William Murdoch Primary School

WILKES GREEN JUNIOR SCHOOL

Dates of inspection: 4 th and 5 th March 2002

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WILKES GREEN JUNIOR SCHOOL

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

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WILKES GREEN JUNIOR SCHOOL

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

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INFORMATION ABOUT THE SCHOOL

School address: Antrobus Road Handsworth Birmingham

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr D R Chopra

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 17 th –20 th November 1997 Wilkes Green Junior School

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Team members

10413 Michael Best Registered inspector 10965 Patricia Edwards Lay inspector 14842 Stephanie Cook Team inspector 3751 Trudy Cotton Team inspector

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Team members

TWA Inspections Ltd 5 Lakeside Werrington Peterborough PE4 6QZ

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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 Wilkes Green Junior School

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PART A: SUMMARY OF THE REPORT 6

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

Wilkes Green Junior is a larger than average sized primary school for boys and girls between 7 and 11 years of age situated in the heart of Handsworth. Many pupils live beyond the immediate area served by the school. Much of the housing dates from the first part of the last century. Many parents and carers have part-time jobs in the service industries. There are 350 pupils on roll, 180 boys and 170 girls. One hundred and fifty three pupils (43 per cent) receive free school meals. The proportion of pupils on the school’s register of special educational needs 1 (22 per cent) is similar to the national average. The proportion of pupils with Statements of Special Educational Need (under 1 per cent) is below the national average. Pupils have a range of needs.

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INFORMATION ABOUT THE SCHOOL

Nearly 96 per cent of pupils are from ethnic minority groups. English is an additional language for 77 per cent of pupils. Most pupils benefit from being developing bilingual speakers, with only a small number (2 per cent) at the early stages of second language acquisition. The main mother tongues are Punjabi, Bengali and Urdu. The majority of pupils transfer from the adjoining infant school in the September following their seventh birthday. Assessments made by the junior school show that attainment on entry to Year 3 has been below the national average in reading, writing and mathematics, although standards are now rising.

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INFORMATION ABOUT THE SCHOOL

The school participates in a range of national and local initiatives. It is a Beacon School , part of the Open Schools Programme and Excellence in Cities initiative. The headteacher is closely involved with the National College for School Leadership . The school has links with the Asian Achievement Group , the Titan Business Partnership , the Framework for Intervention and Hamstead Hall Sports College . The school has an ongoing commitment to Investors in People.

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HOW GOOD THE SCHOOL IS

This is a very successful school. Pupils make good and often very good progress. By the end of Year 6, they achieve standards that are similar to the national averages in English and mathematics and well above average in science. Compared with schools in similar situations, pupils achieve standards that are well above average in English and mathematics and very high in science. The quality of teaching and learning is very good. The leadership of the headteacher is excellent. Taking particular account of the standards achieved and progress made by pupils, the school provides very good value for money.

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HOW GOOD THE SCHOOL IS

What the school does well • Pupils make good and often very good progress from the time they enter the school. They achieve high standards compared with schools in similar situations. • There is a significant amount of good, and very good, teaching that has a very positive effect on pupils’ learning. • Pupils’ attitudes to school are very good, their behaviour is of a very high standard and relationships between all members of the school community are very strong. • The ethos of the school is very strong and fully inclusive of all its pupils. • The leadership and management of the school have the highest expectations of success and these are evident in all aspects of the work of the school.

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HOW GOOD THE SCHOOL IS

What could be improved • More opportunities for pupils to write at length for a range of different audiences. • Increased opportunities for pupils to use literacy, numeracy and information and communication technology skills across the curriculum. The areas for improvement will form the basis of the governors’ action plan.

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HOW GOOD THE SCHOOL IS

1 Stages of special educational needs range from Stage 1, when limited additional support is provided for pupils entirely from within the school, to Stage 5, which ensures that a pupil has a statement outlining his or her needs and shows what additional and specific support that pupil will receive. Stages 3, 4 and 5 involve external specialists as well as staff within the school. Schools are currently implementing changes to the recently revised Special Educational Needs Code of Practice. Wilkes Green Junior School

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has made good progress since it was last inspected in November 1997. National Curriculum results at the end of Year 6 have improved in English, mathematics and science. The quality of teaching has risen significantly since the last inspection. The school has successfully addressed all three key issues identified for action. Arrangements for the monitoring and evaluation of classroom teaching, through the work of subject co-ordinators, are now part of the school’s performance management arrangements. Through their monitoring of planning and pupils' work, subject co-ordinators share best practice in teaching throughout the school. Teachers’ short-term planning now includes focused objectives for the learning of all pupils. A new school library has been built and equipped to provide more opportunities for pupils to undertake independent reading and research.

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STANDARDS

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

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STANDARDS

Performance in: All schools Similar schools Key

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STANDARDS

1999 2000 2001 2001 very high (top 5 per cent in England) A * English D D C A well above average above average A B Mathematics B B C A average below average C D Science A* A* A A* well below average E

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STANDARDS

In 2001, Year 6 pupils’ results in English and mathematics were similar to the national average and well above the national average in science. Compared with similar schools, results were well above average in English and mathematics, and very high (that is, in the top 5 per cent) in science. In the science tests, two pupils gained Level 6, which is well above the national average. Over time, results have risen and the school is keeping ahead of the national trend. These results represent good and, for many pupils, very good progress from when they joined the school.

