Other · Ofsted report

Northbury Primary School

Inspected — · published 28 Jun 2001 · URN 101196

Original PDF ↗

Summary

No overall grade in this framework

Kuldip Rai (lead), Joyce Clarke

What we read, and from where

Click a reading to see it highlighted in the report.

Inspectorssingle source
Joyce Clarke, Kuldip Rai
URN verified
101196

Page 1 of 41

Deep dive

What this report says

In plain English

Join free to get a short, plain-English summary of any report.

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+52Positivemore positive than 52% of reports of this type

In line with other reports of this type.

Praiseexcellentvery wellmake good progressgood progressvery effectivepositivestrongeffectively

Criticismlacklimitedbelowpoorweaknessesnot alwaysunacceptableslow

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsAbout the inspectionWhat needs to improve positive critical

Findings18821w+54
What needs to improve1026w+25

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

Next steps

Quoted from the report. Tap to see it on the page.

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 41
Words of findings: 19,787; longer than usual (typical 1049)
Reading level: Hard; Flesch 48, typical 45
Average sentence: 18 words
Next steps: 8; typical 5
Hedged sentences: 8%; “some”, “not always”, “most”…

Where the words go

Findings 92%What needs to improve 5%About the inspection 3%

Full report text

NORTHBURY JUNIOR SCHOOL

Dates of inspection: 05/03/01 – 08/03/01

p.1

NORTHBURY JUNIOR 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.

p.1

NORTHBURY JUNIOR SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Northbury Junior School - 3

p.2

INFORMATION ABOUT THE SCHOOL

School address: North Street Barking Essex

p.3

INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

p.3

INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr. B. Cooper

p.3

INFORMATION ABOUT THE SCHOOL

Date of previous inspection: April 1997 Northbury Junior School - 4

p.3

Subject responsibilities Aspect responsibilities

25372 Mike Thompson Registered inspector Art and design Design and technology What sort of school is it? The school’s results and pupils’ achievements How well are pupils’ taught? What should the school do to improve further? 9352 Malcolm Weaver Lay inspector Pupils’ attitudes, values and personal development How well does the school care for its pupils? How well does the school work in partnership with parents? 22452 Mary Farman Team inspector English Geography History Music 30853 Susan Betts Team inspector Science Information and communication technology How good are curricular and other opportunities offered to pupils?

p.4

Subject responsibilities Aspect responsibilities

16408 Chris Rhodes Team inspector Mathematics Physical education Religious education How well is the school led and managed?

p.4

Subject responsibilities Aspect responsibilities

3588 Kuldip Rai Team inspector Special educational needs English as an additional language 8837 Joyce Clarke Team inspector Equal opportunities Northbury Junior School - 5 The inspection contractor was:

p.4

Subject responsibilities Aspect responsibilities

Higherland Bridge 49, West Street Gargrave Skipton North Yorkshire BD23 3RJ

p.5

Subject responsibilities Aspect responsibilities

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:

p.5

Subject responsibilities Aspect responsibilities

The Complaints Manager Inspection Quality Division

p.5

Subject responsibilities Aspect responsibilities

Alexandra House 33 Kingsway London WC2B 6SE Northbury Junior School - 6

p.5

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

p.6

HOW HIGH ARE STANDARDS? 11

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

p.6

INFORMATION ABOUT THE SCHOOL

Northbury Junior School is a large school, with 345 pupils on roll. It is situated in an area with a high level of deprivation, close to the centre of Barking. The premises date from 1895 and are shared with Northbury Infant School. Pupils are taught in 12 classes, three for each year group from Year 3 to Year 6. Almost a half of pupils are entitled to free school meals. This is a much higher proportion than is found in most primary schools. Just over a quarter of pupils are identified as having special educational needs. This proportion is above the national average. Two pupils have statements of special need, which entitle them to extra help. Almost two-thirds of pupils are from homes in which English is not the first language spoken. Owing to the transient nature of the population within the area, the numbers of pupils leaving or joining the school during the course of each year is above average. For example, a

p.7

INFORMATION ABOUT THE SCHOOL

quarter of pupils currently in Year 6 joined the school during the course of Key Stage 2. Results of the national tests, administered to seven year olds shortly before they transfer from the infant school, show that attainment on entry to the junior school is well below average in reading, writing and mathematics.

p.7

HOW GOOD THE SCHOOL IS

This is a very effective school, which provides good value for money. The headteacher provides very clear direction for its work, and has brought about a significant improvement since her appointment. As a result of good teaching, the proportions of pupils attaining nationally expected levels in the core subjects of English, mathematics and science are about average. This is a considerable achievement, given the high proportion of pupils for whom English is not the principal language spoken at home, and the fact that attainment on entry to the school is well below average.

p.7

What the school does well

• Teaching is good or better in over three quarters of lessons. One lesson in ten is of the highest quality. The teaching of basic skills in English is a particular strength. • Pupils make good progress. • The school gives very clear moral guidance to its pupils and is very good at helping them to develop social skills. Its provision for pupils’ cultural development is good. • All pupils are very well integrated. They have very positive attitudes to their work and behave very well. • The headteacher, deputy and senior staff provide good leadership. • The school provides effective help for pupils with special educational needs, and those for whom English is not their first language.

