Innsworth Junior School

INNSWORTH JUNIOR SCHOOL

Headteacher (Acting): Mrs L Jenkins (Headteacher: Mr J Davies)

p.1

INNSWORTH JUNIOR SCHOOL

Reporting inspector: Mr A C Jolly (8750)

p.1

INNSWORTH JUNIOR SCHOOL

Dates of inspection: 25 th September – 27 th September 2000

p.1

INNSWORTH JUNIOR SCHOOL

Inspection carried out under section 10 of the School Inspections Act 1996 Innsworth Junior School 2 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.

p.1

INNSWORTH JUNIOR SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Innsworth Junior School 3

p.2

INFORMATION ABOUT THE SCHOOL

School address: Rookery Road Innsworth Gloucester Gloucestershire

p.3

INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

p.3

INFORMATION ABOUT THE SCHOOL

Date of previous inspection: February 1997 Innsworth Junior School 4

p.3

INFORMATION ABOUT THE INSPECTION TEAM

Team members Mr A C Jolly (8750) Registered inspector Mr R Jones (19491) Lay inspector Mr A Evans (19897 Team inspector

p.4

INFORMATION ABOUT THE INSPECTION TEAM

Weatheroak Inspections Ltd 39 Weatheroak Close Webheath Redditch Worcestershire B97 5TF

p.4

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:

p.4

INFORMATION ABOUT THE INSPECTION TEAM

The Registrar Inspection Quality Division

p.4

INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Innsworth Junior School 5

p.4

PART A: SUMMARY OF THE REPORT 6-11

Information about the school How good the school is What the school does well What could be improved? How the school has improved since the 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

p.5

INFORMATION ABOUT THE SCHOOL

Innsworth Junior School provides education for 241 pupil’s aged between 7 and 11. The school is situated in a residential area of mixed council and privately owned housing and armed services accommodation on the north side of Gloucester. Almost two-fifths of the pupils come from service families connected with the nearby Royal Air Force administration centre at Innsworth and the mobility of these families means there is a constant flow of pupils being admitted to and also leaving the school. Only 45 per cent of last year’s departing pupils had spent the full four years at the school. Most of the pupils transfer from the local infant school and attainment on entry is above average as measured by the Key Stage 1 test results. The percentage of pupils with special educational needs including those with statements is above average. The percentage of pupils known to be eligible for free school meals is below the national average. The pupils come from a diverse area and a wide range

p.6

INFORMATION ABOUT THE SCHOOL

of social backgrounds. The number for whom English is an additional language is very small.

p.6

HOW GOOD THE SCHOOL IS

Innsworth Junior School is a very good school where pupils attain standards in science and mathematics that are well above the national average by the time they leave the school. Standards are also generally above average in English. The teaching is mainly good or very good and the pupils are given a wide range of worthwhile learning opportunities. Very good leadership has ensured that the school has clear targets for continued improvement and effective management enables the school to be an orderly, calm and stimulating environment. The school continues to provide good value for money

p.6

What the school does well

• Standards in science are well above average at the end of Key Stage 2. • Standards in mathematics are well above average at the end of Key Stage 2. • Teaching is mainly good or very good. • The school is very well led. • The school provides a wide range of worthwhile learning opportunities. • Relationships with parents are very good.

p.6

What could be improved

• The attainment of boys in English at the end of Key Stage 2.

p.6

What could be improved

The areas for improvement will form the basis of the governors’ action plan.

p.6

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The positive features identified in the last inspection report have been sustained and additionally very good improvement has been made since the last inspection.

p.6

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The work set for able pupils in history and geography is now more challenging and standards in those subjects are good. The assessment and recording arrangements for measuring progress in subjects other than English, mathematics and science have improved since the last inspection.

p.6

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Standards have improved since the last inspection report when the attainment in all subjects except mathematics was judged to be average. In English the standard of work is now above average at the end of Key Stage 2 and test results have been generally above average. The test results and the pupils’ work in science at the end of Key Stage 2 are well above average. Innsworth Junior School 7 The above average standards in mathematics have been maintained and improved.

