Other · Ofsted report

Winstanley Community Primary School

Inspected — · published 1 Mar 2001 · URN 106407

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Full report text

WINSTANLEY PRIMARY SCHOOL

Dates of inspection: 29 th November – 7 th December 2000

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WINSTANLEY 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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WINSTANLEY 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. Winstanley Community Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Tanhouse drive Winstanley Wigan Lancashire Postcode: WN3 6JP

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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: Mrs R Winkworth

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 16 th September 1996 Winstanley Community Primary School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities Mr P Dennison, 17736 Registered inspector Mathematics What sort of school is it? What should the school do to improve further? The school’s results and achievements How well are pupils taught? How well is the school led and managed? Mr K Ross, 19361 Lay inspector Pupils’ attitudes, values and personal development How well does the school care for its pupils? How well does the school work in partnership with parents? Mr A Wilson, 20846 Team inspector Science How good are the curricular and other opportunities offered to pupils? Design and technology Physical education Mrs M Leah, 22740 Team inspector Special educational needs English History Mrs C Cressey, 23453 Team inspector English as an additional language The Foundation Stage Information and communication technology Religious education Mrs F Clarke, 29263 Team inspector Equal opportunities Art and design Geography Music Winstanley Community Primary School - 5

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INFORMATION ABOUT THE INSPECTION TEAM

Strathblane House Ashfield Road Cheadle Stockport SK8 1BB

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INFORMATION ABOUT THE INSPECTION TEAM

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

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INFORMATION ABOUT THE INSPECTION TEAM

The Registrar Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Winstanley Community Primary School - 6

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PART A: SUMMARY OF THE REPORT 7

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? 11

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

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INFORMATION ABOUT THE SCHOOL

Winstanley Primary School is situated in Wigan. The main school was opened in the early 1970s but for a much smaller number of pupils. Teaching space is very limited. The nursery is currently housed in a 19th century infant school building but is due to be re-located in the near future. The school is much bigger than other primary schools. Currently there are 399 on roll in 14 classes plus 119 attend the nursery part-time. The school serves an established residential area. The nursery serves a wider, more diverse area of Wigan. There is a wide range of attainment on entry to the nursery but overall it is in line with that expected for the age group. The number of pupils on the school’s register of special educational needs (18 per cent) is broadly in line with the national average. Six pupils have a statement of Special Educational Need (1.5 per cent). This is also broadly in line with the national average. No

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INFORMATION ABOUT THE SCHOOL

pupils are learning English as an additional language. Less than 8 per cent of pupils are eligible for free school meals compared to 20 per cent nationally.

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HOW GOOD THE SCHOOL IS

This is a good school. The quality of teaching is good and this helps pupils to make good progress and achieve good standards in English, mathematics and science. The pupils have very positive attitudes to learning and their behaviour is very good. The headteacher and senior staff provide very good leadership and the school is very well managed. The headteacher, governors and staff work well together with a shared commitment to raising standards and improving the quality of education. The school provides good value for money.

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HOW GOOD THE SCHOOL IS

What the school does well • Standards in English, mathematics, and science are good. • The headteacher and senior staff provide very good leadership and the school is very well managed. • The quality of teaching is good overall and is very good in 33 per cent of lessons. • The provision for pupils under five is very good. • The provision for pupils’ personal development is very good. • It is a caring school with positive relationships. • Pupils have very positive attitudes to school and their behaviour is very good.

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HOW GOOD THE SCHOOL IS

What could be improved • The assessment of pupils’ progress in subjects other than English, mathematics and science and the use of this information to ensure that work is well matched to pupils’ needs and abilities. • The role of the curriculum managers to monitor the standards of attainment and the quality of teaching and learning to ensure that the good practice already in place is more consistent in all classes. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in September 1996. The school has taken positive and effective steps to address the areas for improvement identified in the previous inspection report and good progress has been made. Pupils’ attainment in English, mathematics and science has improved since the previous inspection. Standards of attainment in information and communication technology have been improved due to substantial financial investment in computers and greater emphasis on the subject. There are effective systems in place to monitor the quality of teaching and learning and this has helped to bring about the clear improvement observed during the current inspection, although there is still some inconsistency in Key Stage 2. The planning of lessons has been improved with a common format now in use. Systems for assessment and the monitoring of progress in English, mathematics and science are now good. Teachers make more effective use of assessment information to plan work that is well

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

matched to the needs and abilities of pupils and lessons are planned to extend the higher attaining pupils. However, systems for the assessment of progress are less effective in other curriculum areas. Winstanley Community Primary School - 8

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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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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

English B D A A well above average above average A B Mathematics B A A* A average below average C D Science B A A* A well below average E

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STANDARDS

Pupils’ performance in the 2000 end of Key Stage 2 National Curriculum tests was well above the national average in English. Their performance in mathematics and science was very high in comparison with the national average. The results were in the top 5% of schools nationally. Their performance in all three subjects was well above the average in comparison with similar schools.