p.7

What could be improved

• Standards in information and communication technology, art and design, design and technology and music. • Attendance. • Opportunities for pupils to develop skills in independent learning, particularly for higher attaining pupils.

p.7

What could be improved

The areas for improvement will form the basis of the governors’ action plan.

p.7

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Overall, the school has made very good progress since its last inspection in 1997. Standards have risen in English, mathematics and science because of better use of assessment and significantly improved teaching. The guidance provided by the local authority has been an important factor in these improvements. Pupils’ attitudes and behaviour have improved. Arrangements for pupils with special educational needs are better, and the school has developed a very good partnership with parents. Key issues from the previous inspection have been effectively addressed. Particularly noteworthy is the Northbury Junior School - 8 improvement made in pupils’ skills in speaking. The school has a very good capacity for continued improvement.

p.7

STANDARDS

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

p.8

Key

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

p.8

Key

The information shows, for example, that standards achieved in English in the national tests in the year 2000 were well below average in English, but were average in comparison with standards achieved by similar schools, with about the same proportion of pupils eligible for free school meals. Although the grades allocated for the average points scored have not risen, the proportion of pupils achieving the national target of Level 4 has considerably increased since 1998. For example, in English, the proportion has risen from 37 per cent in 1998, to 70 per cent in 2000. In mathematics, results have risen from 36 per cent at Level 4 in 1998, to 63 per cent in 2000. However, the proportion of pupils achieving the higher Level 5 is well below average, and this is the reason for the continued low overall grading.

p.8

Key

Inspection findings show that the improving trend of the past three years is set to continue. Overall, pupils are making good progress, and the school is well on course to achieve the challenging targets set for English and mathematics for 2001. By the age of 11, standards in English, mathematics, science, geography, history and physical education are in line with what is expected nationally. Attainment in information and communication technology is below average because the lack of some of equipment means that the full breadth of the curriculum cannot be effectively taught. Attainment in art and design and music is also below average and, in design and technology, attainment is well below that expected of 11 year olds. In these three subjects, the low standards are due to the lack of time available for teaching and, in art and design, the lack of a clear curriculum plan. Standards in design and technology

p.8

Key

are also affected by the fact that teachers sometimes spend too much time on teaching the science work associated with the subject and do not always concentrate on developing pupils’ skills in designing, making and evaluating their work. In religious education, standards are in line with those expected by the locally agreed syllabus.

p.8

Aspect Comment

Attitudes to the school Very good. Pupils work very hard and are interested and enthusiastic. Behaviour, in and out of classrooms Very good. Pupils are polite, friendly and well behaved within the school and in the playground. Personal development and relationships Good overall. When given jobs to do, pupils take responsibility very well, but they do not always have opportunities to show initiative. Relationships within the school are very good. Attendance Unsatisfactory overall, and below the national average. Extended holidays taken in term time are the main reason for this, and affect pupils’ learning. Northbury Junior School - 9

p.8

Teaching of pupils: aged 7-11 years

Lessons seen overall 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.

p.9

Teaching of pupils: aged 7-11 years

The quality of teaching has improved significantly since the previous inspection, when one third of lessons were unsatisfactory. Very few lessons now fall into this category. Over three quarters of lessons are good or better, and one lesson in ten is of the highest quality. Teachers are especially good at managing the behaviour of their pupils and teaching basic skills, particularly in literacy and numeracy. The best teaching is to be found in Year 6, where eight out of every ten lessons are very good or better, and three out of ten are excellent. Teaching is very good in English and science, and is good in mathematics, information and communication technology, history, music, physical education and religious education. It is satisfactory in art. No geography lessons were observed, and only one lesson in design and technology was seen. In these subjects, no judgements about the quality of teaching can

p.9

Teaching of pupils: aged 7-11 years

be made. As a result of the good teaching, pupils work very hard and have a real understanding of what they are learning. However, pupils are sometimes directed too much by their teachers and do not always have enough opportunities to take initiative in their work. This particularly applies to higher attaining pupils.

p.9

Aspect Comment

The quality and range of the curriculum The curriculum is broad and relevant. However, there is not enough time for some of the foundation subjects 1 . The curriculum is enriched through a good range of additional activities. The planned curriculum in information and communication technology cannot be fully taught because of the lack of some equipment. Provision for pupils with special educational needs Teachers and support staff provide good quality help and, as a result, pupils with special educational needs make good progress. Provision for pupils with English as an additional language These pupils are very well integrated. They receive good teaching, and make good progress. Provision for pupils’ personal, including spiritual, moral, social and cultural development Arrangements for pupils’ moral and social development are very good and provision for pupils’ cultural development is good. Although arrangements for spiritual development are satisfactory,

p.9

Aspect Comment

not enough opportunities are given for pupils to reflect on their learning in sessions at the end of lessons, when teachers review what has been done. How well the school cares for its pupils Pupils flourish within the school’s caring environment.

p.9

Aspect Comment

The school works closely in partnership with parents, and helps them to develop their own skills so that they are more able to help their own children at home.

p.9

Aspect Comment

1 The foundation subjects are those other than the ‘core’ subjects of English, mathematics and science. Northbury Junior School - 10

p.9

Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher leads very strongly and effectively. The school is well managed by the headteacher, her deputy and her senior colleagues, who share her commitment to high standards. How well the governors fulfil their responsibilities The governing body is committed and hard working. Governors fulfil all their statutory duties efficiently. The school’s evaluation of its performance The headteacher and senior staff monitor the quality of teaching and learning systematically and, in particular, have taken very effective steps to raise standards in English and mathematics. The strategic use of resources Money is very well spent, particularly in supporting pupils with special educational needs and English as an additional language.

