Other · Ofsted report

Harrington Hill Primary School

Inspected — · published 2 Jan 2001 · URN 100256

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Full report text

HARRINGTON HILL PRIMARY SCHOOL

Reporting inspector: Ms Ruth Frith (OFSTED No: 2490)

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HARRINGTON HILL PRIMARY SCHOOL

Dates of inspection: 18 - 20 September 2000

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HARRINGTON HILL PRIMARY SCHOOL

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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HARRINGTON 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. Harrington Hill Primary School - 3

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INFORMATION ABOUT THE SCHOOL

Type of school: Infant and junior school

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INFORMATION ABOUT THE SCHOOL

School address: Mount Pleasant Lane Upper Clapton London Postcode: E5 9EY

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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: Jennifer Bell

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 9 - 12 December 1996 Harrington Hill Primary School - 4

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Aspect responsibilities

Ruth Frith (OFSTED No: 2490) Registered inspector Design and technology What sort of school is it?

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Aspect responsibilities

Music How high are standards? a) the school's results and achievements Under fives How well are pupils taught? How well the school is led and managed? What should the school do to improve further? Gail Ellisdon (OFSTED No: 9010) Lay inspector How high are standards? b) pupils' attitudes, values and personal development How well does the school care for its pupils? How well does the school work in partnership with parents? James Howard (OFSTED No: 20875) Team inspector English

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Aspect responsibilities

Art Physical education Special educational needs Abul Maula (OFSTED No: 8696) Team inspector Science How good are the curricular and other opportunities offered to pupils? Information and communication technology History Equal opportunities Kuldip Rai (OFSTED No. 3588) Team Inspector Mathematics

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Aspect responsibilities

Geography Religious education English as an additional language The inspection contractor was: Harrington Hill Primary School - 5 Cambridge Education Associates Ltd Demeter House Station Road Cambridge CB1 2RS

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Aspect responsibilities

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

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Aspect responsibilities

The Registrar Inspection Quality Division

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Aspect responsibilities

Alexandra House 33 Kingsway London WC2B 6SE Harrington Hill Primary School - 6

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PART A: SUMMARY OF THE REPORT 7-11

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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HOW HIGH ARE STANDARDS? 12-14

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

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INFORMATION ABOUT THE SCHOOL

Harrington Hill Primary School is a community school for boys and girls of all abilities aged 3 to 11 years. There are 206 full-time and 20 part-time pupils on roll including 49 children aged under five. The school is situated in Upper Clapton and serves a community which has high levels of unemployment, poverty and single parent households. The majority of children live close to the school in social housing and the percentage of pupils entitled to free school meals is above the national average. On entry to the nursery, children have well below average standards, particularly in language. Over 75 per cent of the pupils come from ethnic minority backgrounds and over 50 per cent come from homes where English is not the first language. There is an above average percentage of pupils with special educational needs which includes three pupils with a statement of special educational needs.

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HOW GOOD THE SCHOOL IS

Harrington Hill Primary School is a popular school which serves the local community well. It achieves good standards when compared with similar schools and is particularly effective in supporting pupils with special educational needs and those for whom English is not their first language. The school has experienced significant changes in staffing and renovation of the building recently and for two terms last year the headteacher was seconded to another school. These factors have brought some discontinuity to teaching and learning and this has affected the overall leadership, management and teaching in the school. The comprehensive policies and procedures have ensured that the school continued to develop throughout this period although pupils’ progress and achievements have been slightly affected. The leadership and management of the school are good and manifest themselves in a strong commitment to

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HOW GOOD THE SCHOOL IS

raising standards whilst also developing the personal and social education of the pupils. The focus on improving the quality of teaching is now being continued with the new teaching and support staff and is beginning to show in lessons. Nearly half the lessons observed were judged to be good or better. Finances are well managed and used effectively to improve the quality of learning and the environment. Taking all these factors into account, the school provides good value for money.

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What the school does well

• The school is well led and managed. The vision and commitment of the headteacher and the senior teachers are key features in the school’s development and work to improve standards. • A good ethos reflects the supportive and encouraging attitude which staff have for the pupils in their care. This, in turn, develops confidence in the pupils and makes them keen to come to school and learn. • The curriculum for the Foundation Stage is good and this, together with the consistent good quality of teaching, results in these children developing good attitudes to learning and making good progress. • Pupils with special educational needs and those who speak English as an additional language receive good support, which ensures that they achieve well in relation to their prior attainment. • The provision for pupils’ moral, social and cultural development is good and this encourages pupils to develop good relationships and good personal and social skills.

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What the school does well

• Links with parents are good. Parents are supportive of the staff and the work that they do.