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STANDARDS

Standards during the inspection reflect a similar picture. The development of pupils’ literacy, numeracy skills and information and communication technology skills is good. However, pupils do not have sufficient opportunities to apply these across the curriculum. In addition, further opportunities need to be provided for extended writing. The school’s policy of setting by ability for English, mathematics and science enables pupils to learn alongside others of similar ability. Pupils achieve well in lessons because they are very keen to learn and their teachers provide challenging work for them. The school’s policy of meeting and supporting pupils’ learning and behavioural needs is highly effective. Pupils with special educational needs have good support from staff who also ensure that pupils for whom English is an additional language have full access to learning. This enables pupils to make similar progress to their classmates.

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STANDARDS

In the lessons seen in the non-core subjects 2 , standards are broadly similar to those expected for pupils of this age and progress is good.

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STANDARDS

2 The non-core subjects are art and design, design and technology, geography, history, information and communication technology, music and physical education. Wilkes Green Junior School

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Very good. Pupils enjoy coming to school and always try to do their best. They are keen to be involved in a wide range of activities.

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PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Very good. The school is very orderly. Pupils work and play well together. They look after their own and other people’s property well.

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Relationships between pupils and between pupils and adults are very good. Everyone respects and values other people’s opinions.

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PUPILS’ ATTITUDES AND VALUES

Attendance Satisfactory. Attendance is similar to the national average. Most pupils arrive for school promptly and lessons begin on time. A number of pupils make extended visits abroad each year and these reduce pupils' otherwise high levels of attendance. There was one fixed-term and one permanent exclusion during the last reporting period (2000/1).

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TEACHING AND LEARNING

Quality of teaching Very good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses. The overall quality of teaching seen in the school during the inspection was very good. Staff promote a very caring and supportive atmosphere where there is a constant quest for high standards and improvement. Teachers’ management of pupils is very good across the school. Pupils are very interested in learning and they apply themselves well. Teachers make good use of the available information in order to match learning to pupils’ needs, although just occasionally they set some pupils work that is too challenging.

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TEACHING AND LEARNING

Classroom support staff make a very valuable contribution to the quality of teaching and learning, particularly for those pupils who need help. High-quality support is provided for pupils with special educational needs, those for whom English is an additional language and, through the mentor scheme, for those pupils who have some difficulty in concentrating. Teachers make good use of homework. Pupils and parents are very happy with the amount of work set. Skills in literacy, numeracy and information and communication technology are well taught but, at present, pupils do not have sufficient opportunities to apply these across the curriculum.

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OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum Good. The school provides a broad range of work that is interesting and relevant to pupils. There is a strong emphasis on developing literacy and numeracy skills and scientific knowledge.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs Very good. Pupils’ targets are specific and they have good support to achieve them. They make similar progress to their classmates.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with English as an additional language The provision made for pupils at the early stages of learning English as an additional language is very good. Pupils expect to achieve well and receive high-quality support from adults.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural, development Very good. The provision for pupils’ cultural, moral and social development is very good. The promotion of their spiritual development is good. Pupils clearly understand what is right and wrong. They have a high degree of respect for all people.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils Very good. Effective child protection procedures are in place. The school very successfully promotes a supportive ethos. Staff know and value all pupils as individuals, and support pupils’ needs very well. The school’s attention has been drawn to some minor health and safety issues. Wilkes Green Junior School

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HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and management by the headteacher and other key staff Very good. The leadership of the headteacher and senior staff is dynamic. Management systems and procedures are exemplary. The headteacher has a very clear vision for the school. He is very well supported by an exceptionally able deputy headteacher and a very committed teaching and non-teaching staff.

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HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities Very good. The governors are well informed. They know the school’s strengths and shortcomings. They keep their collective finger firmly on the school’s pulse. They meet all statutory requirements.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance Very good. Clear procedures are in place to monitor and evaluate developments. Teaching and learning is monitored twice a year by subject co-ordinators and team leaders

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources The school manages its resources very carefully. There are clear links between the school improvement plan and the budget. The school seeks to apply the principles of best value to all aspects of its work.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school is very well cared for. A warm and natural atmosphere clearly promotes the pupils’ development and achievement. The school currently has a budget surplus well above the recommended level. The governing body has clear plans for how to deploy these funds. It is keen to maintain the current generous staffing levels and improve the provision for pupils’ independent study and research, particularly through the use of information and communication technology.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

There were 227 responses (65 per cent) to the questionnaire sent to parents. Nineteen parents and carers attended a meeting with inspectors before the inspection.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

• Their children like school. • Teaching is good and teachers have high expectations. • The school is well led and managed. • Standards of behaviour are high. • The transfer arrangements for pupils moving from the adjoining infants’ school.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Inspectors agree with all the things that please parents most. They judge the transfer arrangements to be adequate. Wilkes Green Junior School

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WHAT THE SCHOOL DOES WELL

Pupils make good and often very good progress from the time they enter the school.

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They achieve high standards compared with schools in similar situations

1. Standards in the present Year 6 are similar to those expected for pupils of this age in English and mathematics. The school estimates that 80 per cent of pupils will achieve Level 4 in these subjects in the forthcoming National Curriculum tests. This is significantly higher than their Year 2 test results in 1998 suggested. In conjunction with the local education authority, the school sets targets for Year 6 pupils in English and mathematics. Inspectors judge that these are suitably challenging. In 2001, the targets for mathematics were met and in English they were exceeded.