p.10

Aspect Comment

The school development plan is of good quality and identifies the school’s priorities for improvement very clearly. There are variations in the quality of leadership provided by the year group coordinators. Governors apply the principles of best value satisfactorily when comparing the school’s performance against its cost. There are enough teachers and resources to meet the needs of the curriculum, and the accommodation is well used.

p.10

What pleases parents most What parents would like to see improved

• Their children like coming to school • Teachers have high expectations of their children • Their children make good progress • The quality of teaching • Standards of behaviour • Teachers are approachable • Their children get the right amount of homework • The school is well led and managed • The school helps their children to become mature and responsible • No significant negative views were expressed, either through the inspection questionnaires or in the pre-inspection meeting with the Registered Inspector

p.10

What pleases parents most What parents would like to see improved

Inspectors’ judgements fully support all of the parents’ positive views. Northbury Junior School - 11

p.10

The school’s results and pupils’ achievements

1 Results of the national tests for the year 2000, based on the average points scored by pupils, show that the attainment of 11 year olds was well below the national average in English, mathematics and science. The average scores achieved by pupils in English, mathematics and science have been well below the national average for the past three years. This is because not enough pupils have achieved the higher Level 5.

p.11

The school’s results and pupils’ achievements

2 In comparison with similar schools, with a similar proportion of pupils eligible for free school meals, results are much better. Using this comparison, standards were average in English and mathematics, but below average in science.

p.11

The school’s results and pupils’ achievements

3 An analysis of test results shows that there are no significant differences between the standards achieved by boys and girls. This analysis is confirmed by inspection findings.

p.11

The school’s results and pupils’ achievements

4 Although the overall results have been well below average, there has been a significant improvement in the proportion of pupils achieving the national target of Level 4 and above over the past three years. The proportion of pupils achieving Level 4 in English has risen by 33 percentage points to 70 per cent in the most recent tests. In mathematics there has been a rise of 29 percentage points, to 63 per cent and in science an increase of 28 percentage points to 75 per cent. This level of improvement is even more commendable, given the fact that about two-thirds of pupils are from homes in which English is not the principal language spoken. There are also high numbers of pupils moving into and out of the school during the course of each year, many from other countries. For example, a quarter of the current Year 6 did not join the school at the normal point of admission, at the start of Year 3.

p.11

The school’s results and pupils’ achievements

5 Inspection findings show that the improvement in the proportions of pupils achieving Level 4 in the ‘core’ subjects of English, mathematics and science is likely to continue. The school is on course to achieve the challenging targets of 75 per cent of pupils at Level 4 in English, and 80 per cent at Level 4 in mathematics, set for this year’s national tests. The continued improvement in the standards achieved in the core subjects is the result of the good quality of teaching provided in many classes, and in particular the high quality of teaching in Year 6. A further contributory factor in English and mathematics is the clear curriculum structure provided by the schemes of work in these subjects. Standards in English, mathematics, science, geography, history and physical education are in line with what is expected nationally. In art and design, information and communication technology and music, standards are below average

p.11

The school’s results and pupils’ achievements

and in design and technology standards are well below average. Standards achieved in religious education are broadly in line with what is expected in the locally agreed syllabus.

p.11

The school’s results and pupils’ achievements

6 Standards in English, mathematics, science, geography and history are better than those reported at the time of the previous inspection in 1997. However, standards in art and design and information and communication technology have declined.

p.11

The school’s results and pupils’ achievements

7 All pupils entering the school at the start of Year 3 come from the infant school, which shares the premises. Data from the national tests taken by these pupils at the end Year 2 in the infant school shows that the attainment of pupils transferring to Year 3 is well below what is normally expected nationally.

p.11

The school’s results and pupils’ achievements

8 From this low starting point, pupils make very good progress in English and mathematics, good progress in science, history and physical education and satisfactory progress in geography and religious education. In art and design, design and technology and music, pupils make slow progress because they are not given enough opportunities to develop their skills, knowledge and understanding. In both art and design and design and technology progress is also inhibited Northbury Junior School - 12 because of weaknesses associated with the curriculum. In art and design, there is no whole- school scheme of work to guide teachers’ planning by setting out the step by step development of pupils’ skills, and the range of media experienced by pupils is rather limited. In design and technology, the scheme of work is of good quality, but teachers sometimes focus too much on the associated science work at the expense of design and technology. In consequence, pupils’

p.11

The school’s results and pupils’ achievements

skills in design, making and evaluation are poor. In information and communication technology, pupils make satisfactory progress over time in most elements of the subject; and in lessons their progress is good as a result of good teaching. However, pupils are unable to make any progress in monitoring or control technology because the school does not have the necessary equipment. Opportunities to practice skills learned are limited to visits to the computer suite because there are no computers in the classrooms. The amount of time available for teaching art, design and technology and music is below what is recommended nationally. This is a consequence of the school’s drive to raise standards in literacy and numeracy, and the increased time spent on English and mathematics.

