Northenden Community School

NORTHENDEN PRIMARY SCHOOL

Dates of inspection: 29 th – 30 th January 2002

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NORTHENDEN PRIMARY SCHOOL

Short 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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NORTHENDEN 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. Northenden Primary School - 1

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INFORMATION ABOUT THE SCHOOL

School address: Bazley Road Northenden Manchester Postcode: M22 4FL

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 7 th July 1997 Northenden Primary School - 2

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Team members

18645 C D Loizou Registered inspector 9052 H L Barter Lay inspector 13805 L Lowery Team inspector

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Team members

PPI Group Ltd 7 Hill Street Bristol BS1 5RW

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Team members

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

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Team members

The Complaints Manager Inspection Quality Division

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Team members

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

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PART A: SUMMARY OF THE REPORT 4 - 8

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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INFORMATION ABOUT THE SCHOOL

This is a popular infant and junior school. The school has 238 pupils on roll between the ages of four and eleven years, which is average in size. Most pupils live close to the school and there is a strong demand for places from outside the area. There is a Nursery class of 30 full-time three-year-old children. The school was last inspected in 1997. Since then, there have been many staff changes, including the recent appointment of two assistant headteachers. The school was awarded Beacon School status for its special educational needs (SEN) provision, its leadership and management and the teaching of mathematics. Twenty-three per cent of the pupils are eligible for free school meals, which is above the national average. Twenty-two per cent are on the SEN register, which is above average. Less than two per cent of the pupils have a Statement of SEN, which is low compared to most schools. Ten per cent

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INFORMATION ABOUT THE SCHOOL

of the pupils are learning English as an additional language. However, none is in the early stages of English language acquisition. Every September and January, the school admits four-year-olds into its Reception class and up to 30 children are admitted every year. Initial assessments of the children when entering the school vary from year to year, but show that their attainment is below the standards expected of children aged four.

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HOW GOOD THE SCHOOL IS

The school provides a good standard of education. The pupils achieve well and the teaching is good. By the age of 11, standards are in line with those expected in English and science. Mathematics standards are above those expected by the time the pupils leave the school. Standards observed are rising in line with those nationally, although this was not reflected in the 2001 national test results for 11- year-olds, which were lower than in the previous year. Writing standards are in line with those expected by the age of 11, but they could be higher. The school is very well led and managed by the headteacher, senior staff and governors. The teaching is well planned and is particularly effective in supporting those pupils identified with SEN. The pupils respond very well in lessons and at other times and the staff are particularly effective in improving the pupils’ personal development. There are strong

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HOW GOOD THE SCHOOL IS

links with parents and the local community, who play an important part in the life and work of the school. The school provides good value for money.

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What the school does well

• Standards in mathematics are above those expected by the age of 7 and 11. • The pupils identified with special educational needs, including higher attaining, gifted and talented pupils, are making very good progress. • The teaching is good and is having a positive impact on the pupils’ achievements, their attitudes to learning and behaviour. • The school is very well led and managed by the headteacher, senior staff and governors. • The pupils are very well cared for and supported. Consequently, relationships between the pupils and staff are very good, resulting in a positive learning environment. • Parents think highly of the school. There are very good links with parents and the community.

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What could be improved

• Writing standards could be higher. There is a limited range of extended and independent writing in most subjects. There are also inconsistencies in the way writing is taught. 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 July 1997 and has made good progress since then. The headteacher, staff and governors have addressed the issues raised, particularly in improving standards in information and communication technology (ICT) and the quality of the school’s curriculum. Assessment Northenden Primary School - 5 procedures are being used more effectively to monitor and track how well the pupils are doing and teachers’ planning is more consistent. Standards in mathematics have improved and are now above average, while improvements in English have been more limited because of the quality and range of pupils’ writing. More could be done to improve standards in writing. There is effective monitoring undertaken by the senior staff and governors, combined with strong leadership from the headteacher.

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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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Key

well above average and in top 5% of schools well above average above average average below average well below average A*

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Key

A B C D E (The “similar” in the table above refers to the percentage of free school meals and not the size of the school.)

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Key

After attending the Nursery, the children start in the Reception year with a wide range of ability but standards overall are below those expected for their age. They make good progress because the Foundation Stage curriculum is well planned and taught. Consequently, by the end of the Reception year, most of the children are likely to reach the early learning goals for this age group in all of the areas of learning. Test results last year for seven-year-olds show a dip in reading and writing standards, reflecting the low attainment on entry of that particular year group. Inspection evidence indicates that standards have improved. Currently, reading standards are broadly in line with those expected and mathematics standards are higher than expected by the age of seven. However, writing standards remain below expectations by the end of Year 2. Pupils’ writing is inconsistently formed and there is a

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Key

general lack of extended and independent writing. There are signs of improvement, particularly in Year 2, as the school has begun to focus on raising writing standards.

