Bleak Hill Primary School

BLEAK HILL PRIMARY SCHOOL

Dates of inspection: 17 th to 19 th June 2002

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BLEAK HILL PRIMARY SCHOOL

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

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BLEAK HILL 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. Bleak Hill Primary School – 3

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INFORMATION ABOUT THE SCHOOL

School address: Hamilton Road Windle St Helens Merseyside

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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 G F Almond

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: November 1997 Bleak Hill Primary School – 4

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Team members

21277 Mr S Hill Registered inspector 19361 Mr K Ross Lay inspector 21687 Mrs H Davies Team inspector 22704 Mr G Williams Team inspector

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Team members

Evenlode Associates Ltd 6 Abbey Close Alcester Warwickshire B49 5QW

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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 Bleak Hill Primary School – 5

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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

Bleak Hill is a large primary school on the northern side of St Helens. It has 492 pupils, aged 4 to 11, in 17 classes. Children start in the school in the September of the year in which they will be five. In the last year the school has moved to a completely new building. In response to regulations on infant class sizes, and the limitations of funding, the school has arranged its classes so that there are three in each age group for younger pupils, but only two in each age group for older pupils. Consequently, there are three smallish classes (average just over 23) in each of Years R, 1 and 2, and two very large classes (average just over 35) in each of Years 3, 4, 5 and 6.

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INFORMATION ABOUT THE SCHOOL

Almost all pupils are of white, United Kingdom ethnic origin, and all pupils have English as their home language. Pupils’ social circumstances are somewhat more favourable than average and this is reflected in the below-average number of pupils entitled to free school meals (3.25%). The number of pupils identified as having special educational needs (16%) is below average, as is the number pupils with statements of special educational needs (4 - less than 1%). The majority of these pupils have moderate learning difficulties. Almost all pupils have some form of pre-school experience before they start at Bleak Hill. The overall attainment of most pupils on entry is average, although their social skills are above average.

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HOW GOOD THE SCHOOL IS

This is a very good school, where pupils achieve very well because teaching is consistently of a high standard. The school is led very well, and all staff work together to provide a positive learning environment, where pupils behave very well and enjoy learning. The quality of management is very good and the school provides very good value for money. The many strengths considerably outweigh the relatively minor areas to be improved.

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What the school does well

• Pupils generally achieve high standards, particularly in English, mathematics and science. • Teaching and learning are very good. • Pupils enjoy school, behave very well, and form positive relationships. • Overall arrangements to assess pupils’ attainment are good, particularly in the core subjects of English, mathematics and science. • The school is led and managed very well. • Provision for developing pupils’ skills in information and communication technology (ICT) is good, so that pupils achieve well. • The school works hard to promote an effective partnership with parents.

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What could be improved

• Systems for recording pupils’ overall achievement, and for co-ordinators to check on standards and teaching, in subjects outside the core. • Systematic arrangements to use pupils’ ICT skills in other subjects. • The quality of the school grounds as a resource for learning. 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

Since the school was last inspected, in November 1997, the improvement has been very good. High standards have been maintained and have risen in line with national trends. Teaching has improved, is now very good overall, and the proportion of good and very good teaching has increased significantly.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The key issues from the last report have been addressed very well. Day-to-day planning has been improved and is now good. In particular, what different groups of pupils should learn is identified clearly, especially in English and mathematics, and this is informed well by day-to-day assessments. Overall arrangements for assessment are now a strength, particularly in English, mathematics and science, although there is still a need for more structured arrangements in other subjects. Considerable improvement has been made in standards in ICT, and provision for the subject is now good. All subject co- Bleak Hill Primary School – 7 ordinators are now more effective in monitoring their subjects, and this is a particular strength in English and mathematics. However, there is still a need to improve monitoring of some aspects of other subjects. A number of minor areas identified as needing improvement at the last report have also been dealt with

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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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Performance in: all schools similar schools Key

1999 2000 2001 2001 English A A A* A well above average above average A B mathematics A A A* A average below average C D science A A* A B well below average E

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Performance in: all schools similar schools Key

A* means in the highest five per cent nationally.

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Performance in: all schools similar schools Key

Results for eleven year olds have been well above average in all three subjects for several years. They have gone up in line with national trends. Last year, results were particularly high in English and mathematics. In comparison with similar schools (where similar numbers of pupils are entitled to free school meals), results were above average in science, and well above average in English and mathematics. Inspection evidence confirms that pupils in Year 6 are attaining standards that are ahead of national expectations in English, mathematics and science.

