Other · Ofsted report

Warren Wood Primary School

Inspected — · published 19 Dec 2001 · URN 106083

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Full report text

WARREN WOOD PRIMARY SCHOOL

Dates of inspection: 8 th – 12 th October 2001

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WARREN WOOD PRIMARY SCHOOL

Inspection number: 230619 Full 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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WARREN WOOD 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. Warren Wood Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Turnstone Road Offerton Stockport

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr K. Morton

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 8 th December 1997 Warren Wood Primary School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities

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INFORMATION ABOUT THE INSPECTION TEAM

21265 F. Gander Registered inspector Information and communication technology Design and technology Physical education Provision for pupils with special educational needs Information about the school The school’s results and pupils’ achievements How well are pupils taught? What should the school do to improve further? 9921 P. Blackshaw 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? 25509 J. A. Clarke Team inspector Science Geography History Provision for pupils with English as an additional language How good are the curricular and other opportunities offered to pupils?

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INFORMATION ABOUT THE INSPECTION TEAM

22831 C. G. Lewis Team inspector Mathematics Art and design Music Areas of learning for children in the foundation stage 2893 J. Manning Team inspector English Religious education Equality of opportunity How well is the school led and managed? Warren Wood Primary School - 5 The inspection contractor was:

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INFORMATION ABOUT THE INSPECTION TEAM

Grasshoppers 1 Anglesey Close Chasetown Burntwood Staffordshire WS7 8XA

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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 Complaints Manager Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Warren Wood 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? 12

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

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INFORMATION ABOUT THE SCHOOL

Warren Wood School is a primary school catering for pupils between the ages of 4 and 11. The school is larger than the average primary school, and at present there are 284 pupils on roll, with a slightly higher percentage of boys to girls. Nine per cent of the pupils are from ethnic minority backgrounds but the majority come from families where English is spoken at home. Pupils come from the immediate area surrounding the school, but approximately 40 per cent come from areas outside the school’s designated area, and as such, the socio-economic background of the children is very mixed. However, only five per cent of the children apply for free school meals and this puts the school below the national average. The percentage of pupils who have special educational needs is 20 per cent and is close to the national average. However, the percentage of pupils in Key Stage 2 with special educational needs is much higher and in some year groups it is as high as 39

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INFORMATION ABOUT THE SCHOOL

percent. According to initial assessments the attainment levels of more than 50 per cent of the children when they enter the foundation stage are below national expectations.

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HOW GOOD THE SCHOOL IS

This is a very effective school. The strong leadership by the headteacher, deputy head teacher and governing body has resulted in a learning environment where all pupils are equal, and where they develop positive attitudes to learning and to each other, and behave very well. There is a high percentage of very good teaching across the school and this has resulted in an increase in the number of pupils reaching the higher levels in the end of key stage tests. This high quality of teaching and learning also extends to those pupils with special educational needs who are totally included in all activities. Due to the school’s arrangements and support make good progress. The school provides good value for money.

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HOW GOOD THE SCHOOL IS

What the school does well • There is a high percentage of inspirational teaching, which along with the very good assessment systems that are used, ensures that pupils achieve high standards. • The leadership and management of the school are very good, and this results in an orderly but exciting learning environment. • The teaching of, and the provision for children in the Foundation Stage are very good. • There is very good provision for, and teaching of, Information and Communication Technology. • The school promotes the use of pupils’ literacy, and information and technology skills in all subjects, and this brings about creative and effective learning. • The school identifies and provides very well for pupils with special educational needs, and this enables them to achieve well. • The pupils have very positive attitudes to their work and behave very well. • There are very good links with parents.

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HOW GOOD THE SCHOOL IS

What could be improved • The provision and co-ordination of design and technology at Key Stage 2. • The quality of teaching in some classes at the younger end of Key Stage 2. Warren Wood Primary School - 9 • The sharing of good practice in teaching and learning across the school. 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

There has been good improvement since the last inspection in 1997. The one key Issue concerning homework has been addressed and homework is now given regularly. Assessment of pupils’ attainment in most subjects has greatly improved but is not as secure in design and technology. There is a higher percentage of very good teaching, and the school has successfully implemented the literacy and numeracy strategies. ICT has been a focus of whole school development and is now strength of the school.

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STANDARDS

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

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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

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

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STANDARDS

The results of the tests at the end of Key Stage 2 in the year 2001 were well above average in English and above average in science, but below average in mathematics when compared with other schools. The school’s performance when taking the results of these three subjects together was above the national average. When compared with similar schools, the results were above average in English, average in science and well below average for mathematics. Within this group of pupils, 30 per cent had special educational needs and this had an impact on the mathematics results when a few of these pupils failed to gain the nationally expected level. However the results in English and science were an improvement on the Year 2000 results, and there are more pupils reaching the higher levels. The school’s targets have been achieved in two out of three subjects, and the school’s results for science were in the top 5 per cent nationally. Work seen during the week

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STANDARDS

of the inspection the majority of pupils at the end of key stages are attaining nationally expected levels in English, mathematics, geography, design and technology and physical education. Levels of attainment are above national expectations in science, information and communication technology (ICT), history, music, art and design, and religious education. Children in the Foundation Stage have made a significant amount of progress in a short time and are expected to achieve the national Early Learning Goals. The standards are especially high in the Warren Wood Primary School - 10 classes where the teaching is good or very good. The overall achievement of most pupils is good, with many who are on the special educational needs register gaining average levels of attainment by the age of eleven. Pupils who speak English as an additional language perform equally well and make good progress. There is no significant difference in the performance of boys and girls.