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They achieve high standards compared with schools in similar situations

2. The school has successfully adopted the National Literacy Strategy. Good attention is given to sharing learning objectives with pupils so that they have an understanding of what they are expected to achieve in the lesson. Teachers place a strong emphasis on the acquisition of skills, particularly in grammar and punctuation. For example, in one Year 3 set, pupils were deciding what could be omitted from a list of instructions without altering the meaning. The teacher effectively challenged them to think about the outcome of their work by asking such questions as, ‘Are these words essential?’ and ‘Is the meaning clear? ’ As a result, pupils made good progress in deciding what words could be left out and which ones had to be retained. In Year 4, pupils were working on explanatory texts. As a result of their teacher’s careful guidance, they successfully developed their understanding of how to use picture and other clues to help establish the meaning of technical vocabulary. By

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They achieve high standards compared with schools in similar situations

the end of the lesson, most were able to explain how a vacuum cleaner works.

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They achieve high standards compared with schools in similar situations

3. Teachers give good attention to developing pupils’ spelling skills. Words with double consonants (for example daffodil, collision, necessary and incorrect ) had been learnt for homework by one Year 6 group. These were tested in the lesson and clear procedures for correcting and learning incorrect words were followed. Another Year 6 group was focusing on the correct use of punctuation. They successfully corrected the models provided by their teacher and actively discussed the use and placing of commas in a text. In subsequent work, they demonstrated their knowledge of the use speech marks with dialogue.

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They achieve high standards compared with schools in similar situations

4. Teachers have high expectations of the quality of pupils’ handwriting and presentation. Formal handwriting lessons are included, although in some older classes these are not always necessary as standards are high. Some rapid progress is evident in Year 3, where pupils have developed a joined-up style in a relatively short period. Pupils achieve good standards throughout the school because teachers are consistent in their expectations of what pupils can achieve.

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They achieve high standards compared with schools in similar situations

5. Basic reading skills are well taught and teachers provide plenty of opportunities for pupils to practise these in reading sessions. They also pay appropriate attention to developing more advanced reading skills, such as skimming and scanning , so that pupils can learn to deal with different texts effectively. Guided reading time is well used as part of literacy lessons. Staff give good support to pupils who need extra help with reading. Silent reading sessions take place at the beginning of each afternoon session. These provide opportunities for pupils to browse and enjoy books. The way in which teachers organise these sessions varies and, as a result, some pupils make better progress than others.

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They achieve high standards compared with schools in similar situations

6. English is an additional language for three-quarters of the pupils in the school. Overall, pupils’ listening skills are more advanced than their speaking skills. This is to be expected and teachers provide good opportunities for pupils to answer questions and comment on Wilkes Green Junior School what they learn. Those pupils who are at the early stages of English language acquisition are well supported by staff, sometimes in their first language, to gain deeper understanding of what they hear and to participate fully in discussions. Just occasionally, pupils do not make as much progress as they could when they do not fully understand the technical terms they meet. Quite rightly, the school aims to challenge pupils by the work it gives them. There are times when, for some pupils, the task is too challenging and staff do not anticipate this at an early enough stage.

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They achieve high standards compared with schools in similar situations

7. In successfully embracing the National Numeracy Strategy, the school has focused well on the development of pupils’ mental mathematics and problem solving skills. There is sustained development of these skills throughout the school and this is helping pupils to make good progress. In one group in Year 3, pupils demonstrated a high level of agile mathematical thinking, which the teacher harnessed very well. These pupils had a strong working knowledge of tables and factors. They readily identified patterns and sequences, such as the short date form 04.03.02 , and approached inverse operations confidently. In another group in Year 3, undertaking similar work with multiplication and division problems, pupils were encouraged in the plenary (review) session to record what they felt they had achieved on their learning objective sheets. Their mature assessment of what they knew and what they needed to spend more time learning about successfully helped to

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They achieve high standards compared with schools in similar situations

consolidate their good progress in the lesson.

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They achieve high standards compared with schools in similar situations

8. Good open-ended questioning by the teacher in one Year 4 group helped pupils to identify and evaluate a range of different strategies for solving the problems. The very business- like approach to learning in this group ensured that pupils quickly acknowledged that what may seem to be the easiest solution to one problem may not be as effective in all situations. Within the groups in which mathematics is taught, there are wide ranges of ability and teachers successfully plan different levels of work to meet pupils’ needs. They do this by providing different activities for pupils, targeted support and specific teaching.

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They achieve high standards compared with schools in similar situations

9. Analysis of pupils’ books shows a good range of work covering all aspects of the mathematics curriculum. There is some use of information and communication technology to support data handling and teachers make appropriate provision for pupils to use calculators for problem-solving as well as checking their work.

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They achieve high standards compared with schools in similar situations

10. By Year 5, most pupils have a secure understanding of place value and can apply it to other areas of mathematical learning, such as capacity and money. They successfully use doubling, halving, adding and subtracting a selection of numbers to make a target number (for example, 6 x 2 +3 + 1 – 0.7 =15.3) . A good feature of lessons is the way in which teachers encourage pupils to have a go – to make a guestimate of the correct answer to a problem. A strong support for the progress pupils make is that teachers consistently encourage pupils and that everyone values each other’s contributions.