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What could be improved

• The overall quality of teaching could be improved further by staff effectively sharing the good practice evident in some classes to ensure that all pupils are doing the best that they can across the whole school. • Standards of attainment in writing at Key Stage 2. • Standards of attainment in religious education at both key stages. 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

Harrington Hill Primary School - 8 The school was last inspected in December 1996 when the quality of education provided, the school’s climate for learning, management and efficiency were good. Since then, the school has successfully maintained good practice in these areas and addressed the key issues identified in the inspection report. At Key Stage 1, standards have been maintained in English, mathematics and science. At Key Stage 2 they have improved in mathematics and science but are below average in English. Standards have significantly improved in information and communication technology as a result of an improved curriculum and better facilities. The school has successfully reviewed the support given to pupils who speak English as an additional language and this has resulted in them making good progress in their learning. Senior management have developed a formal system to monitor teaching and have shared good

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

practice within the school in order to raise the quality of teaching. The school has successfully developed good communication with parents. The governing body has worked hard and successfully to attract new governors and the school now receives an appropriate level of support from these members. A feasibility study has been undertaken in relation to having nursery provision on the school site but as yet, finance is not available for this improvement. There has been a significant improvement in the attendance rate.

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STANDARDS

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

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Key

English D D E B well above average above average A B mathematics A D C A average below average C D science C E E B well below average E

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Key

These results show that in 1999 the performance of pupils in English and science was well below the national average and in mathematics it was in line with the national average. These grades should be treated with caution. Currently, the school has an above average percentage of pupils with special educational needs and pupils regularly join the school with little, or no spoken English. Although these pupils make good gains in their learning, sometimes they are insufficient to bring them up to the national standard by the time they leave school. Over the last four years the school’s standards in English, mathematics and science have been improving in line with the national trend. When compared to schools with pupils of a similar background, the results indicate well above average standards in mathematics and above average standards in English and science.

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Key

Evidence from this inspection confirms that the standards of pupils in the current Year 2 are average in English, mathematics and science. Standards of pupils in Year 6 are below average in English and average in mathematics and science. Pupils are on course to reach the original targets set in English and mathematics. Attainment in religious education is below that expected in the Local Agreed Syllabus at the end of both key stages. Harrington Hill Primary School - 9

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Aspect Comment

Attitudes to the school Children quickly gain good attitudes to learning on entry to school and sustain these throughout both key stages.

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Aspect Comment

Behaviour, in and out of classrooms Overall, pupils’ behaviour is satisfactory but the quiet and orderly way pupils move around the school and their good manners at lunch are particularly impressive. Personal development and relationships The staff help pupils to develop into mature and responsible pupils by the time they leave school. Relationships between children are good. They show respect and consideration for one another and for adults. Attendance Satisfactory. Most pupils arrive at school on time and are keen to learn.

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Aspect Comment

Adults who work in the school are particularly effective in encouraging pupils to value the cultural diversity present in the community and consequently children work and play together well. The pupils’ good relationships and personal development provide a good basis for their learning and are strong features of the school.

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

Lessons seen overall Good Satisfactory Satisfactory 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: aged up to 5 years aged 5-7 years aged 7-11 years

Across the school, the quality of teaching is very good in 7 per cent of lessons, good in 39 per cent, satisfactory in 50 per cent and unsatisfactory in 4 per cent. This quality of teaching represents an improvement since the last inspection. Over a third of the class teachers had been teaching in the school for only two weeks at the time of the inspection and were getting familiar with the school’s policies and procedures. They had received good support and this was a key factor in maintaining the satisfactory teaching. The teaching of children under five is good, and particularly effective in developing their personal and social skills and their attitudes to learning. These strengths are built upon successfully in the infants where the school focuses on developing the core skills of literacy and numeracy and targets valuable additional support for pupils with special educational needs and for those who speak English as an

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

additional language. The smaller group size afforded by this additional support and the clear identification of learning needs result in these pupils making good progress. Across the school, teachers manage pupils well and have high expectations of behaviour. Consequently, little time is wasted. Teachers are encouraging and this results in most pupils becoming confident, keen to answer questions and put forward their own points of view. Teachers have satisfactorily adopted the literacy and numeracy strategies and many use the format of these sessions when teaching other subjects. In the best lessons, they help pupils to understand the relevance of what they are doing by sharing with them the learning objectives for the lesson and encouraging them to review their achievements at the end of the session. The quality of teaching in English and mathematics is satisfactory. Teachers’ explanations and instructions are generally clear and they make good use of questions to engage pupils in learning.

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Teaching of pupils: aged up to 5 years aged 5-7 years aged 7-11 years

Teachers do not always have high enough standards in relation to the presentation of pupils’ work and marking is inconsistent. Consequently, some pupils are not clear about how they can improve and do not always try as hard as they can. Staff are responding enthusiastically to the development of the new computer suite where they teach specific information communication technology lessons. The setting of homework has been inconsistent in the past but is improving. Harrington Hill Primary School - 10

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Aspect Comment

The quality and range of the curriculum The curriculum for the under fives is good and satisfactory overall at Key Stage 1 and 2.