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school These are very good. Pupils are enthusiastic about their work and other activities that the school provides.

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PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms The behaviour of the majority of pupils is very good. Occasionally a very few pupils in Key Stage 2 act in a silly way and undermine the potentially good teaching. Behaviour at lunchtimes is excellent.

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships The personal development of pupils is very good and older pupils show mature attitudes to responsibility, especially in their ‘buddy’ relationships with the very youngest children. Relationships are as a result excellent.

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PUPILS’ ATTITUDES AND VALUES

Attendance This is very good as it is above the national average.

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TEACHING AND LEARNING

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

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TEACHING AND LEARNING

Quality of teaching 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

The overall quality of teaching and learning is good. It is consistently very good in the Foundation Stage, and during the week of the inspection there was some exemplary and inspirational teaching in both the other key stages, especially in Year 2 and 6. Teaching, across the school, was a least good in over three quarters of the lessons and there was very good or excellent in over one third. In 5 lessons there was excellent teaching, and where teaching is of a high standard, the planning and organisation of the lessons are very good and pupils make very good progress. This is especially so in the lessons where three or four areas of the curriculum are being covered at the same time, and where tasks and activities are set for pupils of differing abilities. The expectations of behaviour, achievement, independent learning and the use of literacy skills are high and firmly embedded in all of the best lessons, although the use of numeracy skills in other areas of the curriculum is not

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TEACHING AND LEARNING

as evident. Teaching meets the needs of all pupils. Their achievements are valued and, as a result, relationships between teachers and pupils are excellent, and they are eager to learn. However, there are a few inconsistencies in the quality of teaching and learning in Key Stage 2, especially in the classes for younger children in this key stage. In some of the lessons in these classes there are low expectations of attainment, weak subject knowledge, and a lack of different tasks for pupils with different abilities. In one class a few pupils have not yet formed a positive relationship with their class teacher, and their attitudes undermined the potentially good teaching and learning. Warren Wood Primary School - 12

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OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum The curriculum is good. It is broad, balanced, relevant to all the pupils, and provides good opportunities for all pupils to be included. Literacy, numeracy and ICT have been effectively introduced. The school has endeavoured to maintain an exciting, challenging and creative curriculum. However, there is insufficient emphasis on design and technology at Key Stage 2. The curriculum for children in the Foundation Stage is very good and is a strength of the school.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs This is very good. The school identifies very well the needs of pupils who experience difficulties in learning in any area of the curriculum. Due to the quality of the targets that are set and the additional support they receive they achieve well and make good progress. Many reach national expected levels.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with English as an additional language The school makes good provision for these pupils. It is a welcoming community and these pupils are given the same opportunities and chances as the other pupils.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development The school provides very well for spiritual, moral and social development and as a result, pupils are reflective, behave well and become confident learners. Opportunities for cultural development are good, but the opportunities for developing multi-cultural awareness could be extended.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils Child protection, care and welfare are very good, and this results in pupils being and feeling, safe and secure. Assessment procedures, and the monitoring of the progress pupils make through individual tracking are very good.

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OTHER ASPECTS OF THE SCHOOL

How well does the school work in partnership with parents The school’s links with parents are very good, as is the quality of the information that they receive from the school. There are a very high percentage of parents that feel the school is excellent. Warren Wood Primary School - 13

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HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and manage- ment by the headteacher and other key staff This is very good. The headteacher gives very strong direction for the ethos and work of the school. He is ably supported by his deputy, and by other staff, and there is a determination to raise pupils’ attainment levels, particularly to the higher levels. Teamwork between staff is effective and results in a well co-ordinated curriculum. The exception to this is in design and technology, which has not been the focus of school development during the last few years.

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HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities This very good. The governing body supports the school very well. They know how the school is progressing on a day-to-day basis, attend regular training, and understand the importance of good planning, monitoring and the efficient management of the budget.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance This is good. The school’s systems for self-evaluation, including the analysis of data and the setting of targets have ensured that standards have risen. However, the school has not yet devised ways of sharing and evaluating the very good practice that exists in many classrooms. This results in some inconsistencies in timetabling, teaching and expectations, especially at the younger end of Key Stage 2.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources Financial planning is very good and grants are appropriately and wisely used. There is very good use of ICT in both the administration of records, tracking pupils’ progress, analysis of data for setting targets, and in developing the curriculum. The staffing, accommodation and resources in the school are good. The school is very well maintained and provides a stimulating and pleasant learning environment.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved • That their children like school. • The quality of the teaching. • The leadership and management. • The expectations that the school has for achievement and behaviour. • How the school deals with concerns or problems. • The amount of information they receive about their child’s progress. • The range of extra curricular activities that the school provides. • An increase in the amount of time between receiving the end of year report and the end of term.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

The inspection team endorse the positive comments of the parents, but finds that the school does provide enough information about pupils’ progress, and that there is a good range of extra curricular activities. The team agrees with the comments concerning the end of year report. Warren Wood Primary School - 14

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The school’s results and pupils’ achievements

1. The results of the Year 2000 end of Key Stage 1 National Curriculum tests show that the school’s performance in reading, writing and mathematics is average when compared with other schools. Although a higher percentage of pupils attain the nationally expected level than the national average, the percentage of pupils attaining the higher level is less in reading and mathematics than the average nationally. In writing it is the almost the same as the national average. When compared with similar schools, based on the low percentage of pupils entitled to free school meals, the school’s results do not compare so well. They are below average in writing and well below in reading and mathematics. This occurs because children come into the Foundation Stage with below average attainment and although they make good progress, very few pupils manage to achieve the higher level at the end of the key stage.