p.12

The school’s results and pupils’ achievements

9 Pupils make very good progress in developing skills in speaking and listening. This is because the school has placed particular emphasis on improving these key skills. In all classes, in all lessons, teachers insist that pupils speak clearly and answer in full sentences. When necessary, pupils are helped to phrase their replies using the correct grammar. All pupils are expected to listen carefully to what their classmates and teachers have to say. Teachers’ skills in checking that their instructions have been understood before allowing pupils to start on the tasks planned for them ensure that good listening takes place. Pupils make rapid progress in reading. Basic skills are systematically taught and regularly practised. Through direct teaching, using attractive and interesting books, pupils develop good levels of technical competence, for example when deciphering unfamiliar words. However, younger pupils in

p.12

The school’s results and pupils’ achievements

particular sometimes do not understand what they are reading because their vocabulary is limited. This situation not only applies to pupils who are learning English as an additional language but also to pupils of white, UK heritage. Pupils are also taught how to use dictionaries and reference books and how to use the library, and apply these skills to help them in their work in other subjects. Progress in writing is also very good. Pupils have many opportunities to use increasingly complex sentence structures and produce interesting and imaginative short stories. Most pupils write in a range of styles and for a variety of purposes. The school has placed a strong emphasis on the teaching of handwriting skills. Pupils use ink from the beginning of Year 3 and, through regular practice, achieve good standards of handwriting and presentation by the time they are in Year 6.

p.12

The school’s results and pupils’ achievements

10 Overall, pupils make very good progress in developing skills in numeracy. They develop basic competence in manipulating numbers, and use these skills well in subjects such as geography and science. Regular practice in mental arithmetic improves pupils’ speed in recalling number facts. The clear structure provided by the local authority scheme of work ensures that skills are systematically developed and regularly practised. However, when teachers do not use their professional judgement and follow the scheme in every detail, the result can sometimes be a lack of challenge for higher attaining pupils. Teachers take considerable care to make sure that all pupils understand their lessons. They are aware that pupils whose first language is not English might not understand the written text in their books, and therefore check carefully to make sure that they understand the language of the questions.

p.12

The school’s results and pupils’ achievements

11 Pupils make good progress in developing scientific skills. By Year 6 they have a sound understanding of the principles of ‘fair testing’ and are able to make simple predictions about the outcome before an experiment. However, although the school teaches the elements of scientific enquiry, teaching is generally too heavily directed and pupils do not have enough opportunities for independent personal investigation. Higher attaining pupils, in particular, would benefit from such opportunities. A significant factor in the good progress made is the use of the marking style, recently introduced by the coordinator. This involves the teacher in a written dialogue with pupils, with pupils writing their response to teachers’ comments.

p.12

The school’s results and pupils’ achievements

12 Pupils for whom English is an additional language receive direct and skilful teaching within the classroom. This enables them to develop good speech patterns such as the correct inflection of Northbury Junior School - 13 their voice at the end of a sentence. All pupils in the early stages of learning English are targeted for additional help and make good progress.

p.12

The school’s results and pupils’ achievements

13 Pupils with special educational needs make good progress. This is as a result of a number of factors. The specific needs of these pupils are identified at an early stage, good support is provided by teachers and special needs support assistants (SSAs) both in class, and when pupils are withdrawn from lessons for extra help. Provision for these pupils is well managed.

p.13

Pupils’ attitudes, values and personal development

14 Pupils‘ attitudes to the school and their work are very good. This is an improvement on the findings at the previous inspection. In the majority of lessons, pupils’ behaviour is very good, and sometimes excellent. Pupils are polite, respectful and friendly. They are keen to obtain the school’s green merit cards that signify both good behaviour and good work, which are celebrated in whole-school assemblies.

p.13

Pupils’ attitudes, values and personal development

15 The school is a very orderly community. Pupils move around the buildings very sensibly without pushing or running and stand still in the playground when it is time to line up for lessons. Pupils’ behaviour in the playground is very good. They play together well and, during the course of the inspection, there was no evidence of bullying, or of oppressive or racist behaviour. This was a concern raised by a few parents during the pre-inspection meeting with the Registered Inspector, but is not supported by inspection findings. When any inappropriate behaviour does occur, it is dealt with quickly. There have been seven exclusions during the last year, the majority of which have been for unacceptable behaviour.

p.13

Pupils’ attitudes, values and personal development

16 Relationships throughout the school are very good, both between pupils, and with adults. Although pupils come from a wide range of cultural backgrounds, they integrate very well. Adults provide good role models and treat pupils with respect, consequently pupils respond well to adults throughout the school. Pupils are keen to undertake responsible tasks, such as older ones sharing reading tasks with younger pupils, and higher attaining pupils helping the less able in the use of computers. However, pupils have fewer opportunities to take responsibility for their own learning or to carry out independent research.

p.13

Pupils’ attitudes, values and personal development

17 Mealtimes are important social occasions. Pupils eat their meals sensibly, and although adequately supervised, the level of noise they generate is high.

p.13

Pupils’ attitudes, values and personal development

18 Pupils’ attendance is unsatisfactory, and is below the national average. The rate of unauthorised absence is also unsatisfactory, and is higher than the average found nationally. Attendance has not significantly improved since the previous inspection. The high level of absence is partly due to the number of pupils taking extended holidays during the school terms. This has a detrimental impact upon the learning of these pupils. The school monitors the attendance of each class and identifies where the concerns lie, and the number of pupils involved. Consistently higher levels of attendance are seen in Year 6. Close links are maintained with the educational social worker, but, despite the efforts pursued, the attendance level continues to be unsatisfactory. The introduction of the lateness recording systems is having a very effective impact in improving pupils’ punctuality in arriving at the school. During

p.13

Pupils’ attitudes, values and personal development

the course of the inspection lessons started promptly and registration was conducted efficiently and quickly.