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STANDARDS

On the evidence of the inspection, attainment in all three subjects is currently above the national average. This reflects the fact that although pupils achieve well there are more pupils with special educational needs in the current Year 6 group.

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STANDARDS

Taking the years 1998 to 2000 together, the performance of the pupils was above the national average in English and well above the national average in mathematics and science. Results have improved broadly in line with the national trend.

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STANDARDS

Pupils’ attainment in all other subjects is broadly in line with the national expectation. The school has set realistic but challenging targets for attainment in English and mathematics and the results in 2000 exceeded the target set.

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STANDARDS

Pupils throughout the school make good progress in English, mathematics and science. Standards of literacy and numeracy are good throughout the school.

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Pupils have very positive attitudes. They work hard, concentrate well and show good levels of interest.

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PUPILS’ ATTITUDES AND VALUES

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

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Personal development is very good. Pupils are provided with many opportunities to exercise responsibility and they respond well. Relationships are very good. Pupils co-operate well with each other and their teachers.

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PUPILS’ ATTITUDES AND VALUES

Attendance Attendance is well above the national average. Winstanley Community Primary School - 9

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TEACHING AND LEARNING

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

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TEACHING AND LEARNING

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

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TEACHING AND LEARNING

None of the teaching observed was less than satisfactory. Teaching was good or better in 74 per cent of the lessons observed including 26 per cent that were very good and 7 per cent that were excellent. Lessons are well planned and organised, providing pupils with a clear challenge and thus supporting their progress. The teaching of English and mathematics is good overall and the skills of literacy and numeracy are taught well. Lessons usually proceed at a lively pace and pupils work hard, showing good levels of concentration and developing their knowledge, skills and understanding. As a result, they make good progress and achieve good standards. When teaching is less than good, it is usually because the work provided is not accurately matched to pupils’ needs. At times there is insufficient challenge which leads to a loss of interest from pupils and the pace of the lesson slows. Consequently, pupils make less

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TEACHING AND LEARNING

The school meets the needs of all pupils well. Those with special educational needs are well supported and make good progress in relation to their individual educational plans.

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OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum The curriculum provides a wide range of interesting and relevant activities. It is enhanced by extra-curricular activities and the good use of visits and visitors. The curriculum for children in the Foundation Stage is very good.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs Pupils with special educational needs are well supported and make good progress.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good provision is made for personal development. There are very clear expectations of behaviour and the positive values promoted in assemblies and lessons help to promote moral and social development.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils The school cares for its pupils well. Staff know their pupils well as individuals and create a supportive environment in which pupils can grow in maturity.

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OTHER ASPECTS OF THE SCHOOL

The school has a very good partnership with parents. The school provides a broad and well balanced curriculum with a good range of interesting and challenging activities that motivate pupils. Pupils’ academic performance and personal development is monitored effectively. There are good systems in place to analyse the results of assessments and to track progress in English, mathematics and science, although the formal assessment of progress is less effective in other curriculum areas. Procedures for child protection and for ensuring pupils’ welfare are very good. Winstanley Community Primary School - 10

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HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and manage- ment by the headteacher and other key staff The headteacher provides very good leadership and has established a very positive climate for learning for the school. He is well supported by senior staff. The school is managed very effectively.

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HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities Governors are very supportive. They and are aware of the needs and priorities facing the school and contribute effectively to its success. All statutory requirements are met.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance There are effective systems in place to monitor the quality of planning and teaching. Assessment results are analysed to monitor standards of attainment and the progress of pupils. This evaluation is used to inform the planning of further improvements.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources Good use is made of all staff, of learning resources and of the accommodation. Effective use is made of the school budget and additional grants for the benefit of pupils’ learning. Financial planning is good and resources are used well to support the school’s educational priorities.

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HOW WELL THE SCHOOL IS LED AND MANAGED

There are sufficient, well qualified and experienced teachers and support staff to meet the needs of pupils. Learning resources are good. The main school building is well maintained and provides an attractive learning environment. However, space is very limited.

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HOW WELL THE SCHOOL IS LED AND MANAGED

Collectively the headteacher, staff and governors contribute very effectively to the quality of education provided and to the standards achieved by the pupils. The school development plan has been produced in consultation with staff and governors. This is based on an analysis of the school’s needs. It clearly identifies the school's priorities and is reviewed regularly to evaluate progress. The school makes good use of the principles of best value to make effective use of the financial resources available. These are used effectively to support the priorities identified in the plan.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved • Their children like school. • Their children make good progress. • The school is well led and managed. • The teaching is good. • Children are expected to work hard and achieve their best. • The school helps children to become mature and responsible. • They feel comfortable approaching the school with questions or concerns. • A small minority of parents would like more information about their children’s progress. • The range of activities outside lessons.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

The inspection team agrees with the many positive views expressed by parents. Parents receive two written reports on their child’s progress and teachers are also available to discuss progress with parents once a term. If parents have any pressing concerns they can approach the school at any time. These arrangements are sufficient to keep parents well informed about their children. The school provides a satisfactory range of activities after school and at lunchtimes. There are also many opportunities for visits out of school. These include residential visits. Winstanley Community Primary School - 11

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The school’s results and achievements

1. There is a wide range of attainment on entry to the nursery, although, overall, attainment is broadly in line with that expected for the age group. Pupils make good progress in the nursery and by the time they enter the reception classes, attainment is above the average for the Local Education Authority. This is confirmed by the baseline assessments carried out in the first few weeks in school. Pupils continue to make good progress in the reception classes and by the time they complete the Foundation Stage the great majority achieve the early learning goals established for the age group. Many move beyond this to the National Curriculum programmes of study for Key Stage 1. The good levels of achievement reported at the time of the previous inspection have been maintained.