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The school’s results and pupils’ achievements

2. The most recent tests in the summer of 2001 for Key Stage 1 show a very good increase in the percentage of pupils reaching the higher level in reading, and a continuing increase in the percentage of pupils attaining the expected level. In writing, the results are also better; with all pupils achieving level 2 or above. The greatest improvement has been made in mathematics at this key stage, where the percentage of pupils who attained the higher level more than doubled from the year 2000 results.

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The school’s results and pupils’ achievements

3. The results of the Year 2000 end of Key Stage 2 National Curriculum tests show that the school’s performance in English and mathematics is average when compared nationally and in science it is above the national average. The percentage of pupils who attained the expected level or above was more than the national average for schools in all three subjects, but once again the percentage of pupils who attain the higher levels is below the national average. In this key stage, the reasons for this are different from those pertaining to Key Stage 1. Many high achieving pupils move to independent education or leave the area at the end of Key Stage 1 to and therefore the results at the end of Key Stage 2 cannot be accurately judged against the pupils’ prior attainment four years previously. In addition, while the overall percentage of pupils with special educational need in the whole school is near the national average at 20 per cent, in Key Stage 2 it is much higher. Overall it

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The school’s results and pupils’ achievements

is 30 percent in Key Stage 2 and in some year groups it is as high as 38 per cent. The percentage of pupils with special educational needs in the Year 6 group in the year 2000 and in 2001 was over 30 percent. Some of these pupils have been transferred into the school from other schools during this key stage and although they do not attain the higher levels, many attain the nationally expected level and achieve well. However, when the results of the year 2000 tests are compared with similar schools that have the same percentage of free school meals the results are average for science, below average for mathematics and well below average in English. Warren Wood Primary School - 15 4. The results for the year 2001 at Key Stage 2 show a very good increase in the percentage of pupils attaining the higher level in English, and the targets set for attainment at the nationally expected level or above was exceeded by 16 percent.

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The school’s results and pupils’ achievements

This was also the situation in science, where all the pupils attained the nationally expected level and over a third of them attaining the higher levels. However, this was not the situation in mathematics and the school’s target was missed by three per cent, - the result of two pupils not attaining the expected level. Warren Wood Primary School - 16 5. Overall, prior to the year 2000, the school’s performance has been very high and put the school well above average nationally. The drop in the performance in the Year 2000 was the result of the percentage of pupils with special educational needs. The school has concentrated on ensuring that these pupils achieve well and reach national levels, as well as challenging the most able pupils. The result of this can be seen in the improvement of the school’s performance in the most recent tests. Overall there are no significant differences in the performance of boys and

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The school’s results and pupils’ achievements

girls, or pupils from different ethnic background. At present there are no gifted or talented pupils in the school. However, the school has identified these pupils in the past and in order for them to attain the highest levels, they have worked with a local high school to provide additional and more challenging work.

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The school’s results and pupils’ achievements

6. The overall attainment levels of children, according to initial assessments, when they come into the Foundation Stage are below average for their age. However, inspection findings confirm that children make very rapid and good progress during their time in the reception classes, due to the very good quality of teaching and the majority of children are on course to attain at least expected standards overall by the time they leave the reception class.

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The school’s results and pupils’ achievements

7. The findings of the inspection judge that the majority of pupils are attaining standards in line with national expectations or above. In English at Key Stage 1 standards have varied over time, although they are generally above the national average. For pupils who attain the nationally expected level at the end of the key stage, standards in writing tend to be better than in reading, but few pupils gain higher levels in writing. However, the most recent results for 2001 have shown a good improvement in both reading and writing. In English at Key Stage 2, results over time have shown steady improvement in the proportion of pupils gaining the average level but few pupils gain the higher levels. Many pupils transfer to independent education or leave the area at the age of seven, and the high percentage of pupils with special educational needs in this key stage. The overall achievement of most pupils is good with many who are on the special educational

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The school’s results and pupils’ achievements

needs register gaining average levels of attainment by the age of eleven. Pupils who speak English as an additional language perform equally well and make good progress.

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The school’s results and pupils’ achievements

8. In mathematics, inspection findings indicate that the majority of Year 2 pupils will attain standards equivalent to those expected nationally at the end of Key Stage 1. So far in this key stage they have made good progress due to the consistently very good teaching, and the well implemented and taught numeracy strategy. In Key Stage 2, standards of attainment and the progress pupils make varies across the key stage. Due to the good and very good teaching in some classes, pupils achieve well and make good progress. However, this is not always the case, and there are examples of pupils in Years 3 and 4 for whom the good progress they have made in Years 1 and 2 is not maintained. This is due to insufficient use of the school’s good assessment information to plan lessons and activities that build on previous learning. This is not directly having an impact on the overall standards because the quality of the teaching in the other classes compensates for any lack of progress. By

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The school’s results and pupils’ achievements

the end of the key stage there are a few pupils in Year 6 who are working above expectations for their age. Nevertheless, due to the very good teaching and the Warren Wood Primary School - 17 additional “booster” lessons the pupils with special educational needs are making very good progress, and they are expected to achieve appropriate levels by the end of the school year.