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They achieve high standards compared with schools in similar situations

11. By Year 6, pupils have a good understanding of mathematical vocabulary. Most work at a good pace and the no-nonsense approach to work moves their learning on successfully. Pupils demonstrate a mature approach to their work, which they present well. Teachers are good at spotting when pupils are not quite sure of what to do next. They address the issues promptly, often with a timely touch of humour.

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They achieve high standards compared with schools in similar situations

12. A particular feature of numeracy work in the school is the good level of challenge provided for pupils. For the most part, teachers match work well to pupils’ needs. Just occasionally, small gaps become evident in pupils’ prior learning but these are effectively plugged.

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They achieve high standards compared with schools in similar situations

13. The school’s results in science at the end of Year 6 have been well above the national average or very high (that is, in the top 5 per cent in England) in recent years. Assessments of pupils undertaken by infant teachers at the end of Year 2 indicate that Wilkes Green Junior School pupils enter the junior school with skills and knowledge that are similar to those expected for their ages. In the junior school, pupils build up a strong knowledge base through practically-based lessons and personal study at home. Science is taught in ability groups so that pupils of similar ability work together. In Year 6, pupils benefit from specialist teaching which helps the most able to achieve the higher levels.

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They achieve high standards compared with schools in similar situations

14. Pupils have a good understanding of a fair test. They share their ideas openly and record their predictions and results carefully. Most pupils have a good understanding of scientific terms. They benefit from the lists of frequently used words pasted into the front of their books. Teachers plan regular practical activities and pupils approach these with enthusiasm and interest. Teachers’ good use of probing questions make a significant contribution to pupils’ achievement. For example, in the conclusion of an investigation in Year 3, the teacher asked pupils to compare their results with their earlier predictions. Questioning established that stirring the solution speeded up the dissolving process. Further questioning moved pupils’ learning further forward by encouraging them to think of what else they could do to quicken the process. This made the pupils think carefully about what they could do to improve their investigation further. It is this sort of thinking that is

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They achieve high standards compared with schools in similar situations

contributing well to the high standards achieved by pupils.

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They achieve high standards compared with schools in similar situations

15. In one Year 6 lesson, pupils were successfully using an Internet website to help them with their revision on the human body for the forthcoming National Curriculum tests. Although there was a strong emphasis on subject knowledge, the high-quality computer graphics made this work appealing to pupils, many of whom had difficulty with some of the scientific vocabulary. Analysis of pupils’ books showed that they have considerable staff support in recording their work. The wide range of work they have covered in the subject appropriately balances this. In another year group, a visiting teacher successfully supported pupils at the early stages of learning English as an additional language. The group were identifying various bones in the human skeleton. Pupils made progress in this lesson because of the different ways used by staff to re-enforce and remind pupils of what they had learnt.

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They achieve high standards compared with schools in similar situations

16. Analysis of the more able pupils’ work in Year 6 shows that they are well on target to achieve above average standards. They present their work well and it reflects a good mixture of careful recording and thoughtful commentary. Diagrams are well drawn and tables explicit. One area that is under represented in pupils’ work is their use of information and communication technology to gather and present data in science.

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They achieve high standards compared with schools in similar situations

17. As this was a short inspection, there was limited opportunity to observe lessons across the curriculum. However, in the lessons observed in history, physical education and information and communication technology, pupils made good progress. Good progress was also evident in the samples of pupils’ work seen by inspectors.

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They achieve high standards compared with schools in similar situations

18. In the 2001 National Curriculum statutory tests taken by pupils at the end of Year 6, standards were similar to those found nationally in English, mathematics and well above the national average in science. The proportions of pupils gaining the higher levels 3 were below the national average in English and similar to the national average in mathematics. The proportion of pupils gaining the higher levels in science was well above that found nationally and included two pupils who achieved Level 6 4 .

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They achieve high standards compared with schools in similar situations

19. The school compares test results with those achieved by pupils in similar schools, on the basis of the proportion of pupils having free school meals. In this comparison, standards in the school are well above average in English and mathematics and very high in science. This comparison does not specifically take into account the proportion of pupils for whom

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They achieve high standards compared with schools in similar situations

3 The National Curriculum has been written on the basis that, by the end of Key Stage 2 when they are aged 11, pupils are expected to reach Level 4. If a pupil is attaining Level 5, then he or she is reaching standards above those expected for a child of his or her age. 4 Level 6 is well above the national average. Wilkes Green Junior School English is an additional language. In this school, this represents over three-quarters of the pupils, including a small but significant proportion who are at the early stages of second language acquisition.

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They achieve high standards compared with schools in similar situations

20. When the 2001 Year 6 pupils joined the school in Year 3 in 1997, the junior school analysed their National Curriculum results at the end of Year 2. Twenty-nine per cent were identified as having special educational needs. Based on this analysis, the school estimated that 59 per cent of pupils would achieve the standards expected of 11-year-old pupils in English. In fact, 81 per cent achieved Level 4 and above in the Year 6 tests. In mathematics and science, a broadly similar pattern is evident. This represents significant progress during their time in the junior school.