p.13

Pupils’ attitudes, values and personal development

19 Pupils for whom English is an additional language have very good attitudes to school and learning. Their relationships with each other and adults are very good. They listen to their teachers with attention and concentrate well in lessons. Pupils with special educational needs also have very good attitudes to learning and to the school generally. Their relationships with teachers and other pupils are very good. They mix well with other pupils during lunch and break times, and take a full part in extra curricular activities. This occurs because the school has been very successful in putting into practice its clear intentions on the inclusion of these pupils in lessons and other aspects of school life. Northbury Junior School - 14

p.13

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

20 The overall quality of teaching is good, and represents a significant improvement since the time of the previous inspection where teaching was judged to be unsatisfactory in almost three out of every ten lessons. This significant improvement in the quality of teaching is due to the combination of staff changes since the last inspection and improvements in teachers’ professional development. Teaching is satisfactory or better in almost all lessons and good, very good, and occasionally excellent in almost eight out of ten lessons. One lesson in ten is of excellent quality. The best teaching is to be found in Year 6, where eight out of ten lessons are very good or better, and three out of ten are excellent. Teaching is unsatisfactory in very few lessons. Of the 68 lessons observed, teaching was only unsatisfactory in two.

p.14

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

21 Teaching is very good in English and science, and is good in mathematics, information and communication technology, history, music, physical education and religious education. No geography lessons were seen and only one lesson in design and technology lesson was observed, therefore no judgements about the quality of teaching can be made in these subjects. In art and design, teaching is satisfactory.

p.14

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

22 Teachers’ knowledge of the subjects that they teach is generally good, and basic skills are well taught. Secure subject knowledge results in teachers enthusing their pupils and using methods and strategies that are very well suited to their needs and which provide achievable challenges. A very good example of such teaching was observed in a Year 6 lesson in observational drawing. During the introduction to the lesson, the teacher heightened pupils’ awareness of composition and techniques used to give the impression of depth. This was achieved through the quality of his commentary about an example of the work of Van Gogh, which was used as a stimulus for pupils. He then carefully focused pupils’ attention on the flowers that they were to draw, using separate timed segments of the lesson for them to concentrate first on proportion, then on shape, texture and pattern. The result was that pupils made significant gains in their

p.14

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

understanding of still life composition, and produced some examples of high quality. Where subject knowledge is not always secure, teachers are not always clear about precisely what skills they are teaching.

p.14

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

23 Teachers’ planning is good and provides a clear structure to lessons. Learning objectives are usually shared with pupils so that they know precisely what is to be expected of them. Many teachers are good at giving clear explanations of what pupils have to do, and then checking that everyone clearly understands before setting pupils to work. Essential materials are often well prepared and easily accessible, and therefore pupils start on their tasks without wasting any time. Lessons often build on pupils’ previous learning, and as a result pupils have increased confidence to tackle new work.

p.14

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

24 Teaching methods are good, and are effective in developing good learning habits. Teachers use a good range of strategies to interest pupils, and as a result pupils try hard and make good progress. For example, in a design and technology lesson in Year 3, the teacher challenged pupils to find different ways of attaching wheels to a wooden chassis. The introduction to the lesson, and the demonstration given by the teacher, provided just enough information for pupils to feel confident in attempting the challenge without giving away too much information about which methods would work and which would not. Pupils worked very well in pairs to try to solve the problem, helped by well timed interventions by the teacher to provide further useful information and to heighten pupils’ interest. However, in some lessons, particularly in mathematics and science, teachers sometimes over direct the lessons and do not give pupils

p.14

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

enough opportunities to develop skills of independent learning.

p.14

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

25 Teachers’ time management is not always as good as other aspects of their teaching. Sometimes lessons do not keep to time, possibly because teachers do not usually indicate in their planning the amount of time that they are going to spend on different elements of each lesson. Consequently, some lessons do not achieve a good balance between time for direct Northbury Junior School - 15 teaching, time for pupils to work on their assignments, and time for pupils to reflect on what they have achieved, as the teacher reviews what has been learned. Sometimes the impact of good teaching is lost through shortcomings in time management. For example, in a Year 5 gymnastics lesson, the teacher made very good use of pupils to provide good assessments of the sequences of movements performed by their classmates. However, at this point in the lesson apparatus had to be cleared away and pupils had no opportunity to develop their

p.14

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

sequences further by incorporating the useful suggestions made about their work.

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

26 Teachers’ management of pupils is very good, and class routines are secure. As a result, no time is wasted through inappropriate behaviour, and pupils know precisely where to find necessary equipment.

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

27 A particularly good feature of all lessons is the strong emphasis placed by teachers on pupils’ clarity and structure of speech, and on good listening habits. Pupils’ progress in using language correctly has been rapid as a result of this consistent approach in all classes.