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The school’s results and pupils’ achievements

9. In science at Key Stage 1, attainment levels are in line with those expected of pupils of a similar age. Pupils work hard to achieve these levels and make good progress. Due to the low levels of attainment of the children when they enter the school, there are only a limited number of pupils who achieve at the higher levels. However, teachers in Year 2 keep a careful check on the pupils to identify and challenge the learning of the most able pupils. By the end of Key Stage 2 attainment is above national expectations with all the pupils reaching the expected levels in science with almost half attaining the higher levels. The rise in standards in science is the result of an improvement in the teaching in Key Stage 2, analysis of test papers, and careful alterations to the curriculum.

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The school’s results and pupils’ achievements

10. Standards of attainment are above national expectations at the end of both key stages in art and design, ICT, history, music and religious education. In ICT standards have improved from the last inspection because the school has kept pace with the constantly developing nature of the subject in terms of knowledge and understanding, and resources. It also recognises that pupils’ skills in using ICT are as important as good literacy and numeracy skills. This, along with the high level of teachers’ knowledge and expertise and the access pupils have to a new computer suite, is enabling them to become effective users of computers. In history standards have been maintained since the previous inspection. This has been achieved through the continuing emphasis that has been given to the subject and also the consistently good teaching across the school. Pupils’ levels of attainment in music are above expectations, with very good standards of singing, particularly in the

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The school’s results and pupils’ achievements

11. In geography, design and technology and physical education the majority of pupils at the end of each key stage are attaining nationally expected levels. The wide range of different media that pupils experience in art and design contributes to this along with the good teaching from teachers and support staff. In design and technology, although the overall standards of attainment are in line with national expectations at the end of both key stages, the lack of development of the subject across the school has led to an unco-ordinated approach and the most able pupils are not given the opportunities to reach the higher levels. Standards in geography have been maintained since the last inspection and attainment levels are in line in line with the expectations at the end of both key stages. These standards reflect the recent review of the curriculum and the levels of interest and enthusiasm shown by the pupils.

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Pupils’ attitudes, values and personal development

12. In line with the previous report attitudes, values and personal development remain very good in the school. This is a reflection of the excellent relationships between staff, pupils and parents and has a very significant impact on the quality of learning. Warren Wood Primary School - 18 13. Pupils enjoy coming to school and from reception up they are enthusiastic and hard working, highly motivated by the tasks set for them. They feel happy to ask the teachers questions and confident of getting a helpful and positive response. The majority of pupils work well independently for sustained periods of time, often with very good presentation and commitment as shown in written work in religious education. In Year 6, the level of debate is often mature and pupils have the ability to work well in groups and pairs, sharing ideas and materials. Pupils listen carefully to each other and to adults, for example, when a visitor came into school to talk

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Pupils’ attitudes, values and personal development

about the Christmas Shoe Box Appeal. Their attentiveness and oral contribution to class discussion and application to subsequent work enables high quality learning to take place.

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Pupils’ attitudes, values and personal development

14. The behaviour of the vast majority of pupils is very good and sometimes excellent, although a small number of boys need careful channelling. Expectation is high and pupils respond well, showing respect and consideration for each other and adults. They are courteous and supportive, sometimes applauding good work spontaneously. This very good conduct significantly contributes to progress, by ensuring work in the classroom does not suffer from unnecessary distraction. Pupils are keen and eager to learn, take a pride in their work and take good care of their own and schools’ resources. In the play ground children are integrated and no anti social or racist behaviour was seen. Parents commented on the successful way the school promotes good behaviour and considerate attitudes. There were two periods of exclusion last year for unacceptable behaviour, which was having a negative effect on other pupils learning. Although the child left the school, multi-agency co-

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Pupils’ attitudes, values and personal development

operation ensured every support was given over a period of two years.

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Pupils’ attitudes, values and personal development

15. Excellent relationships are built in reception and are maintained throughout most areas of the school, providing a secure base to build self-confidence and a very effective learning environment. Pupils with special educational needs and those from different backgrounds are fully integrated into the life of the school. Pupils are encouraged to reflect on issues and to take responsibility for their actions. They help and care for each other daily in many small ways, for example helping each other change for physical education or tying shoelaces for smaller children. Older children enjoy acting as a ‘Big Friend’ for reception children, who value this supporting relationship very much. It helps them to settle in quickly and contributes to their effective learning and personal development. Pupils are very willing and eager helpers, both in the classroom as monitors, and outside where children take the initiative for example, of clearing any litter when they notice it

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Pupils’ attitudes, values and personal development

needs doing. Charity collections are managed and organised by pupils on a regular basis. Key Stage 2 pupils demonstrated very good presentation skills at an assembly with very strong moral and social overtones. Other pupils and adults received it very well.

