Other · Ofsted report

Barmby Moor Church of England Primary School

Inspected — · published 16 May 2001 · URN 118122

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No overall grade in this framework

Peter Oldfield

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Inspectorssingle source
Peter Oldfield
URN verified
118122

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Full report text

Primary School

Reporting inspector: Mrs A. Soper OIN 18148

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Primary School

Dates of inspection: 12 th – 15 th February 2001

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Primary School

Inspection number: 197796 Full inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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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. Barmby Moor Church of England Primary School - 4

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INFORMATION ABOUT THE SCHOOL

School address: Barmby Moor York Postcode: YO42 4EQ

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mrs K. Longster

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 29 th September 1997 Barmby Moor Church of England Primary School - 5

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities

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INFORMATION ABOUT THE INSPECTION TEAM

18148 Alice Soper Registered inspector English Art and design Foundation stage Special educational needs What sort of school is it? How high are standards? How well are pupils taught?

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INFORMATION ABOUT THE INSPECTION TEAM

1112 Peter Oldfield 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? 30985 Ian Elliott Team inspector Mathematics Information and communication technology Design and technology History Physical education Equal opportunities How well is the school led and managed?

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INFORMATION ABOUT THE INSPECTION TEAM

20692 Richard Evans Team inspector Science Religious education Geography Music How good are the curricular and other opportunities offered to pupils?

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INFORMATION ABOUT THE INSPECTION TEAM

6 Bridle Dene Shelf Halifax West Yorkshire HX3 7NR

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INFORMATION ABOUT THE INSPECTION TEAM

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

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INFORMATION ABOUT THE INSPECTION TEAM

The Complaints Manager Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Barmby Moor Church of England Primary School - 6

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REPORT CONTENTS

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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PART B: COMMENTARY

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

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HOW GOOD ARE THE CURRICULAR AND OTHER

OPPORTUNITIES OFFERED TO PUPILS? 15 – 17

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HOW GOOD ARE THE CURRICULAR AND OTHER

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS? 17 – 19

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HOW WELL DOES THE SCHOOL WORK IN

HOW WELL IS THE SCHOOL LED AND MANAGED? 20 – 21

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HOW WELL DOES THE SCHOOL WORK IN

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 21 – 22

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HOW WELL DOES THE SCHOOL WORK IN

PART C: SCHOOL DATA AND INDICATORS 23 – 25

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PART D: THE STANDARDS AND QUALITY OF TEACHING IN

AREAS OF THE CURRICULUM AND SUBJECTS 26 – 43 Barmby Moor Church of England Primary School - 7

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INFORMATION ABOUT THE SCHOOL

Barmby Moor Church of England Primary School is situated in the village of Barmby Moor, near York. It is smaller than other primary schools, with 115 pupils. In recent years the school has been extended to meet the needs of its increasing roll. Pupils come from British backgrounds and there are none with English as an additional language. Approximately half of the pupils come from the nearby village of Pocklington and outlying villages. The socio-economic circumstances are good. The number of pupils with special educational needs is well below the national average. There are no pupils with a Statement of Special Educational Need, which is below the national average. Pupils’ attainment on entry is above average.

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HOW GOOD THE SCHOOL IS

This is an effective school. Pupils have positive attitudes and standards are good in the core subjects of English, mathematics and science by the end of Key Stage 2. They are very good in reading and in art and design across the school. The teaching is good in Key Stages 1 and 2. Leadership and management is good. Governors are supportive and know the school well. Staff share commitment to providing a good quality of education. The school provides good value for money.

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What the school does well

♦ Standards are very good in reading and art and design across the school. ♦ Standards are good in English, mathematics, science and geography by the end of Key Stage 2. ♦ The quality of teaching is good in Key Stages 1 and 2. ♦ The provision for pupils’ spiritual, moral, social and cultural development is good. ♦ There is good care for pupils. ♦ Leadership and management are good.

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What could be improved

♦ The provision for children in the foundation stage. ♦ Opportunities for pupils to become more involved in their independent learning, to take responsibility and use their initiative.

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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 October 1997. It has addressed all issues raised at that time. There has been a good improvement in planning with clear priorities for future development. There is now full entitlement to physical education within the National Curriculum, though there is still limited space for large equipment for gymnastics in the school hall. A system of target setting for individual pupils has been established and is to be refined further. The quality of teaching has improved and is now good in Key Stages 1 and 2. Resources for information and communication technology have been enhanced. Good alterations have been made to the Barmby Moor Church of England Primary School - 8 accommodation to improve the quality of education. Good standards in English have been maintained across the school. Since the last inspection, standards by the end of Key Stage 2 have improved in mathematics, science and music.

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STANDARDS

The table showing the standards achieved by 11 year olds is not recorded as the number of pupils undertaking the National Curriculum tests in 2000 was less than 10.

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STANDARDS

The 2000 results are based on the performance of only seven pupils who undertook the tests, making national comparisons unreliable. The trend over time has been of above average performance in mathematics and science and well above average performance in English. The results show a marked improvement in standards since the last inspection in 1997.

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STANDARDS

Evidence from the current inspection shows that pupils attain well and above average in all three subjects by the time they are 11. In Key Stage 2 pupils attain very well in reading across the school and by the time they are 11 standards are well above average. Speaking and listening skills are also very good and well above average. Standards in writing and geography are good by the end of the key stage. Standards in art and design are very good and well above national expectations. They are satisfactory and in line with national expectations in other subjects. Standards in religious education are satisfactory and meet the requirements of the agreed syllabus. Standards in information and communication technology are satisfactory and in line with national expectations.