p.6

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has now a list of themes for whole school assemblies and there are opportunities for pupils to reflect on relevant issues. The quality of collective worship is satisfactory. Innsworth Junior School 8

p.7

STANDARDS

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

p.8

STANDARDS

Performance in: all schools similar schools

p.8

1997 1998 1999 1999

These results are for 1997 to 1999 as there are not yet national comparisons for 2000. The tables demonstrate that standards were above average in English, mathematics and science in 1997. Standards fell in 1998, particularly in English and science. However, the school addressed this short- term decline by closely analysing why the standards fell in the tests and taking remedial action. This took the form of creating smaller teaching groups with separate year bands and specifically addressing the acquisition of those skills where pupils previously performed badly. The results in the 1999 national tests were excellent. Standards were well above average in mathematics and science both when compared nationally and with similar schools. Standards in English were above average when compared nationally and in line with what would be found in similar schools. The school’s results for English and mathematics, although still good, fell in 2000. Standards in science, however, were very

p.8

1997 1998 1999 1999

The school’s results fluctuate but there is a very high level of mobility within the pupil population, which largely explains it. Thus 55 per cent of last year’s Year 6 did not start the school in Year 3.

p.8

1997 1998 1999 1999

The standards in English, mathematics and science have improved more than the national levels over the period from 1996 – 1999 and all levels of ability achieve well in these key subjects. Boys perform less well in English than could be expected but their attainment in mathematics and science is well above average. Girls performed particularly well in English and mathematics.

p.8

1997 1998 1999 1999

The school has met the realistic targets it had set itself to maintain the existing high standards. The standard in the other work seen was at least satisfactory and usually good. The standard of singing in assembly and in an after school choir of 95 pupils, was excellent. Innsworth Junior School 9

p.8

Aspect Comment

Attitudes to the school Good. Pupils are interested in their work and enjoy coming to school

p.9

Aspect Comment

Behaviour, in and out of classrooms Good. Pupils are well behaved, polite and responsible.

p.9

Aspect Comment

Personal development and relationships Relationships throughout the school are good. There are many opportunities for pupils to take responsibility and develop as young people.

p.9

Aspect Comment

Pupils are extremely well motivated and many are willing to undertake additional individual research at home into topics, particularly in science, which have interested them. They show respect for each other and property, exemplifying the school motto of ‘pride’.

p.9

Teaching of pupils: aged 7-11 years

Lessons seen overall 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.

p.9

Teaching of pupils: aged 7-11 years

The teaching is good overall and there are significant examples of very good teaching. Ninety four per cent of the teaching seen was sound or better. Forty one per cent of the total was good and 35 per cent very good. Six per cent of the teaching seen was poor.

p.9

Teaching of pupils: aged 7-11 years

The teaching of the basic skills of literacy and numeracy is predominantly very good. There is a daily focus on the development of the key skills of reading, spelling and number: these sessions are brisk, suitably challenging and purposeful. There is also a particularly good emphasis on investigation in science.

p.9

Teaching of pupils: aged 7-11 years

The teaching is generally shaped by the provision of clear objectives that enhance the pupils’ learning. Relationships are consistently good and the work is well matched to the needs of all abilities. This effective teaching ensures pupils acquire appropriate skills and understanding. The learning needs of all abilities are effectively met. Innsworth Junior School 10

p.9

Aspect Comment

The quality and range of the curriculum The school offers a broad curriculum with a wide range of good learning opportunities.

p.10

Aspect Comment

Provision for pupils with special educational needs There is good provision. Individual educational plans are of good quality and used productively in lessons.

p.10

Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Generally good but satisfactory for spiritual development where least emphasis is given.

p.10

Aspect Comment

How well the school cares for its pupils Effective procedures are in place to ensure the safety and well being of the pupils.

p.10

Aspect Comment

The curriculum meets all statutory requirements. The school offers a very full programme of extra-curricular activities and an initial preparation for the learning of two modern foreign languages. Particularly good use is made of assessment in order to meet the future needs of pupils.

p.10

Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher and acting headteacher have provided very good leadership for the school.

p.10

Aspect Comment

How well the governors fulfil their responsibilities The governors are well informed, meet regularly and fulfil all their responsibilities most capably. They have well-developed processes for monitoring teaching and the curriculum.

p.10

Aspect Comment

The school’s evaluation of its performance The school has evaluated its performance successfully to ensure continued improvement.

p.10

Aspect Comment

The strategic use of resources The school has a clear vision for the future and spending decisions are closely matched to educational priorities.

p.10

Aspect Comment

The school’s staffing, accommodation and learning resources are good. There is a relatively new computer suite and all the facilities necessary to promote pupils’ learning effectively. Innsworth Junior School 11

p.10

What pleases parents most What parents would like to see improved

• The management and leadership of the school. • The good teaching. • Parents are very comfortable with raising questions or concerns. • The school has high expectations. • The range of activities outside lessons. • Their children like school and make good progress. • A prompt decision on the future leadership of the school.