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Key

By the age of 11, standards in the national tests last year were average compared with all schools and above average when compared with similar schools. This is likely to improve this year with a higher proportion of Year 6 pupils exceeding the expected levels for their age in mathematics. English standards are currently in line with national expectations. Pupils have improved the quality of their writing, though it is still below the level they are capable of achieving. The pupils with SEN throughout the school make very good progress, because they receive very good support, especially from learning support staff who are timetabled to work alongside individuals and groups of pupils with specific learning needs. The school also has an effective policy for teaching higher attaining pupils in English and mathematics. This results in a higher than normal proportion of pupils in Year 6 being targeted as

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Key

having the potential to reach Level 5 or above. Standards in ICT are above those expected by the age of 11 and this is directly a result of improvements to the ICT curriculum and the much improved resources and training that the staff have undertaken. Northenden Primary School - 6

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Aspect Comment

Attitudes to the school The pupils’ attitudes to learning, to school and to each other are very good. They try hard and enjoy learning. They apply themselves well, often co-operating with others in groups or with a partner.

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Aspect Comment

Behaviour, in and out of classrooms The standard of behaviour is very good. This is helping to create an orderly and positive learning environment. There have been no exclusions in the last few years.

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Aspect Comment

Personal development and relationships This is very good. The pupils are independent and show maturity. Relationships are very good across the school. Older pupils support younger ones and particularly enjoy being praised for their efforts.

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Aspect Comment

Attendance Attendance levels are average and rising in line with the national trend. There is very little unauthorised absence.

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Years 1 – 2 Years 3 – 6

Quality of teaching 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.

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Years 1 – 2 Years 3 – 6

The teaching is good overall and ranges between satisfactory to very good. This is a good improvement since the previous inspection. The quality of teaching is having a positive impact on pupils’ learning in all subjects, although more could be done to improve the range and variety of pupils’ writing, especially extended writing across a range of subjects. In the Early Years Unit, teaching is particularly effective in developing early language and numeracy skills. In the rest of the school, teachers plan their lessons well. They take account of the progress made in previous lessons and build on the work already done. The teaching of numeracy is effective, enabling the large majority of pupils to achieve higher than expected standards for their age. Information and communication technology is well taught across the school and good use is made of the school’s ICT resources. Pupils have regular access to the

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Years 1 – 2 Years 3 – 6

computer room. Teachers regularly assess how well the pupils are doing and this is informing their planning. Pupils with special educational needs receive very effective support in lessons and, as a result, make very good progress. Northenden Primary School - 7

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Aspect Comment

The quality and range of the curriculum The curriculum is good overall. Teachers provide a good range of practical and relevant tasks, but more attention should be given to improving writing skills. There are good opportunities for the pupils to use ICT to support their learning. Provision for pupils with special educational needs The pupils receive good support. The pupils with learning difficulties are identified early and make good progress. Higher attaining pupils identified with particular aptitudes in English and mathematics are provided with good and effective support. Provision for pupils with English as an additional language A very small number of pupils speak an additional home language. Good assessments of their needs are made and they are supported well in lessons. Provision for pupils’ personal, including spiritual, moral, social and cultural development Provision is good and is supported by a broad range of activities in

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Aspect Comment

school and outside school times. These include music playing, singing, sport, dance and drama, which make a significant contribution to the pupils’ social and cultural development. Good provision is made for the pupils’ personal development. The pupils are also developing a good understanding of life in a multicultural society. How well the school cares for its pupils There is a very good level of care provided for all the pupils. The school has very good procedures to assess how well the pupils are doing. However, teachers’ marking does not always help to improve the quality of pupils’ writing.

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Aspect Comment

Parents believe that the school promotes good moral values and supports their children’s personal, spiritual and social development well. Regular information about the curriculum and school events are welcomed by parents and the large majority are pleased with the range of work their children do.

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher provides very good and effective leadership. The two assistant headteachers work closely with the headteacher to monitor lessons and pupils’ work. The management of the school is clearly focused on improving standards and supporting the pupils. How well the governors fulfil their responsibilities The governing body provides very good and effective support. They work closely with the school and its staff and have a clear understanding of their role in supporting and improving the school further. The school’s evaluation of its performance This is very good because the governors and staff have established clear priorities in the school’s improvement and management plan. The plan is very well conceived through a thorough process, involving audits, monitoring and sharp evaluations of the school’s performance. The strategic use of

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Aspect Comment

resources This is good. There are clear targets which are matched to spending priorities. The school manages its finances well, ensuring best value for money when committing resources or spending school funds.