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

28 The specialist teaching provided by the teacher funded through the Ethnic Minority Achievement and Travellers’ Grant (EMTAG) is of good quality. She is effectively deployed, and her specialist help is well integrated into class lessons. In collaborative teaching, the EMTAG teacher takes on both a lead and support role, and makes a significant contribution to the progress made by pupils learning English as an additional language, as well as the progress of others. In lessons where specialist language support is not available, class teachers plan their lessons carefully, bearing in mind the needs of pupils learning English as an additional language. They explain new ideas in a way that makes sense to all pupils.

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

29 The quality of teaching and learning for pupils with special educational needs, both during class lessons, and when pupils are withdrawn for individual or group work, is good. A significant number of lessons provided for special needs pupils are very good. Some of the teaching provided for pupils in Year 6 withdrawn from classes for extra help in literacy and numeracy is excellent. Teachers have detailed knowledge of pupils and the targets in their individual education plans. They use this knowledge well to plan lessons in which tasks and resources are matched carefully to the specific needs of the individual pupils. They also provide very good opportunities to pupils in lessons to answer questions and offer ideas. There is very good liaison between teachers and SSAs, who are very clear about their roles. Through good quality questions and explanations, the SSAs ensure that pupils know what they are doing. They also

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

provide the right balance between help and challenge, so that pupils do not become too dependent on them. They are particularly good at helping pupils to build their confidence and self-esteem.

p.15

PUPILS OR STUDENTS?

30 The curriculum is broad and relevant, with a satisfactory range of opportunities for pupils' academic and personal development. However, a satisfactory balance between the amounts of time allocated for different subjects has not been achieved. Time for religious education and music is about half that recommended nationally. Standards in music in particular are suffering as a consequence. Most foundation subjects also have a limited amount of time because of the strong emphasis placed by the school on raising standards in literacy and numeracy and the large amount of time devoted to teaching English and mathematics. Part of the reason for the shortage of teaching time lies in the layout of the building, since it can sometimes take several minutes to get pupils into their classrooms at the start of the day and at the end of each break. All pupils have to enter through one corridor and some have to climb two storeys to reach their

p.15

PUPILS OR STUDENTS?

31 All subjects, with the exception of art and design, have schemes of work and policies to guide teaching. The lack of a scheme of work in art means there is no clear guidance as to the ways Northbury Junior School - 16 in which pupils’ skills are to be developed in the various elements of the subject, and results in unnecessary repetition of work. The school bases its curriculum for religious education on the locally agreed syllabus. Curriculum planning for religious education is of good quality, as is that for English and design and technology. A particular strength of the English curriculum is the strong emphasis placed by the school on developing pupils’ skills in speaking and listening in all subjects. In all other subjects, with the exception of art and design, the planned curriculum is sound. In design and technology, the curriculum is closely linked to science, since work in the two subjects is complementary. However, the planned curriculum is not always taught to its

p.15

PUPILS OR STUDENTS?

intended depth because too much of the curriculum time allocated for the subject is sometimes spent on teaching the associated science rather than the design and technology element of the planning. In information and communication technology, the planned curriculum cannot be fully taught because some of the essential hardware and some software programs are not yet available.

p.16

PUPILS OR STUDENTS?

32 Opportunities for independent learning or research are sometimes limited, particularly in subjects such as science and music. Improved opportunities for independent learning would particularly benefit higher attaining pupils. The continued planning of the curriculum to raise standards, and the improvements that have been made to lesson plans so far have contributed to the very good improvement the school has made since the last inspection.

p.16

PUPILS OR STUDENTS?

33 There is a good range of extra-curricular activities to broaden the experiences of pupils. These include a sports club, a book club for pupils with English as an additional language and homework clubs. In addition there are lunchtime clubs for recorders and small games and dance. In all these involve about fifty pupils. A cross-country club is organised at the weekends. There is also an Easter Club, which is a ‘booster’ class to help raise standards of pupils in Year 6.

p.16

PUPILS OR STUDENTS?

34 The school makes good provision for pupils with special educational needs, and those for whom English is an additional language. Pupils with special educational needs benefit from carefully drafted individual education plans. They have full access to the range of learning opportunities offered in the school through careful modification of work to meet their specific needs. When they are withdrawn from lessons for extra help, support staff ensure that these pupils generally cover the same work as other pupils, but at an appropriate level, and do not miss the same aspects of the curriculum regularly. Pupils for whom English is an additional language have full access both to the curriculum and to extra-curricular activities. Soon after arrival at the school they are assessed in their own language to identify their needs. This helps teachers to provide a suitable level of work, and is important in a school where many pupils join and leave the

p.16

PUPILS OR STUDENTS?

school during the year. Most of these pupils are well supported in class. Withdrawal from lessons takes place only for beginners in English during the first few weeks of their joining the school.

p.16

PUPILS OR STUDENTS?

35 The provision for pupils’ personal and health education is good. Pupils’ receive sound teaching in developing their awareness of the dangers and misuse of drugs, personal hygiene and sex education, through the science curriculum. Pupils in Year 6 receive good teaching in sex education in conjunction with the school nurse. More recent moves have been taken to develop pupils’ awareness of their role in citizenship in Year 6, including work in emergency first aid skills. Good initiatives such as the introduction of a school council are to be pursued, but are still at an early stage of development.

p.16

PUPILS OR STUDENTS?