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The school’s results and achievements

2. Pupils’ performance in the 2000 end of Key Stage 1 National Curriculum assessments in reading, writing, mathematics and science was well above the national average. In comparison with schools with a similar intake, their performance in reading was above average and their performance in writing and mathematics was well above average. Taking the years 1998 to 2000 together, their performance in reading, writing and mathematics is above the national average. On the evidence of the inspection, attainment by the end of the key stage is well above the national average in mathematics and science and above the national average in reading and writing. The good standards of reading and writing reported at the time of the previous inspection have been maintained. Standards in mathematics and science have improved.

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The school’s results and achievements

3. By the age of seven, standards of speaking and listening are well above those found in most schools. Pupils use appropriate, interesting vocabulary when sharing opinions and feelings about stories. They are good listeners to adults and to each other. They show secure understanding in following instructions. Most pupils are competent in the early skills of reading and are developing a range of strategies for attempting unknown words. Their writing shows an increasing fluency and control, with simple punctuation being used accurately. By the end of the key stage, pupils read a range of texts with fluency and understanding. When writing, they develop their ideas logically in a sequence of sentences. Higher attainers use punctuation correctly to demarcate their sentences, and are also beginning to include speech and exclamation marks appropriately.

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The school’s results and achievements

4. Pupils make good progress in mathematics and have good numeracy skills. They develop their understanding of the number system and their mathematical vocabulary. By the age of seven, pupils are able to carry out written calculations accurately and most have a good knowledge and understanding of number facts, shapes and measures. Winstanley Community Primary School - 12 5. Pupils make good progress throughout Key Stage 1 in science. By the end of the key stage, the majority of pupils have good investigative skills. They have a clear understanding of what constitutes a fair test and set up a variety of experiments. They make predictions about the possible outcomes of investigations and record their results accurately. They possess a sound scientific vocabulary and knowledge. They develop their knowledge and understanding of life processes, materials and physical processes. Higher attaining pupils are able to write clear explanations, often

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The school’s results and achievements

with carefully drawn and labelled diagrams.

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The school’s results and achievements

6. Pupils’ performance in the 2000 end of Key Stage 2 National Curriculum tests was well above the national average in English. Their performance in mathematics and science was very high in comparison with the national average. Their performance in all three subjects was well above the average in comparison with similar schools. Taking the years 1998 to 2000 together, the performance of the pupils was above the national average in English and well above the national average in mathematics and science. Results have improved broadly in line with the national trend. Realistic but challenging targets for the end of Key Stage 2 National Curriculum tests have been agreed and the results in 2000 exceeded the target set for English and mathematics.

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The school’s results and achievements

7. On the evidence of the inspection, attainment in all three subjects is currently above the national average. This reflects the fact that although pupils achieve well there are more pupils with special educational needs in the current Year 6 group. At the time of the previous inspection, attainment was described as satisfactory in all three subjects. This improvement has been brought about through good teaching and the implementation of the national strategies for numeracy and literacy, which have provided a framework for planning and led to a clear focus in lessons. There are also increased opportunities for pupils to develop skills of investigation in mathematics and science.

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The school’s results and achievements

8. Pupils make good progress in all three subjects at Key Stage 2. By the age of eleven, standards of literacy and numeracy are good. Pupils listen carefully to one another and their teachers. They give articulate, complete answers to questions, demonstrating good comprehension skills. In Year 6, the pupils are beginning to express their own point of view persuasively and back up their ideas with reasoned argument. The majority of pupils are competent readers. They read aloud clearly and with understanding and discuss the characters and plot of stories confidently. Higher attaining pupils are very fluent and expressive. They read widely and explain their views clearly. Most pupils are confident in the use of a dictionary or thesaurus. Through the Library Award Scheme, they are becoming proficient at using the well- organised school library to locate and use suitable books for research and/or enjoyment. Higher attainers use skills of skimming and scanning to find information.