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Aspect Comment

The school’s accommodation has improved considerably, especially with the establishment of a dedicated room for ICT. Additional support staff, such as classroom learning assistants and SEN support staff, are being deployed very effectively and make a valuable contribution to the pupils’ learning Northenden Primary School - 8 and their progress. The administrative staff are very efficient and always make themselves available to parents and visitors as well as supporting the smooth running of the school and its finances.

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What pleases parents most What parents would like to see improved

• Their children make good progress. • The teaching is good and the school provides the right amount of homework. • They are kept well informed and feel comfortable approaching the school. • The school works closely with parents. • The school is well led and managed. • The school is helping their children to become mature and responsible.

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What pleases parents most What parents would like to see improved

Parents think highly of the school and are particularly pleased with the way the headteacher and staff are approachable and supportive. They are kept well informed about the progress their children are making. Inspectors agree with all the views expressed by parents and there were no significant aspects of the school’s work that parents have expressed concern about. There is a satisfactory range of extra- curricular activities. Relationships with parents and the local community are very good. Northenden Primary School - 9

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WHAT THE SCHOOL DOES WELL

Standards in mathematics are above those expected by the age of 7 and 11.

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WHAT THE SCHOOL DOES WELL

1. Inspection findings indicate that standards are above those expected by the age of 7 and 11. In last year’s National Curriculum tests for seven-year-olds and 11-year-olds, standards were above the national average by the age of 7 and average by 11. Compared with similar schools, test results show that the pupils achieved well; standards were well above average for seven-year-olds and above average for 11-year-olds. Standards are improving, though they vary from year to year reflecting the variations in attainment when the pupils first join the school. Initial assessments of the children when they first join the Reception class show that attainment in mathematics is below that expected of four-year-olds. From an early age, the children in the Nursery and Reception year are taught to recognise numbers on a number line. They learn to use appropriate language to solve simple number problems, for example, to find one or two more or one less than a number.

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WHAT THE SCHOOL DOES WELL

The children make good progress so that by the time they start Year 1 they have achieved the early learning goals for mathematical development. In Year 1, the pupils can count on and back using numbers to 20, 50 and 100. They can find different ways to make ten and the teacher reinforces their understanding by teaching them clapping and rhyming songs. Year 1 pupils, for example, were observed keeping time during a clapping rhythm as they thought of pairs of numbers that add up to 10. In this way, the pupils are able to apply their thinking while trying to keep to the rhythm of the song and, at the same time, improve their knowledge of number facts to 10 because they have to think quickly.

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WHAT THE SCHOOL DOES WELL

2. In Year 2, the pupils begin to apply their good knowledge of number facts to more complex problems such as multiplication and division. The pupils make good progress, because the teaching is very well planned and detailed. They make good progress, because teachers’ planning is very detailed and based on the thorough assessment they make of pupils’ progress and achievement. For example, in the lesson observed, the teacher asked pertinent questions that challenged the pupils, enabling them to see the connection between addition and multiplication and between subtraction and division. The learning objectives were based on previous assessments so that there were three different activities planned to match different abilities across the class. The teacher and classroom assistant successfully prompted thought-provoking discussions which enabled the pupils to explain their calculations. Higher attaining pupils in Year

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WHAT THE SCHOOL DOES WELL

2 are able to use their good understanding of number facts to quickly work out multiples of 10 and apply these to work out multiplication problems to 100. Average and below average attaining pupils were being equally challenged as they worked out addition and subtraction facts. They were helped to see the connection between multiplication and division through simple exercises involving repeated addition and subtraction.

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WHAT THE SCHOOL DOES WELL

3. By Year 6, the pupils are more confident with problem solving and can apply appropriate and efficient methods to calculate and solve real life problems involving money, measures, shapes and data. Pupils were observed working out real life money problems, using multiplication grids and applying their good understanding of decimal fractions when converting pence into pounds. A higher attaining group of pupils were also converting pounds sterling into the new Euros, again using their knowledge of decimals. Throughout the junior classes the pupils have been taught good techniques to apply to number operations involving more than one calculation. Average attaining pupils and those identified with SEN are able to work out, for example, that the difference between £17.05 and £30 can be worked out in a simple series of steps which they can use to work out problems quickly. Year 6 pupils were observed working out problems using steps of 50

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WHAT THE SCHOOL DOES WELL

pence so that they were able to calculate mentally in stages to arrive at the answer. Other pupils used the same method to work backwards from a fixed amount and were able to use larger steps to reach the same answer quickly. All the pupils in the Year 6 class could quickly use a multiplication grid to help them separate the value of digits in large numbers. In this way they can quickly arrive at a solution to number facts involving large numbers up to 100,000 and also small numbers involving decimal fractions up to three decimal places. By the time the pupils leave the Northenden Primary School - 10 school they have acquired a good understanding of numbers, shapes and measures and are able to apply this knowledge to a range of mathematical problems presented in different ways.