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Performance in: all schools similar schools Key

At the age of seven, pupils’ results have been similarly high for several years, particularly in writing, where they are in the top five per cent nationally. Inspection evidence confirms these good standards.

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Performance in: all schools similar schools Key

At both key stages, standards in ICT are ahead of national expectations in most year groups, except in Year 6, where they are in line with expectations. This is because, despite the good provision throughout the school for ICT, these pupils have not had the benefit of this provision throughout their school career. In all other subjects, throughout the school, standards are at least in line with national expectations and there are examples of good standards in many subjects.

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Performance in: all schools similar schools Key

The youngest children make very good progress and almost all attain the early learning goals (the nationally expected standards) by the end of the reception year, and many exceed them.

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Performance in: all schools similar schools Key

The school sets challenging targets for national assessment results, based on careful assessment of pupils’ capabilities, and makes good progress towards them. Across the school as a whole achievement is very good, and pupils attain standards that are higher than might be expected in the light of their initial attainment.

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Aspect Comment

Attitudes to the school Very good. Pupils enjoy school, work hard and take a pride in their achievements.

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Aspect Comment

Behaviour, in and out of classrooms Very good. Pupils are considerate and well mannered. They try hard to meet their teachers’ high expectations and to follow the good role models provided by all the staff.

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Aspect Comment

Personal development and relationships Pupils’ personal development is very good and they work very effectively collaboratively or independently. They form very good relationships with Bleak Hill Primary School – 8 each other and with adults in the school.

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Aspect Comment

Attendance Very good; well above the national average. Bleak Hill Primary School – 9

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

Quality of teaching Very good Very good 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.

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

The overall quality of teaching is very good. Almost all teaching observed during the inspection was good or better, and almost a half was very good. Teachers have a good knowledge of the subjects taught, and a good understanding of how pupils learn. This is a particular strength in literacy, numeracy and ICT, which are taught well across the school. Teachers have high expectations, which pupils try hard to fulfil. The teaching in the reception classes is characterised by consistently good organisation and teamwork between all staff. Throughout the school, particular care is taken to ensure that work is matched to pupils’ individual needs, so that they all make good progress. Lessons have a brisk pace, and good use is made of practical work, so that pupils’ interest is maintained and they really enjoy learning. Good use of collaborative work supports pupils’ social development and their increased understanding in a variety of subjects well.

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

Generally, good use is made of the skilled classroom assistants, particularly in helping pupils who struggle with their work.

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Aspect Comment

The quality and range of the curriculum Good. The curriculum is broad and balanced, and all subjects are covered effectively. Literacy and numeracy are particular strengths. ICT is taught effectively throughout the school, but opportunities to use pupils’ skills to support work in other subjects are not planned sufficiently systematically. Extra-curricular provision is very good.

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Aspect Comment

Provision for pupils with special educational needs Good. Pupils are given work that is well matched to their needs, and get good support from teachers and staff. This enables almost all pupils to reach the expected standards in national tests. Pupils with statements get good support, well matched to their specific needs.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good overall. Personal development is supported well formally, through specific lessons and through initiatives such as the school council, and informally through day to day interactions. Staff provide very good role models for pupils. Provision for moral and social development is particularly good.

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Aspect Comment

How well the school cares for its pupils Procedures to look after pupils and to support their general well-being are very good. Child protection procedures are very effective. Very good procedures are in place for assessing pupils’ attainment in English and mathematics. Day-to-day assessment procedures are good. However, there is a lack of systematic procedures to assess and record pupils’ overall attainment in some other subjects, such as ICT and physical education.

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Aspect Comment

The school works very effectively in partnership with parents, who hold it in high regard. Bleak Hill Primary School – 10

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Aspect Comment

Leadership and management by the headteacher and other key staff The school is very well led by the headteacher and deputy, who are supported by a hard working, professional team of staff. Co-ordinators provide good support to colleagues, and the monitoring of planning is well- established. Teaching and pupils’ work in some subjects, particularly English and mathematics, are monitored very effectively. In other subjects, while monitoring is satisfactory, it is not as thorough.

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Aspect Comment

How well the governors fulfil their responsibilities Good. The governing body works hard to support the school and has effective systems in place to enable this. Governors have a good understanding of the school’s strengths and weaknesses, and fulfil their responsibilities well.

