Badgerbrook Primary School

BADGERBROOK PRIMARY SCHOOL

Reporting inspector: Mr A C Jolly (8750)

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BADGERBROOK PRIMARY SCHOOL

Dates of inspection: 25 th – 26 th September 2001

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BADGERBROOK PRIMARY SCHOOL

Short inspection carried out under section 10 of the School Inspections Act 1996 Badgerbrook Primary School 2 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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BADGERBROOK 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. Badgerbrook Primary School 3

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INFORMATION ABOUT THE SCHOOL

School address: Badger Drive Whetstone Leicestershire

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 29 th September 1997 Badgerbrook Primary School 4

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Team members

8750 Mr A C Jolly Registered inspector 19491 Mr R Jones Lay inspector 22489 Mr I Barker Team inspector 16249 Mrs S Barnes Team inspector

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Team members

Weatheroak Inspections Ltd 4 Elm Drive Oversley Green Alcester Warwickshire B49 6PJ

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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 Badgerbrook Primary School 5

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PART A: SUMMARY OF THE REPORT 1 - 9

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

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INFORMATION ABOUT THE SCHOOL

The school has 388 pupils aged between 4 and 11. It has grown by one-third since the last inspection. The school is larger than average and further expansion is predicted. It serves the rapidly expanding village of Whetstone to the south of Leicester. Almost all the pupils come from local owner occupied housing. The percentage of pupils known to be eligible for free school meals is well below the national average. Pupils enter the school in either the September or the January of the year in which they are five. The percentage of pupils identified as having special educational needs and with statements is above the national average. Baseline tests on entry to the school show attainment is above average in speaking and listening, number and personal development and average in reading, writing and other elements of mathematics. There are more boys than girls in every year, except Year 3, markedly so in the foundation stage, Year 2 and Year 6. The percentage of pupils

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INFORMATION ABOUT THE SCHOOL

for whom English is an additional language is just above what would be generally found.

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HOW GOOD THE SCHOOL IS

Badgerbrook Primary School is a good school where pupils attain above average standards in English, mathematics and science by the time they leave the school. It is a very stimulating learning environment where there is a strong commitment to ensuring that all pupils derive the greatest benefit from their education,

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HOW GOOD THE SCHOOL IS

Teaching is always at least sound and usually very good in the final two years. The school is very well led by the headteacher, with valuable support from the governors. The school is providing good value for money.

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What the school does well

• Standards are well above average in English by the time the pupils leave the school. • Standards are well above average in mathematics by the time the pupils leave the school. • Pupils have very favourable attitudes to school. • The teaching is consistently very good in Years 5 and 6. • The school values all its pupils and provides an attractive, caring environment for them. • The school has an extensive range of facilities and resources.

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What could be improved

The standard of able pupils’ writing at the end of Key Stage 1.

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What could be improved

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 September, 1997. Since then it has devised a Curriculum Planning Framework, with firm allocations of time, schemes of work and short-term plans that include specific learning objectives. Standards have improved in geography and information and communication technology. A clear teaching and learning policy has been adopted and is being monitored thoroughly against agreed criteria. Assessment and records are now more precise. These form a sound basis for planning for English, mathematics and science. Badgerbrook Primary School 7 The enlarged senior management team now functions effectively according to a clear definition of roles and responsibilities and a better understanding of the necessary monitoring and evaluation processes. The school has made significant improvement in analysing its needs and planning its strategy accordingly. The issue of overcrowding in

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Years 5 and 6 has been addressed successfully by relocating year groups in the school.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The quality of teaching is better than in the last report when one-fifth of teaching was judged to be unsatisfactory. Teaching is now always at least satisfactory and often good or very good. Although the trend in results at the of Key Stage 1 was unfavourable from 1997 – 1999, test results have improved in both 2000 and 2001. Standards have risen consistently in Key Stage 2. Thus the school has made substantial improvements since the last inspection. . STANDARDS The table shows the standards achieved by 11 year olds based on average point scores in National Curriculum tests.