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The pupils identified with special educational needs, including higher attaining,

gifted and talented pupils, are making very good progress.

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The pupils identified with special educational needs, including higher attaining,

4. The school has good and effective systems to identify, assess, and monitor pupils with SEN from an early stage. There is an above average proportion of pupils on the SEN register and approximately half of those who have learning difficulties achieve the standards expected for their age by Year 6 in national tests. All the pupils make good progress, because the school monitors their progress closely and fully implements the requirements of the Code of Practice, ensuring that these pupils receive support in lessons and when withdrawn for additional work with learning support assistants. Parents are kept well informed about their children’s progress. The pupils’ targets, progress and achievements are shared with parents in order to maximise their support and co-operation. The school also identifies those pupils who have a particular talent in an area or subject or are gifted.

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The pupils identified with special educational needs, including higher attaining,

5. Teachers keep very good records of pupils’ progress, which help in their planning and monitoring of pupils’ work. Learning support for pupils is well targeted in lessons and the school’s support assistants are timetabled to work with individuals and groups of pupils who are identified as in need of additional support. This ensures effective support for SEN pupils in class and when they are withdrawn. Sometimes, additional staff sit with a group of pupils, ensuring that they all participate and contribute to the group. This is particularly effective in enabling those pupils identified with learning difficulties to participate in all parts of lessons and class discussions.

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The pupils identified with special educational needs, including higher attaining,

6. One of the assistant headteachers is specifically assigned to work alongside talented and gifted pupils and plans work which is particularly challenging for these pupils in literacy and numeracy lessons in junior classes. In one numeracy lesson observed in Year 6, for example, a group of pupils were working at the higher Level 5 and towards Level 6 as they used percentages to convert currencies and calculate multiplication involving decimal fractions to two places. As an extension activity, the pupils were provided with homework requiring them to design a currency conversion table. Homework is regularly provided for all the pupils and it helps them to build on the work they have covered in school as well as helping parents to see what their children are studying in school. For higher attaining, gifted and talented pupils, extension work and homework are provided to complement what has already been covered in lessons.

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The pupils identified with special educational needs, including higher attaining,

7. During literacy and numeracy lessons, individual pupils who have learning difficulties receive effective support from learning assistants. In the infant classes, the learning support assistants record how well the pupils respond during class discussions and then share this information with the class teachers. This enables teachers to provide specific work for individuals and groups in future lessons. Throughout the school, individual education plans are reviewed regularly by the SEN co-ordinator together with class teachers. The assistant headteacher responsible for higher attaining pupils also tracks and monitors the progress of these pupils to plan the most appropriate support and work to extend their learning further. In this way, the school regularly reviews its plans and adapts the teaching to meet the needs of all the pupils.

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The teaching is good and is having a positive impact on the pupils’ achievements,

their attitudes to learning and behaviour.

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The teaching is good and is having a positive impact on the pupils’ achievements,

8. The teaching is good and ranges from satisfactory to very good. The teaching in most of the lessons seen (nearly four out of five) during the inspection were at least good, and, in about one in three lessons, it was very good. Teaching in one in five lessons observed was satisfactory and in no lesson was teaching unsatisfactory. The headteacher and staff ensure that teachers’ planning takes account of the needs of pupils according to their age and abilities. Parents are pleased with the progress their children make and say that the teachers do well to help them become mature and responsible in a supportive and positive learning environment. The curriculum is planned to match the needs of all year groups and teachers monitor and adapt their planning to take account of pupils’ progress and abilities. In addition to the formal curriculum the school’s ethos and Northenden Primary School - 11 purposeful learning environment is helping the pupils to respond well to the teaching. All the

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The teaching is good and is having a positive impact on the pupils’ achievements,

teachers and support staff expect pupils to behave well, contribute to class discussions and respond to others with courtesy and respect. This expectation is consistent throughout the school and, as a result, pupils make good progress, show very good attitudes to learning and behave very well. 9. In the Early Years Unit, where the Nursery and Reception children are taught, teachers in both year groups start each lesson with the whole class and adapt their questions carefully to involve all the children. Each class is then divided up for group activities, which include role-play and a good mixture of tabletop or free-choice activities in which the children use large construction toys or creative materials such as clay, dough, paints and plasticine. Teachers make good use of the classroom assistants to support each group before coming together as a class for the plenary session. The children respond very well during class and group discussions. They wait their turn