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STANDARDS

By the end of Key Stage 1, pupils’ attainment in reading is very good. Speaking and listening skills and writing are satisfactory. Pupils attain well in mathematics and achieve satisfactory standards in science by the end of Key Stage 1. Standards in art and design are very good and well above national expectations. Standards in information and communication technology are satisfactory and in line with national expectations. In all other subjects, standards are satisfactory and in line with national expectations. Standards in religious education are satisfactory and meet the requirements of the agreed syllabus. Pupils with special educational needs make good progress in both key stages. The school has set appropriate targets and is further developing targets for individual pupils.

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STANDARDS

The youngest children in the foundation stage exceed the early learning goals in communication, language and literacy and in their mathematical and creative development. They meet the early learning goals in their physical development and in their knowledge and understanding of the world. Their personal and social development is restricted by some limited opportunities for making choices and moving from one activity to another, both indoors and outdoors, throughout the day.

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Aspect Comment

Attitudes to the school Pupils have good attitudes to learning. They are conscientious, courteous and trustworthy. Behaviour, in and out of classrooms Behaviour is good overall. A few younger pupils sometimes lack self-control and behave inappropriately in lessons. There were no instances of misbehaviour or bullying seen outdoors during the inspection. Barmby Moor Church of England Primary School - 9 Personal development and relationships There are good relationships between staff and between pupils and staff. Pupils’ personal development is satisfactory. They have some opportunities to be involved in their own learning, to take responsibility and use their initiative. The school is currently looking at ways in which to develop these further. Attendance Attendance is very good, pupils like school. There is very little unauthorised absence.

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Aspect Comment

Pupils are interested in their work and have positive attitudes. They work well as individuals and as members of a group. A few pupils, particularly in the early part of Key Stage 2, have yet to form good relationships and to behave appropriately during lessons. Behaviour is good overall outdoors, though pupils play in a large area, which affects the quality of supervision. Children in the foundation stage lack sufficient opportunities to develop personal and social skills, such as their increasing independence. The reception and Year 1 classroom organisation does not always readily provide an environment that allows a wide range of choices and opportunities for self-initiated activity. Parents support the school well by providing prompt information about their children’s absence.

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TEACHING AND LEARNING

Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years Lessons seen overall Satisfactory Good Good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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TEACHING AND LEARNING

The quality of teaching is good in Key Stages 1 and 2. During the inspection six per cent of teaching was very good, 53 per cent was good and the remainder was satisfactory. Teaching in the foundation stage is satisfactory, though the use and organisation of activities do not yet follow national guidance by providing opportunities for outdoor play and sufficient self-initiated activity. The quality of teaching in English and mathematics is good. The basic skills of literacy and numeracy are taught well and opportunities are often effectively provided to reinforce these skills across the curriculum. Teachers plan carefully to meet the needs of all pupils, including those with special educational needs and more able pupils. Assessment procedures are good and inform future teaching. Teaching methods are usually effective in maintaining pupils’ interest, though a few pupils lack appropriate self-control and require considerable support.

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TEACHING AND LEARNING

Most pupils concentrate, listen attentively and respond well when questioned. In some lessons, pupils have insufficient opportunities to take responsibility or use their initiative.

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Aspect Comment

The quality and range of the curriculum The school provides a broad and balanced curriculum that is satisfactory in Key Stages 1 and 2. In the foundation stage it has some shortcomings, as it is not yet fully developed to take into account recent national guidance. Provision for pupils with special educational needs Good in Key Stages 1 and 2; satisfactory in the foundation stage. Barmby Moor Church of England Primary School - 10 Provision for pupils’ personal, including spiritual, moral, social and cultural development Good overall. The school actively promotes opportunities for reflection in religious education and has introduced lessons where pupils can consider relevant issues. Pupils are involved in many social and cultural activities. There are clear aims to promote pupils’ moral development. How well the school cares for its pupils There is good care. Procedures for child protection are very good. Those for monitoring and promoting good attendance

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Aspect Comment

are very good. Assessment is used well to guide planning and monitor progress.

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Aspect Comment

There is a satisfactory partnership with parents. A very few help in school. There are good links with parents of pre-school children, who are visited by staff and who are invited to a meeting about early assessments of their children. Links are satisfactory elsewhere. Letters sent to parents are of good quality. Homework does not always contribute effectively to establishing good links with parents. Parents’ evenings do not provide opportunities for parents to discuss their children’s progress confidentially. Art and design is a particular strength and pupils have many experiences in taking part in national events. There are good extra-curricular activities including residential visits that enhance pupils’ learning. The school is careful about pupils’ health and safety and has good procedures for monitoring pupils’ academic and personal development.

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Aspect Comment

Leadership and management by the headteacher and other key staff There is good leadership and management. The delegation of staff responsibilities is good. The school’s aims and values are reflected in its work. The headteacher combines his management and teaching commitment well. He is supported well by staff. How well the governors fulfil their responsibilities Governors fulfil their responsibilities effectively. They have a clear understanding of the school’s strengths and aspects requiring improvement. The school’s evaluation of its performance Good. Governors, the headteacher and staff work together well to evaluate and determine priorities for development. Standards are closely monitored and analysed and regular reviews are held to determine needs. The strategic use of resources The school makes good use of resources available. Specific grants are used effectively for their designated purpose. The

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Aspect Comment

expertise of staff, visitors and trainee staff is used effectively.