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schools

This table shows that the school has attained standards consistently above average in Key Stage 2 National Curriculum tests at the age of 11 in English, mathematics and science. The results for English in 2000 were outstanding, placing the school in the top 5% of schools nationally. In mathematics and science the results were also well above average for 2000. Results for science at least matched the national average between 1997 and 1999. In English and mathematics the results have been above the national average for the last three years. Results were maintained at high levels for 2001 in all three subjects at the end of Key Stage 2.

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schools

The latest Key Stage 1 results for 2001 showed significant improvement. Standards in reading and mathematics have been above average since 1999 and all pupils attained the nationally expected levels at the end of Key Stage 1 in 2000. However, overall standards of pupils’ writing do not compare well with schools in similar contexts because too few able pupils attain the higher Level 3 of which they are capable.

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schools

Achievement is sound overall in the Foundation Stage and Key Stage 1 and good in Key Stage 2. The school has set realistic and ambitious targets for the future. The current work seen in Year 6 in English, mathematics and science is above average.

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schools

Pupils with special educational needs and those for whom English is an additional language make good progress. Badgerbrook Primary School 8

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Aspect Comment

Attitudes to the school The pupils are very keen and eager to learn.

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Aspect Comment

Behaviour, in and out of classrooms Behaviour throughout the school is very good.

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Aspect Comment

Personal development and relationships Relationships throughout the school are very good and enhance personal development.

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

Quality of teaching Sound Sound Good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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

The teaching in all lessons is at least sound and in over half of the lessons it is good or better. It is at its best in Years 5 and 6 where the teaching is usually very good and never less than good. The key skills of numeracy and literacy are very well taught, resulting in above average standards by the time the pupils leave the school. The teaching is well targeted at the needs of all pupils, except for writing for able pupils in Key Stage 1. Almost all lessons are well planned and organised. In English lessons teachers often find interesting ways to stimulate the pupils’ interest. In all subjects they build carefully on what the pupils have learnt previously. The teachers plan effectively for all pupils and are suitably aware of the different needs of the gifted, those for whom English is an additional language and pupils who have special educational needs.

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Aspect Comment

The quality and range of the curriculum The school provides a broad and balanced curriculum with a worthwhile range of learning opportunities.

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Aspect Comment

Provision for pupils with special educational needs The school makes good provision for pupils with special educational needs.

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Aspect Comment

Provision for pupils with English as an additional language The school makes appropriate provision for pupils for whom English is an additional language.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development The school makes good provision and provides a range of suitable opportunities to enhance the pupils’ personal development. There is an effective emphasis on values that promote respect for cultural and religious differences.

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Aspect Comment

How well the school cares for its pupils This is a caring school where pupils are well supported. There are good procedures for health and safety, child protection and anti- bullying. Badgerbrook Primary School 9 The curriculum meets all statutory requirements. The school is particularly successful in meeting the varying personal and social needs of its pupils. It provides a sound range of extra-curricular opportunities. The partnership with parents is effective in developing pupils’ learning.

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Aspect Comment

Leadership and management by the headteacher and other key staff The school is very well led by the headteacher who is supported effectively by her deputy and key staff.

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Aspect Comment

How well the governors fulfil their responsibilities The governors fulfil all their statutory responsibilities and have successfully increased their involvement in monitoring the school’s performance.

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Aspect Comment

The school’s evaluation of its performance The school has progressively developed policies to evaluate its performance and has put effective systems in place.

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Aspect Comment

The strategic use of resources The school makes effective use of the resources at its disposal. Although the carry-forward was slightly higher than desired, the surplus has been carefully planned into the budget.

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Aspect Comment

The headteacher has shown considerable vision and skill in managing the expansion of the school. The school applies effectively the principles of Best Value in the way it plans it priorities on the basis of measures of its performance.