p.11

What pleases parents most What parents would like to see improved

The response of parents at both their pre-inspection meeting and through questionnaire returns was extremely positive. Parents showed great confidence in both the previous headteacher and the acting headteacher. They wanted a prompt decision on the future leadership of the school to ensure stability for their children’s education. The favourable judgements on the school were reflected by the findings of the inspection. Innsworth Junior School 12

p.11

The pupils achieve well above average standards in science

1. The high quality of work in science is a strength of the school. In the 1999 national tests standards were well above average both compared nationally and with similar schools.

p.12

The pupils achieve well above average standards in science

2. The quality of science teaching is always good. Relevant links are made with other subjects wherever possible. For example a Year 5 teacher linked work on useful and harmful atmospheric gases to work done in the preceding history lesson on the fear of wartime gas attacks. He also linked the work to social implications of environmental pollution from vehicle exhausts. This made science relevant and interesting for pupils.

p.12

The pupils achieve well above average standards in science

3. Teachers emphasise the use of correct scientific vocabulary and include opportunities for pupils to investigate scientific concepts through practical experiments. Explanations of scientific concepts are clear and practical in nature. For example in one lesson the room was darkened and a torch used to show that lights travels in straight lines from source to object to eye.

p.12

The pupils achieve well above average standards in mathematics

4. Standards in mathematics are well above average at the end of the 1999 Key Stage 2 National Tests both compared nationally and with similar schools.

p.12

The pupils achieve well above average standards in mathematics

5. In order to maintain the high standards the school is usefully analysing information gained from the results of these tests and other assessment data to highlight areas of relative weakness for further development.

p.12

The pupils achieve well above average standards in mathematics

6. The quality of teaching is usually good and often very good. The Year 6 pupils benefit from being placed in one of three sets according to ability, which is permitting a good match of work to pupils’ differing needs, including the provision of appropriately challenging work for higher attainers. A strong emphasis is placed on mental calculations including the school’s own ‘quickfire’ mental mathematics system which is proving very effective. Lessons are well planned and structured to the National Numeracy Strategy. Teachers set regular homework to reinforce and extend learning. This consistently good teaching ensures pupils acquire effectively the necessary skills, knowledge and understanding of mathematics.

p.12

The pupils achieve well above average standards in mathematics

7. Good use is made of information and communication technology in mathematics to aid learning. For example in a Year 6 lesson computers were used to generate accurate bar and pie charts of data such as bedtimes and party foods.

p.12

The pupils achieve well above average standards in mathematics

8. One of the key reasons for why the school is successful is the consistently high standard of the teaching: three quarters of it is good or very good. More significantly the teaching of the basic skills of literacy and numeracy is consistently very good. The regular ‘quick fire’ mathematics sessions characterise the best teaching, as they are brief, suitably targeted at individuals, brisk and purposeful. The same principles apply Innsworth Junior School 13 with daily sessions of reading and spelling.

p.12

The pupils achieve well above average standards in mathematics

9. The planning of lessons is thorough, and clear objectives are identified for pupils’ learning. Assessment is now used more effectively to shape pupils’ learning. In a mathematics lesson with pupils in Year 4, the teacher recognised they were not understanding the work and focussed appropriately on the key concept to remedy this deficiency. English lessons usually have very lively introductions and the group work, which follows, has tasks suitably timed to ensure their completion. The work is well matched to the needs of all abilities. Thus the quality of learning is consistently good.

p.13

The pupils achieve well above average standards in mathematics

10. There is a clear homework timetable and guidance is given to parents to enable them to support reading at home. Thus parents generally felt happy with the work their children were expected to do at home.

p.13

The school is very well led

11. The headteacher, acting headteacher and governors have continued to provide very good leadership to the school.

p.13

The school is very well led

12. The governors have regular meetings both of the full board and committees. All statutory obligations are met and the monitoring of teaching and the curriculum is particularly effective. Each governor is assigned to a subject area to work with a co- ordinator. They can then offer feedback to the full Governing Body who listen systematically to presentations from each curriculum leader about the progress of the subject and future aims. Additionally, two governors each term specifically visit the school, either as a pair or individually and then report back to the full Governing Body on their findings.

p.13

The school is very well led

13. The documentation within the school is of a high standard and has a direct effect on the efficient management of the school. The staff handbook, for example, is practical, very detailed and comprehensively covers the day-to-day management of the school. It is instrumental in creating a calm, orderly school where everyone knows what they are expected to do.