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Aspect Comment

Provision for pupils with special educational needs Curricular provision for pupils with special educational needs is good. Pupils are carefully assessed and their needs are accurately diagnosed. Younger pupils, in particular, benefit from generous staffing levels, and this allows them to receive a higher proportion of direct teaching. Provision for pupils with English as an additional language Pupils learning English as an additional language are well provided for by class teachers and support staff. Work is carefully planned and all ensure that these pupils receive enhanced opportunities for speaking and listening through good quality questions. Provision for pupils’ personal, including spiritual, moral, social and cultural development Provision for pupils’ moral, social and cultural development is good. The school develops a range of positive values in the pupils, including those of care, respect and tolerance. Provision for spiritual development is

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Aspect Comment

How well the school cares for its pupils Staff have good knowledge and understanding of their pupils and make good provision for their welfare, health and safety. The care given to pupils is well reflected in the way pupils, in turn, respect and care for others.

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Aspect Comment

The school works well in partnership with the parents and encourages them to become involved in their children’s learning. Parents feel welcome in the school and are supportive of it, with an increasing number playing an active role in school life.

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Aspect Comment

Leadership and manage- ment by the headteacher and other key staff Good. The headteacher is very effective in motivating staff and building a team with a shared sense of values and purpose. She is ably assisted by the senior management team and subject co-ordinators.

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Aspect Comment

How well the governors fulfil their responsibilities Governors play an integral part in the leadership and management of the school. The chair of governors is experienced and knowledgeable and tries to ensure that the new governing body members are well informed and fully involved in any decisions. All statutory requirements are met.

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Aspect Comment

The school’s evaluation of its performance Good in analysing the strengths and weaknesses of the school and deciding what needs to be done next in order to improve.

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Aspect Comment

The strategic use of resources The school manages and uses its resources well and priorities for development are appropriately financed. Staff and governors seek to obtain the best value for their spending.

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Aspect Comment

After a period of stability there has been a relatively high turnover of staff and the school has often relied on supply teachers. The accommodation is satisfactory overall but the isolation of the nursery away from the main school site causes concern and difficulty. Across the school resources are adequate.

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What pleases parents most What parents would like to see improved

• They feel that everyone pulls together to improve the school and do the very best for the children. • Children like going to school and make good progress. • The teaching is good and children are expected to work hard. • The school helps children to become mature, responsible and confident. • The school is well led and managed. • Parents feel comfortable about approaching staff. • The consistency and quality of homework. • A wider range of extra-curricular activities.

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What pleases parents most What parents would like to see improved

Inspectors support the positive views held by parents and feel that progress has been made in addressing the issues identified for improvement. The headteacher has recently reviewed the provision for homework and agrees that it has been inconsistent in the past. Parents have recently been informed about homework provision and the work set this term generally builds on the work done in school. An annual programme of extra-curricular activities was due to start the week after the inspection. Harrington Hill Primary School - 12

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The school’s results and achievements

1. Children enter the nursery with a range of skills and experiences but few have well-established social, personal and learning skills. A significant proportion of children also have a restricted range of vocabulary and language delay, and a few children each year enter the nursery with little or no spoken English. They make good progress due to the good quality and breadth of the curriculum and good teaching. By the time they are ready to start Year 1, the large majority of children reach the nationally expected standards in mathematical development, knowledge and understanding of the world, creative, physical, personal, social and emotional development. A minority of pupils do not reach the expected standard in language and literacy although they have made good progress. This is because they have started school with poor language skills and insufficient time has passed for them to reach the level demonstrated by the majority of children of

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The school’s results and achievements

2. Results of the 1999 standard assessment tests and teacher assessments for seven-year-olds, results indicate that in comparison with all schools, pupils’ attainment was well above the national average in mathematics and average in reading and writing. When compared with schools whose pupils are from a similar background, attainment was well above average in reading and writing and very high in mathematics. At the age of eleven, pupils’ attainment in the 1999 standard assessment tests, when compared with all schools, was well below the national average in English and science and average in mathematics. When these overall results are compared with those of similar schools, pupils’ attainment in English and science was above average and in mathematics was well above.

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The school’s results and achievements

3. The school has an above average percentage of pupils with special educational needs and a significant number of pupils joining the school with little, or no, spoken English. Although these pupils make good gains in their learning, sometimes they are insufficient to bring them up to the national standard by the time they leave school. Over the last four years the school’s standards in English, mathematics and science have been improving in line with the national trend although there have been dips in attainment within this. The school’s tracking system, which indicates the gains that pupils make in their learning highlights that the vast majority of pupils meet the targets set by the school although in some cases this does not equate with the national levels of attainment. Standards in each year group as show by statistical analysis, are affected by a few pupils in each year group. A dip in standards is indicated in the results of the national tests in

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The school’s results and achievements

2000. Evidence from talking with staff and pupils indicates that this was partly due to the disruption caused by renovation work undertaken on the school building and changes in teaching, particularly in Year 6. This was caused by the teacher in charge of this class covering for the headteacher whilst she was seconded to another school. An analysis of these Year 6 results also indicates that four pupils left the school prior to taking the tests who were expected to reach the standard expected nationally and three pupils missed gaining the average level by only a few points.