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Pupils’ attitudes, values and personal development

16. Attendance has remained stable for the last three years. It is well above the national average. The rate of unauthorised absence is broadly typical of primary schools nationally. Pupils mostly arrived punctually and lessons start on time. Warren Wood Primary School - 19

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

17. The overall quality of teaching and learning is good. On the week of the inspection it was good or better in 82 per cent of lessons and was very good or excellent in 35 per cent. In 5 lessons there was excellent teaching, and there was some exemplary and inspirational teaching, especially in Years 2 and 6. The overall quality of teaching has improved since the last inspection, when there were fewer good and very good examples of teaching. However, despite the monitoring of teaching carried out by the headteacher and representatives of the Local Education Authority there still remains a very small element of unsatisfactory teaching, and when compared with the last inspection is for the same reasons.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

18. The quality of teaching and learning in the two Foundation Stage classes is very good overall. The teaching of language and literacy and numeracy is very good in both classes. Both teachers work together very well, planning their lessons together under the six areas of learning with the focus very much on developing personal and social skills during the first few weeks in school. The planning is very detailed and precise, and sessions are introduced and conducted with an air of suspense, mystery and excitement. This holds the children’s attention and motivates them to listen. Both teachers communicate very clearly with the children and ensure that all have understood what is expected of them in behaviour as well as achievement. This results in the children, who at the time of the inspection had only been at the school a few weeks, being able to settle to the tasks very quickly, with the minimum of fuss or support. Both teachers make very good use of the learning

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

support assistants by using them to take small groups of children in specific learning activities.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

19. At Key Stage 1, the quality of teaching and learning is overall good, and results in all pupils, including those with special educational needs, achieving well. On the week of the inspection there was good teaching in 96 per cent of lessons, and very good or excellent teaching in 35 per cent of lessons. Teaching is of a particularly high standard in Year 2 and results in pupils making good progress and achieving well. Teaching is very good at this key stage in literacy, numeracy, and ICT. It is good in all other subjects, except in design and technology where it is satisfactory.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

20. At Key Stage 2, the overall quality of teaching and learning is good and on the week of the inspection, the teaching was satisfactory or better in 97 per cent of lessons, good or better in 67 per cent and very good or excellent in 27 per cent. However there are some inconsistencies in the quality of teaching and learning between classes. This mainly occurs in classes that contain either Year 3 or Year 4 pupils and therefore affects the quality of learning for some, but not all pupils in the younger end of the key stage. In addition to teaching and learning being less than satisfactory in two lessons, there are fewer examples of high quality teaching in these classes than at the top end of this key stage. Due to this variation between classes the overall judgement on the quality of teaching is that it is not as good as at Key Stage 1. When looking at the overall quality of teaching and learning in

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

subjects, it is very good in ICT, good in literacy and science, and satisfactory in Warren Wood Primary School - 20 mathematics. It is good in all other subjects, except in design and technology where it is satisfactory. However, there are examples of very good and excellent teaching in all subjects, especially in Year 6.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

21. Where teaching is of a high standard, the planning and organisation of the lessons are very good, so lessons run smoothly and everyone knows what is expected of them. This is especially so in the lessons where three or four areas of the curriculum are being covered at the same time, and where tasks and activities are set for pupils of differing abilities. In these sessions the pupils know and understand the routines very well, and are confident enough to work independently with mature attitudes. The expectations of behaviour, achievement, independent learning and the use of literacy skills are high and firmly embedded in all of the best lessons The quality of the presentation of the work in pupils’ books and files is very good. All pupils’ achievements are valued and as a result relationships between teachers and pupils are excellent.

p.20

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

22. In the lessons where the teaching is not satisfactory, such as a numeracy lesson at Key Stage 2, there are low expectations of attainment, insufficient subject knowledge, and a lack of different tasks for different ability pupils. For example in one lesson, the work set for the most able group of pupils was not based on the assessment information held by the school and as a result the pupils were completing work which was at a lower level than that completed previously. In addition, another group was provided with tasks that were too difficult and resulted in some pupils becoming upset. In another mathematics lesson, the organisation of the classroom was unsatisfactory and resulted in pupils having to move tables before coming together for group work, which resulted in lost time and a distraction to learning. In addition, the teaching style used by the teacher of talking to the pupils for too long resulted in pupils losing their interest, and because they have not yet

p.20

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

formed a positive relationship with the class teacher, their attitudes to the lesson were not positive and this had a negative impact on the quality of learning.

p.20

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

23. Pupils with special educational needs are overall taught well. This is due to the school’s decision to fund an additional part time teacher who withdraws small numbers of pupils for additional learning support. This teacher plans with the special needs co-ordinator and the class teacher so that pupils are working towards the targets that have been set. The few pupils who have English as an additional language are also taught well, and teachers are very aware of any difficulties they may have and plan for this in their lessons.

p.20

TO PUPILS OR STUDENTS?

24. The curriculum is good overall; it is broad, balanced and relevant to all the pupils. The quality and range of learning experiences provided by the school for the pupils are good. This is a similar position to the time of the last inspection, although significant changes and improvements in the curriculum provided by the school have taken place since this date. The school has endeavoured to maintain a good curriculum, which excites and challenges the Warren Wood Primary School - 21 pupils. There are policies and schemes of work for all the subjects of the National Curriculum, however in design and technology the medium term plans are in need of collating and gathering together to ensure that the learning in this subject builds clearly on what has gone before. The government schemes of work are being incorporated into some subject areas and tailored to the needs of the school. In all subjects statutory requirements are met and religious education is taught in

p.20

TO PUPILS OR STUDENTS?

accordance with the requirements of the locally agreed syllabus. The foundation curriculum for the children who are taught in the reception classes is very good. The children have a wealth of experiences planned for them and the teachers are skilful in the use of the classroom and the outside environment to ensure the children learn securely through play.

p.21

TO PUPILS OR STUDENTS?