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Aspect Comment

Overall, there is good staffing and resources. The accommodation is adequate for the number of pupils, though there is limited space in the school hall for physical education. The headteacher’s office is shared by staff, limiting space for confidential meetings. Resources for learning are good. Leadership ensures clear educational direction. The principles of best value are applied well. Barmby Moor Church of England Primary School - 11

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What pleases parents most What parents would like to see improved

♦ Their children like school and they make good progress. ♦ The teaching is good. ♦ Activities outside lessons. ♦ Communication with parents. ♦ Homework.

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What pleases parents most What parents would like to see improved

Inspectors agree with most of the parents’ views. The school is considering ways in which it can improve its communication with parents. Homework is set, though it varies in consistency. Inspectors disagree that there are limited activities outside lessons. The school provides a good range of extra-curricular activities. Barmby Moor Church of England Primary School - 12

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The school’s results and pupils’ achievements

1. At the time of the previous inspection in 1997, standards were seen to be satisfactory and in line with the national average in English, mathematics and science by the end of both key stages. A substantial number of pupils achieved standards that were above the national average in English at the end of Key Stage 1. Standards were well above national expectations in art. Standards were at least in line with national expectations in both key stages in information technology, geography, history and physical education, with the exception of gymnastics, where limited resources restricted progress. Standards were satisfactory and in line with national expectations in music at the end of Key Stage 1 but unsatisfactory by the end of Key Stage 2. In religious education, pupils achieved satisfactorily in relation to the agreed syllabus. The report went on to say that the school should establish a system for setting targets for individual pupils to

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The school’s results and pupils’ achievements

enable them to achieve their full potential. It also reported on the need for the school to ensure that the full entitlement to physical education be delivered.

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The school’s results and pupils’ achievements

2. Present inspection evidence shows that standards have improved since the last inspection in the core subjects of English, mathematics and science by the end of Key Stage 2. Standards are good and above the national average in all three subjects. High standards have been maintained in art and design, which is still a strong feature. Standards have improved in music and are now satisfactory by the end of Key Stage 2, with some good achievement in singing. Gymnastics is now included in the programme for physical education, though there are still some limitations in the provision due to limited space and a lack of large apparatus. Standards in geography are still good and above national expectations by the end of Key Stage 2. Standards in all other subjects are satisfactory by the end of both key stages, reflecting similar judgements at the time of the last inspection.

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The school’s results and pupils’ achievements

3. In the 2000 National Curriculum assessments at the end of Key Stage 1, the cohort was small, making national comparisons unreliable. School information shows that pupils’ attainment was very good in reading and writing and good in mathematics. In the same year, there were fewer than ten pupils who undertook the Key Stage 2 national assessments, making national comparisons unreliable. By 2000, nearly half the pupils in Year 6 had left the school before the national assessments took place. The performance of the remaining pupils was satisfactory in relation to their prior attainment. A very small number attained good levels in English and science and no pupils achieved higher levels in mathematics.

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The school’s results and pupils’ achievements

4. Initial assessments when children enter the school show that their attainment is above average. Most settle to school routines quickly. By the end of the foundation stage they exceed the early learning goals in communication, language and literacy and in their early mathematical and creative development. They achieve the early learning goals in their knowledge and understanding of the world and in their physical development. Children lack opportunities to move spontaneously from indoor to outdoor play and there is no large apparatus or large wheeled toys to enhance their physical development and their social development. Whilst there are opportunities to foster children’s personal, social and emotional development, the classroom organisation does not always readily provide an environment that allows a wide range of choices and opportunities for self-initiated activity.

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The school’s results and pupils’ achievements

5. Evidence from the inspection shows that pupils attain very well in reading across the school. Their reading is well above average by the end of both key stages, supported by the Barmby Moor Church of England Primary School - 13 school’s strong focus on literacy, the good teaching and its good quality resources for reading. Some Year 6 pupils have insecure understanding of how to use the school library efficiently when looking for books. Attainment in writing is satisfactory by the end of Key Stage 1 and good by the end of Key Stage 2. There is a wide range of writing purposes and pupils become increasingly aware of writing for different audiences. Writing skills are often effectively enhanced by work in different subjects that ensures pupils learn how to use a variety of writing formats. Pupils throughout both key stages make good progress in handwriting and presentation of their work. Speaking and listening skills are very good by the end of Key Stage 2, where pupils listen

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The school’s results and pupils’ achievements

attentively, express ideas and appreciate others’ contributions to discussions. Pupils in Key Stage 1 develop good speaking skills but not all have yet learned to listen attentively or to take turns when speaking.

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The school’s results and pupils’ achievements

6. Attainment in mathematics is good and above the national average by the end of both key stages. Most pupils make good progress across the school, though there are a few instances where the rate of progress varies for some pupils who require further support. In some lessons, work is not always sufficiently well matched to pupils’ differing prior attainment and teachers do not always focus their time as well as they might to meet the needs of all pupils. Homework does not always contribute effectively to learning where pupils do not have work recorded and they do not complete work at home.

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The school’s results and pupils’ achievements

7. Attainment in science is satisfactory by the end of Key Stage 1 and good by the end of Key Stage 2. In some lessons, work is not always sufficiently adapted to take account of pupils’ differing prior attainment. Teachers manage their lessons satisfactorily, although some inappropriate behaviour by a few pupils is not always effectively addressed. This limits effective progress for some pupils.