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The school’s results and achievements

4. Evidence from this inspection confirms that the standards of pupils in the current Year 2 are average in English, mathematics and science. Standards of pupils in Year 6 are below average in English and average in mathematics and science. Pupils are in line to reach the original targets set in English and mathematics. Attainment in religious education is below that expected in the Agreed Syllabus at the end of Year 2 and Year 6. These unsatisfactory levels of attainment in religious education are mainly a result of inadequate coverage of the curriculum and insufficient time allocated to the subject.

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The school’s results and achievements

5. Inspection evidence shows that the introduction of the literacy strategy has had an impact in the school by helping to focus teaching in English, particularly reading. This enhances the standards achieved. Standards in writing are lower than in reading but there is evidence that they are Harrington Hill Primary School - 13 improving at both key stages. In junior classes, pupils receive insufficient opportunities to write at length and are not systematically encouraged to produce their best work. The introduction of the numeracy strategy is also beginning to impact on the progress which pupils make and the standards that they achieve. Pupils get regular practice in developing and consolidating their number skills and the daily mental mathematics sessions aids their thinking. The adoption of a new scheme of work and the greater focus on investigative activities and assessment have already led to improved standards in science. However, in a minority of lessons higher attaining

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The school’s results and achievements

pupils are not fully challenged and few pupils reach the higher levels of attainment.

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The school’s results and achievements

6. Pupils make good gains in learning in physical education and reach standards which are above those expected for pupils of the same age nationally. Satisfactory gains have been made elsewhere apart from in religious education.

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The school’s results and achievements

7. No significant difference was noted in the progress of boys and girls during the inspection but the school has identified the need to monitor this and use the information gained from tests to see if any differences emerge. The school has already taken certain actions to try to improve standards in writing, particularly for the boys, and early indications are that these are proving successful.

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The school’s results and achievements

8. There are no significant variations in the attainment of pupils learning English as an additional language and other pupils in the national tests. Pupils targeted for additional support for English as an additional language by EMAS (Ethnic Minority Achievement Service) staff make good progress. A good system of identifying and supporting learners of English as an additional language has a positive impact on their progress.

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The school’s results and achievements

9. Pupils with special educational needs make good progress towards the targets identified on their individual education plans. They receive a good level of in-class support and, by the time they leave the school, most reach standards in line with their abilities.

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Pupils’ attitudes, values and personal development

10. Pupils of all ages very much enjoy school. In the nursery and reception class, children arrive enthusiastically and settle quickly to their work. The school’s good induction programme and good links with parents positively impact on the way the young children feel about school and their attitudes to learning. The children quickly become familiar with the school’s expectations and routines and purposefully set about their activities. Across the rest of the school, most pupils are well motivated and interested in their classroom activities; this makes a positive contribution to their learning. Generally pupils listen, concentrate well and work hard until tasks are completed though few take real care over presentation. Sometimes if work is insufficiently challenging or a teacher has not explained something well, pupils lose interest and become restless. Time is then wasted on classroom control and progress is hampered. These instances

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Pupils’ attitudes, values and personal development

are few and more a reflection of the teachers’ unfamiliarity with the pupils than any inherent weakness. In most classes pupils understand and follow set routines and codes of conduct ensuring that behaviour is satisfactory. Behaviour at playtimes is also satisfactory and pupils respond well to the positive strategies being established by midday assistants. The quiet and orderly way pupils move around the school and their good manners at lunch are particularly impressive. Exclusions for poor behaviour, which were high at the time of the previous inspection, are now extremely rare.

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Pupils’ attitudes, values and personal development

11. Pupils learning English as an additional language have positive attitudes to learning. They are well integrated into the school, and their relationships with other pupils and their teachers are good. They listen to their teachers with attention and concentrate well in lessons. In common with their classmates, pupils with special educational needs display good attitudes to their work. They, too, are fully integrated into all aspects of school life. Harrington Hill Primary School - 14 12. Because they are taught to value and to respect all traditions, relationships amongst the pupils are good. Children from a diverse range of nationalities and cultures mix well, working and playing together harmoniously. During the inspection there was no evidence of bullying though parents say it does occasionally occur. Pupils work constructively in pairs and small groups though opportunities for working together regularly are limited in some classes. Generally, pupils are

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Pupils’ attitudes, values and personal development

mutually supportive and show respect and consideration for one another and for adults in the school. They look after their own, and the school's, possessions.

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Pupils’ attitudes, values and personal development

13. From the earliest age, pupils respond well to opportunities for taking responsibility. They keenly volunteer for messenger and monitor duties, which they perform conscientiously and with pride. School Council representatives undertake their role seriously and sensibly as do the older pupils who act as 'playground friends'. Several examples of initiative were seen during the inspection. Inspection evidence firmly supports the parents' almost unanimous view that the school helps their children become mature and responsible.