25. Planning is thorough and this is a strength of the teachers’ work, with all lessons having clear learning objectives. Some lessons in a lower junior class however lack challenge and clear educational direction. This is because the timetable is not clear enough about what exactly is to be taught. This means that the pupils’ learning is not clearly focused and time is wasted.

p.21

TO PUPILS OR STUDENTS?

26. The school has enthusiastically and very successfully embraced the National Literacy Strategy. The school has analysed where improvements have needed to be made and has clearly focused on improving writing and spelling whilst maintaining a clear emphasis on maintaining and improving the pupils’ reading standards. There are many opportunities for the pupils to develop and extend their writing skills in other subject areas. For example, persuasive writing is used in science to encourage people to choose a healthy diet. Pupils also write about their experiments in a report format. The National Numeracy Strategy has been well implemented however its impact has yet to be felt across other subject areas. For example, there is little evidence of numeracy skills being used to enhance learning in design and technology and geography lessons.

p.21

TO PUPILS OR STUDENTS?

27. The Additional Literacy Strategy has been well implemented to improve the skills of a number of pupils whose results fall below the national averages. The school has recently identified pupils who are in need of extra help in mathematics and has provided extra support for these pupils.

p.21

TO PUPILS OR STUDENTS?

28. The school provides very well for pupils with special educational needs. Teachers and the teaching assistants give the pupils good help in classrooms. Those who have specialist help enjoy their sessions with the specialist teaching staff. All statutory requirements of the curriculum are met for the pupils with special educational needs and these pupils are very well supported to learn the full range of subjects of the National Curriculum. Individual education plans clearly indicate the support each pupil needs. They are detailed and have small measurable, achievable targets for the pupils to work towards. The tasks set in class are well matched to pupils’ ability and the pupils have good help from the talented teaching assistants. This has a particularly positive impact upon their pupils’ learning.

p.21

TO PUPILS OR STUDENTS?

29. Since the last inspection, some pupils have joined the school whose mother tongue is not English. These pupils are given good support in lessons to ensure that Warren Wood Primary School - 22 they have equal access to learning. Good specialist support is available from the designated department in the local education authority for those pupils who need this specialist input. Educational inclusion for all pupils is a strength of the school. All staff make strenuous efforts to include pupils of all abilities and backgrounds into every activity. There is an informal register of talented and able pupils and when these pupils are identified good provision is made for them. The school organises music tuition for the pupils who wish to learn to play musical instruments and the school Brass Band provides an opportunity for many pupils to perform their talents to a wider audience. Over 30 pupils learn to play brass instruments and the school

p.21

TO PUPILS OR STUDENTS?

choir has over 40 boys and girls attending. Pupils with sporting talents are also given opportunities to develop their particular abilities. The local high school makes very good provision for the most able pupils in Year 6 to access lessons in the summer holidays.

p.22

TO PUPILS OR STUDENTS?

30. The school provides a very good range of activities to strengthen the curriculum. The curriculum is planned to ensure the pupils have appropriate first hand educational experiences. Visitors are encouraged to come into school to talk to the pupils and pupils visit places of educational interest in the immediate and wider neighbourhood. Pupils’ personal development is addressed through a programme that includes personal, social and health education, and drug awareness and sex education. This prepares pupils to play an active role as citizens in the wider world. Specialists in drugs awareness come to the school to talk to the pupils and give expert input. There is a very good provision of extra-curricular activities that enrich the curriculum. There is a range of activities available for the pupils, covering different interests, with a good number of pupils taking up the opportunity to attend them. The oldest pupils have the opportunity to go on a

p.22

TO PUPILS OR STUDENTS?

residential visit, which strengthens their personal and social development. The school provides booster classes for the pupils in Year 6 and this gives them the opportunity to improve their literacy and numeracy skills. Relationships with the local high school and the playgroup are very good and enable a smooth transition for the pupils’ next phase of education.

p.22

TO PUPILS OR STUDENTS?

31. The school makes very good provision for the pupils’ spiritual, moral, and social development, with good provision for their cultural development. This is an improved position from the last inspection where the spiritual, moral and social provision was good and the cultural provision was satisfactory. Provision to promote pupils’ spiritual education is very good. Pupils explore their thoughts and feelings during school assemblies in song and prayer. Visitors to the school who take assemblies give the pupils opportunities to reflect and think of those less fortunate than themselves and also give the pupils opportunities to help these people in very special ways. The vicar, a particularly welcome guest, encourages the pupils to think about spiritual ideas and themes on a very personal level. One pupil responding to one of his questions said, " Everyone in the world is special ." There are many opportunities in the curriculum for the pupils to study and find treasured

p.22

TO PUPILS OR STUDENTS?

moments, the younger pupils’ response to their images returning to the computer screen being but one example. Through art and design, music, religious education and science the pupils experience the amazing variety within the world. They consider the Big questions, Year 6, asking Where did we come from? Who made Warren Wood Primary School - 23 God? and Why are we here? The pupils are pleased to talk about their work and their likes and dislikes, recognising the valuable support the school gives to them.

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TO PUPILS OR STUDENTS?