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What pleases parents most What parents would like to see improved

• Their children like school. • Behaviour is good. • The school has high expectations. • Teaching is good. • The school is well managed and led. • The school helps their children to become mature and responsible. • The range of activities outside lesson. • The amount of homework.

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What pleases parents most What parents would like to see improved

The inspection team agreed with the positive points raised by parents. It judged that the range of activities outside lessons was similar to what is available in most primary schools. Although a significant minority of parents responding by questionnaire was dissatisfied with the amount of work to be done at home, the inspection team agreed with the views expressed at the parents’ meeting, that homework arrangements were broadly appropriate. Badgerbrook Primary School 10

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Pupils attain well above average standards in English at the end of Key Stage 2

1. Test results in English for 2000 were outstanding when compared with schools both nationally and schools in a similar context. The comparison was based on their attainment in Year 6 set against that when they were in Year 2. Both boys and girls attain well when compared nationally.

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Pupils attain well above average standards in English at the end of Key Stage 2

2. Reading is a real strength of the school with 96 per cent attaining the nationally expected level at the end of Key Stage 2. Pupils read fluently both individually or together in shared reading sessions, showing both sensitivity and understanding.

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Pupils attain well above average standards in English at the end of Key Stage 2

3. The pupils, particularly the oldest ones, are articulate in commenting in response to demanding questions. Pupils listen earnestly and politely to both the teacher and their classmates.

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Pupils attain well above average standards in English at the end of Key Stage 2

4. The oldest pupils’ writing is almost always well punctuated and many pupils use effectively a wide and vivid vocabulary. They are used to writing in different forms and thus are able, for instance, confidently to convert prose sections of ‘Peter Pan’ into dialogue for a play.

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Pupils attain well above average standards in mathematics at the end of Key Stage 2

5. Standards in mathematics at the end of Key Stage 2 tests in 2000 are good, even in comparison with schools in similar contexts. In 2001 the percentage of pupils attaining the nationally expected level rose by a further six per cent and two-fifths of pupils attained the higher level.

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Pupils attain well above average standards in mathematics at the end of Key Stage 2

6. Information gained from test results and other assessments is carefully analysed to highlight areas for further development and to place older pupils in an appropriate ability group to meet their needs.

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Pupils attain well above average standards in mathematics at the end of Key Stage 2

7. The oldest pupils are very competent at problem-solving, reflecting the teachers’ emphasis on mathematics in practical situations. They also show the benefit of regular practice of mental mathematics with swift and accurate responses to calculations. Furthermore they can explain the mathematical processes used for calculation. They have a strong grasp of numeracy.

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The teaching is consistently very good in Years 5 and 6

8. A major factor in the above average standards at the end of Key Stage 2 is the consistently very good teaching in Years 5 and 6, which causes an acceleration in their progress.

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The teaching is consistently very good in Years 5 and 6

9. In all subjects pupils are encouraged to use the correct terminology. The criteria for assessing their work is shared with them frequently so they understand exactly what is required for high standards. Badgerbrook Primary School 11 10. Numeracy and literacy lessons have a clear structure and the teachers extend and challenge each different ability group. A very well taught English lesson brought ‘Oliver Twist’ to life for a Year 6 class. The teacher had prepared gruel in a bowl and when she produced it in a ladle there were audible gasps and groans from the pupils as they empathised with Oliver in the Victorian workhouse. This imaginative approach reflects the willingness of teachers to use a range of strategies to stimulate the pupils. The pace and challenge of the teaching, built upon strong relationships, ensures a systematic development of their learning.

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Pupils have very good attitudes to school

11. The pupils are friendly, polite and enthusiastic. They are courteous to both adults and each other, making a most positive contribution to the calm and ordered atmosphere in the school.

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Pupils have very good attitudes to school

12. Behaviour is very good. The pupils are interested in their lessons and work productively. They relish the many opportunities to take responsibility, such as carrying out a range of jobs in the school as monitors. Older pupils organise activities for the younger ones and mix with them very well at lunchtime and playtime.