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The school’s results and achievements

Their writing is organised, clear and well adapted for a number of purposes. Most pupils make good use of punctuation and are secure with spelling. They plan work carefully and develop their ideas in paragraphs. Lower attaining pupils are less consistent with spelling, punctuation and the use of descriptive or imaginative language. Winstanley Community Primary School - 13 9. In mathematics, by the end of Key Stage 2, pupils of all abilities have a good knowledge of the number system and can use the four basic operations competently. The higher attaining pupils have a good understanding of percentages and probability, can use fractions and decimals accurately and are competent in long multiplication and division. The lower attaining pupils can apply the four rules of number effectively and use a wide range of units of measure competently. Pupils have a sound knowledge of shapes and their properties and a good appreciation of the number

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The school’s results and achievements

system and measures. They use a variety of methods to collate and represent data they have collected. Pupils make good progress in developing their mental strategies and are able to use their mathematical knowledge to solve problems and to support their work in other subjects such as science.

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The school’s results and achievements

10. In science, by the end of Key Stage 2, pupils carry out investigations over a period of time. Most pupils are skilled at recording results and tests in a scientific manner, using clear labels and accurate language and symbols. By the time they are in Year 6, most pupils name the principal bones in the skeleton and the muscles surrounding them. They know that water is transported through plants and flowers rely on leaves for their survival. They describe the differences between solids, liquids and gases and separate mixtures through filtering, dissolving and evaporation. They set up and operate electric circuits independently.

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The school’s results and achievements

11. The provision for information and communication technology has improved considerably since the previous inspection. Pupils make good progress throughout the school and attainment is in line with the national expectation at the end of each key stage. Across the school pupils receive a range of learning opportunities to develop their skills. The attention given to the subject ensures that there is now a systematic approach that ensures pupils make good progress in acquiring the necessary skills and knowledge.

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The school’s results and achievements

12. By the end of Key Stage 1, the majority of the pupils have acquired satisfactory keyboard skills. They can type in their own sentences, change the font and size of text, and print and save their work. They are beginning to edit their own writing. They are able to control a simple robot in order to produce patterns. By the end of Key Stage 2, most of the pupils are confident in using information and communication technology with some degree of independence. Pupils are beginning to use art programs and word processing skills to enhance their work. Data handling skills are being developed as pupils are given the skills to access information which has already been stored in order to add or change the data.

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The school’s results and achievements

13. Attainment in religious education is just in line with the expectations of the locally agreed syllabus at the end of both key stages. Pupils in Key Stage 1 show a satisfactory understanding of the basic beliefs of world faiths. By the end of Key Stage 2, pupils develop a sound understanding of Jewish, Hindu and Muslim religions. They also study the significance of the main Christian festivals.

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The school’s results and achievements

14. Attainment in art, design and technology, history and music is in line with the national expectation at the end of both key stages. Attainment in geography is above expectations at the end of Key Stage 1 and in line with expectations at the end of Key Stage 2. Attainment in physical education is above the national expectation at the end of both key stages. Winstanley Community Primary School - 14 15. Pupils identified as having special educational needs are carefully assessed and tasks are planned to match their prior attainment. They make good progress in relation to their prior learning across the whole school, particularly in literacy and numeracy.

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The school’s results and achievements

16. The previous inspection report highlighted some concerns regarding underachievement by the higher attaining pupils. The National Curriculum test results indicate that higher attainers are now doing much better and increasing numbers are achieving higher levels in the tests. Nevertheless, in some lessons work is not well matched to pupils’ needs and abilities and does not provide sufficient challenge for the higher attaining pupils.

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Pupils’ attitudes, values and personal development

17. Pupils’ attitudes to work, their behaviour, relationships and personal development are very good. This reflects a further improvement in standards since the last inspection and remains a strong feature of the school. Parents indicate that their children like coming to school and inspection evidence confirms this. Children under five develop very good attitudes and respond very well to very effective provision in the nursery and reception classes. They leave their parents and carers readily to greet their friends and join in activities. This is due largely to very effective procedures for introducing children to school and its activities. Pupils throughout the school show interest, are enthusiastic, stay on task and enjoy their learning. Discussions with pupils in Key Stage 2 indicate that pupils take a pride in the school. They are proud of their achievements, both academic and in sports competitions. They are also appreciative

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Pupils’ attitudes, values and personal development

of their teachers giving their time to organise extra curricular activities for their benefit. The school sets a very high priority on good behaviour and has high expectations of its pupils. This is positively reflected in the very good behaviour of pupils both in lessons and around the school. No incidents of bullying were seen or reported during the inspection. In the year prior to the inspection there were three fixed term exclusions involving two pupils: however, this in no way reflects the high standards of behaviour seen in the school.

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Pupils’ attitudes, values and personal development

18. Relationships in the school are very good. The pupils are courteous and friendly towards each other and to all adults working in the school. They make visitors feel welcome and are often pleased to explain what they are doing. They appreciate other people’s feelings and respect their values and beliefs. They take care of their own and other pupils’ property. Pupils cooperate well when working in small groups, for example in a Year 4 science lesson when pupils were working together using investigative skills to find out which materials kept water hot.