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They achieve high standards compared with schools in similar situations

21. The attainment of pupils on entry to the school is rising. National Curriculum test and assessment results for the past two years show a good improvement on earlier years. The latest results are not, however, wholly representative of the intake as nearly 9 per cent of pupils were disapplied from the tests on account of being at the early stages of English language acquisition. The school makes detailed assessments of what these pupils know and can do in order to fully support and enable them to make the best possible progress.

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They achieve high standards compared with schools in similar situations

22. In the 1997 National Curriculum tests taken by pupils at the end of Year 6, standards were below average in English, mathematics and science. Since then, standards in English have risen at a similar rate to the national trend, reaching the national average in 2001. In mathematics, standards improved in both 1998 and 1999 ahead of the national trend. Although results have broadly stayed at this level, the gap between the school’s results and the national average is closing as standards rise across the country. In science, results soared between 1997 and 1999 and have been maintained at this high level. Overall, the school’s results are rising ahead of the national trend

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They achieve high standards compared with schools in similar situations

23. Test results over this period 5 show that boys are slightly ahead of girls in English, mathematics and science. There are small variations from year to year, reflecting different groups of pupils. These differences are not particularly significant but the school is aware of them. Teachers make every effort to ensure that girls as well as boys have every opportunity to answer questions and take part in discussions.

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They achieve high standards compared with schools in similar situations

24. There are a number of contributory factors to these results. The school keeps very detailed records of pupils’ performance in statutory and non-statutory tests from the moment they enter the school. It analyses these results by a variety of different groupings, for example boys and girls, ethnicity, second language acquisition and special educational needs. Staff use this information systematically to inform the grouping of pupils.

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They achieve high standards compared with schools in similar situations

25. The school has put in place a very successful programme for accelerating pupils’ learning (the Accelerated Learning Programme). It currently groups pupils by ability for lessons in English, mathematics and science throughout Years 3 to 6. There are four teaching groups for English and mathematics in Years 3, 4 and 5 and five groups in Year 6 for English, mathematics and science. This means that pupils are taught in smaller groups alongside those of similar ability. There is movement between groups so that the needs of pupils who require greater challenge or more support can be met.

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They achieve high standards compared with schools in similar situations

26. Within these teaching groups, adults support pupils with special educational needs and enable them to make similar progress to their classmates. Additional staff also support those pupils for whom English is an additional language, thus ensuring they have full access to learning.

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They achieve high standards compared with schools in similar situations

5 This is based on the average points score for the years 1999 to 2001. The average points score provides schools with a single statistic to compare the overall grades attained by their pupils with the grades attained by pupils in other schools. Wilkes Green Junior School 27. High-quality teaching makes a very significant contribution to the progress made by pupils. In the last inspection, teaching was good in just under half the lessons and pupils made satisfactory progress. In this inspection, the amount of good teaching has nearly doubled and, with it, pupils’ progress. Staff have high expectations of what pupils can achieve and they communicate these clearly. Their management of learning is very good. In most of the lessons seen during the inspection, pupils were well challenged by the tasks set for them. The curriculum is well planned and resourced. Staff run extra-curricular clubs in a

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They achieve high standards compared with schools in similar situations

range of subject areas and these are well supported. Homework is popular with pupils and parents alike.

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They achieve high standards compared with schools in similar situations

28. Pupils want to achieve high standards and the school provides every opportunity for them to do so. They are willing and eager learners. Standards of behaviour and pupils’ attitudes to work are very good. Those who find difficulty in maintaining their concentration and focus on work have learning mentors to help and support them. Pupils not only want to learn but enjoy learning. Crucially, they enjoy the committed support of their parents and carers in this. Relationships between all members of the school community are very good. The powerful role models provided by the headteacher and staff are pivotal in sustaining the school’s ethos of hard work and excellence.

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effect on pupils’ learning

29. The quality of teaching is significantly better than at the time of the last inspection. At that time, 42 per cent of lessons were judged to be good and 5 per cent very good. In 4 per cent of lessons, teaching was unsatisfactory. In this inspection, 64 per cent of lessons were good and 24 per cent very good. No unsatisfactory teaching was observed. These statistics compare very favourably with the standards of teaching reported by Her Majesty’s Chief Inspector in his most recent annual report. Improvements in the quality of teaching have had a direct impact on the standards achieved by pupils.

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effect on pupils’ learning

30. One of the key issues identified in the last inspection report was for teachers to improve their short-term planning by providing focused objectives for learning of all pupils in all lessons. This issue has been most successfully addressed. Teachers’ planning is of high quality. Plans show clearly what is to be taught and learnt and teachers readily share this information with pupils in lesson introductions. Most teachers also write the objectives on the marker board so that they – and the pupils – can refer to them at anytime during the lesson. As a result, both teachers and pupils are able to focus clearly on the purpose of the lesson and cover the necessary work in order to achieve the objectives.

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effect on pupils’ learning

31. There is a high emphasis given to the teaching of literacy and numeracy skills. Good use of questioning involves all pupils in discussions. It also provides teachers with useful information as to what pupils know and can do. Teachers use this information well to plan the next steps in learning for their pupils. Their marking of work and feedback to pupils, either written or oral, is of a high quality and this helps pupils to improve their work and make progress. Teachers encourage pupils to assess their own performance against the lesson’s objectives and there is a consistent striving for improvement.