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The teaching is good and is having a positive impact on the pupils’ achievements,

and put up their hands to answer questions. There is a busy and purposeful working environment which enables the children to improve and develop their skills and understanding in all areas of learning. In the Nursery for example, the children are encouraged to think about letter sounds and then, using good phonic techniques, the teacher improves their understanding of letters in an enjoyable and relaxed learning environment. In both the Reception class and Nursery, the children are making good progress in developing their language skills, because the teaching primarily focuses on stories, books and the use of language. In this way, the children learn to follow stories and begin to use narrative in role-play when acting parts of stories or nursery rhymes. They enjoy co-operating with others and are encouraged to support and share resources with partners or other children in their group.

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The teaching is good and is having a positive impact on the pupils’ achievements,

10. In a very good physical education lesson, Year 5 pupils made very good progress in developing gymnastic sequences. The teacher was able to involve all the pupils, asking them to co-operate and support each other. She used excellent techniques to ensure that the pupils understood what was expected. Her high expectations, clear delivery and very good planning resulted in very well behaved and responsive pupils who tried hard to improve their individual performances. In a very good art and design lesson, Year 4 pupils thoroughly enjoyed looking at a professionally made sketchbook brought in by their teacher. This inspired them to produce a “textured board” for which they used a variety of materials to represent different landmarks from around the school. Pupils had photographed different locations which they used as a stimulus for their art and design topic. Pupils demonstrated a high degree of concentration and were inspired by the work of another

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The teaching is good and is having a positive impact on the pupils’ achievements,

artist. The high expectations and very good preparation work organised by their teacher resulted in some very good work and behaviour which was conducive to an effective learning experience for all the pupils. In the infant classes, Year 1 and Year 2 pupils are taught to respect each other’s work and to listen to other pupils as they explain their ideas or read out their work. In a good Year 1 English lesson, for example, the teacher used the pupils’ writing well to illustrate good examples of narrative writing. The pupils responded with enthusiasm because they enjoyed drawing “speech bubbles” around their writing and watched as the teacher read out some good examples to demonstrate good spelling and sentence structure. In a good Year 2 mathematics lesson, the teacher demonstrated clearly the links between multiplication and division. Overall, her expectations are high and she regularly offers praise and encouragement to the pupils, which have

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The teaching is good and is having a positive impact on the pupils’ achievements,

the effect of motivating and encouraging them to work hard and do their best. Consequently, this particular group of Year 2 pupils have made considerable progress in their mathematics this year with the majority in one to reach or exceed the standards expected for their age.

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The school is very well led and managed by the headteacher, senior staff and

11. The headteacher provides very good and effective leadership. He is an experienced headteacher who is highly valued by the parents, admired by his pupils and respected by his staff. This accounts for the popularity of the school and its good reputation in the community. The headteacher and governors have re-structured the senior management team since the recent appointment of two assistant headteachers to replace the previous deputy headteacher. This has led to improved and effective monitoring, helping the school to be clear about how well the pupils are doing and how well the teachers teach. This has also involved the staff who lead subjects of Northenden Primary School - 12 the curriculum or aspects of the school. There is a good balance of expertise amongst the staff and their good subject knowledge enables them to review the impact each subject is having on the pupils’ achievements and progress. The headteacher, staff and governors have undertaken a

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The school is very well led and managed by the headteacher, senior staff and

school-wide evaluation with the focus being on improvement. This has given a clear educational direction for the work of the school. Parents are pleased with the personal contribution the headteacher has made in establishing the school’s good reputation for achievement and rising standards. All of the staff, both teaching and non-teaching, pull together as a team and this is effective in developing a strong sense of purpose and self-worth amongst pupils and parents. The positive and supportive ethos which is encouraged and nurtured by the headteacher and staff is a characteristic of the school which the parents are very pleased with.

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The school is very well led and managed by the headteacher, senior staff and

12. The issues raised from the last inspection have been successfully addressed. This has included a thorough review of the school’s assessment systems and curriculum planning. As a result, standards in ICT, art and design, design and technology and religious education have improved. Pupil assessments are analysed and collated by the headteacher and senior staff and these help teachers plan lessons that are better matched to the pupils’ needs and set accurate attainment targets.

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The school is very well led and managed by the headteacher, senior staff and

13. The governors are knowledgeable and experienced and very committed to the needs of the school and its pupils. They are provided with regular reports by the senior staff and headteacher. This helps the governors to monitor the work of the school along with the headteacher and subject leaders, giving them a clear insight into the work being done and the progress that the pupils are making. The resources of the school are good overall. They are well used and easily accessible. In particular, the resources for ICT have been improved so that all the pupils have regular access to computers and new technologies, such as the Internet and electronic mailing facilities.