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Pupils’ attitudes, values and personal development

19. Pupils’ personal development is very good. Older pupils play a significant part in the running of the school, for example, answering the telephone politely in the school office, supervising the ‘behaviour centre’ at lunchtimes and at the end of playtime they see pupils back into school. Pupils in Years 5 and 6 are trained as play leaders and teach games to infant pupils. Year 4 pupils are members of the ‘Brush Club’ and clear litter in the school grounds. Year 6 pupils help with the supervision of younger pupils during lunchtimes when poor weather means pupils have to stay in classrooms. Winstanley Community Primary School - 15 20. Attendance is well above the national average and is very good. Registration time is brief and efficient and leads promptly into the first lesson. Nearly all pupils arrive for school on time and as a result lessons start on time. Parents are very happy with the positive attitudes and values that the school promotes and feel they have a beneficial

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HOW WELL ARE PUPILS TAUGHT?

21. The quality of teaching is good and effectively promotes the progress and attainment of all pupils. During the inspection, 74 per cent of the teaching observed was good or better, including 26 per cent that was very good and 7 per cent that was excellent. No teaching was less than satisfactory. The quality of teaching has improved since the last inspection when only 7 per cent of teaching was reported to be very good whilst 13 per cent of teaching was less than satisfactory.

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HOW WELL ARE PUPILS TAUGHT?

22. The teaching of children in the Foundation Stage is very good. It is never less than good and in 56 per cent of lessons observed it was very good or better. In 25 per cent of the lessons, teaching was excellent. Teaching in Key Stages 1 and 2 is good overall. In Key Stage 1, 86 per cent of the lessons observed were good or better, including 29 per cent that were very good and one lesson was excellent. In Key Stage 2, 61 per cent of the lessons were good or better, including 27 per cent that were very good and one lesson was excellent.

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HOW WELL ARE PUPILS TAUGHT?

23. The main strengths of teaching in the Foundation Stage are the very good relationships between adults and children with a good understanding of the curriculum for under fives and of how young children learn. The children are respected and valued. Support staff work closely with the class teachers and make a very positive contribution to children's learning. All activities are planned carefully to enable children of all abilities to build on their previous knowledge and understanding. Children are provided with many interesting practical activities and they respond very positively, making good progress.

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HOW WELL ARE PUPILS TAUGHT?

24. Teachers plan work carefully, providing a variety of interesting and rich learning experiences, linked to the National Curriculum, and individual pupils’ needs. They use a variety of teaching techniques and organisational strategies that enable the pupils to learn in the most appropriate way. Good use is made of the resources available to provide interesting tasks which motivate pupils. Where teaching is good, pupils are encouraged to be responsible about their work, and are given opportunities to work independently and in pairs or groups. Relationships are usually very positive and most pupils respond well to teachers’ expectations of good behaviour and show good levels of concentration. Group work is organised skilfully to enable some groups to work independently, thus enabling the teacher to give more intensive support to others. Lessons usually proceed at a lively pace and pupils work hard, showing good levels of

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HOW WELL ARE PUPILS TAUGHT?

concentration and developing their knowledge, skills and understanding. As a result, they make good progress and achieve good standards.

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HOW WELL ARE PUPILS TAUGHT?

25. Teachers have good subject knowledge. They make effective use of questioning to develop and assess pupils’ understanding and they give clear explanations. A good example of this was the Year 4 science lesson on insulation. The teacher’s clear explanation and good understanding of what she wanted pupils to learn enabled them to make good progress. They responded well, asking relevant questions. The teacher’s very effective questioning of pupils made them think carefully about their work and enabled them to provide clear explanations about what they had found out. Teachers effectively build on pupils’ earlier learning and use the opportunities of whole Winstanley Community Primary School - 16 class sessions to review and assess pupils’ understanding of previous work. Classroom support staff are used very effectively to support pupils’ learning and make a very positive contribution to the progress made. On the occasions where teaching

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HOW WELL ARE PUPILS TAUGHT?

is less than good, it is usually because the work provided is not accurately matched to pupils’ needs. The work lacks challenge and the pace of pupils’ response slows with an adverse effect on the progress made.

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HOW WELL ARE PUPILS TAUGHT?

26. Teaching in English and mathematics is good. Teachers generally have high expectations and provide work that is well matched to pupils’ needs and abilities. Pupils respond well and make good progress. Good use is made of the framework provided by the National Literacy and Numeracy Strategies. This good quality teaching has a very positive impact on maintaining and raising the standards of attainment. A very good example of this is the emphasis which the school places on developing pupils understanding and skills of mental arithmetic.

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HOW WELL ARE PUPILS TAUGHT?

27. Pupils’ work is assessed and marked constructively on a day-to-day basis. Teachers know their pupils well. They provide good verbal feedback during lessons and help pupils to improve their work. The use of written marking is less consistent. Written comments are not always used effectively to ensure that pupils are aware of areas which need to be improved or to set clear targets for improvement.

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HOW WELL ARE PUPILS TAUGHT?