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The school’s results and pupils’ achievements

8. Attainment in information and communication technology is satisfactory by the end of both key stages. The school has improved resources and has adopted a national scheme of work. There is a new long-term plan that was introduced at the beginning of the academic year. Pupils also benefit from assistance from two computer technician trainees. The school has set up its own web site and has enabled teachers to attend further training in the use of new technology.

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The school’s results and pupils’ achievements

9. Pupils achieve satisfactory standards at the end of both key stages in religious education that meet the requirements of the locally agreed syllabus. They have secure understanding of Christianity and know about other religions. They know that religion plays an important part in many people’s lives. They reflect on life’s issues and emotions and are being supported well by the recent introduction of lessons that allow them time to reflect and discuss issues.

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The school’s results and pupils’ achievements

10. Standards in art and design are very good and well above those expected nationally. The school positively promotes creativity, imagination and the appreciation of artists’ work. The involvement with national projects enhances pupils’ learning and reflects the high standards of work produced. The school’s environment is enlivened by the good quality of displays. Art contributes well to pupils’ cultural development. Standards in design and technology, history, music and physical education are satisfactory and in line with national expectations at the end of both key stages. They are satisfactory and in line with standards expected nationally in geography by the end of Key Stage 1 and good and above national expectations by the end of Key Stage 2. In some work in design and technology, older Key Stage 2 pupils have insufficient opportunities to take responsibility for selecting and retrieving resources and for using cutting

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The school’s results and pupils’ achievements

tools. In history some pupils show good understanding of the effects of particular events but are less certain about the causes. Barmby Moor Church of England Primary School - 14 11. Since the last inspection, there has been a good improvement in curricular provision for literacy and numeracy. The school has effectively established national strategies and work is often imaginatively planned to ensure pupils learn through meaningful contexts. Literacy and numeracy are reinforced well across subjects and impact positively on pupils’ good achievements in English and mathematics. Information and communication technology has also been improved to keep up with new developments and to ensure that pupils achieve satisfactory standards in all aspects. Science has not featured as a priority for development in recent times, though pupils have maintained satisfactory standards by the end of Key Stage 1 and achieve

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The school’s results and pupils’ achievements

12. The school has established a system for setting targets for individual pupils and plans to refine these further to ensure these are regularly reviewed with pupils and that targets are clearly understood and agreed. This system is helping the school to provide appropriate support for pupils with special educational needs, who make good progress in relation to their prior attainment. It also supports planning for pupils with higher prior attainment who generally make good progress. The school monitors pupils’ progress and good assessment procedures are in place. The range of improvements gives the school good capacity to maintain and further improve standards.

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Pupils’ attitudes, values and personal development

13. Pupils like coming to school and settle well into its secure atmosphere. They have positive attitudes and are polite. They willingly help with jobs around the school, such as helping in assemblies, distributing registers and tidying up.

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Pupils’ attitudes, values and personal development

14. Behaviour is good overall. There have been no exclusions. Most pupils show interest and work hard. For example, in a mathematics lesson, younger pupils in Key Stage 1 worked well co-operatively when naming shapes. Similarly, in a Year 4 art and design lesson, pupils concentrated well when planning their embroidery signs for patterned material. The oldest pupils show confidence in discussing and presenting their work. Pupils are trustworthy, courteous and show respect for property. In some lessons, some pupils lack self-control and good concentration, which has an adverse impact on the amount of progress they make.

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Pupils’ attitudes, values and personal development

15. Some parents had concerns about inadequate supervision at break times. During the week of the inspection, pupils were adequately supervised and no undue incidents were seen. Many pupils interviewed stated they felt secure and that supervision was appropriate. The school keeps a record of any incidents.

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Pupils’ attitudes, values and personal development

16. Pupils have a good regard for others. They work well, sometimes in pairs, to fulfil tasks about the school. For example, older pupils visit classes and total the daily dinner registers. Older pupils help the younger ones by, for example, helping them to place lunch boxes on a tall shelf.

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Pupils’ attitudes, values and personal development

17. Staff at the school provide good role models of courtesy and care and there are positive relationships between all adults and pupils. Because of the confined space, the hall, which serves as a classroom, gym and dining room, requires careful consideration for others when using the area. Pupils with special educational need are integrated very well into daily routines and there are good relationships between them and other pupils. Barmby Moor Church of England Primary School - 15 18. Pupils’ personal development is good by the time they are 11. They appreciate each other’s successes and share resources well. Pupils work effectively when undertaking collaborative tasks and willingly help each other, such as in using computer programs. Younger pupils generally collaborate though some have yet to develop appropriate self-control and learn to contribute effectively to lessons. Whilst there are opportunities for promoting pupils’

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Pupils’ attitudes, values and personal development

personal development, the organisation in the foundation stage limits the extent to which they can develop these skills through a wide range of activities, both indoors and outdoors.

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Pupils’ attitudes, values and personal development

19. Attendance is well above the national average. There is very little unauthorised absence. Pupils explained that they enjoy their lessons and like coming to school. Parents support the school by responding well and providing explanations for all absences.

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HOW WELL ARE PUPILS TAUGHT?

20. The quality of teaching is good. During the inspection, six per cent of lessons were judged to be very good, 53 per cent were good and the remainder were satisfactory. Good teaching was seen at both key stages.

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HOW WELL ARE PUPILS TAUGHT?