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Aspect Comment

The school’s evaluation of its performance Very good. Results of assessments are analysed carefully and evaluations are used effectively to refine and improve the curriculum.

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Aspect Comment

The strategic use of resources Staffing and resources are good and are used very well. The principles of best value are used well. The new building provides good quality accommodation, which is well maintained.

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What pleases parents most What parents would like to see improved

• Their children like school. • Children make good progress. • The teaching is good. • Behaviour is good. • The school expects children to work hard. • They would be comfortable about approaching the school with questions or problems. • The school is well led and managed. • About a third of parents do not think there is an interesting range of activities outside lessons. • Some parents do not think they are kept well informed about their children’s progress. • A few parents are unhappy about the amount of homework given. • A few parents do not think the school works closely with them.

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What pleases parents most What parents would like to see improved

Inspection evidence supports parents’ positive views. In comparison with schools generally, the range of extra curricular activities is very good. Provision for homework is good. The work that the school does to involve parents is much more extensive than is usually found. The information provided for parents is very good. Bleak Hill Primary School – 11

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Pupils generally achieve high standards, particularly in English, mathematics and science

1. Throughout the school, pupils achieve well. Examples of high standards were observed in lessons across the curriculum. Samples of pupils’ work show that high standards are consistently achieved in English, mathematics and science.

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Pupils generally achieve high standards, particularly in English, mathematics and science

2. Standards in English are very good. The majority of pupils achieve higher than average standards in their work. From the time that they start school, pupils are encouraged to speak confidently and to express their views and opinions clearly. Pupils spoke engagingly about their new school and the benefits it brought them, and younger pupils particularly expressed pride in the ICT suite. Pupils are given many opportunities to speak and listen to different audiences. Writing is a strength for 7 year olds. For example, in a Year 2 class, pupils made their own non-fiction books and used headings and sub-headings well to organise their writing. They used punctuation correctly and presented their work carefully. These high standards continue through the junior classes. For example, in an effective lesson in Year 5 pupils learnt about complex sentences, the majority of pupils identifying the main and subordinate clause accurately. Pupils in Year 6 wrote poems with

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Pupils generally achieve high standards, particularly in English, mathematics and science

enthusiasm and thought. Their work evoked a sense of place and of individual characters very effectively. Pupils of all ages enjoy reading in school and at home, and many parents hear their children read at home. Younger pupils know many authors and illustrators. Older pupils gather information efficiently, making good use of their skills of “skimming” and “scanning” to quickly understand the gist of a particular passage, and to locate a particular piece of information on a page. They use their skills of inference and deduction well to understand and interpret more difficult texts. Teachers’ effective use of the National Literacy Strategy makes the work interesting and relevant for pupils. This ensures they are fully involved in their learning so they make consistently good progress and achieve high standards.

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Pupils generally achieve high standards, particularly in English, mathematics and science

3. Pupils achieve high standards in mathematics and apply their skills effectively in a wide variety of situations. Pupils in Year 2 understand the relationship between their mathematics and everyday situations and were able to relate the numerical form of a half and a quarter to practical problems. In Year 4, pupils are able to order decimal and vulgar fractions forwards and backwards in tenths correctly. They use their mental skills to add and subtract decimal fractions accurately and quickly. Pupils in Year 6 show a high level of mental mathematical ability, which they apply effectively to different situations. For example, they demonstrated remarkable flexibility when they mentally converted vulgar fractions to decimal fractions quickly and accurately in the course of solving problems. Throughout the school, pupils are highly motivated in their mathematics lessons. They enjoy mathematics and approach their lessons with eager anticipation. Pupils recognise the

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Pupils generally achieve high standards, particularly in English, mathematics and science

relevance of the subject to everyday situations and, by Year 6, they regard mathematics as an enjoyable and exciting part of everyday life.

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Pupils generally achieve high standards, particularly in English, mathematics and science

4. The high standards in science were shown in an infant class, when pupils in Year 1 displayed good knowledge of the parts of a flowering plant. Over half of the class were attaining the standards expected from pupils a year older. They could explain that plants needed water and sunlight to grow, and could record the work they had done accurately in writing. Pupils continue to make very good progress in the juniors, and by Year 6 are attaining high standards. Virtually all pupils attain the expected levels for their age, and many exceed them. They have a very good understanding of a fair test, and most can sort out their ideas in a logical way. In a lesson during the inspection, pupils accurately identified the relevant variables in an experiment, for example the positions of the object and light source, the orientation of the object, and the brightness of the light in an investigation of shadows. They showed good scientific knowledge, which they applied well in

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Pupils generally achieve high standards, particularly in English, mathematics and science

making hypotheses about the results of investigations. Bleak Hill Primary School – 12 5. Examples of high standards were also seen in a range of other lessons, such as pupils’ playing of instruments during a very good music lesson in Year 2, and good skills in gymnastics in Year 3. A variety of good work is also shown in displays around the school, such as the expressive, colourful portraits pupils in Year 6 have produced in the style of Picasso.