36 The contribution of the community to the school is good. The school’s partnership with its local secondary school, which has ‘sports college’ status, is of particular benefit to pupils. The secondary school provides some specialist teaching, and also gives practical help and guidance to teachers to help them with their planning. During the course of the inspection, a pupil from the secondary school made a significant contribution to the school’s celebration of Eid, by intoning a passage from the Qu’ran. Arrangements have recently been made for teachers in Years 6 to liaise more closely with teachers in Year 7 at the secondary school. The purpose of these links is to share expertise in teaching and to ensure that the curriculum planned in each of these year groups enables pupils to transfer more smoothly from one school to the other. Northbury Junior School - 17 Close links have also been established to help pupils with special educational needs during their

p.16

PUPILS OR STUDENTS?

37 There are few links with local businesses. However, volunteers from local firms provide useful help to pupils by hearing them read. The school enjoys good support from the local education authority. For example, the school closely follows the local strategies for numeracy and literacy, and teachers feel that the use of these strategies has contributed strongly to the improvement in standards in English and mathematics. Strong links have been established with the adviser for special educational needs. This has resulted in useful guidance being provided in strategies for managing the behaviour of pupils and help for classroom assistants in developing their skills in working with these pupils. Support is also given in the review and development of school policies and programmes of work. A wide range of support is given by other services such as the police, fire, railway and canal authorities, including focuses on the teaching of

p.17

PUPILS OR STUDENTS?

38 Pupils’ spiritual, moral, social and cultural development is good overall. This situation is similar to that reported at the time of the previous inspection.

p.17

PUPILS OR STUDENTS?

39 Provision for pupils’ spiritual development is satisfactory. Acts of daily worship are held in ‘floor groups’ of classes for three days per week and for the whole school on the other two days. A calm and peaceful atmosphere is established in these assemblies, which generally provide a good link between religious stories and features of everyday life, such as friendship. Pupils of all religious upbringings sing choruses of a religious nature, and all pupils sing with enthusiasm. Prayers are said by the teacher, but not all acts of worship allow pupils time for further reflection. Eid celebrations were attended by all pupils, irrespective of religious upbringing, and contributed well to the awareness and respect for the faith of many of the pupils and their friends. There are some good opportunities for pupils to reflect upon their work in lessons, such as when drawing flowers in art and segmenting flowers in science. However, in general, too few

p.17

PUPILS OR STUDENTS?

opportunities are provided for pupils to reflect upon their own learning. As a result, pupils’ spiritual awareness of the everyday things around them is underdeveloped. The school is aware of this need and is to consider plans to address this shortcoming.

p.17

PUPILS OR STUDENTS?

40 The school’s provision for pupils’ moral development is very good. Pupils show respect for one another and for the differences in their religious upbringing and listen carefully to others when they are speaking. Pupils know the difference between right and wrong and understand the value of good behaviour. This awareness is enhanced through the school’s partnership with the police, which helps to improve pupils’ understanding of crime prevention, vandalism and theft. ‘Golden rules’ are displayed in all classrooms. Pupils respond positively to them and are keen to obtain ‘green cards’ reflecting their good behaviour.

p.17

PUPILS OR STUDENTS?

41 The ways in which pupils’ social skills are developed are very good, and permeate all aspects of the life of the school. Staff work well together and provide good role models for pupils to emulate. Pupils are encouraged to show respect and courtesy towards visitors, and show this through actions such as holding doors open for them. A wide range of extracurricular clubs and visits contribute strongly to pupils’ social development. These clubs are well attended by both boys and girls.

p.17

PUPILS OR STUDENTS?

42 Arrangements for developing pupils’ cultural awareness are good. The school has recently been supported by a theatre company in providing teaching and insights into aspects of black peoples’ cultural traditions in history lessons. Apart from this, teaching focuses principally European history. Many artefacts displayed around the school relate to the wide range of pupils’ backgrounds. However, resources in art relate principally to western culture, with few posters or pictures from other cultural traditions. Visits to places of worship contribute well to pupils' cultural development with pupils learning about the religious traditions of Christians, Jews, Sikh and Muslim people.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

Northbury Junior School - 18 43 Overall, the school provides effective care for its pupils. Inspection findings are similar to those of the previous inspection in 1997.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44 The procedures for monitoring and improving attendance are generally good. The educational social worker provides effective support in identifying trends in the patterns of absence by classes, ethnic groups and individual pupils. Planned visits are made following discussion with the school, to contact particular parents when their children show recurring patterns of absence. The school has been working to improve attendance over recent years. While this has resulted in a small increase in attendance rates, the number of pupils taking extended holidays during the school terms remains a problem. Data shows that more boys are absent than girls, although inspection evidence and national test results do not show any significant differences between the performances of boys and girls.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45 The school’s procedures for monitoring and promoting good behaviour are very good. This is an improvement since the previous inspection. The school’s focus is on recognising and rewarding good behaviour. ‘Golden rules’ for improving behaviour have been agreed by pupils and rules, displayed in all classrooms, are upheld readily as pupils are keen to achieve ‘golden’ points. Rewards are regularly given, and these are celebrated in weekly assemblies. The strong focus on improving behaviour has resulted in classroom behaviour now being judged to be very good and, in some cases, exemplary.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46 There is an appropriate child protection policy, and the designated person has received the necessary training. All teaching staff are aware of the school’s procedures, and new staff receive guidance, which is clearly detailed in the staff handbook, when they join the school. The school maintains good child protection records, appropriate links are held with the social services and confidential records are stored securely. The school’s health and safety policy is satisfactory and supplements the curricular focus in science lessons and personal hygiene. The headteacher, in conjunction with the infant school headteacher, conducts safety checks throughout the building each term. These checks are supported well by the risk assessments, with all potential issues recorded fully and prioritised for action. Safety checks have been conducted on the building and mains electrical supply, each item also recorded and prioritised