32. Moral development is very well promoted throughout the school. The school motto requires the pupils to show care, courtesy and consideration. These ideals provide a very clear framework for a whole school approach that is applied consistently throughout the school. This means that pupils are clear about the expectations of all staff. Members of staff provide very good role models and the high levels of relationships within the school; provide a firm basis for the development of moral understanding. Pupils are taught right from wrong, with the very youngest children in the school who have only recently begun their schooling beginning to develop a clear understanding of the very high expectations the school places upon them. In Year 6 the pupils performed a drama in their class assembly about the moral and social dilemma of taking drugs. The pupils are encouraged to deal with these issues in a very mature and thoughtful way.

p.23

TO PUPILS OR STUDENTS?

33. Social development is very well promoted. Social values are well promoted by adults throughout the school and pupils are encouraged to care and take responsibility for others. For example, the Year 5 and 6 pupils give very good help and guidance to the reception and Year 1 pupils, as they help them to learn to read. They have very good relationships with one another and the older pupils are effective in their care and encouragement of the younger pupils. Pupils throughout the school willingly accept responsibility, for example when distributing materials in lessons and in tidying up at the end of lessons. There are many contributions from visitors such as the local clergy, members of the governing body, parents and visiting specialist teachers in the school. The school successfully promotes an atmosphere in which pupils are able to discuss important questions and concerns. The school promotes very positive attitudes to pupils who have particular needs with

p.23

TO PUPILS OR STUDENTS?

all fully involved in all activities and programmes of work.

p.23

TO PUPILS OR STUDENTS?

34. Provision for cultural education is good. Through history, geography, art and design and music, the pupils learn about cultures that are different from their own city community. Through their on-going geography topic, What’s in the News, the pupils study places and subjects that are newsworthy from all the corners of the world. In this way the pupils learn about peoples and countries and the issues that cause them celebrations and concerns. In history they learn about ancient customs and peoples, and the impact they have had upon our lives today. Visitors into the school give the pupils flavours of other cultures and traditions. Positive male role models from different ethnic groups are celebrated throughout the school. In the library area poems and literature from a wide range of countries are displayed. Preparation for living in a multi-cultural society is good with the pupils having a good knowledge of a number of different faiths and beliefs. However their knowledge of

p.23

TO PUPILS OR STUDENTS?

the customs of other peoples is less well planned into the school’s overall curricular planning.

p.23

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

Warren Wood Primary School - 24 35. Care of the pupils is still an aspect that is very good. The school continues to build on an area that was already making a significant contribution to learning at the last inspection.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

36. The motto of the school, ‘ Care, Courtesy and Consideration ‘ firmly underpins the ethos of the school. There is a strong emphasis placed on the welfare, health, safety and care of the pupils. The school provides a supportive and caring environment where excellent relationships ensure pupils feel well supported by staff who know them very well. Children starting school in reception settle quickly. Year 5 and 6 pupils act as a mentor to these young pupils. This helps build confidence and a sense of belonging to the larger community of the school. Parents greatly appreciate this aspect of the school.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

37. Very good procedures are in place for dealing with issues of child protection. The head teacher attends case conferences and the school has very good working relationships with all relevant agencies. Staff recognise the importance of being alert to this issue and are aware of what to do if they suspect a child needs protection. Documentation and recording is efficiently maintained for this as well as for emergencies, accidents, illness and medical information.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

38. Very good attendance by pupils reflects the close monitoring and effective promotion of regular attendance and its positive impact on learning. Pupils are keen and eager to get to school so most pupils arrive on time. Administrative staff appropriately contacts the small minority who fail to inform the school if their child is absent. There are a significant number of pupils taking time off for family holidays. The school actively discourages this with regular letters and newsletter articles. The Educational Welfare Officer makes regular checks and follows up any concerns.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

39. Very good policies for behaviour, discipline and bullying set out clearly the school procedures for monitoring and eliminating oppression. The emphasis for high standards of behaviour is rightly placed on respect for others. This is achieved by applying positive strategies to create a caring atmosphere where teaching can take place in a safe and happy environment. Staff expectations of the pupils and their behaviour are consistently high. The very effective approach is one of teaching and encouraging good behaviour where possible rather than punishing bad behaviour. Any incidents that arise are dealt with sensitively and with skilful negotiation to help pupils recognise the consequences of their actions. A series of well-documented steps are followed for more serious incidents. Parents are involved at an early stage and detailed records are kept and appropriate reports made. There is rightly a strong emphasis of working together with parents, using the excellent relationships

p.24

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

40. Pupils with special educational needs are well supported, working well alongside other children. Learning opportunities across the curriculum through both key stages and for children in the Foundation Stage are very good and good progress is made. There are clear procedures for the early identification of pupils with special educational needs. There is an informal register for those pupils identified as gifted or talented. Since the previous inspection, a number of pupils for whom English is an additional language have joined the school. The school makes Warren Wood Primary School - 25 good provision for these pupils. The school is a welcoming community and these pupils are given the same opportunities and chances as the other pupils. The pupils all have a good level of spoken English and they do not need any extra support in the classroom because of a lack of spoken English. They are fully included in all

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

lessons and are in no way disadvantaged. The school has clear procedures and systems in place to help pupils who come to the school with a lack of spoken and written English. The local education authority has good procedures to help these pupils to improve their skills in speaking and writing English. The school has ready and easy access to this support and values the help they are given by the local education authority. The school makes every effort to ensure that parents are kept well informed of their child’s progress and has access to interpreters so that the parents and carers who may have little English are able to take part in a dialogue with school. The headteacher is very effective in exploring a range of strategies to ensure those parents and carers who have limited English have a personal dialogue with the school. Very effective translation support from the Local Education Authority enables parental involvement in individual educational planning for one child.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