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Teaching and learning are very good

6. Almost all teaching observed during the inspection was good or better, and nearly half was very good. The consistency of the teaching throughout the school is the major factor in pupils’ high achievement. Teachers have a good knowledge of the subjects they teach. This is a particular strength in literacy and mathematics. For example, in a good lesson with Year 2 on fractions, the teacher gave very clear explanations, which enabled pupils to quickly grasp work that was new to them. Similarly, when Year 5 pupils worked on complex sentences, the teacher’s clear exposition gave pupils a good grasp of the concept, and astute questioning enabled her to assess pupils’ understanding and to challenge them at an appropriate level. Similarly high levels of expertise supported achievement in a range of lessons observed, such as when pupils in Year 2 made very good progress in playing musical instruments rhythmically to represent different kinds of weather.

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Teaching and learning are very good

7. The teaching in the reception classes is characterised by consistently good organisation and teamwork between all staff. Planning is carefully matched to the early learning goals as well at to the start of the National Curriculum. During a very good lesson on Goldilocks and the Three Bears, the careful organisation allowed some children to work independently on appropriate tasks, while the teacher and classroom assistant each worked with a small group, intervening to take their learning forward very effectively.

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Teaching and learning are very good

8. Teachers throughout the school have high expectations, which pupils try hard to fulfil. This was shown in a very good mathematics lesson, when pupils in Year 3 responded positively to the challenge of dealing with negative numbers, as well as applying their good numeracy skills well to solving difficult problems.

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Teaching and learning are very good

9. Throughout the school, the quality of teachers’ planning is good. Particular care is taken to ensure that work is matched to pupils’ individual needs, so that they all make good progress. For example, in a science lesson in Year 1, pupils were given different worksheets of varying degrees of difficulty, on which to record their results. This ensured that each pupil was able to record their findings effectively, making maximum use of their different levels of literacy skill.

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Teaching and learning are very good

10. Lessons have a brisk pace, and this ensures that a lot is often accomplished in a relatively short time. This is considerably helped by the effective routines which teachers establish in class and which pupils follow conscientiously.

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Teaching and learning are very good

11. Teachers take care to make effective use of practical work, and to relate work to pupils’ everyday experiences, so that subjects are brought to life for them. The wide range of interesting lessons and the gentle humour which teachers use support very positive relationships. Pupils enjoy their work and are keen to please their teachers. In conversation, older pupils said that the way teachers made lessons fun was one of the best things about the school. As a result of this, and the clear expectations that adults have, high standards of relaxed discipline characterise the vast majority of lessons.

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Teaching and learning are very good

12. Good use is made of collaborative work, and this supports pupils’ social development as well as their increased understanding in a variety of subjects. Good examples of this were seen in a science lesson with Year 6, when pupils worked in groups to plan their approach to an investigation. They listened to each other attentively, shared ideas and made good progress in their understanding as they explained their thinking to each other.

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Teaching and learning are very good

13. Generally, good use is made of the skilled classroom assistants, particularly in helping pupils who struggle with their work. They are well briefed by the teachers and show good skills in working Bleak Hill Primary School – 13 with pupils. They contribute very well to pupils’ learning, particularly those who have special educational needs.

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Pupils enjoy school, behave very well, and form positive relationships

14. Pupils have very good attitudes to school. This has a positive impact on their learning and the high standards that they achieve. They are keen and eager to come to school and participate enthusiastically in all that the school has to offer. Attendance is very high. Pupils say that they enjoy coming to school because “teachers have fun ways of helping us learn”.

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Pupils enjoy school, behave very well, and form positive relationships

15. Behaviour is very good in lessons and around the school. In a very good mathematics lesson in Year 3, pupils were keen to succeed, tackling problems thoughtfully and effectively, discussing their work sensibly with each other, and developing their own and each others’ understanding very well. In the reception classes, the youngest children know exactly what is expected of them in terms of behaviour and learning and they respond very well to these high expectations. Pupils are proud to wear their merit badges and to write their names in the Good Work books. In the playground and at lunchtime, pupils are sensible and respectful of one another. Routines are well established in the new building, and pupils work and play together happily.