p.13

The school is very well led

14. The headteacher and acting headteacher have carefully analysed pupils’ previous attainment and set clear targets for the future. The pupil population is very transient; for example only 55 per cent of pupils who took the Standard Assessment Tests last summer had started at the school four years earlier. Yet the school manages this sensitively and makes few excuses for the difficulties posed. In 1998 the National Test results were lower than in other years but the school analysed the test papers to identify the areas of weakness in performance and to ascertain and address particular skills more effectively. They also recognised that it would be more effective to group pupils by ability within their year groups: results have risen since this decision was put in place.

p.13

The school is very well led

15. Above all there is an ethos of purpose and high expectation within the school. This has been established by very good leadership, and the consistently above average standards in English, mathematics and science are the clearest testimony to it.

p.13

The school provides a wide range of worthwhile learning opportunities

16. The school places strong emphasis on the key subjects of English, mathematics and Innsworth Junior School 14 science but this is not at the expense of providing a wide range of worthwhile learning opportunities across the curriculum.

p.13

The school provides a wide range of worthwhile learning opportunities

17. All the National Curriculum subjects are covered and in addition pupils study two modern foreign languages. This innovative approach features pupils in Year 5 learning German and the oldest pupils learning French. Although the initial stages of these languages can only be learnt superficially, pupils gain an important insight, which is a valuable preparation for secondary education.

p.14

The school provides a wide range of worthwhile learning opportunities

18. There is a full range of extra-curricular activities. Each week the pupils have a choice of participating in such activities as learning to play the recorder, football and country dancing at lunchtime. After school there are clubs for computers, chess, netball and the choir. The size of the latter is particularly impressive. Ninety-five pupils were observed singing heartily, culminating in a particularly good and amusing rendition of ‘The Headmaster’s Hymn’. These and other aspects have an effect within school as the singing in assembly is of an excellent standard.

p.14

The school provides a wide range of worthwhile learning opportunities

19. The school also offers after-school water sport activities to pupils in Years 5 and 6 which includes sailing, windsurfing and canoeing. An annual residential trip for Year 5 and 6 pupils takes place and in 2001 the pupils will undertake a residential visit to the Isle of Wight.

p.14

Partnership with parents

20. The partnership with parents is a clear strength of the school. The school provides good quality information through newsletters and special meetings on curriculum issues that helps parents work effectively with their children at home.

p.14

Partnership with parents

21. Many parents help in school with reading, organising resources and setting up computers and their experience and input clearly extends the range of learning opportunities for pupils. The success of fundraising events has enabled the school to purchase extra equipment giving pupils access to an even wider range of resources and facilities.

p.14

Partnership with parents

22. It is apparent from the parental questionnaire returns and comments made at the parents’ meeting that parents have very positive attitudes towards the school. There is good communication with teachers including informal contact at the start and end of the school day and confidence that any problems will be dealt with effectively.

p.14

The attainment of boys in English at the end of Key Stage 2

23. The performance of boys at the end of Key Stage 2 in English from 1996 to 1999 was close to the national average. In mathematics and science the performance of boys was well above the national average. The performance of girls was above the national average in all three subjects from 1996 to 1999. Thus the performance of boys in English at the end of Key Stage 2 must be the key target for improvement.

p.14

The attainment of boys in English at the end of Key Stage 2

24. It is significant that the trend in boys’ performance in English is declining. In 1998 75 per cent of girls attained the required standard against 61 per cent of boys at the end of Key Stage 2. In 2000, the number of girls attaining the required standard in English was 84 per cent while the number of boys rose only slightly to 65 per cent, the difference growing from 14 per cent to 19 per cent. Innsworth Junior School 15 25. The difference is most accentuated in writing. In 1999, 40 per cent of boys attained the required standard at the end of Key Stage 2 against 57 per cent of girls. In 2000, the percentage of girls attaining the required standard rose significantly to 73 per cent but only 41 per cent of the boys attained the target, reflecting only one per cent improvement. Although boys perform less well nationally, this 32 per cent difference is too great and is having a significant influence on the Key Stage 2 test results in

p.14

The attainment of boys in English at the end of Key Stage 2

English, which have not matched those of mathematics for the last three years and for science for the last two years.

p.15

The attainment of boys in English at the end of Key Stage 2

26. The school has identified this as a key area for improvement and is actively seeking to obtain further training for teachers in order to introduce more robust methods of addressing the issue. The standard of boys’ reading has improved but the improvement of their writing needs specific attention.

p.15

Improve attainment of boys in English at the end of Key Stage 2 by:

• increasing the awareness of teachers about the different learning styles and needs of boys;

p.15

Improve attainment of boys in English at the end of Key Stage 2 by:

• analysing more carefully the Standard Assessment Test results of boys in English to identify the skills which need developing or improving;

p.15

Improve attainment of boys in English at the end of Key Stage 2 by:

• planning work to focus more on the needs and interests of boys;

p.15

Improve attainment of boys in English at the end of Key Stage 2 by:

• discussing the features of good writing more clearly with boys to identify what is required to improve texts;

p.15

Improve attainment of boys in English at the end of Key Stage 2 by:

• and, developing teaching strategies that are more geared towards the learning styles of boys. Innsworth Junior School 16 • PART C: SCHOOL DATA AND INDICATORS

p.15

Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 8

p.16

Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

p.16

Summary of teaching observed during the inspection

The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

p.16

Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 241

p.16

Information about the school’s pupils

Number of full-time pupils eligible for free school meals 17

p.16

Information about the school’s pupils

Number of pupils with statements of special educational needs 5

p.16

Information about the school’s pupils

Number of pupils on the school’s special educational needs register 54

p.16

Information about the school’s pupils

English as an additional language No of pupils

p.16

Information about the school’s pupils

Number of pupils with English as an additional language 1

p.16

Information about the school’s pupils

Pupil mobility in the last school year No of pupils

p.16

Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 10

p.16

Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 22

p.16

Attendance

National comparative data 5.4 National comparative data 0.5

p.16

Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Innsworth Junior School 17

p.16

Attainment at the end of Key Stage 2

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 1999 31 29 60

p.17

Attainment at the end of Key Stage 2

National Curriculum Test/Task Results English Mathematics Science

p.17

Attainment at the end of Key Stage 2

Boys 24 29 29 Numbers of pupils at NC level 4 and above Girls 27 26 27

p.17

Attainment at the end of Key Stage 2

Percentage of pupils School 85 (68) 92 (47) 93 (52) at NC level 4 or above National 70 (65) 69 (59) 78 (69)

p.17

Attainment at the end of Key Stage 2

Teachers’ Assessments English Mathematics Science

p.17

Attainment at the end of Key Stage 2

Boys 26 29 29 Numbers of pupils at NC level 4 and above Girls 27 27 27

p.17

Attainment at the end of Key Stage 2

Percentage of pupils School 88 (72) 93 (60) 93 (79) at NC level 4 or above National 68 (65) 69 (65) 75 (71)

p.17

Attainment at the end of Key Stage 2

Percentages in brackets refer to the year before the latest reporting year. Innsworth Junior School 18

p.17

Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage 0 Black – Caribbean heritage 0 0

p.18

Ethnic background of pupils Exclusions in the last school year

Black – African heritage 0 Black – African heritage 0 0

p.18

Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group 2 Other minority ethnic groups

p.18

Ethnic background of pupils Exclusions in the last school year

This table refers to pupils of compulsory school age only. This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded.

p.18

Teachers and classes Financial information

Total number of qualified teachers (FTE) 8 Financial year 1999/2000

p.18

Teachers and classes Financial information

Number of pupils per qualified teacher 29 : 1

p.18

Teachers and classes Financial information

Education support staff: Y3 – Y6 Total expenditure 375,896.00

p.18

Teachers and classes Financial information

Total number of education support staff 5 Expenditure per pupil 1,649.00

p.18

Teachers and classes Financial information

Total aggregate hours worked per week 76 Balance brought forward from previous year 40,276.00

p.18

Teachers and classes Financial information

Balance carried forward to next year 54,707.00 Innsworth Junior School 19

p.18

Results of the survey of parents and carers

Percentage of responses in each category

p.19

Results of the survey of parents and carers

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

p.19

Results of the survey of parents and carers

My child is making good progress in school. 60 38 2 0 0

p.19

Results of the survey of parents and carers

Behaviour in the school is good. 65 31 2 0 2

p.19

Results of the survey of parents and carers

My child gets the right amount of work to do at home. 31 56 9 0 4

p.19

Results of the survey of parents and carers

I am kept well informed about how my child is getting on. 42 53 4 0 1

p.19

Results of the survey of parents and carers

I would feel comfortable about approaching the school with questions or a problem. 73 25 2 0 0

p.19

Results of the survey of parents and carers

The school expects my child to work hard and achieve his or her best. 67 33 0 0 0

p.19

Results of the survey of parents and carers

The school works closely with parents. 51 42 4 0 3

p.19

Results of the survey of parents and carers

The school is well led and managed. 73 25 2 0 0

p.19

Results of the survey of parents and carers

The school is helping my child become mature and responsible. 65 29 4 0 2

p.19

Results of the survey of parents and carers

The school provides an interesting range of activities outside lessons. 78 18 2 2 0

p.19