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Pupils’ attitudes, values and personal development

14. Through the rigorous implementation of strategies detailed in the attendance policy, the school is successfully tackling the issue of poor attendance reported in the previous inspection. Since then, apart from one year; overall attendance has risen steadily; in the academic year 1999-2000 it stood at 93.8 per cent. At the same time the proportion of unauthorised absences, and the number of late pupils have fallen. Despite these improvements governors are not complacent; their ultimate target is 95 per cent attendance. Arrangements for recording and reporting attendance data comply with statutory requirements. In addition, overall class and school attendances are displayed so that all members of the school community can check progress against set targets.

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HOW WELL ARE PUPILS TAUGHT?

15. After a period of stable staffing the school has recently experienced several changes which resulted in a significant number of recent appointments. Despite this, and the fact that the inspection took place very early in the academic year, staff were aware of the school’s expectations and had worked hard to provide a consistent approach to teaching. The school has improved the quality of teaching since the last inspection. Across the school, it is very good in 7 per cent of lessons, good in 39 per cent and satisfactory in 50 per cent. Teaching is unsatisfactory in 4 per cent of lessons.

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HOW WELL ARE PUPILS TAUGHT?

16. The quality of the teaching for children under five is good, and an important factor in the way children develop good personal and social skills, attitudes to learning and behaviour. In the nursery, the new teacher has been supported well by senior management in order to maintain the good provision and teaching with the youngest children. Planning is good and reflects the national guidance for teaching children of this age. Appropriate attention has been placed on settling children into the nursery environment and activities are provided which maintain the children’s interest and support the improvements in their attitude to learning and behaviour. A good balance is made between direct adult teaching and activities, which encourage the children’s ability to make choices and work independently or with each other. The experienced assistants give valuable support to children and work well with the teacher to provide a consistent approach to

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HOW WELL ARE PUPILS TAUGHT?

teaching and learning. Staff work hard to improve the environment by displaying pupils’ work, for example, in art. This supports the children’s sense of self-esteem and encourages them to work harder.

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HOW WELL ARE PUPILS TAUGHT?

17. These good features are systematically built upon in the reception class where teachers and support staff work well together. They have high expectations of the children and calmly and sensitively relate to the children in a positive way. This results in children being clear about what they should do and learn. This was particularly noticeable in a lesson when children were learning about the ear and how they hear. The teacher very successfully related new learning to the children’s existing knowledge and experiences and stimulated their desire to learn more. The good quality of the planning was demonstrated when a supply teacher taught the class after liaison with the usual class teacher. She was confident in the way she taught the children and the Harrington Hill Primary School - 15 children responded well. In both the nursery and reception class, teaching is encouraging and makes good use of positive comments and praise. This, in turn, contributes to children’s self-

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HOW WELL ARE PUPILS TAUGHT?

esteem, confidence and positive attitudes to learning. Currently, staff place appropriate focus on developing the children’s literacy and numeracy skills, which results in them gaining a sound grounding for entry into National Curriculum work.

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HOW WELL ARE PUPILS TAUGHT?

18. In the infants and juniors, the quality of teaching is satisfactory overall although good or better teaching was observed in nearly five out of ten lessons. In the infant classes, teachers focus well on developing the pupils’ literacy and numeracy skills and target valuable support to those pupils with special educational needs and those who speak English as an additional language. This use of resources is proving successful in enhancing the progress that these pupils make, and the standards that they achieve. Discussions with juniors, and a scrutiny of their work show that some of their previous teaching was fragmented last year. This reflects the changes in management and teaching and the disruption caused by renovation of the school building. The quality of teaching observed during the inspection was consistently good in Year 6.

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HOW WELL ARE PUPILS TAUGHT?

19. Across the school, teachers plan their lessons well. The school has developed a coherent system where clear learning objectives are identified and shared with pupils. This means that the pupils are clear about what they should learn and at the end of most lessons have the opportunity to reflect on the progress that they have made. Increasingly so, teachers are using the structure of the literacy and numeracy sessions in other subject lessons and this is contributing positively to the overall quality of teaching. Many teachers start the lessons with a clear outline of what the class will be doing, recap on previous learning and introduce new information and skills either through direct exposition or demonstration. The pupils then work either in groups or independently to consolidate this learning and come together as a class at the end of the lesson to share learning points and evaluate what they have done. Within this structure, a satisfactory range of

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HOW WELL ARE PUPILS TAUGHT?

teaching methods is used to gain the interest of the pupils and ensure that they are involved in their learning. Overall, pupils now feel comfortable with this lesson organisation and respond positively.

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HOW WELL ARE PUPILS TAUGHT?