28. Teachers make positive efforts to ensure that appropriate support is provided for pupils who have special educational needs. Any problems are identified quickly, and individual education plans are established that enable pupils to achieve as much as possible. The specialist support teaching provided is good. All class teachers have good knowledge and understanding of the needs of pupils on the special educational needs register in their class. They use the individual education plans effectively to set work which enables the pupils to meet their targets. Careful day-to-day assessment and close liaison with the non-teaching staff deployed to support individuals and groups, promotes progress well.

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HOW WELL ARE PUPILS TAUGHT?

29. Homework is used effectively to support learning. The amount of homework given to pupils is increased as they progress through the school. This takes a variety of forms including reading activities, learning multiplication tables and spellings and work which reinforces or extends learning in class.

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PUPILS?

30. The school’s provision for children in the nursery and reception classes is very good and, as at the previous inspection, continues to be a strength of the school. The school provides a wide range of challenging and very focused experiences to promote the early learning goals in personal, social and emotional development, communication, language and literacy, mathematics, knowledge and understanding of the world, physical development and creative development.

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PUPILS?

31. The school provides a broad and balanced curriculum of good quality in Key Stages 1 and 2. It fully meets the requirements of the National Curriculum and locally agreed syllabus for religious education. There is a wide range of learning opportunities to support pupils’ academic and personal development. In recent years, the school has successfully introduced the new strategies for the development of pupils’ literacy and numeracy skills and this is having a positive effect on achievement. In science, the planning of work places greater emphasis on the use of investigative skills and this has also helped to raise standards. There has been good improvement in the Winstanley Community Primary School - 17 curriculum for information and communication technology since the last inspection. Senior managers have identified a need to review provision in the remaining subjects. The school now teaches a number of these subjects through integrated activities.

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PUPILS?

Teachers’ planning carefully incorporates strong links between the various subjects so that the good balance of the curriculum can be strengthened and improved. The initiative is in the early stages of development and the curriculum manager recognises that there are areas that require further consideration. For example, in subjects such as geography and history there is too little emphasis on the teaching of skills. The development of literacy skills is effectively promoted throughout the school, although this is achieved better in some subjects than in others. In most science lessons, for example, pupils are expected to record their experiments in their own words. In other subjects such as religious education, opportunities to develop extended writing skills are missed when teachers rely too heavily on work sheets or copied notes. Numeracy is successfully promoted across the curriculum. For example, in design

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PUPILS?

and technology pupils are asked regularly to draw upon their knowledge of measurement and shape. The organisation of the timetable, particularly after the morning break in Key Stage 2, results in numeracy and literacy lessons going on for too long. This uses up time that could be allocated to other subjects.

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PUPILS?

32. There is very good provision for personal, social, and health education. Issues such as healthy eating, growth and the human life cycle are explored very effectively through science. The very good scheme of work for personal and social education enables older pupils to explore a wide range of moral, environmental and social issues, including sex education and drugs awareness. Provision for pupils’ personal development, under the very able leadership of the deputy headteacher, is a strength of the school. There are very carefully planned opportunities for pupils to take responsibility for caring for others, making their own decisions and developing a sense of citizenship. Older pupils in particular benefit from their experience as house captains, prefects and play leaders. In turn, they provide excellent examples for younger members of the school to emulate. The school frequently reports on pupils’

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PUPILS?

attitude to school and to their work. It also analyses the response of boys and girls and their relative achievement in English, mathematics and science. This practice clearly reflects the school’s strong commitment to providing equal opportunities for all. Educational visits, including a residential trip for Year 4 pupils to Boreatton Hall, play an important part in developing social skills and independence.

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PUPILS?

33. The quality of learning opportunities provided for pupils with special educational needs is good. They are provided with a broad and balanced curriculum through individual education plans closely matched to their needs. Emphasis is rightly put on early identification of specific needs so that even the youngest children (in the nursery) are carefully assessed and receive appropriate support. Assessments are used to provide detailed individual educational plans which state needs clearly, set targets to an agreed time-scale and identify the adults responsible for carrying out the plan. Non-teaching staff provide good quality assistance to staff and pupils in individual and small group work in class. Winstanley Community Primary School - 18 34. There is sound provision for extra-curricular activities. Teachers give their time generously to provide regular after-school clubs. These include a range of sports

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such as football, cricket, skittleball, rounders and cross-country in which pupils sometimes compete against other schools.

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PUPILS?

35. The community makes a good contribution to pupils’ learning. Pupils regularly visit nearby places of educational interest such as Wigan Pier. Visitors to the school, such as the school nurse, police officers and parent helpers have a positive impact on achievement. The school is an effective provider of training opportunities for students on work experience and nursery nurse or initial teacher training. There has been good improvement in the quality and depth of the curriculum since the last inspection.

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PUPILS?