21. Teachers in Key Stages 1 and 2 have secure subject knowledge and they teach basic skills well. Literacy and numeracy are taught well across the curriculum. Teachers have developed good planning that frequently incorporates different subjects to make lessons interesting. This helps to motivate pupils and create an enthusiasm for learning. For example, when studying colloquial English and slang in poetry, the oldest pupils confidently use their prior learning about spoken and written English to explain the impact of this form of language on the reader. Planning shows clear objectives and expected outcomes and teachers include opportunities for evaluation after lessons. Most lessons include effective introductions and conclusions, where pupils recall what they have learned. Planning is progressive and ensures that pupils acquire skills, knowledge and understanding in a systematic way.

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HOW WELL ARE PUPILS TAUGHT?

22. Expectations are generally good. They are particularly high in art and design, where the impact of the good teaching ensures high quality results in a wide range of work. Teachers’ expertise in aspects of the subject contributes considerably to the standards achieved. Similarly, the Year 4 teacher has a high level of expertise in teaching physical education. This evokes enthusiasm from pupils and promotes a desire amongst pupils to refine and improve their performance. In a very good Year 6 mathematics lesson involving the measurement of angles, high expectations ensured that most pupils were suitably challenged and that they achieved well in relation to their prior attainment.

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HOW WELL ARE PUPILS TAUGHT?

23. Objectives are usually made clear to pupils during lesson introductions and pupils are usually managed well. Most pupils respond well by concentrating and completing tasks conscientiously. In a few instances, pupils’ lack of self-control, or poor listening skills, adversely affect the pace of some lessons. For example, this was seen in a music lesson where younger pupils in Key Stage 2 disobeyed the teacher’s instruction about playing musical instruments. In a physical education lesson, some pupils in the same class required considerable encouragement to improve their performance and their listening skills. Similarly, in a Year 6 physical education lesson, a few boys lacked full involvement in the activity.

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HOW WELL ARE PUPILS TAUGHT?

24. Time, resources and support staff are used appropriately overall. Resources are used well, though there is some limitation of space and equipment in the school hall that impacts on the effectiveness of some work in physical education. Time is usually used efficiently and most Barmby Moor Church of England Primary School - 16 lessons proceed at a good pace. In a few, the pace varies when some pupils lack concentration or when resources are not readily available. In most lessons, pupils were purposefully engaged in tasks and teachers used the time effectively to introduce, explain, discuss and direct work. The two trainee technicians are deployed well in supporting pupils and teachers in information and communication technology. Similarly, the student teacher contributes well, such as when leading a group of Year 6 pupils in their work on poetry. Support staff are often effectively deployed to help groups of pupils in classes, such as in the Year 3 and 4 class lesson based on

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HOW WELL ARE PUPILS TAUGHT?

the story, “Earth Warp”. Here, support staff worked with groups whilst the teacher focused on others. In a few lessons in Key Stage 1 support staff are sometimes less effectively deployed in supporting groups of pupils in their learning. In a few cases, teachers lack the benefit of having help from support staff. This sometimes restricts pupils’ productivity and pace of working, such as in a Year 2 physical education lesson, where the teacher might have benefited from additional help in reinforcing rules and aims.

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HOW WELL ARE PUPILS TAUGHT?

25. The quality and use of assessment is good at both key stages. Teachers evaluate the success or otherwise of lessons and keep notes about pupils’ performance. These are used effectively to plan future work. Pupils’ work is marked conscientiously and helpful comments are provided. Homework is often used successfully to reinforce learning though there is no systematic programme throughout the school. In some instances, homework is less effective. This was seen when pupils were asked to undertake some work at home and many either forgot or failed to carry this out. Work was not recorded in a homework book to provide information that might help parents to become involved. Targets have been set for pupils as a means of encouraging them to become more involved in their own learning. The system provides a good start though the school suitably plans to develop these further to ensure targets are given a

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HOW WELL ARE PUPILS TAUGHT?

greater profile and that they are clear to pupils. Pupils have good opportunities to contribute their selected examples of work for their individual achievement records.

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HOW WELL ARE PUPILS TAUGHT?

26. Pupils with special educational needs are integrated well into lessons. Work is carefully adapted for them and their progress is closely monitored. Those with individual education plans make good progress as a result of teachers’ close adherence to the targets set for them.

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HOW WELL ARE PUPILS TAUGHT?

27. Teaching in the foundation stage is satisfactory overall. There is a caring approach to children that promotes security and growing self-confidence. Teachers have sound knowledge and understanding of the curriculum for the youngest children but have yet to fully focus their planning, organisation and teaching using national guidance for the foundation stage. The two part-time teachers plan for the days in which they are in school, including planned deployment of the nursery nurse and trainee nursery nurse. Whilst planning takes account of the six areas of learning, the organisation and management of these are not always successful in meeting children’s diverse needs for learning, particularly through play. Sometimes, children join Year 1 pupils when they are introduced to their work in National Curriculum subjects. Where this happens, questioning and follow up work is suitably adapted. Children then move on to activities

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HOW WELL ARE PUPILS TAUGHT?

led by the nursery nurse. There are insufficient opportunities for spontaneous movement indoors and outdoors and for choosing freely from a range of activities during the day.

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PUPILS?

