 18 performances and other events outside school. The commitment to promoting equality of opportunity is reflected regularly across the curriculum, in lessons and in assemblies. Throughout the school, teachers frequently take opportunities to raise the

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pupils’ awareness of equal opportunities issues, for example by making clear what is unacceptable discriminatory behaviour and by promoting understanding of other cultures and faiths.

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34. The provision for extra-curricular activities is very good. Teachers give their time generously to provide a range of sports opportunities such as football, netball and hockey. They also organise clubs for drama, choir, recorders and guitar and a member of staff has helped pupils to form their own pop group. Parents also have the opportunity to send their children for additional tuition on flute, clarinet, violin, percussion or keyboard. The community makes a good contribution to pupils’ learning and there are strong links with the local church. Visitors such as the National Trust wardens from Lyme Park, the ‘Theatre Bus’ and experts on Victorian toys come in to school regularly to add further interest and variety to lessons and assemblies. The school also takes pupils out into the community to enrich learning. Disley Sports Club has involved pupils in a local ‘Commonwealth Games' and the school has taken part in numerous dramatic

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and musical productions locally. There are very positive links with other schools. During the inspection, Year 5 and 6 pupils performed with Year 7 students from the local high school. The school is also an effective provider of training opportunities for students on work experience and nursery nurse or initial teacher training.

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35. Provision for the pupils’ spiritual development is good and the development of their moral, social and cultural understanding is very good throughout the school. School assemblies are reverent occasions. The lighting of candles and the use of music create a calm and spiritual atmosphere as the pupils enter the hall. They respond well to this atmosphere, behave well and adopt appropriately reverent postures during moments of prayer and reflection. The teachers create many opportunities in lessons for the pupils to experience a feeling of awe and wonder. This was particularly noticeable in a science lesson about forces, where pupils experienced at first hand the up thrust exerted on a floating balloon when they tried to push it under the water. This experience prompted the pupils to reflect on forces in other contexts and they asked many searching questions as a result. In a lesson about the effects of food rationing in

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the Second World War, the pupils showed high levels of empathy with the feelings of people at that time. The presence in the school of pupils with significant learning needs makes a particularly strong contribution to spiritual development by promoting awareness of the feelings and needs of people other than themselves. The pupils are taught some simple sign language and use this as a greeting to each other in assemblies. The mainstream pupils are good at showing sensitivity and support to the resourced pupils. A particularly good example of this was seen when older pupils showed great delight at the successful attempt by a pupil with significant learning needs, to answer a question after a great deal of effort.

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36. Provision for the pupils’ moral and social development is very good. In accordance with the school’s mission statement, every pupil in the school is encouraged to show care and respect for others. The ‘Golden Rules’ for behaviour provide a strong basis for a code of conduct that is closely adhered to throughout the school. Relationships are very good and help to foster a very caring and supportive environment, in which the pupils can grow in confidence and self esteem. There are many planned opportunities to discuss moral and social issues, for example in Circle Time, when pupils have the opportunity to discuss important issues that concern them. In lessons the pupils have many opportunities to work with a partner or as part of a group. This helps to promote their social development by encouraging mutual support and good teamwork. There Brookside Primary School - 19 are many opportunities for pupils to carry responsibility as they move through the

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school. The school council makes a particularly good contribution to the pupils’ social development by promoting high levels of personal responsibility and awareness of the needs of the school family and the wider community. The high levels of support given by the school to various charities, such as Operation Christmas Child, make a considerable contribution to developing the pupils’ awareness of their moral and social responsibilities as world citizens. Through residential visits, they learn how to be self- reliant and to function in a social group away from their families.