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Pupils enjoy school, behave very well, and form positive relationships

16. Pupils’ personal development and their relationships are very good. Pupils of all ages are given opportunities to develop responsibilities, for example as house captains and monitors. Through representing the school in sporting and musical events and generally supporting the smooth running of the school day in many small but important ways, they grow in confidence. Older pupils help younger children at lunchtimes and playtimes efficiently, and take a pride in this. Pupils with special educational needs are supported well and fully integrated and included in all areas of school life. These very positive attitudes and good relationships mean that pupils work hard to do their best and achieve high standards in their work.

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English, mathematics and science

17. Procedures for assessing children’s attainment and monitoring their progress are good overall, and are very good for English and mathematics. For the Foundation Stage and for science they are good. In other subjects they are satisfactory overall, and are still developing. The assessment co- ordinator and the deputy head have worked extremely hard to establish a comprehensive range of assessments to identify standards accurately in the core subjects of English and mathematics. These ensure that the school is able to monitor progress, track pupils’ targets and ensure, through careful moderation, that teachers in parallel classes use the same criteria accurately when making assessments. Good procedures for moderation include the marking of assessments by teachers from other year groups to ensure a more impartial approach. Teachers carefully analyse results from national assessments, and from optional tests at both key stages. They use this information to

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English, mathematics and science

assess progress and development throughout the school and to modify future teaching and planning. Files containing all relevant information are scrupulously kept so that both progress within a subject as a whole, and pupils’ individual progress, can be tracked and standards identified on a continuous basis. These procedures apply to English and mathematics and, to a lesser degree, in science. All this ensures that work for individuals and groups is matched to their needs, and supports the high standards in the school.

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English, mathematics and science

18. For all subjects, the day-to-day assessment by teachers is effective throughout the school. A strength of lesson planning is that plans are continually modified, for the class as a whole or for individuals, in response to the assessments made in each lesson. In English, mathematics and science, this “fine tuning” builds on the longer term assessments to ensure a consistently high but attainable level of challenge for pupils, and contributes to the high standards attained. In all subjects, the use of everyday assessment ensures a good match of work to pupils’ needs, so that they make good progress across the curriculum. Bleak Hill Primary School – 14

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The school is led and managed very well

19. The headteacher and deputy work well together to give very clear leadership and direction to the work of the school. Other staff with management responsibilities support them well in this, and the entire staff work as a very effective team. They have a strong commitment to the school and to doing the best they can for their pupils. The systems of management in place are very effective and ensure that the school runs smoothly on a day-to-day basis, backed up by the efficient office staff. The efforts of staff are closely focused on the maintenance and improvement of standards, and factors that support their improvement. This has been very effective and has resulted in significant improvements since the last inspection, particularly in the quality of teaching, which is now very good. The way that staff have worked together as a unit to develop ICT, led effectively by the co-ordinators, is a good example of how their teamwork supports improvements in

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The school is led and managed very well

provision, teaching and standards. A key element in the school’s progress is the way that all staff are willing to examine their own practice and take on new ideas if these will benefit their pupils.

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The school is led and managed very well

20. The subject co-ordinators have developed their role very effectively since the last inspection, and now give very good leadership to their colleagues. All subjects are managed well. The concentration has been, appropriately, on literacy and numeracy and the management of these subjects is very good, ensuring that consistently high standards are maintained. Other co- ordinators have worked very well within the time constraints available, and give good support to colleagues. The establishment of effective schemes of work, ensures that what pupils learn in one class builds on what they have been taught already. Good use has been made of national guidance to support this. The establishment of common, effective systems of planning and the time teachers spend in planning together also contribute to the broad and balanced curriculum which pupils receive. The curriculum and its effectiveness are monitored well by co-ordinators, through looking

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The school is led and managed very well

at planning and samples of work. In the case of English and mathematics, this is backed up by the observation of teaching in lessons. In general, co-ordinators and senior management have a clear view of strengths and weaknesses in the school, which enables them to provide help and support where it is needed and to share best practice. This overview is strongest in English and mathematics.