20. Staff have focused on developing the pupils’ skills in a coherent way and have successfully adapted the literacy and numeracy strategies to meet the needs of pupils. The literacy strategy helps to engender the love of literature that many pupils have and the numeracy strategy ensures that pupils get regular practice in using their mental mathematics skills. Planning has improved and staff ensure continuity of provision through their medium and long-term planning. Additional booster classes have also been provided which have supported the pupils’ learning. Support teachers and assistants work effectively alongside class teachers and make a significant contribution to pupils’ learning in these areas. Teachers are now at the stage to extend the teaching of basic skills more consistently across other subjects.

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HOW WELL ARE PUPILS TAUGHT?

21. In the best lessons, expectations are high, the pace of learning is good and pupils are challenged. In a Year 6 mathematics lesson these good features were evident as pupils were encouraged by the teacher to understand new mathematical concepts. Overall, teachers have satisfactory subject knowledge and they use this well in their planning. Specialist teaching is used, for example, to raise pupils’ standards in music through the provision of a music workshop, and this significantly enhances pupils’ learning and their responses to the subject. Teachers generally use time and resources satisfactorily. When teaching is unsatisfactory, it is because too much time is spent in getting the pupils to respond and co-operate and the pace of learning slows.

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HOW WELL ARE PUPILS TAUGHT?

22. Senior management have a clear view of the quality of teaching expected from staff and work hard to achieve it. They realise that many of their pupils have specific needs which will only be fully addressed with the provision of consistent good teaching. The school is now at the stage when it needs to identify the good teaching already in the school and share this good practice with the new staff team. Harrington Hill Primary School - 16 23. The quality of relationships between staff and pupils is good and this has a significant influence on how, in most cases, staff successfully manage the pupils in their care. Teachers are encouraging and supportive and this results in most pupils becoming confident, keen to answer questions and put forward their views. Some teachers use their knowledge of pupils well and encourage them to improve and work harder in lessons. However, some teachers do not take full opportunity to

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comment on pupils’ work through their marking. Consequently, in some cases, pupils are not clear about how they can improve. Also, the presentation of pupils’ work and aspects such as their handwriting are allowed to slip as pupils are not asked to give of their best at all times. There has been an element of inconsistency with the provision of homework in the past but recently this has been reviewed. In most cases, pupils are given work, which builds on what they have done in school and enhances their learning.

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HOW WELL ARE PUPILS TAUGHT?

24. Pupils learning English as an additional language are well provided for by class teachers and support staff. Since all support is provided in the mainstream classes, there is good liaison between class teachers and other staff at the level of planning, teaching and assessment. Specialist staff ensure that pupils targeted for support to develop English as an additional language receive enhanced opportunities for speaking and listening through good quality questions. In lessons where specialist support is not available, teachers’ clear questions and explanations help all pupils to make sense of new ideas, including those who are learning English as an additional language.

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HOW WELL ARE PUPILS TAUGHT?

25. The teaching of pupils with special educational needs is good. Their needs are correctly identified and teaching is well focused towards reaching the targets identified on their individual education plans. Younger pupils, in particular, benefit from generous staffing levels, and this allows them to receive a higher proportion of direct teaching.

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TO PUPILS?

26. The previous inspection acknowledged the school's curriculum as being broad and balanced and soundly planned in the medium term. The school has since maintained the breadth and balance of the curriculum, and made some improvement in that it has a well resourced information and communication technology suite promoting pupils' learning across the curriculum. No after school clubs were operating during the inspection but plans indicated that these were to start the following week. Although the needs of the more able pupils are generally met, in a minority of science classes this was not the case.

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27. The curriculum for Key Stages 1 and 2 meets statutory requirements and the school has clearly planned to meet the new curriculum requirements for September 2000 and the Early Learning Goals which outline provision for the Foundation Stage. Provision for the youngest pupils is good and a strength of the school. English and mathematics are given appropriate priority and all classes have daily literacy and numeracy sessions. The strategies employed for developing literacy and numeracy across all subjects are satisfactory. The principles of equality of access are well incorporated in the curriculum and reflected in the harmonious atmosphere of the school. The planned religious education curriculum is consistent with the Local Agreed Syllabus but insufficient time is allocated to this subject.

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TO PUPILS?

28. Personal, social and health education are taught well through planned sessions and the daily positive interactions between adults and pupils. Pupils receive sex education sessions and are made aware of the dangers of drugs. There are strong cross-curricular links, for example, between these areas of the curriculum and science. The quality of contribution made by the community to pupils' learning reflects the good links that the school has established with various local initiatives. Pupils’ experiences have been enriched through the work on the Springfield Environmental Days, and through the Art in the Community project. Pupils’ physical skills have been enhanced by the opportunities provided by a local football club and cricket coaching. Relationships with linked infant and secondary schools are good and these contacts support pupils' overall progress and Harrington Hill Primary School - 17 transition to other schools.