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37. Provision for the pupils’ cultural development is very good. Subjects such as history and geography provide them with many opportunities to learn about other cultures. Pupils in Year 4 were able to learn about the Greek culture through the direct experiences of carding wool and tasting food. Pupils in Year 5 gained very good insight into the influences of Victorian industrial development on their lives today. In music, art and English lessons they are taught to appreciate a very good range of creative media and to learn about famous artists, composers, poets and authors. For example, during the inspection the older pupils took part in a local music event where they performed the musical, ‘The King With Cold Feet’, with great confidence and accomplishment. They enjoyed performing creatively together and showed high levels of cooperation and team effort in the performance. Visits to destinations such as Ironbridge and the Isle of

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Man make a strong contribution to the cultural development of pupils. The lunchtime staff teach the pupils games and rhymes from their own culture, for example skipping rhymes and hopscotch. Very good opportunities are provided in lessons and assemblies for pupils to study other faiths. For example, they learn about the key celebrations in the Hindu, Muslim, Sikh and Jewish religions and compare these to the main celebrations of the Christian year. In a lesson about the Jewish festival of Pesach the pupils in Years 1 and 2 learned about the symbolism contained within the foods on the Seder plate. The way in which other faiths are included in the learning opportunities given to the pupils, gives them an informed understanding of the value systems and beliefs of other cultures, through which they learn tolerance and respect for others.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

38. This is a caring school where the welfare of the pupils is a priority. The staff know the pupils well and successfully promote their self-esteem. In return the pupils know that they are valued and respond well. Parents have expressed the view that all the staff including the caretaker and lunchtime ancillary assistants help the pupils to develop positive attitudes to school.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

39. Procedures for child protection and for ensuring the pupils' welfare are very good and have improved since the last inspection in 1997. The school follows the procedures in the governing body's health and safety policy. Fire precautions and electrical checks are carried out annually. Whole-school risk assessment is complete and is regularly reviewed. Staff and ancillary assistants carefully supervise the pupils at breaks and lunchtimes. The lunchtime assistants organise games such as skipping and skittles as part of the school's involvement in the healthy schools award. The school also teaches road safety and holds safe cycling sessions. The school began Stockport's first Walking Bus Scheme. This is organised by parents who collect and supervise pupils walking to school on two mornings a week. Pupils are also alert to health and safety issues in lessons. A good example of this was observed in a Year 1 and 2

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gymnastics lesson, where the pupils were advised how to move the equipment carefully. The school benefits from a well-equipped and well-stocked medical room and two members of staff are fully trained in first aid procedures. Brookside Primary School - 20 40. Procedures for monitoring and improving attendance are very good. The administrative officer carefully monitors attendance each day. She also rigorously monitors punctuality and medical appointments and all absences are recorded. The educational welfare officer visits the school every month but attendance at the school is above the national average for primary schools.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. Procedures for monitoring and promoting good behaviour and eliminating oppressive behaviour are very good. There are effective behaviour and anti-bullying policies in place, which are consistently applied by the staff and clearly understood by the pupils. This confirms the views of the parents who believe that behaviour is good. The pupils in each class have also devised their own Golden Rules. An appropriate scheme of sanctions is in place. Pupils are rewarded with team points for good behaviour, work and improvement. There is a weekly Celebration Assembly. Lunchtime ancillary assistants also award ' good behaviour ' slips. No bullying or challenging behaviour was seen during the inspection and during the last year there have been no exclusions from the school. The class teachers record occasional incidents of challenging behaviour. Serious issues, including rare incidents of bullying, are recorded by the

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headteacher who informs parents and takes action as necessary.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. The assessment co-ordinator has worked hard and successfully to maintain and improve the good assessment procedures reported in the last inspection. Good systems are in place throughout the school, with appropriate focus on English, mathematics and science. Careful records of each pupil’s test results are kept from entry to the school and are passed on from year to year along with teacher assessments. Information gathered from the various tests is used to target pupils for additional learning support and booster classes where necessary. Procedures are particularly well developed for English and mathematics where teachers throughout the school set clear individual targets for improvement for each pupil. They have recently begun the practice of sharing these targets with pupils and their parents and both parents and pupils welcome this innovation. It helps pupils to understand their own strengths and weaknesses and guides teachers when planning new work. However,