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effect on pupils’ learning

32. Teachers’ subject knowledge is good. Their expectations are high and they set challenging work for pupils. There is a no-nonsense, businesslike approach to teaching and learning throughout the school and little time is wasted. Occasionally, the work provided is a little too challenging, particularly for pupils who are at the early stages of acquiring English as an additional language.

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effect on pupils’ learning

33. Teachers use a good range of teaching methods, including whole-class teaching, individual and group work. They have good regard for regular practical work and problem solving activities. Teachers mainly use time well. However, in some literacy sessions, the Wilkes Green Junior School independent work given to pupils needs to be more finely tuned. At present, teachers sometimes overlook opportunities for pupils to write at length or use information and communication technology to support their learning.

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effect on pupils’ learning

34. Relationships between all members of the school community are very good. A solid respect for each other’s opinions and views underpins the life and work of the school. Teacher’s management of pupils is very good. There are a few occasions when teachers need to focus pupils’ attention on the matter in hand. The response is usually immediate. Pupils behave well and have a mature approach to their work.

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effect on pupils’ learning

35. Support staff make a very important contribution to the quality of teaching and learning in the school. The commitment and the quality of the support they give is first class. Teachers brief them well and they take an active part in lessons, providing high quality support for pupils. Support staff rigorously reflect the high expectations demonstrated by teachers. One pupil was observed having a discussion with his learning mentor at the end of the school day. Good praise was given for the work successfully completed and clear, yet constructive, admonishment given for those episodes during the day that had not gone so well. The pupil was in no doubt as to how he needed to improve and he knew that he would be supported in achieving this goal.

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effect on pupils’ learning

36. The quality of pupils’ learning is equally high. Pupils respond well to the work that is set for them. They concentrate well and adjust readily to the different ways of working when, for example, working in the computer suite. They organise themselves well and take good responsibility for the learning resources they use. This was particularly evident in the use of practical equipment in numeracy lessons. Pupils are keen to answer questions and contribute to discussions. They work well with each other and listen carefully to different viewpoints. Pupils have a good knowledge of their own learning and are keen to have a go at new ventures.

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effect on pupils’ learning

37. Homework is an integral part of teaching and learning at Wilkes Green Junior School. There is a high level of support from parents and carers for work done at home. Each year, pupils undertake an extended study of people in history. Pupils study someone from their own or different backgrounds. Pupils share these finished studies with the whole school community. Parents and pupils both enjoy and value this work. High-quality work is also evident in pupils’ studies of world leaders, such as Martin Luther King, Winston Churchill, Nelson Mandela and Gandhi. Pupils are very positive about the work they do at home; most older pupils say that it serves as a good preparation for their move to secondary school.

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relationships between all members of the school community are very strong

38. This is a very happy school where everyone gets on well together and incidents rarely disrupt learning. Parents are very pleased that behaviour is of such a high standard and pupils enjoy school.

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relationships between all members of the school community are very strong

39. Pupils’ very good attitudes to work and the life of the school are evident throughout each year group. They are courteous and polite without losing that sense of enthusiasm and enjoyment that is characteristic of pupils in this age group. Pupils had no hesitation in talking to inspectors about all aspects of school life and their part in it. Throughout the school, there is a clear respect for others and a high regard for the care and safety of property and equipment. Inspectors observed many positive features during their visits to Wilkes Green Junior School the school, in particular:

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relationships between all members of the school community are very strong

• the friendly atmosphere in the dining hall;

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relationships between all members of the school community are very strong

• the attentiveness of pupils attending an extra-curricular computer club run by the school site manager; and

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relationships between all members of the school community are very strong

• the appreciation shown for the hard work and efforts of pupils in a good work assembly.

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relationships between all members of the school community are very strong

40. Behaviour in classes and around the school is very good. Pupils move around the school in a very orderly fashion. They have a good understanding of the sense of occasion in assembly and an appreciation of the importance of everyone in the school community following agreed procedures. School and class rules are agreed with pupils, but these are almost implicit in the daily routines. Pupils play together well and readily include others in their playground games and activities. Boys and girls get on well with each other and pupils from the wide range of cultural background represented in the school mix freely with each other.

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relationships between all members of the school community are very strong

41. Parents are pleased with the way in which the school deals with any incidents of undesirable behaviour and pupils are clear as to what they should do if they are bullied or intimidated. The level of supervision in the playground and at lunchtimes is good and there are few incidents. Those that occur are dealt with promptly by staff.

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relationships between all members of the school community are very strong

42. The school does have a number of pupils whose behaviour has, at times, given cause for concern and it accommodates some pupils who were unable to remain in their original schools. One of the reasons that behaviour is of such a high standard is the consistent application of and strict adherence to the school’s procedures. Pupils know exactly where they stand. Individual behaviour plans are in place to support pupils who need help and staff provide good guidance. The school has clear routines in place to deal with behavioural issues. In the last reporting period, one pupil was temporarily and then permanently excluded

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relationships between all members of the school community are very strong

43. Relationships within the school are very good. The headteacher leads the staff in setting a very good example of caring, friendly behaviour and this sets the tone for the very good relationships between pupils and staff. These relationships are crucial to the successful management of pupils in lessons and they have a very positive impact on the quality of pupils’ learning. Pupils show respect for other people’s views and property. They willingly take on responsibility for tasks in the classroom and around the school. There is a strong emphasis in the school on developing pupils’ sense of self-worth, community and citizenship. Pupils participate in the school council, organise learning resources and take a pride in the presentation and quality of their work.