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The school is led and managed very well

21. Financial management is very good and contributes effectively to the school’s educational priorities. For example, the school employs a large number of non-teaching staff. This is a very effective use of expenditure, as these people are skilled and efficient, and make very positive contributions to pupils’ learning. The school ensures that proper training and support are provided to them and that they are well-briefed about their role and what is required. As a result, they work very effectively with teachers to help pupils to learn in a variety of situations. Their contribution to helping those pupils who struggle with their work to do well is particularly effective.

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The school is led and managed very well

22. Governors have established good systems to help them monitor the school’s work and to be involved in its development. They have been fully involved during the school’s move to a new building, for example, providing good support to staff at this time. They fulfil their statutory duties well and make a positive contribution the school’s continuous improvement.

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that pupils achieve well

23. The provision for ICT has improved considerably since the last inspection. At that time, although standards were satisfactory in the infants, progress in the juniors was unsatisfactory, teachers’ subject knowledge was weak and the National Curriculum was not taught systematically. All this has now improved.

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that pupils achieve well

24. Teachers and support staff have undertaken extensive training and are now confident in teaching pupils the basic skills and how to use a range of programs. They make very good use of the ICT Bleak Hill Primary School – 15 suite to do this, so that all pupils get regular hands-on experience of using computers. The teachers make very good use of the interactive white-board in the suite to demonstrate things clearly to their pupils, so they make rapid progress in their learning when they are in the suite. The provision of equipment is very good, with two computers in each classroom, and good opportunities in the suite for all pupils to actively participate. There is now an established programme of work which classes follow which ensures they cover the full range of national curriculum requirements during their time in the school.

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that pupils achieve well

25. As a result of the improvements in provision, standards in almost all year groups are above national expectations. For example, pupils in Year 2 can “cut and paste”, drag pictures into new positions, and change the font of writing confidently. Pupils in Year 4 quickly became confident in using text boxes during a very good lesson in the ICT suite. They retrieved previous work efficiently, produced and modified text-boxes, and added captions and illustrations to produce a page design. They discussed their work together effectively and learned a lot in a short time. Pupils throughout the school enjoy their work in ICT, concentrate well and work hard.

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that pupils achieve well

26. The exception to the good standards is in Year 6, where standards are now in line with expectations. The good provision has enabled them to catch up the ground they had lost, but they have not yet had time to exceed expectations. They show good skills in topics they have covered recently, such as word-processing, or using the Internet, but are very insecure in aspects they have missed out, such as using a spreadsheet. Nonetheless, they are now achieving well and making up the lost ground quickly.

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that pupils achieve well

27. The major facets of the good provision are the good teaching, the well-organised curriculum, and the high quality equipment, particularly the computer suite. The development of all of these has been brought about through clear leadership from the senior management team and the ICT co- ordinators, and teamwork through all staff working together.

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The school works hard to promote an effective partnership with parents

28. The school’s very good links with parents make a strong contribution to pupils’ learning. This has a high priority within its work. For example, the school has appointed a family partnership co- ordinator, who makes a substantial contribution to promoting an effective partnership with parents. Her work is backed up well by the efforts and enthusiasm of other members of the school staff. Good steps are taken by the school to consult parents and evaluate its effectiveness in working with them. For example, during the building of the new school, consultation meetings were held with the community and families of the pupils.

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The school works hard to promote an effective partnership with parents

29. The very good information that parents receive enables them to become more involved in their children’s learning and to have a secure understanding of the school’s work. Good quality information is given, for example, in notes on the curriculum and topics that are studied, in pupils’ written reports and in the school magazine. A further example of the very good links that the school has established is the significant number of parent volunteer helpers in school, who carry out a variety of tasks and contribute very positively to pupils’ learning.

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The school works hard to promote an effective partnership with parents

30. The school also enjoys the strong support of its Friends of Bleak Hill Association. Besides raising substantial funds, which supplement the school’s budget, the association organises many events that bring people together socially. This facility further strengthens the link between home and school. The school is very successful in implementing its mission statement of “working with families, appreciating their involvement in the present and future education and development of their children and seeing the school as part of the wider community.” This latter is well exemplified by the school’s Theatre and Travel club, which is run by two former teachers. The club successfully involves large number of parents, children, staff and members of the community in a variety of social occasions throughout the year, strongly supporting the school in its role in the wider community. Bleak Hill Primary School – 16

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and teaching, in subjects outside the core

31. The assessment of pupils’ progress and the checking on standards and teaching are well established in English, mathematics and science, and in the foundation stage. In some subjects, such as physical education and ICT, procedures are still developing.