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The school is very well led and managed by the headteacher, senior staff and

14. Subject leaders draw up action plans. They monitor and support staff well in their respective subjects and areas of responsibility. The assistant headteachers and subject leaders are very well supported by the headteacher and, together, they provide an effective curriculum supported by good quality professional development programmes for the staff. The deployment of classroom learning assistants has been successful in helping them to provide highly skilled intervention programmes for teaching individuals and groups of pupils.

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The school is very well led and managed by the headteacher, senior staff and

15. Financial planning is good and the budget is used well. The school development and strategic improvement plan is very well set out, showing priorities for further improvement. These priorities have been arrived at through careful audits, reviews and monitoring, led by the headteacher and guided by local and national initiatives. The headteacher and governors, together with the senior staff set appropriate targets for improvement which are costed, with clear terms of reference for the governors and staff to be able to measure how well each area is progressing. In this way the school makes efficient use of its limited funds, ensuring that spending provides value for money. This is very much driven by the headteacher’s determination to provide high quality resources for the pupils in an educational environment where second best will not do.

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between the pupils and staff are very good, resulting in a positive learning

16. The school successfully promotes the pupils’ personal development and ensures that the pupils are well cared for, monitored and supported. Provision for this is very good. Relationships across the school are very good and there is a positive working environment throughout. The school has a strong social moral code that is respected by both pupils and staff and respected by parents and the community. Teachers and learning support assistants, with their sensitive and caring attitude towards the pupils, provide very good role models. The procedures for ensuring the welfare of pupils are very good and the school has been successful in maintaining this since the last inspection. All the pupils have equal access to the school’s curriculum and teachers and support staff plan activities that involve and encourage their full participation. The staff are very successful in improving the confidence of those pupils who would not otherwise participate in class

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between the pupils and staff are very good, resulting in a positive learning

Northenden Primary School - 13 discussions. Teachers are also effective in improving the pupils’ self-esteem and developing good speaking and listening skills.

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between the pupils and staff are very good, resulting in a positive learning

17. In assemblies, the pupils enjoy celebrating their achievements and participating in the weekly class assemblies. For instance, Year 4 presented their history topic to the school and parents in one assembly observed during the inspection. They are studying the Second World War and enjoyed sharing their work by reading out accounts of real life experiences, as recorded by local members of the community during the war. School assemblies have a strong moral theme which is helping the pupils to relate to familiar situations in their own lives and apply these in school. The pupils enjoy sharing their weekend sporting activities with others in the school. Health education and drugs awareness are well taught and dealt with sensitively. The school nurse is often invited to talk to pupils or prepare work for them as part of the school’s health education programme.

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between the pupils and staff are very good, resulting in a positive learning

18. Relationships are very good. Older pupils support younger ones during reading sessions or when using computers in the ICT room. The school uses a very good “buddy system”, where older pupils help and support others during lunch times and break times. These pupils are called the “playground squad” and they are very good at supporting and helping pupils, particularly younger ones, so that no one is isolated or neglected when playing outside. Computers are well used to enable the pupils to e-mail other groups or pupils from different schools. Access to the Internet opens the wider world to all the pupils. Spiritual and cultural development is enhanced through educational visits, including residential visits where the pupils participate in team building and outdoor adventure activities.

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Parents think highly of the school. There are very good links with parents and the

19. The school is successful in developing a positive and purposeful relationship with parents and its community. The school has gained a good reputation in the community for its high expectations and achievement. In this respect, it has become the focal point of the community. The partnership between the school and its parents is very good and the school enjoys good support from parents. The overall contribution by parents and the impact of parental involvement on the progress and achievements of the pupils are very good.

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Parents think highly of the school. There are very good links with parents and the

20. Parents find the staff helpful and approachable. The staff and governors are willing to listen to parents, often inviting their views and opinions and the school considers the issues they raise carefully, responding swiftly to their concerns. The school holds regular workshops for parents so they can share in the work of the school and are then able to contribute towards supporting their children’s learning at home and in school. The staff and governors work very hard to develop the links with parents and this is helping to raise the profile of the school in its community.

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Parents think highly of the school. There are very good links with parents and the

21. Parents and volunteers from the local community feel welcome in the school. The school encourages parents to play an important part in supporting their children’s work at home and this commitment has a positive impact on pupils’ attainment and progress. The school communicates to parents what is being taught, so that they can help their children with homework. The school offers regular and effective communication with parents by way of newsletters and bulletins, keeping them informed of events in the school.