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the system is in its early stages of development and assessment is not always used accurately enough to set work at the right level for different groups of pupils. Teachers are in the process of developing easily manageable systems for assessing progress in the remaining subjects on the curriculum. Pupils with special educational needs are identified at an early stage and they are provided with individual education plans. These are reviewed regularly and the progress of individual pupils is accurately assessed. There is a good level of support from the local education authority when it is required.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. Procedures for monitoring and supporting the pupils' personal development are good. The procedures are founded on the very good relationships between the staff and pupils. The pupils feel secure in the school. Personal, social and health education and a discussion period called 'circle time' make a valuable contribution to the pupils' personal development. These lessons are often supported by the emergency services, health professionals and the Police. Some pupils set their own behaviour targets in co- operation with class teachers and parents. The school maintains effective links with outside agencies, such as the behaviour support services and the educational psychologist, which also help to support the academic and personal development of the pupils. The success that the school achieves in the support and guidance of pupils has a positive effect on behaviour, learning and attitudes.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

Brookside Primary School - 21 44. The school has a good partnership with parents. Through the questionnaire and in discussions with inspectors, parents have expressed much satisfaction with the school’s provision. The great majority feel welcome in school and find the staff accessible. They have a high regard for the leadership and management of the school and appreciate the fact that their children are happy, behave well in school and make good progress, both academically and personally. The inspection findings support all these positive views. While the majority of parents and carers consider the school keeps them well informed in relation to their children’s progress, a small minority are dissatisfied with this aspect of the school and with the school's partnership with parents. The inspection confirmed that the school is working hard to develop and improve the relationship with parents. Inspectors also consider that the arrangements

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for informing parents about their children’s progress to be satisfactory. Annual reports are informative. They include grades for the different aspects of all subjects and include written comments about English, mathematics, science and information and communication technology. They could be improved further by including written comments on other subjects. Parents have the opportunity to consult the staff about their child's progress on three occasions each year; two formal parents' meetings and one open evening. The pupils' progress reports contain sections for the pupils and parents to comment and targets explaining how the pupils can improve their work. Parents are also able to discuss any concerns they may have at any time.

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45. The quality of information for parents is good. The school has hosted sessions for parents to help them to understand the aims of the National Literacy and Numeracy Strategies. Workshops are also held explaining topics such as assessment, information communication technology and sex and health education. Curriculum information is available in the school newsletter and every class teacher writes to parents to inform them what their child will be studying in the coming term. The school brochure and the governing body’s annual report are informative and include all the required information.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

46. The school maintains very good links with parents, which have improved since the last inspection. A regular newsletter and notice board keeps the parents informed of events and achievements. The school regularly seeks the views of parents by distributing questionnaires. The headteacher and deputy headteacher are accessible in the playground before school commences. A suitable home/school agreement has been distributed but not all parents have signed and returned it. Parents of children with special educational needs are properly involved in their children’s education plans, and the school provides them with the opportunity to participate in an annual review.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

47 Parental involvement has a positive effect on the life of the school. The Brookside Friends Group provides good support organising social and fund-raising events which raise a substantial amount of money every year. Last year the money raised was used to enhance the school grounds and this year the computer suite is being developed. Some parents also provide good support by organising the school's Walking Bus Scheme.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

48. The contribution that the parents make to their children's learning at school and at home is good. Some parents assist as volunteer helpers in classrooms and on educational visits. All parents have been informed about the school's expectations regarding homework and many parents assist their children, particularly with reading and with research tasks. The reading record books provide a valuable channel of communication between home and school. Parents ensure their children arrive on time in the mornings and they are very conscientious in informing the school if their children Brookside Primary School - 22 have to be absent for any reason. Attendance at parents’ evenings is very good, as is parental support for assemblies and school productions.

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