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The ethos of the school is very strong and fully inclusive of all its pupils

44. Pupils, staff and governors come from diverse cultural backgrounds. The school community openly celebrates and values this diversity. It promotes a strong model of contemporary multi-cultural society. This is a school that it is wholly inclusive in all that it says and does.

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The ethos of the school is very strong and fully inclusive of all its pupils

45. All those involved in the life and work of the school share the headteacher’s vision of success and excellence. Everyone in the school is working towards a shared and valued purpose. The school is successful in what it does because it has such a strong and supportive ethos. Led by the headteacher and chair of governors, adults in the school provide excellent role models for pupils. The outstanding strength of this school is its uncompromising quest for excellence in all aspects of its life and work. Crucially, pupils have the strong support of their families and community in their quest to succeed. Wilkes Green Junior School 46. The school offers all its pupils full and unhindered access to all activities. Where pupils have special educational needs, support is on hand to help them. Individual education plans have clear targets and these are reviewed regularly. Support staff work closely with

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The ethos of the school is very strong and fully inclusive of all its pupils

teachers to ensure that pupils follow appropriate learning programmes and have the help they need to succeed. Pupils for whom English is an additional language receive help to enable them to become proficient speakers, listeners and writers. In the statutory tests in mathematics and science, the school provides adult readers for pupils who would otherwise be disadvantaged by their understanding and use of the English language.

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The ethos of the school is very strong and fully inclusive of all its pupils

47. The school holds a determination from the statutory requirement for collective worship to be broadly Christian based and celebrates a wide range of religious festivals during the course of each year. Staff have good regard for the celebration of the different cultures represented in the school through art, music, history and literature. Through the school’s work to develop pupils’ understanding of the richness and diversity of multi-cultural Britain, pupils develop a good understanding of life near the heart of the country’s second city.

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The ethos of the school is very strong and fully inclusive of all its pupils

48. The school closely monitors all aspects of pupils’ achievement. Attainment, progress and attendance are rigorously monitored in a range of groupings, including gender and ethnicity. The school carefully monitors pupils’ behaviour and has effective strategies - all agreed by staff, parents and governors - in place to support pupils at risk of exclusion. Day-to-day assessment by classteachers and support staff is good and contributes effectively to teachers’ planning. In some classes, however, the assessments of pupils for whom English is an additional language could be more focussed and more closely related to the varying stages of language acquisition.

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The ethos of the school is very strong and fully inclusive of all its pupils

49. The success of the school’s inclusion policy and practice is evident in the standards achieved by all pupils. The strategies in place in this school to support pupils’ self-esteem and achievement of their potential are very successful.

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and these are evident in all aspects of the work of the school

50. The leadership of the school is dynamic. The headteacher continues to provide the excellent leadership reported at the time of the last inspection. He has a very clear vision for the future development of the school. He carefully assesses and plans each step of the school’s development. Governors and staff, parents and pupils share and support this vision. The exemplary management systems and procedures that support and drive all aspects of the work of the school enable it to be realised.

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and these are evident in all aspects of the work of the school

51. The headteacher and deputy headteacher are a very strong team who complement each other very well. The deputy headteacher is a very good manager. They work closely with an experienced and capable group of senior managers. The school runs smoothly with a precision firmly rooted in established and effective routines.

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and these are evident in all aspects of the work of the school

52. The governors are well informed about the work of the school and take an active part in its management. They provide wise counsel to the headteacher and have a good long-term view of where the school is going. Their understanding of the school’s strengths and shortcomings is clear and they understand well how the school performs. The chair of governors is very perceptive. He is a regular visitor to the school and knows staff and pupils very well.

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and these are evident in all aspects of the work of the school

53. The administrative staff are an effective team. They provide high quality support for senior managers and the school. The site manager and her staff, together with the catering and supervisory staff, make a very valuable contribution to the smooth running of the school.

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and these are evident in all aspects of the work of the school

54. The quality of financial planning is very good. The school improvement plan is closely linked to the budget. Through careful financial management, the school is able to support Wilkes Green Junior School the employment of additional staff to reduce the size of teaching groups and respond positively to pupils’ needs. As a result, pupils make good and often very good progress.

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and these are evident in all aspects of the work of the school

55. The school has successfully implemented performance management for teachers. All staff have objectives and there is an established cycle of lesson observations in place. At the time of the last inspection, this was identified as an area for development. Good arrangements are also in place for subject co-ordinators and year group leaders to monitor teachers’ planning and pupils’ work.

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and these are evident in all aspects of the work of the school

56. The success of the school and the standards pupils achieve are the direct result of the high-quality leadership and management evident in all facets of the school’s work. This is a school where everyone works together to achieve the best possible results for the children in their care.

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Opportunities for pupils to write at length for a range of different audiences

57. While pupils achieve at least average and often above average standards by the time they are in Year 6 in spelling, punctuation, grammar and handwriting, standards in independent writing, although improving, are not yet as good. This is because pupils have many opportunities to practise the technical skills of writing, but too few opportunities to write for themselves, at length, using their own words.