36. Provision for pupils’ spiritual, moral, social and cultural development is very good. The school makes satisfactory provision for the spiritual development of its pupils. Whole school assemblies are held only monthly due to the lack of sufficient space. Collective acts of worship, which are mainly Christian in character, are held regularly during the week for key stage groups. These are of satisfactory quality and provide a suitable time for reflection. During the inspection, an appropriately thoughtful atmosphere was set with the lighting of Advent candles. The quality of assemblies is sometimes enhanced by the visits of local clergy, who share their beliefs with the pupils. Visits to local churches give some insight into religious belief. Class worship also provides moments for pupils to consider their place in the wider world. For instance, the pupils in Year 6 are encouraged to think about their own uniqueness and

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PUPILS?

to consider their final experience of Christmas in a primary school. All classes compose their own prayers. Some classes have made Advent calendars of prayer requests on which they will reflect quietly at the end of each day. Opportunities for awe and wonder across the curriculum, for instance, when a programmable toy is seen to actually follow instructions, are appropriately explored. Not enough experiences are provided in religious education for pupils to reflect on their personal place in the world, and to develop insights into the values and beliefs of others.

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PUPILS?

37. The school makes very good provision for the moral development of its pupils. The school clearly promotes high standards of behaviour through its consistently applied and prominently displayed code of conduct. Pupils are involved in drawing up school and class rules and so they are fully aware of what is acceptable and what is not. Older pupils have been involved in the preparation of the home/school contract, which all junior pupils sign. All staff provide very good role models of co-operative and considerate behaviour and establish good relationships which promote qualities of hard work and fairness. Achievement in terms of effort made, as well as quality of work, is celebrated. Good behaviour is rewarded with recognition in achievement assemblies, badges and certificates. Pupils are taught to appreciate the efforts of others. Opportunities to work together to gain team points in class or house points

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across the school inspire pupils to try harder and the weekly totals are eagerly anticipated. Sanctions are officially recorded but are rarely needed. There are frequent opportunities in class for pupils to explore moral issues through class discussion and/or role-play. Opportunities to consider the needs of people less fortunate than themselves are provided and pupils contribute generously, for instance, to the ‘Shoe Box Appeal’. Winstanley Community Primary School - 19 38. The school makes very good provision for the pupils’ social development. The mission statement, ‘To work together to do our best’ is especially apt. The strong sense of community and the well-organised opportunities for pupils to take responsibility are particular strengths of the school. Pupils in all classes are encouraged to take responsibility as classroom monitors and to carry out minor administrative tasks around the school. Older pupils are trusted to play a significant

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PUPILS?

part in the day-to-day running of the school through the School Council, the prefect system and a range of monitorial duties. All prefects, team captains, Head Boy and Girl, are expected to model qualities of leadership and good behaviour and in turn are respected by the school community. All pupils aspire to such a leading role and the school is sensitive to make sure that by the end of Year 6 all have deserved selection and so take part. Pupils from Years 5 and 6 are invited to apply for training as play- leaders. They are honoured to be chosen and after training, make a significant contribution to the harmonious attitudes in the playground, through encouraging good quality play and positive attitudes amongst younger pupils. Through the personal, social and emotional development curriculum, pupils in all classes are taught about the rights of responsibilities of community life and through their first-hand experiences

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PUPILS?

of selecting and voting for candidates in elections to the Prefects’ Council, they begin to appreciate aspects of citizenship. Residential visits encourage independence through taking part in adventurous pursuits and develop relationships through social interaction outside the school day. Frequent opportunities are provided for pupils to represent the school in competitive sport and pupils are proud to be in the school teams. In lessons, group and paired work is well organised in most subjects to promote collaborative and co-operative skills.

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PUPILS?

39. Provision for cultural development is good. The school has responded to the key issues in the last report and has improved its provision in order to prepare pupils for life in a culturally diverse society. Opportunities are created in all subjects to heighten the pupils’ awareness of their own culture and to extend their knowledge and understanding of ethnic and cultural diversity. Through music and dance, the pupils become aware of a broad range of tradition from singing African carols to listening to Tchaikovsky’s Nutcracker Suite, and taking part in Asian dancing. Pupils learn about their literary heritage, for instance, through the works of Dickens and Shakespeare. Visitors like theatre groups and drama workshops, and visits, for instance, to Bridgewater Hall, the pantomime and Wigan Pier, enhance the pupils’ experience. Pupils learn about major World Faiths in religious education and are becoming aware

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PUPILS?

of cultural and religious festivals like Diwali and the Chinese New Year and of their importance to particular groups of people. Through studies in history and geography, pupils are developing an understanding into the ways in which earlier societies like the Ancient Greeks or the Victorians have influenced our lives today.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

40. The school cares very well for all its pupils. This has been an important area of development in the school’s recent history and is an outstanding strength. The effect of this very good care is the creation of a secure environment in which pupils know they are valued. This provides a very good foundation for developing the very positive attitudes to school which they show. Parents are appreciative of the care and support provided by the school. Procedures for child protection are very good and meet statutory requirements. The school adheres to the local agreement for child protection and the deputy head teacher is the designated member of staff. There is a nominated child protection governor and procedures are communicated to staff effectively. They are aware of their duties if they feel a child is at risk. The school Winstanley Community Primary School - 20 works very well in partnership with other responsible agencies to secure pupils’