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and teaching, in subjects outside the core

32. While day-to-day assessments are good throughout the curriculum, there are currently no systematic ways of recording pupils’ overall achievements in some subjects, either for individuals or for groups. The school is aware of this and the co-ordinators involved are considering what systems should be in place. For example, the recent major improvements in ICT provision mean that the school is now well placed to consider how achievement should be recorded, which was not previously the case. 33. Similarly, the co-ordinators throughout the school have systems for checking provision, including looking at planning and samples of work in their subjects. However, these systems are much better developed in English and mathematics than in other subjects, particularly with respect to monitoring teaching. Although the monitoring of work goes on in most subjects, it is not yet sufficiently systematic to identify some differences in outcomes in different classes, brought about

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and teaching, in subjects outside the core

by the different ways teachers have interpreted their planning. In some subjects, there are differences in the balance of the work done over the year in different classes - for example, in the time pupils spend writing in their own words in science, as opposed to filling in worksheets. There is need to draw on the expertise developed in English and mathematics to develop monitoring arrangements across the curriculum, although these should be tailored to the needs of the particular subjects.

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Systematic arrangements to use pupils’ ICT skills in other subjects

34. Some good use is made of ICT to support work in other subjects, such as when pupils in Year 5 pupils made great strides in their problem solving strategies during an excellent lesson combining mathematics and ICT. Other examples were seen in lessons when pupils did their writing on the computer in a literacy lesson in Year 6, or used the computer to “draw” and label a plant in a science lesson in Year 1.

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Systematic arrangements to use pupils’ ICT skills in other subjects

35. Teachers are now more confident in identifying opportunities to use ICT in individual lessons, but there are not yet systematic arrangements to develop pupils’ experiences in a planned way within each subject. The provision of software to do this is currently variable between subjects. Consequently, some opportunities are missed to support pupils’ learning in the different subjects, and to give them extra practise in using the skills and understanding they gain in their specific ICT lessons. Both ICT and subject co-ordinators are aware of this need, and are considering ways in which it might be achieved.

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The quality of the school’s grounds as a resource for learning

36. The school has created internally an exciting, colourful, inviting and motivating environment. The well displayed work of the pupils, covering all aspects of the curriculum, serves not only to motivate the pupils but values their efforts, promotes their self-esteem and confirms to visitors their high achievements. The whole of the internal environment reflects the school’s intentions to provide a high quality education for its pupils as well as reinforcing its aspirations for the future.

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The quality of the school’s grounds as a resource for learning

37. The grounds, however, apart from the reception courtyard, provide a stark contrast to this. The site is currently rather bleak and empty and, although there is plenty of space, since the new Bleak Hill Primary School – 17 building, the grounds are somewhat featureless. There is little shade, except in that part of the grounds which is too wet to use. There are no markings on the playground, and little to engage pupils’ interest. There is little in place to take advantage of the space to advance pupils’ learning across the curriculum. The school acknowledges this and has consulted with pupils, staff, parents, governors and other interested parties about how the external environment may be improved.

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The quality of the school’s grounds as a resource for learning

38. As a result of this investigation, a number of aspects have been identified which could complement the high quality internal environment. Such aspects include the marking of playgrounds, a canopy area for waiting parents that would also be an outdoor learning area in inclement weather, a seating areas for pupils, an adventure area for climbing and balancing activities, and a meadow and wetlands area for environmental studies. The school intends to put all these into place, as funds become available. Bleak Hill Primary School – 18

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

In order to build on the current very good provision the school should, in line with its current priorities and the school improvement plan:-

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Improve the arrangements for monitoring and assessment, drawing on the very good practice already established in the core subjects of mathematics and English, by:-

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

a. Developing methods of assessing and recording pupils’ overall achievements in subjects across the curriculum. b. Developing ways for co-ordinators to have a better view of provision in their subjects in different classes, particularly with regard to standards and teaching, in ways that are tailored to the needs of each subject.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) Make more systematic the use of ICT to support work in other subjects by:-

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

a. Establishing, within each subject, how ICT can best be used to support progress in each year group. b. Purchasing relevant software to support “a” above. c. Continuing to upgrade and improve resources in line with current plans.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(3) Improve the school grounds, as funds become available, in line with the current detailed plans, which the school has already drawn up. Bleak Hill Primary School – 19

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Summary of the sources of evidence for the inspection

Number of lessons observed 27 Number of discussions with staff, governors, other adults and pupils 11

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor Number 1 11 14 1 0 0 0 Percentage 4 41 52 4 0 0 0 The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. Care should be taken when interpreting these percentages as each lesson represents more than three percentage points.