28. The curriculum satisfactorily provides for the intellectual, personal, creative and physical needs of the pupils. All subjects of the National Curriculum are taught, including religious education in accordance with the East Riding of Yorkshire agreed syllabus. This is a similar finding to that of the previous inspection report. The allocation of time to each subject is affected Barmby Moor Church of England Primary School - 17 by the strong weighting towards English. The school justifies this in that extra time allocated on the timetable to English is available to develop discussion, reading or writing based on the topics being studied. This involves one or more of the other subjects of the curriculum. The issue of lack of opportunity to develop gymnastics in physical education, raised in the previous report, has been addressed but is still a problem due to the limited space and lack of large

p.16

PUPILS?

apparatus. The school has sought to remedy the deficiency by employing an instructor of aerobics.

p.17

PUPILS?

29. Some subjects, for example geography, history and science, are taught in blocks. The school believes that a more concentrated approach to these subjects allows more effective learning to take place. Teaching and learning has an overarching theme. The current one is “The Environment”. This enables good links to be made between subjects. For example, in geography older pupils studying the immediate environment used their skills in art and design, mathematics, science and technology to further their knowledge. Other pupils also wrote letters to interested parties about the traffic problems encountered at the start of the school day. They suggested original and achievable solutions.

p.17

PUPILS?

30. Although there is some flexibility in the timetabling of the curriculum, scrutiny of teachers’ planning shows that there is satisfactory coverage of each subject. Teachers plan their work together, which helps to ensure coherence and continuity in the curriculum. They have adapted nationally produced material to make the curriculum relevant to the school’s needs. The development of the skills needed in each subject is well understood. Teachers’ planning of units of work is good. Assessment data is taken into consideration in their planning as well as in the setting of targets for groups and individual pupils. Homework is set though there is no agreed system, such as recording homework in homework books. Parents generally are in agreement with the amount and nature of homework, though there were some differences of views at the parents’ meeting and in responses to the questionnaire prior to the inspection.

p.17

PUPILS?

31. Planning for the mixed age groups in classes is often good, particularly in the literacy and numeracy lessons. The national strategies for these have been successfully implemented. In some other lessons the work is insufficiently planned for pupils’ differing prior attainment. In these, some pupils with higher prior attainment are insufficiently challenged.

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PUPILS?

32. The curriculum for pupils with special educational needs is appropriately influenced by their individual plans. The school’s policy is that all pupils have equal opportunities to learn and make progress in all aspects of the curriculum.

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PUPILS?

33. Sex education is presently taught through the science topic “Life Processes”. The governors have approved a policy that older pupils will receive a separate programme of sex education. Healthy living, including the use and misuse of drugs, is also taught through science and physical education.

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PUPILS?

34. There is a good range of extra-curricular activities. Football, netball, cross-country running and rounders are some of the games activities. Pupils take part in sporting tournaments, such as soccer games, with other primary schools. They have had soccer and cricket training through a sports development unit and have taken part in a local club’s rugby event. In music there are recorder groups, choir and band practice. Instrumental tuition is also available. Some pupils learn lace-making skills. The curriculum is greatly enriched by the very good programme of visits, including residential experiences, to cultural, historic and environmental places of interest. Artists, musicians, dancers, storytellers and writers have all worked with the pupils in the past year or so. The contributions to the curriculum from the community and partner institutions are good. Examples seen during the inspection included the

p.17

PUPILS?

Barmby Moor Church of England Primary School - 18 effective contributions from two trainee information technology technicians and a student teacher. Discussions about the curriculum take place with secondary school staff.

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PUPILS?

35. The school’s provision for pupils’ spiritual, moral, social and cultural development is good. School assemblies are acts of collective worship, regularly led by the vicar. They provide good opportunities for pupils to reflect on religious themes, to pray and sing hymns. One assembly during the inspection was successfully led by three pupils. The high quality of art and the involvement in music making gives pupils opportunities for developing their creativity and imagination. Other learning activities also contribute to their awareness and appreciation of the world about them. For example, in science they study the solar system and look at the stars, whilst in geography they see the signs of new life in their environmental area.

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PUPILS?

36. The good behaviour of the great majority of pupils is an indicator of the success of the school in creating a well-ordered community. Pupils have a clear knowledge of right and wrong behaviour and relationships. These are strongly fostered by the prominently displayed classroom rules and the good role models provided by the adults in the school. The weekly “Best Work” assembly reinforces the school’s emphasis on high achievement in work and attitude. The introduction of “circle time” in one class has led to an improvement in the behaviour of a small number of disruptive pupils. The school is considering ways of extending this provision. Wider moral issues, such as the depletion of the ozone layer, are discussed in geography and science. The school’s support of a pupil in Niger also raises the question of poverty and injustice in the world.

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PUPILS?

37. The school is a happy and caring community. Pupils are well integrated socially. Older pupils play readily with younger ones and help them, for instance, at lunch times by cutting up their food. Pupils are polite and friendly towards visitors, anxious to discuss their work and hobbies. They are helpful around the school, performing tasks in assembly and tidying away after lessons. They take some responsibility for their own learning in meeting their weekly targets. Their independent learning is not yet fully developed. The school’s provision of residential courses and other excursions is an important factor in developing pupils’ social skills.

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PUPILS?