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Pupils have very good attitudes to school

13. In the dining hall and during assemblies, behaviour is often excellent with pupils exercising responsibility and self-discipline. At both these times of the day there is an appropriate, civilised atmosphere.

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them

14. Badgerbrook Primary School is a very attractive, modern school but its warm, welcoming ethos derives from more than its very well planned and decorated buildings. Displays throughout the school are of high quality and many are deliberately positioned to enhance pupils’ self-esteem.

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them

15. The school is very sensitive to the needs of all its pupils. The teachers and learning support assistants are effective in enabling pupils with special educational needs to take a full part in the National Curriculum. In a lesson in information and communication technology a larger font was created on the computer for a visually impaired pupil. A physically disabled pupil receives appropriate help. Learning support assistants are also sensitive to the needs of particularly reticent children. The school ensures it is well informed about the needs of pupils for whom English is an additional language and makes necessary links with community organisations.

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them

16. Equal opportunities are provided for boys and girls, with for example, a flourishing chess club showing both groups fully engaged in planning their next moves. There is no evidence of boys’ underachievement and they perform equally as well in English as mathematics and science.

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learning

17. The school has all the facilities needed for a primary school. It has bright classrooms, which are full of resources. All classes for example show the benefit of a plentiful supply of reading books and dictionaries. The library is a well-stocked, welcoming room, which is Badgerbrook Primary School 12 separate but also readily accessible. There is a music studio to facilitate opportunities for practical music.

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learning

18. The school has recently developed a computer suite, which has 16 networked computers. A technician, who is partly funded from a national scheme, assists with this. Each class has at least 50 minutes a week to work on the computers.

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learning

19. The school has good outdoor facilities for physical education with a field and playground and a reasonably sized hall. It makes the best use of its accommodation and resources to ensure the pupils receive the broad and balanced curriculum necessary for a primary school.

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The standard of able pupils’ writing at the end of Key Stage 1

20. For the last two years very few pupils have attained the higher level for writing in the Key Stage 1 National Tests. This has a detrimental effect on the overall average points score for writing in these tests. In 2000, although the points score was in line with the national average, it was well below the average points score found in schools in similar contexts.

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The standard of able pupils’ writing at the end of Key Stage 1

21. This underperformance by able pupils in writing is not reflected in inferior results by able pupils in mathematics and reading: it is an isolated problem. Part of the cause can be seen in the pupils’ work in Year 2 where insufficient opportunities are taken to provide more challenging writing tasks. For instance pupils finishing a task in a Year 2 lesson were allowed to colour in worksheets rather than to write more related to the short exercise they had completed.

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The standard of able pupils’ writing at the end of Key Stage 1

22. The school is aware of this deficiency and has clear and specific strategies to improve standards. However it needs to supplement these with higher expectation in lessons and by setting clearer targets for able pupils

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Improve the standard of writing by able pupils at the end of Key Stage 1 by:

• providing more challenging writing tasks for the main activity part of lessons;

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Improve the standard of writing by able pupils at the end of Key Stage 1 by:

• raise expectations by providing opportunities for teachers to see good examples of what able pupils can achieve;

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Improve the standard of writing by able pupils at the end of Key Stage 1 by:

• setting clearer targets for pupils aimed at the higher National Curriculum level in writing;

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Improve the standard of writing by able pupils at the end of Key Stage 1 by:

• commenting more consistently when marking pupils’ writing on how they can attain higher standards;

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Improve the standard of writing by able pupils at the end of Key Stage 1 by:

• continuing to implement the strategies outlined in the School Action Plan to raise standards in writing. Badgerbrook Primary School 13

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 6

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Un- satisfactory Poor Very Poor

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Summary of teaching observed during the inspection

% 0 23 32 45 0 0 0 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 four percentage points.