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independent writing in most subjects. There are also inconsistencies in the way

22. The national test results in 2001 for Year 2 indicate that standards in writing were well below the national average. Although the standards reached in the tests for 11-year-olds were average in English, they could be higher. The main reason for lower than expected English results is the Northenden Primary School - 14 uncertainties in the way that the pupils are taught to write and the inconsistencies in the quality of writing across the school. On the whole, reading standards by the end of Year 6 are higher than in writing and this has been a consistent feature in English over the last few years. The school has rightly focused its attention on raising standards in writing, but, up to now, this has not been sufficient to have made a significant impact on the quality and consistency of writing in the school. Inspection findings reflect these concerns. The analysis of pupils’ written work indicates that

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independent writing in most subjects. There are also inconsistencies in the way

pupils’ writing is in need of further improvement.

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independent writing in most subjects. There are also inconsistencies in the way

23. The inconsistencies in pupils’ writing is largely related to the teaching, which is not sufficiently focused on handwriting and spelling. As a result, by the end of Year 2, pupils’ handwriting is not usually joined and is irregular in size. Some of the pupils mix capital letters up with lower case. A substantial amount of pupils’ written work across the school shows common spelling errors. For example, infant pupils have misspelt some simple words like “sea” instead of “see” and because they do not always recognise the roots of words or apply simple spelling rules. Some higher attaining pupils misspell words like “shiney” or write “wheit” instead of “with”. Junior pupils make some common errors which have remained uncorrected or have not been re-visited. Consequently their spelling has not improved. For example, many pupils write “wolfs” instead of “wolves” and, like infant pupils, they do not always apply spelling rules to common words such as

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independent writing in most subjects. There are also inconsistencies in the way

“closeing”. Teachers do not always help pupils correct their spellings when they re-draft work and regular mistakes are left unchecked. Spelling rules are not being applied so that, as words like “chimney” are read aloud, they turn out as “chimeny” in the pupils’ writing. By the end of Year 6, writing has matured and handwriting has improved, with more being joined and regularly formed, but the unsatisfactory foundations laid earlier in the school mean that too many common errors remain.

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independent writing in most subjects. There are also inconsistencies in the way

24. Generally, the pupils are not provided with enough opportunities to write for a range of purposes and to use or experience different styles of writing. The lack of variety in pupils’ writing results from this aspect of their work being neglected in their early years. The school has begun some remedial work by extending the timetable to allow for pupils to do a greater range of writing and spend time on re-drafting and improving their written work. In time, this should have an effect on the quality and range of writing so that the pupils will learn to write for different audiences as well as distinguish between drafting and properly formed writing. One of the principal weaknesses in the teaching of writing up to now has been the over-emphasis on the use of writing frames and work sheets. From an early age, the pupils have been used to using worksheets to fill in boxes, add letters to words or fill in missing words in text as part of what is termed cloze procedure. In

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independent writing in most subjects. There are also inconsistencies in the way

science, history and geography topics for example, the pupils have either copied writing from the board or a workbook or have filled in missing spaces on a worksheet. They have had little opportunity to write their own accounts or to explain their ideas in the form of extended writing.

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independent writing in most subjects. There are also inconsistencies in the way

25. Note taking is rare and, even where this is done, the pupils are not always required to write up their notes or engage in demanding re-drafting. In history work, there is very little empathetic writing, where the pupils can engage with real characters from the past and write their own accounts of what it must have been like to share these characters’ experiences. Teachers have begun to teach narrative writing, reflecting the recent initiative to raise standards across the school. However, there is still inconsistency in practice and teachers have varying expectations. Consequently, pupils do not write with confidence or engage in extended forms of writing, sufficiently. A general scrutiny of pupils’ written work reveals a general lack of meaningful writing activities designed to improve the way the pupils plan and record stories and factual accounts, or experience poetry and play scripts. Northenden Primary School - 15

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Improve writing standards by:

• using a consistent writing policy which makes it clear how writing is going to be taught from the Foundation Stage through to Year 6;

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Improve writing standards by:

• providing more opportunities for the pupils to write independently on subjects, topics and stories that are interesting and important to them;

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Improve writing standards by:

• broadening the range of writing in all subjects, so that the pupils experience and appreciate a variety of forms of writing designed to extend their thinking and help them derive pleasure from writing;

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Improve writing standards by:

• teaching spelling rules more effectively throughout the school, so that pupils use the roots of words, spelling patterns and word shapes to improve their spelling;

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Improve writing standards by:

• applying more rigorous attention to handwriting, spelling and punctuation when marking the pupils’ work.