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29. Pupils learning English as an additional language have full access to a broad and balanced curriculum and are supported well. Curricular provision for pupils with special educational needs is good. The school complies fully with the Code of Practice. Pupils are carefully assessed and their needs are accurately diagnosed. They receive good support in school and from outside agencies. The quality of individual education plans is good and activities are well matched to the targets they set. There are currently three pupils with statements of special needs maintained by the local education authority. These have weaknesses. Not all are signed and dated, and in one instance, specialist provision outlined in the statement has not been provided. During the course of the inspection moves were initiated to rectify these deficiencies. Records are well maintained and progress is carefully monitored. All reviews and statutory assessments are properly carried

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TO PUPILS?

30. The last inspection reported that pupils’ spiritual, moral, social and cultural development was positively promoted. The provision for pupils’ spiritual, moral, social and cultural development is now good overall. This provision is embedded in the positive ethos of the school, with the school promoting clear and consistent principles, which are evident in its policies and practice. Pupils are taught to show respect and tolerance for each other, regardless of gender, race, religion or culture.

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TO PUPILS?

31. Spiritual development is satisfactory; it is fostered through good assemblies, and the calm atmosphere in the school. The school’s ethos contributes to valuing and celebrating each other’s achievements. In lessons, teachers value pupils’ ideas across the curriculum, and give them appropriate praise and encouragement. There are some opportunities in the curriculum for spiritual growth, for example in religious education, music and art. However, there is no planned provision for spiritual development in the curriculum The provision for pupils to attend daily assemblies offers them opportunities to learn about, and develop respect for each other. Assemblies are also used as an occasion for celebrating pupils’ achievements. During the inspection week, the assemblies on the Olympics emphasised the importance of trying hard and not giving up.

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32. The provision for moral development is good, with the school providing good teaching on the principles of right and wrong. There are clear codes of behaviour for adults and pupils. There are also clear expectations of behaviour, and pupils are constantly reminded of them. Pupils understand the concept of fairness and show respect for others. Adults in the school provide good role models of behaviour by their courtesy and respect for pupils.

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TO PUPILS?

33. There are good opportunities for pupils to develop their social skills. Pupils are encouraged to develop positive attitudes to good social behaviour in lessons, assemblies and life in the school generally. Each class has a monitor, and the older pupils have opportunities to help the younger ones in the playground. There is good provision for developing an understanding of citizenship and democracy through the School Council. It has representatives from each class who meet regularly to discuss ideas to improve the school. The residential visits and school social events offer pupils good opportunities to mix socially in a less formal school setting. The residential visits significantly enhance pupils’ experiences and help to improve their learning in areas such as literacy and geography. Opportunities for pupils to work collaboratively in lessons are limited.

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34. The school makes good provision to support pupils’ cultural development. The linguistic and cultural diversity within the school is celebrated through notices, display, resources and the celebration of achievements of people from different parts of the world, for example Nelson Mandela and Mahatma Gandhi. The school’s religious education programme, music and art help pupils to appreciate their own cultural and religious traditions, and those of others. There is good provision for visits to museums and art galleries, and for working with artists and performers to enhance pupils’ cultural development.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

Harrington Hill Primary School - 18 35. The school's strong commitment to promote the pupils' personal development and welfare has been maintained since the previous inspection. Parents who attended the pre-inspection meeting spoke highly of these aspects of the school's work. Most staff know their pupils well and provide good pastoral support, taking appropriate account of individual needs. Caring and friendliness pervade the school's ethos and pupils feel secure. Personal, social and health education and physical education programmes are used well to promote healthy lifestyles, thus contributing constructively to the pupils' social development.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

36. There is first aid cover throughout the day. All incidents resulting in injury are recorded and parents are always informed if their child receives an injury to their head. Teachers are quick to inform the senior designated person for child protection of any concerns. Health and safety arrangements are generally good. Fire doors are well signed and unobstructed. Emergency lighting, fire alarms, fire extinguishers, electrical equipment and physical education apparatus are all checked regularly. Fire drills are held every term. Appropriate security measures are in place and funds have been earmarked to strengthen them, for example by improvements to the perimeter fencing. Governors make formal health and safety reviews each term and annual risk assessments. The school keeper checks the premises daily and a book is available in the staff room for others to report day-to-day health and safety concerns. The steep drop in ground levels

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

highlighted at the previous inspection and a few steep slopes, have been fenced off. However, the problem of some floor surfaces becoming slippery when wet remains. The school has informed the local authority of this and a few other safety issues. Levels of supervision at break times are satisfactory and staff are generally vigilant.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

37. Satisfactory standards of behaviour are promoted by the development of positive attitudes and the pupils' self-esteem. Most staff consistently praise good or improved work and behaviour which are further reinforced by the judicious use of rewards such as a treat from the treasure box or praise at a good work assembly. In group discussions and assemblies pupils learn about the effects of their behaviour on others. They understand the code of conduct and are clear about what is expected of them. Through recent training, the midday assistants' behaviour management is now more in line with that of the teachers and this is beginning to have a positive impact on the pupils' behaviour at lunch times. A few pupils at the school present challenging behaviour and this is effectively managed. If necessary, parents and the headteacher are involved, and the pupil given additional support. Parents at the pre-inspection meeting were confident that incidents of bullying