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

welfare. The school, with appropriate governor involvement, undertakes a responsible approach to health and safety matters. All statutory requirements are met, including risk assessments and regular safety checks of equipment. Regular reviews are made of the condition of the premises. First aid procedures are very well implemented and there are a number of qualified first aiders on the staff. Injuries are recorded systematically.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. Procedures for helping children to settle in to the nursery and reception classes are very good, ensuring that they enjoy coming to school. Pupils are well supported in the transition from one stage of their education to the next. An appropriate programme is in place to ease their transfer to secondary education. Procedures for monitoring and improving attendance are good overall. Attendance and punctuality records are properly maintained and comply with statutory requirements.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. Procedures for monitoring and promoting good behaviour and eliminating oppressive behaviour are very good and the resultant very good behaviour during the inspection was a good example of the effectiveness of this. There is a very good discipline policy in place and consistent expectations throughout the school. The basis of this policy is the enabling of pupils to take responsibility for themselves. Pupils in every class are involved in drawing up class rules at the beginning of the new school year. Lunchtime routines are well established and the midday supervisors work very effectively to ensure that the lunchtime is a pleasant social occasion.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. Although bullying was not raised as a significant concern by parents or pupils, the school is alert to the signs of bullying and deals firmly with any such behaviour. A questionnaire has been sent to parents to canvas opinions on bullying and they have also been provided with a booklet to help them deal with any concerns. Teachers know their pupils very well and monitor their personal and social development very effectively.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. Class teachers and the special needs co-ordinator monitor carefully the progress of pupils with special educational needs. Detailed reviews are carried out three times per year and targets reassessed. Parents and pupils are invited to contribute to the process.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. Very good assessment systems are in place throughout the school for each pupil in English, mathematics, and science. The school has worked hard to establish assessment systems for these subjects that are sufficiently detailed to be useful but are manageable working documents. The headteacher makes good use of information and communication technology to analyse meticulously results from a wide range of national and optional tests. He and his staff use this information to track the progress of every pupil through the school. There is close liaison between teachers at times of transfer from year to year to establish clear targets that they expect each member of the class to achieve. There are plans to involve pupils more closely in setting their own targets in the near future. Assessment procedures are not yet as effective in the remainder of subjects. The quality and use of day-to-day marking and assessment is sound in the school as a whole and good in Key Stage 1.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

However, there are no effective systems for assessing and recording pupils’ progress or comparing standards with those expected for pupils of the same age. Consequently, there is insufficient information to enable teachers to set targets for individual pupils and to plan their work accordingly.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. The procedures for monitoring pupils’ personal development are very good. Teachers Winstanley Community Primary School - 21 report regularly on pupils’ attitudes to work. Additionally, pupils are given many opportunities to reflect on a range of issues through the very good personal and social education programme and other initiatives such as the ‘Circle of Friends’ .

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

47. The school has a very good partnership with parents. The very supportive and very positive views of parents about the school are reflected in the summary of the parents questionnaires, at the parents meeting and in discussions with parents during the inspection week. Parents agree that the school has high expectations of their children and they feel comfortable in approaching the school with problems or questions. They are pleased that their children like school. Inspection evidence supports the views of parents. The school has continued to build very effectively on its positive partnership with parents since the previous inspection. Appropriate steps are taken by the school to evaluate the effectiveness of its partnership with parents. Parents have provided views on various aspects of school life through questionnaires. Examples include their views on home/school agreements, bullying, homework and

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

moving sports day to Robin Park Stadium.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

48. The quality of information provided for parents is good. There is a regular, well presented newsletter, which covers a range of information about school events. The school prospectus is also presented in a way that makes it very readable and contains all the information parents need to know initially about school. The governors’ annual report contains useful information about the work of the school and the governing body.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

49. Parents receive a short interim report in January which forms the basis of interviews with teachers. Annual written reports on pupils’ progress are good. They provide clear information on pupils’ achievements and include individual targets for future learning. They also show some comments on pupils’ personal development. The school provides parents with an appropriate number of opportunities to discuss their children’s progress. Parents’ evenings are very well attended. During these meetings the school provides crèche/play facilities in the school hall.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

50. Parents and carers who are able to support aspects of the school’s work are warmly welcomed into school. They are actively encouraged to help in school and a significant number do so regularly. They help on educational visits and in classrooms from nursery upwards and are involved in helping with a variety of learning activities. Their school has a detailed policy and explicit guidelines for parents working in school. They are given clear instructions how to help and make a valuable contribution to pupils’ education. Winstanley Community Primary School - 22 51. The school’s parent-staff association is a well established, enthusiastic and hard working group that organises fund raising events and makes a substantial contribution to school resources. Recent purchases include play equipment, information and communication technology and audio visual equipment and supporting some curriculum experiences. The support is much appreciated by the school and is

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

helping to raise standards and the quality of pupils’ learning.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

52. The school works very closely with parents in identifying and supporting pupils with special educational needs. Parents are consulted as soon as the school identifies a concern and are invited to contribute to assessments and reviews. They are well informed about their child’s progress.

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