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CONSIDERED BY THE SCHOOL

• Ensure that the pupils’ annual progress and achievement reports to parents include specific reference to religious education as a discrete subject. There should also be particular reference to the progress and achievement of the individual pupil and not a general commentary on the progress of the pupils as a year group. Northenden Primary School - 16

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 10

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. Care should be taken when interpreting these percentages as each lesson represents more than five percentage points.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 30 238

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 0 55

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Information about the school’s pupils

Special educational needs Nursery YR – Y6

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Information about the school’s pupils

Number of pupils with statements of special educational needs 0 3

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 0 47

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 21

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 10

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 6

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Attendance

School data 5.7 School data 0.1 Northenden Primary School - 17 National comparative data 5.6 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Northenden Primary School - 18

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Attainment at the end of Key Stage 1 (Year 2)

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2001 15 15 30

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Attainment at the end of Key Stage 1 (Year 2)

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1 (Year 2)

Boys 13 13 15 Numbers of pupils at NC level 2 and above Girls 10 12 14

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Attainment at the end of Key Stage 1 (Year 2)

Percentage of pupils School 77 (79) 83 (88) 97 (88) at NC level 2 or above National 84 (83) 86 (84) 91 (90)

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Attainment at the end of Key Stage 1 (Year 2)

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1 (Year 2)

Boys 14 15 15 Numbers of pupils at NC level 2 and above Girls 12 12 12

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Attainment at the end of Key Stage 1 (Year 2)

Percentage of pupils School 87 (83) 90 (79) 90 (100) at NC level 2 or above National 85 (84) 89 (88) 89 (88)

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Attainment at the end of Key Stage 1 (Year 2)

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

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Attainment at the end of Key Stage 2 (Year 6)

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2001 18 15 33

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Attainment at the end of Key Stage 2 (Year 6)

National Curriculum Test/Task Results English Mathematics Science

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Attainment at the end of Key Stage 2 (Year 6)

Boys 13 11 16 Numbers of pupils at NC level 4 and above Girls 14 14 15

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Attainment at the end of Key Stage 2 (Year 6)

Percentage of pupils School 82 (89) 76 (86) 94 (96) at NC level 4 or above National 75 (75) 71 (72) 87 (85)

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Attainment at the end of Key Stage 2 (Year 6)

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 2 (Year 6)

Boys 10 11 16 Numbers of pupils at NC level 4 and above Girls 14 15 15

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Attainment at the end of Key Stage 2 (Year 6)

Percentage of pupils School 73 (63) 79 (71) 94 (79) at NC level 4 or above National 72 (70) 74 (72) 82 (79)

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Attainment at the end of Key Stage 2 (Year 6)

Percentages in brackets refer to the year before the latest reporting year. Northenden Primary School - 19

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 1 Other minority ethnic groups 0 0

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Ethnic background of pupils Exclusions in the last school year

This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded.

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 11.6 Financial year 2000/2001

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Teachers and classes Financial information

Number of pupils per qualified teacher 18

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 524,967

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Teachers and classes Financial information

Total number of education support staff 5 Total expenditure 512,638

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Teachers and classes Financial information

Total aggregate hours worked per week 126 Expenditure per pupil 2,118

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Teachers and classes Financial information

Qualified teachers and support staff: nursery Balance brought forward from previous year 4,066

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 1 Balance carried forward to next year 16,395

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Teachers and classes Financial information

Number of pupils per qualified teacher 30

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Teachers and classes Financial information

Total number of education support staff 1

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Teachers and classes Financial information

Total aggregate hours worked per week 35

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Recruitment of teachers

Number of teachers who left the school during the last two years 6

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 7

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 1

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Recruitment of teachers

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 1

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Recruitment of teachers

Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 0 Northenden Primary School - 20 FTE means full-time equivalent.

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Percentage of responses in each category

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

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Percentage of responses in each category

My child is making good progress in school. 84 13 3 0 0

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Percentage of responses in each category

Behaviour in the school is good. 84 10 6 0 0

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Percentage of responses in each category

My child gets the right amount of work to do at home. 49 48 3 0 0

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 71 26 0 3 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 81 19 0 0 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 74 23 3 0 0

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Percentage of responses in each category

The school works closely with parents. 65 32 3 0 0

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Percentage of responses in each category

The school is well led and managed. 90 10 0 0 0

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Percentage of responses in each category

The school is helping my child become mature and responsible. 87 13 0 0 0

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 35 52 10 0 3

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Other issues raised by parents

Some parents have also commented on how much they respect the school and the staff. They have also indicated that the school has a good reputation in the area for standards and this is primarily the reason why they choose to send their children to the school.

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