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Pupils on the school’s roll YR – Y6

Number of pupils on the school’s roll (FTE for part-time pupils) 388

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Pupils on the school’s roll YR – Y6

Number of full-time pupils known to be eligible for free school meals 5

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Special educational needs YR – Y6

Number of pupils with statements of special educational needs 10

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Special educational needs YR – Y6

Number of pupils on the school’s special educational needs register 104

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pupils

Number of pupils with English as an additional language 14

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pupils

Pupils who joined the school other than at the usual time of first admission 14

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pupils

Pupils who left the school other than at the usual time of leaving 5 Badgerbrook Primary School 14

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Authorised absence Unauthorised absence

National comparative data 5.2 National comparative data 0.5 Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year.

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

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2000 29 32 61

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National Curriculum Test/Task Results Reading Writing Mathematics

Boys 26 25 26 Numbers of pupils at NC level 2 and above Girls 29 31 32

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National Curriculum Test/Task Results Reading Writing Mathematics

Percentage of pupils School 90(89) 92(88) 95(89) at NC level 2 or above National 83(82) 84(83) 90(87)

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Teachers’ Assessments English Mathematics Science

Boys 25 25 26 Numbers of pupils at NC level 2 and above Girls 29 32 31

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Teachers’ Assessments English Mathematics Science

Percentage of pupils School 89(86) 93(89) 93(95) at NC level 2 or above National 84(82) 88(86) 88(87)

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Teachers’ Assessments English Mathematics Science

Percentages in brackets refer to the year before the latest reporting year. Badgerbrook Primary School 15

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

Year Boys Girls Total Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2000 22 23 45

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National Curriculum Test/Task Results English Mathematics Science

Boys 21 20 22 Numbers of pupils at NC level 4 and above Girls 21 18 21

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National Curriculum Test/Task Results English Mathematics Science

Percentage of pupils School 93(80) 84(75) 96(82) at NC level 4 or above National 75(70) 72(69) 85(78)

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Teachers’ Assessments English Mathematics Science

Boys 17 19 20 Numbers of pupils at NC level 4 and above Girls 20 18 20

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Teachers’ Assessments English Mathematics Science

Percentage of pupils School 82(75) 82(66) 89(77) at NC level 4 or above National 70(68) 72(69) 79(75) Percentages in brackets refer to the year before the latest reporting year.

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage - -

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 1 Black – African heritage - -

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 10 Other minority ethnic groups - -

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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. Badgerbrook Primary School 16

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Qualified teachers and classes: YR-Y6

Total number of qualified teachers (FTE) 17.2 Financial year 2000/01

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Qualified teachers and classes: YR-Y6

Number of pupils per qualified teacher 24 : 1

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Qualified teachers and classes: YR-Y6

Education support staff: YR-Y6 Total expenditure 707,191.0

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Qualified teachers and classes: YR-Y6

Total number of education support staff 15 Expenditure per pupil 1,729.07

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Qualified teachers and classes: YR-Y6

Total aggregate hours worked per week 287 Balance brought forward from previous year 19,169.0

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Qualified teachers and classes: YR-Y6

Balance carried forward to next year 35,331.0

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Recruitment of teachers

Number of teachers who left the school during the last two years 4.3

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 3

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

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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) FTE means full-time equivalent. Badgerbrook Primary School 17

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Percentage of responses in each category

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

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Percentage of responses in each category

My child is making good progress in school. 55 39 6 0 0

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Percentage of responses in each category

Behaviour in the school is good. 49 46 4 0 1

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Percentage of responses in each category

My child gets the right amount of work to do at home. 36 42 18 2 3

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 34 48 18 1 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 61 33 3 2 1

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 65 34 1 0 0

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Percentage of responses in each category

The school works closely with parents. 40 51 8 1 0

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Percentage of responses in each category

The school is well led and managed. 62 32 2 1 3

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Percentage of responses in each category

The school is helping my child become mature and responsible. 52 42 4 1 1

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 28 43 15 7 6

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