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

38. Procedures for monitoring and improving attendance are very good. The senior management team and Home School Liaison Officer work closely with parents to ensure they understand the importance of regular attendance and do not keep their children away from school without good reason. Pupils are encouraged to attend by the publication of a whole school attendance league table and the award of certificates for improved attendance or punctuality. Registers are regularly checked and the education welfare officer counsels the parents of any pupil whose absence is a real cause for concern.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

39. Teachers use an appropriate range of formal systems to assess and record pupils' attainment and personal development. Data from these and national test results are used to inform planning in order to raise pupils' achievement. Areas of weakness are identified and specific action taken, for example, having identified using and applying mathematics as an area for further development the school responded by giving this element of lessons more focus. Careful tracking of pupils' progress effectively enables the school to identify those needing extra support, for example, through English booster classes.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

40. Pupils learning English as an additional language are well catered for in relation to provision for support, guidance and pupils’ welfare. The procedures for the assessment of these pupils are good and pupils are assessed regularly to check their progress. Assessment records clearly show progress made by pupils over time. The procedures for the identification, assessment, monitoring and review of pupils with special educational needs are also good. Their progress is carefully tracked, and when necessary, appropriate action is promptly taken. Full and effective Harrington Hill Primary School - 19 use is made of external agencies, as the need arises.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

41. The previous inspection reported some positive features in the school's relationship with parents but highlighted tensions that existed between a few parents and the school management. Since then the school has worked hard to build on the good elements and to establish effective links with all the parents. The majority of parents who responded to the questionnaire and attended the pre-inspection meeting expressed confidence in most aspects of the school and are sympathetic to its aims. A significant minority of parents have concerns about inconsistencies in the setting and marking of homework and others consider there is insufficient provision for after school clubs and other extra-curricular activities. Inspectors found these views to be partly justified. There has been some inconsistency in the setting of homework and marking is not always helpful. The headteacher has recently reviewed provision for homework and informed parents of the new

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

arrangements. The after school clubs were not operating during the week of the inspection but plans were in place, and funds allocated, to provide a satisfactory range of activities.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

42. Parents are kept well informed about the school's work through a parents' notice board, newsletters and curriculum evenings. An overview of what is taught is given in the prospectus and more detailed termly plans are displayed in the reception area; most parents who attended the meeting were confident that teachers would supply further information if requested. Those new to the school are very effectively introduced to it through induction meetings and a 'welcome pack'. Daily opportunities for informal exchange of information between parents and teachers are helpful in maintaining links at the foundation and infant stages. The prospectus and governors’ annual report contain much useful information though some details in the latter are only brief. The school does its best to ensure parents receive information in community languages so that none are disadvantaged in supporting their child's education. The fortnightly coffee mornings organised by

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

the Home School Liaison Officer, greatly help in this respect.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

43. Most parents are satisfied with the school's consultation arrangements for informing them about their child's work and progress. They particularly appreciate being involved in target setting and knowing how they might help their child. In addition, parents say they feel able to approach staff at other times to discuss concerns about their child's education; they find teachers approachable and willing to help. Pupils' annual written reports give precise details of the individual's achievements and progress in terms of the National Curriculum, as well as information on how they might improve. Parents are able to discuss them with teachers should they wish.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

44. There is full commitment to the involvement of the parents of pupils learning English as an additional language in the work of the school. However, since the specialist teacher is based in the infants, she is able to liaise with the parents of younger pupils more easily. She meets with them every term with the class teachers to discuss targets for pupils. Currently, the Home School Liaison Officer is setting up a project to increase the involvement of parents. Parents of pupils with special educational needs are also kept fully informed of their child’s progress. They are involved in regular reviews of provision and their views are considered when making any decisions.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

45. Parents feel welcome at the school and are supportive of it, with an increasing number playing an active role in its life. Many parents enjoy attending assemblies and special services with the children, and take pleasure in providing food for festivals and the annual picnic. A few parents give valuable classroom support on a regular bases by helping with reading or cooking under the guidance of the teachers. Others assist on visits. A parent built the new fish pond and a small group help during 'grounds week'. Occasionally parents give 'one off' talks on areas of expertise such as aspects of faiths.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

46. Parents views are valued; there is a suggestion box and annual feedback questionnaires. Many have take advantage of opportunities to participate in discussions on such matters as bullying and the school development plan. A group of parents helps the school organise social and fund raising Harrington Hill Primary School - 20 events such as quiz evenings and a summer fair. Monies raised are used to purchase equipment for the whole school and to provide much appreciated Christmas treats for the children.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

47. Overall, links with parents now have a beneficial impact on the pupils' quality of learning and their personal development.

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