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y6 Number of pupils on the school’s roll (FTE for part-time pupils) N/A 492 Number of full-time pupils known to be eligible for free school meals N/A 16 FTE means full-time equivalent.

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Information about the school’s pupils

Special educational needs Nursery YR – Y6 Number of pupils with statements of special educational needs N/A 4 Number of pupils on the school’s special educational needs register N/A 78

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Information about the school’s pupils

English as an additional language No of pupils Number of pupils with English as an additional language 0

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils Pupils who joined the school other than at the usual time of first admission 5 Pupils who left the school other than at the usual time of leaving 7

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Authorised absence Unauthorised absence

% % School data 4.6 School data 0.0 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. Bleak Hill Primary School – 20

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

Year Boys Girls Total Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2001 36 34 70

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National Curriculum Test/Task Results Reading Writing Mathematics

Numbers of pupils at NC Boys 34 34 35 level 2 and above Girls 34 34 34 Total 68 68 69 Percentage of pupils School 97 (100) 97 (100) 99 (97) at NC level 2 or above National 84 (83) 86 (84) 91 (90)

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Teachers’ Assessments English Mathematics Science

Numbers of pupils at NC Boys 34 34 36 level 2 and above Girls 34 34 34 Total 68 68 70 Percentage of pupils School 97 (100) 97 (100) 100 (100) at NC level 2 or above National 85 (84) 89 (88) 89 (88) Percentages in brackets refer to the year before the latest reporting year.

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

Year Boys Girls Total Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2001 30 40 70

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National Curriculum Test/Task Results English Mathematics Science

Numbers of pupils at NC Boys 29 29 30 level 4 and above Girls 40 38 40 Total 69 67 70 Percentage of pupils School 99 (94) 96 (94) 100 (99) at NC level 4 or above National 75 (75) 71 (72) 87 (85)

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Teachers’ Assessments English Mathematics Science

Numbers of pupils at NC Boys 28 29 30 level 4 and above Girls 39 39 40 Total 67 68 70 Percentage of pupils School 97 (91) 97 (94) 100 (100) 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. Bleak Hill Primary School – 21 Bleak Hill Primary School – 22

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0 Black – African heritage 0 Black – African heritage 0 0 Black – other 0 Black – other 0 0 Indian 0 Indian 0 0 Pakistani 0 Pakistani 0 0 Bangladeshi 0 Bangladeshi 0 0 Chinese 0 Chinese 0 0 White 419 White 0 0 Any other minority ethnic group 3 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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Qualified teachers and classes: YR – Y6

Total number of qualified teachers (FTE) 19.1 Financial year 2001-02 Number of pupils per qualified teacher 25.76 Average class size 28.9 £ Education support staff: YR – Y6 Total income 1 023 379 Total number of education support staff 16 Total expenditure 1 034 779 Total aggregate hours worked per week 425 Expenditure per pupil 2 086 Balance brought forward from previous year 57 842

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Qualified teachers and classes: YR – Y6

Balance carried forward to next year 46 442

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Recruitment of teachers

Number of teachers who left the school during the last two years 3 Number of teachers appointed to the school during the last two years 4

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0 Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 0 Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) FTE means full-time equivalent. Bleak Hill Primary School – 23 Bleak Hill Primary School – 24

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Percentage of responses in each category

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

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Percentage of responses in each category

My child is making good progress in school. 64 33.5 2 0.5 0

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Percentage of responses in each category

Behaviour in the school is good. 58.5 39 1 0 1.5

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Percentage of responses in each category

My child gets the right amount of work to do at home. 43 45.5 9.5 1.5 0.5

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Percentage of responses in each category

The teaching is good. 57 38.5 1.5 0.5 2.5

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 35 46 15.5 3 0.5

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 61.5 32.5 4 2 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 74.5 24.5 1 0 0

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Percentage of responses in each category

The school works closely with parents. 35.5 52 9 2.5 1

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Percentage of responses in each category

The school is well led and managed. 59.5 34.5 3 1 2

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Percentage of responses in each category

The school is helping my child become mature and responsible. 52 44.5 2 0.5 1

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 26 33 27.5 6 7.5

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