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Opportunities for pupils to write at length for a range of different audiences

58. Work in books in classes and in the work analysed showed that, although a range of work is covered, there is limited writing of extended length, even in Year 6. Throughout the school, there is insufficient story writing, persuasive writing, poetry and redrafted word- processed work. There is much emphasis on grammar, punctuation and comprehension exercises. In these, pupils do not always have to make up their own sentences when, for example, copying from worksheets and filling in one word.

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Opportunities for pupils to write at length for a range of different audiences

59. During the inspection, there were missed opportunities in some literacy lessons to follow word or sentence work with independent writing. In one lesson, the time devoted to handwriting practice could have been better spent on pupils’ writing their own words as their handwriting is already above the required standard for their age.

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Opportunities for pupils to write at length for a range of different audiences

60. The school has acknowledged that this is an area for development and has included plans to address it in the school improvement plan.

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technology skills across the curriculum

61. The school places a strong emphasis on the development of pupils’ skills. It has adopted the national strategies for teaching literacy and numeracy and nationally recommended guidance for teaching information and communication technology.

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technology skills across the curriculum

62. Teaching and learning are well resourced. Literacy and numeracy are taught in ability groups. The school employs additional staff to ensure that pupils receive additional help and support with their learning. The school’s computer suite is very well equipped and fully timetabled for use throughout the week. There are additional computers in all teaching areas but, during the inspection, these were used infrequently.

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technology skills across the curriculum

63. Analysis of pupils’ work shows that pupils’ application of these skills across the curriculum is not systematic. There is limited evidence of graphs, charts, measurements and the use of computation. Pupils do not use word processing skills sufficiently for drafting, redrafting and editing and the use of data handling programs is limited. Wilkes Green Junior School

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

The governors, headteacher and staff of this effective school should now:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) provide more opportunities for pupils to write at greater length for a range of different audiences by: • making increased time available for writing within and outside the literacy hour; • ensuring that pupils undertake regular story writing, persuasive writing, poetry and other writing; • providing time and resources for pupils to draft, redraft and edit their work using word-processors; (paragraphs 57-60)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) increase the planned opportunities for pupils to use literacy, numeracy and information and communication skills across the curriculum by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• identifying where literacy skills can be applied in learning across the curriculum and include opportunities in lesson planning;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• identifying where numeracy skills, such as the use of tables, charts, graphs, measurements and computations, can be included in lessons;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• ensuring that there are sufficient computers available to pupils in order that they may apply and develop their information technology and research skills.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(paragraphs 61-63) Wilkes Green Junior School

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 21

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very poor

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Summary of teaching observed during the inspection

Percentage 0 24 64 12 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 four percentage points.

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 350

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 153 FTE means full-time equivalent.

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Information about the school’s pupils

Number of pupils with statements of special educational needs 1

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 76

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 268

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 18

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 18

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Attendance

National comparative data 5.6 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 2 (Year 6)

Year Boys Girls Total Wilkes Green Junior School Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2001 44 49 93

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

National Curriculum Test/Task Results English Mathematics Science

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

Boys 34 37 43 Numbers of pupils at NC level 4 and above Girls 42 35 48

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

Percentage of pupils School 82 (75) 77 (86) 98 (100) at NC level 4 or above National 75 (75) 71 (72) 87 (85)

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

Teachers’ Assessments English Mathematics Science

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

Boys 36 39 43 Numbers of pupils at NC level 4 and above Girls 38 39 48

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

Percentage of pupils School 80 (68) 84 (75) 98 (83) at NC level 4 or above National 72 (70) 74 (72) 82 (79) Percentages in brackets refer to the year before the latest reporting year. Wilkes Green Junior School

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 62 Black – Caribbean heritage 1 1

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage 5 Black – African heritage 0 0

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 21 Other minority ethnic groups 0 0 This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded.

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 17.0 Financial year 2000/1

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Teachers and classes Financial information

Number of pupils per qualified teacher 21

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Teachers and classes Financial information

Education support staff: Y3 – Y6 Total income 927,751

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Teachers and classes Financial information

Total number of education support staff 7 Total expenditure 887,339

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Teachers and classes Financial information

Total aggregate hours worked per week 200 Expenditure per pupil 2,479

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Teachers and classes Financial information

Balance brought forward from previous year 33,303

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Teachers and classes Financial information

Balance carried forward to next year 73,715 FTE means full-time equivalent.

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Recruitment of teachers

Number of teachers who left the school during the last two years 5.0

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 6.0

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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) 1.2

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Recruitment of teachers

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

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Results of the survey of parents and carers

Percentage of responses in each category

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Results of the survey of parents and carers

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

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Results of the survey of parents and carers

My child is making good progress in school. 77 20 2 0 1

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Results of the survey of parents and carers

Behaviour in the school is good. 78 22 0 0 0

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Results of the survey of parents and carers

My child gets the right amount of work to do at home. 76 21 2 0 1

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Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 69 28 2 0 1

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Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 74 23 2 0 1

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Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 87 13 0 0 0

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Results of the survey of parents and carers

The school works closely with parents. 76 22 1 0 1

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Results of the survey of parents and carers

The school is well led and managed. 78 21 0 0 1

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Results of the survey of parents and carers

The school is helping my child become mature and responsible. 78 21 1 0 0

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Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 77 21 1 0 1

p.23

Results of the survey of parents and carers

• The arrangements for transfer from the infants’ school.

p.23