38. Study of the local environment and in particular the use of the parish church as a historical as well as a religious resource, means that pupils have a good understanding of their own heritage. The school’s regular concerts, services and participation in local events make it a focal point of the community. The wide range of artistic and literary visitors to the school adds a breadth to the pupils’ cultural experiences. For example, they learned much from and enjoyed the visit of Indian dancers and drummers. The study of other world faiths in the religious education syllabus increases their understanding of cultures other than their own. Their learning about Islam, for example, is strongly enhanced by a very good display of Islamic religious pictures and artefacts.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

39. The procedures for child protection are well understood. A senior member of staff has direct responsibility for these matters and is to take part in a training course to be held in the very near future. The school has a very high regard for health and safety matters. It invites another close local education authority to conduct full health and safety audits and responds very well to any issues that may arise. Appropriate fire equipment testing and that for portable electrical apparatus has been done. Regular fire drills are held. There is a designated first aid member who deals with minor accidents in a professional manner. Most staff and teaching assistants have undergone first aid training. Barmby Moor Church of England Primary School - 19 40. The procedures for monitoring and improving attendance are very good. Registers are well marked. Appropriate contact is maintained with the educational welfare services. Parents

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

generally telephone or send notes to explain absences and the school secretary sometimes telephones homes if an appropriate message has not been received on the first day of any absence. This is good care. Although the school has no specific guidance regarding attendance, the good response of parents by providing explanations for absences and the very high attendance levels shows that good attendance is valued.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. The school expects good behaviour. There is a clear behaviour policy and classrooms have class rules clearly stated. The majority of pupils behave very well. The school has a “no blame” approach to bullying but some parents believe that this is not satisfactory for all incidents. Generally the rule of informing an adult is satisfactory for most misbehaviour but this provides an insufficiently structured approach towards dealing with some incidents.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. The procedures for monitoring and supporting pupils’ personal development are good. Teachers know the pupils well. They observe pupils and monitor their responses to teachers. They observe independent work and the help given by some pupils to others. The personal and social education programme offered in the curriculum is being developed further to address pupils’ needs. The governing body has approved a revised sex education programme. Material for the programme has recently been received by the school and will be fully discussed with parents. The headteacher is fully aware of the requirements. The science curriculum deals very sensitively with drugs awareness. Although there is no school council, or other formal systems for pupils to address and express their views, the good relationships within the school help to support pupils’ personal development.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. Procedures for assessing pupils’ academic progress are good. Children are carefully assessed according to national guidelines on entry to the school. There are good procedures for assessing pupils’ attainment and progress in the core subjects of English, mathematics and science. Pupils are regularly tested internally in the school as well as in the standard national tests and assessments. The data from all this testing is carefully recorded and computerised. The school compiles and analyses the data and uses it to measure pupils’ attainment against national criteria, to track their progress and to set targets for individual and group improvement. Assessment information is also used by teachers when undertaking their corporate medium and short term planning.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. Target setting is an important outcome of the assessment procedures. At Key Stage 1 targets are negotiated with parents at the autumn meeting and reviewed in the following summer. At Key Stage 2, pupils assist in setting their own academic and behavioural targets over the short and longer term. The school is appropriately aware of the need to refine these targets further with pupils. The school’s targets include predictions as to how pupils should perform in the next two years’ national tests. The local education authority also issues targets for the raising of standards.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. All teachers have printouts of their pupils’ performance. A record of achievement folder for each pupil, including samples of work, is kept in the classroom. Assessment of pupils’ achievement in the other subjects is kept in the “Modbury” assessment booklets, which are completed every year. These measure pupils’ attainment levels against the attainment targets of the National Curriculum. This information and the computerised data are transferred with the pupils to the secondary school. Barmby Moor Church of England Primary School - 20 46. The local secondary school links well and reciprocates with the school by providing information on former pupils’ attainment at a later stage of their education. This provides valuable information about pupils’ predicted achievement.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

47. The partnership with parents is satisfactory overall. Parents are, in the main, satisfied with what the school provides and with standards achieved. There are good links between the school and parents of pre-school children. Teachers visit homes before children begin school and parents and children make up to three visits to the school before the start of the term in which they will start school. Parents are subsequently invited to attend a meeting about early assessment procedures.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

48. Examination of the home reading diaries shows that not all parents take the opportunity to sign these weekly or exchange comments about their children’s progress with teachers. In the best examples, these were used well by all parties and showed good dialogue between home and school. Homework is provided but is not systematic. Parents who attended the meeting prior to the inspection were not aware of the national guidance for homework. A very good number of parents returned the home-school agreement, indicating their very good support of school requirements.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

49. The quality of information provided for parents is satisfactory. There is good information about the school in its web site. A number of parents expressed concerns about the arrangements to discuss their children’s progress. The parents’ consultation evenings provide opportunities for parents to view pupils’ work and see displays but the arrangements do not allow parents to meet teachers in a confidential way so as to fully discuss their children’s progress. Inspectors agree that this system limits the amount of information that can be provided during parents’ evenings. Teachers are available to discuss any concerns after pupils’ annual reports have been received. There were a number of very minor omissions from the governors’ annual report to parents and school brochure.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

50. A number of parents did not believe they were given adequate notice for some events. Examination of the good quality letters sent to parents shows that appropriate notice was given. Parents interviewed during the inspection week expressed full support for the school and its work. Very few parents regularly help in classes, although parents support the school events and visits. Parents are not invited to attend assemblies in the school hall, though they value invitations to special celebrations in the church when these are offered.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

51. The active Friends’ Association gives good support to the school, providing a programme of social and fund-raising events that are enjoyed by members of the village. The funds raised by the association provide good additional resources for the school. The school staff and headteacher give good support to the association at its meetings and its programme of events.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

52. The school has a strong association with the Kids Club, run in the adjacent hall. A number of parents are committee or registered staff members. The club has been in existence as a charity for a number of years and has been well supported by the school. It provides up to 40 places to assist working parents and helps to support pupils’ social development. The links with parents make a satisfactory contribution to pupils’ achievements and personal development. Barmby Moor Church of England Primary School - 21

p.20

HOW WELL IS THE SCHOOL LED AND MANAGED?