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

for attention. Fire drills are held each term and first aid procedures are well organised by the school administrator, with support from three staff also fully trained in first aid. The school’s care for its pupils is further enhanced through the useful breakfast facility provided by the adjacent Family Centre.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

47 Procedures for monitoring, promoting and supporting pupils’ personal development are good. This judgement is largely in line with the findings of the previous inspection. Opportunities are provided for pupils to develop their listening skills in ‘circle time’ and to respect the feelings and beliefs of other classmates. This was particularly evident in a Year 4 'circle time', when pupils shared with the whole class the feelings they have when adults do not listen to them. The teachers are fully aware of pupils’ willingness to carry out tasks given to them, though these are few in practice. There is not yet a school council; plans for implementing a school council are in place, but have yet to be introduced. Pupils do not receive many opportunities to carryout their own research, nor are they sufficiently encouraged by staff to take responsibility for their own learning. This is largely due to the ‘over directed’ teaching evident in some classes.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

Greater opportunities to develop independent learning skills would particularly benefit higher- attaining pupils. Good links are maintained with outside agencies for supporting pupils’ development, particularly for example for pupils for whom English is an additional language.

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48 Procedures for monitoring and assessing pupils’ attainment are generally good. This is a considerable improvement since the previous inspection when assessment was considered to be weak. Optional national tests are used to monitor the attainment of pupils and are linked to teacher’s assessments in other year groups. These measures enable staff to identify the progress that each pupil makes over the period of time that they are in the school. While the results are beneficial in identifying how far pupils have progressed, they are not, however, used effectively to ensure that all pupils receive work that is appropriate to their needs, particularly the Northbury Junior School - 19 higher attainers. This is borne out by the results of national tests over recent years, where the proportion of pupils reaching the higher Level 5 was low when compared to the national average. New initiatives are being trialled throughout the school, by recording pupils’ progress using a

p.18

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

49 The arrangements for assessing the progress of pupils with English as an additional language are good. Pupils’ attainment is assessed regularly, and records of their progress are kept. Initial assessment of the newly arrived pupils is carried out in their first languages if needed, and includes information on their schooling in their home countries, general background and their attainment. Assessment information is used well to plan lessons, and to identify pupils who need additional help as well as those who do not require it any longer.

p.19

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

50 Procedures for identifying pupils with special educational needs are well established. The good partnership between all the people involved, including class teachers and support staff contributes to good quality individual educational plans, which contain specific and manageable targets. These targets help teachers to plan their lessons well, to promote good progress. Good support is also given to individual pupils when they are withdrawn from lessons for specific help, either singly or in small groups. These measures are effective and ensure that the pupils make good progress. There is good provision for termly and annual reviews. The annual reviews of statements of special educational needs are of good quality. In addition to these reviews, the special educational needs coordinator meets each teacher once every half term to talk about all pupils on the register, evaluate results, and agree and write new targets.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

51 Parents value the school. The response from parents to the pre-inspection questionnaires and in the pre-inspection meeting with the Registered Inspector, clearly indicate strong and positive support for all aspects of the school life. This is a big improvement since the previous inspection, when the school was seeking to encourage parents’ support for the school and their children.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

52 The school works hard to involve parents of pupils with English as an additional language, and has established good links with them. These links have been strengthened further through English courses for parents, which were initiated by the school in conjunction with the infant school, and are run by Barking College. Similar courses are organised in mathematics, and in using computers. This gives parents greater understanding of the work their children do, enabling them to support their children in completing homework tasks. A regular reading club is held for parents and their children. Several parents give some of their spare time to help in school and one parent helps to organise books in the library. Parents also join in with the school visits, where possible, to enable the school to provide necessary level of supervision. The parents’ association is presently being reformed following a period of inactivity. The school

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

is keen to reintroduce the association to recapture the earlier benefits of more focused parental support.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

53 The quality of information provided for parents is satisfactory overall. This is an improvement since the previous inspection. Regular newsletters are sent to parents informing them of a range of activities for pupils in each year group, including the focus of pupils’ learning for the forthcoming term in English and mathematics. Positive comments are made to remind parents of issues such as the need for their children to change their reading books, to provide physical education kit, and when homework is to be completed. These newsletters are produced in a style that is easy to read and communicates well with parents. However, the governors’ annual report to parents is much more formal, and does not take parental understanding into account, particularly those for whom English is an additional language. The prospectus is good, and is much more accessible to parents. The end of year pupils’ reports are good in terms of reporting

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

pupils’ achievement and progress in the core subjects, but there are shortcomings in the reporting of progress in other subjects. While the remarks indicate what children are able to do, Northbury Junior School - 20 the same comments are used for the majority of pupils, and are not personal enough to individual children.

p.19

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

54 Although the school is fully committed to involving parents in its work in identifying, helping and monitoring pupils with special educational needs, it recognises that this area needs to be further developed.

p.20