53. The headteacher provides good leadership and manages the school well. He has a clear vision for the school and is supported well by the governors and staff. They have a shared sense of purpose of raising standards and to improve teaching and learning.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

54. There is a commendable whole staff approach to development planning. Staff believe that their opinions are sought and valued. There is a strong sense of a team working together with a common aim. There is a shared understanding and awareness of the school’s needs and a commitment to improvement. For example, the teacher in charge of assessment received training which has enabled her to analyse fully the school’s assessment results on computer spreadsheets, making it possible to track the performance of individual pupils. This now enables the school to set realistic and challenging targets.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

55. Subject leaders monitor provision in their subjects. Much of this is done as a joint process. The headteacher is mainly responsible for the monitoring and evaluation of teaching. Through this, the school forms a good analysis of its strengths and areas for development. For example, they have rightly diagnosed that, in their present form, individual targets for pupils are not yet effective in helping them to raise standards. They have also correctly identified the need to improve ways in which they seek the views of parents and pupils. Observation of lessons during the inspection provided evidence to suggest that the sharing of good practice in teaching is in need of further development. The school development plan uses the results of assessment, monitoring and evaluation to set specific targets for improvement, which are focused on raising standards.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

56. The governing body is very supportive and has good relationships with the headteacher and teaching staff. It has improved its overview of the curriculum since the last inspection. There are named governors for numeracy, literacy, child protection and special educational needs. They, with others, have a well-informed view of the school, partially achieved through visits to classes. There is an appropriate structure of sub-committees, which is used well, both to oversee the work of the school and to give the benefit of their expertise and experience. This is exemplified in the way in which the headteacher takes plans, deliberated on by him and the staff, to sub-committees in note form in order to incorporate governors’ views into the final plan. The three-year financial plan enables governors to have a long term strategic view of the financial and educational direction of the school. Regular reports from the headteacher enable the

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

governing body to monitor the school development plan and evaluate progress towards the targets set. They are kept well informed about the work of the school and are closely involved in planning and decision making. For example, they are currently looking at contingency planning, including a review of the accommodation, for the increasing school roll. They play an active role in the life of the school, for example, the chair of governors works voluntarily in school, the special educational needs governor is in school often, monitoring pupils closely and a team of governors prepare the governors’ annual report for parents. The governing body has set targets for the headteacher and ensures that the performance management policy is in place and working. There are a few minor omissions in the governors’ annual report and in the school’s brochure.

p.21

HOW WELL IS THE SCHOOL LED AND MANAGED?

57. The financial planning and management are good. Financial systems are efficiently managed. The governing body monitors finances and retains control, whilst delegating appropriately to the headteacher. The school secretary and the headteacher work well as a team. The school secretary is now a governor of the school and was previously clerk to the Barmby Moor Church of England Primary School - 22 governors. As a result, the school’s finance and administrative systems are run smoothly and with an informed overview. New technology is used well in support of this and more generally in the life of the school. For example, the school has a well-conceived web site. The recommendations of the last audit report have been addressed. The school development plan contains appropriate costings. Spending decisions are linked closely to priorities for improvement.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

58. Care is taken to ensure that money is spent wisely and that value for money is achieved. For example, the school is currently tendering to install a wood-look vinyl floor. Friends of the school and governors are consulted about proposed spending initiatives. Grounds’ maintenance costs have been dramatically reduced by prudent management and quotes are used before hiring coaches for visits. Good use is made of the grants the school receives, such as the use of the small schools’ grant to enhance technical assistance in information and communication technology.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

59. Teachers and support staff are sufficient, suitably experienced and well matched to their roles in the school. Learning resources are good overall and are used effectively by teachers to enhance learning opportunities for pupils. There is a lack of large outdoor play apparatus for the youngest children in the school.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

60. The accommodation is adequate. It has improved since the last inspection as a result of building extensions and alterations. Space is at a premium and teachers use it well. The school hall is now used for gymnastics, which was not possible at the time of the last inspection. It is still too small to allow the installation of large climbing apparatus. The headteacher’s office is also the staff room, which limits space for discussing any confidential matters. The school has a spacious field, which is used at break times. The increase in pupil roll has rendered the hard surface area of the playground too small for the numbers using it when the field is unavailable. At present it is badly drained, although this is to be rectified in the near future. Overall the school provides good value for money.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In order to further raise standards and the quality of education, the governing body, headteacher and staff should:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

♦ improve the provision for children in the foundation stage by:

p.22

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

- using national guidance to inform planning, organisation and teaching; - providing training for foundation stage teachers to support their professional development; - providing a designated area for outdoor play using large apparatus and wheeled toys;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(paragraphs 4, 18, 27, 59, 62, 65, 66, 67 and 68)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

♦ continue the focus on improving pupils’ independent learning by:

p.22

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

- continuing to explore ways for pupils to become more closely involved in their individual targets; Barmby Moor Church of England Primary School - 23 - providing consistent opportunities for pupils to take responsibility and to use their initiative.

p.22

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(paragraphs 10, 12, 18, 23, 24, 25, 37, 44, 55, 73, 77, 78, 88, 89, 95 and 122)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In addition to the key issues above, the school should include the following less important issue in its action plan. This is included in paragraph 49:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

♦ arrangements for parents’ interviews. Barmby Moor Church of England Primary School - 24

p.23