Warren Wood Primary School - 26 41. Appropriate procedures are in place to ensure a safe working environment. All annual fire and safety checks on equipment are carried out diligently and efficiently documented. Responsibilities are taken very seriously, and areas of risk, assessed and recorded by the head teacher. Pupils are ably looked after at lunchtime by supervisors. They are trained in basic first aid and understand the procedures for dealing with incidents. They are alert to pupils’ needs and sensitivities and deal with them well.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. The school has very good systems for assessing pupils’ attainment and progress and the data obtained is used very well to guide planning. This comprises good progress since the previous OFSTED inspection. The school provides very effective support and advice for its pupils, informed by the very careful monitoring of their academic progress and personal development.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. Teachers know their pupils well and much useful assessment is done on a short-term, day-to-day basis, with examples during the inspection, for example, of teachers amending the weekly numeracy planning on a daily basis, based on pupils’ progress. The school undertakes standardised “baseline” testing of children when they start school in the first few weeks of the Foundation Stage and this testing is repeated at the end of the Foundation year so that progress can be assessed. The school undertakes all statutorily required formal assessments of its pupils: the end of Key Stage 2 tests in English, mathematics and science. The school also undertakes a range of additional non-statutory tests and assessments, including “optional” mid-Key Stage tests at the end of Year 4, annual standardised English and mathematics tests and a range of “end of topic” tests. Although assessment systems for the foundation subjects are less-well developed, co-ordinators are

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

developing portfolios of pupils’ work, some of which has been moderated and “levelled”.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. The information gained from testing is used very effectively to identify and support pupils with special educational needs and to group pupils for additional support in English and mathematics. The results of the end of key stage test and other standardised tests are analysed carefully to identify trends and the way pupils answer test questions is scrutinised in order to identify weaknesses that need to be addressed. As a result of this analysis, a greater emphasis has been placed on spelling within English, and an additional teacher has been employed to teach small “booster” groups in mathematics for pupils needing additional support. All pupils have individual targets for English, mathematics and, where appropriate, behaviour. Pupils are aware of these targets, which are constantly being reviewed and reset throughout the year, and parents are kept informed. Pupils set their own targets in the annual end of year reports.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. Procedures for monitoring and supporting academic progress and personal development are very good. Pupils are given, and made aware of, individual targets for their learning. In most lessons during the inspection; learning objectives were discussed at the beginning and during the lesson and progress towards these discussed in a summing up at the end of the lesson. Teachers use the range of information available well to plan carefully for individual progress. Pupils are given responsibilities and expected to help one another. This is especially noteworthy in Warren Wood Primary School - 27 the special friend system whereby Year 5 and Year 6 pupils are partnered with a reception child who they greet into school, read to during the week and look after at lunchtimes. Personal as well as academic achievements are celebrated in whole- school assemblies. Warren Wood Primary School - 28

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

46. This aspect of the school continues from the last inspection to be very good and is a strength of the school. The Friends of the school are less active at present but are still an element in parental involvement in the school and activity will increase as a new injection of parents comes on board.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

47. Parents’ views of the school are overwhelmingly positive. They consider the educational provision to be excellent. They feel the work is challenging and that their children make good progress. Parents have a high regard for the staff for their dedication and professionalism in providing a secure, caring environment in which each child can flourish. They feel expectations are high for achievement and behaviour, producing well-rounded, considerate young people. They are comfortable about approaching the school if problems occur knowing the response will be prompt and helpful.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

48. A high value is placed on the shared partnership with parents and the contribution parents can make to maximise the quality of learning. The staff are very enthusiastic about encouraging parent helpers to come into school. Their contribution to learning is highly valued, for example in running the library and in reception, and Year 3 / 4 English. The strong partnership is fostered very well by reception class staff who provide very good information on classroom routines and how young children learn. A good induction programme, although providing some unavoidable difficulties for working parents, helps pupils to settle into the school well. Very good links with the nearby playgroup are developing effective curricular co-ordination.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

49. The quality of information provided about the school, and particularly about progress, is very good. Parents are updated effectively about every day events by regular newsletters and actively encouraged to work with the school through the reading and homework diaries. These are used on a regular basis by parents to report and comment on the progress their child has made. Useful guidance booklets are available with helpful suggestions for parents helping at home with maths and reading. The school communicates very well with parents, for example in mathematics teachers set relevant targets and involve parents in discussions about how to help their children improve. Parents of pupils with statements of special educational needs welcome the opportunity to be fully involved in discussion and planning for their child. Very good interpreter support has helped a non English-speaking parent to work with the school to enable the pupil to

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

50. The excellent annual reports to parents are very detailed and informative. They identify pupils’ strengths and levels of attainment with targets set for parents to see what work their child is doing. Pupils are encouraged to evaluate their own learning, identifying strengths and weaknesses and areas for improvement, successfully re-enforcing pupils as equal partners in their learning. Parents rightly, felt last year that reports were sent home with insufficient time for them to be discussed with teachers. This has been acknowledged by staff and will be Warren Wood Primary School - 29 addressed. Parents appreciate the opportunity to come into school early in the new school year to be briefed about the work of the coming year and again at Christmas for a progress report.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

51. As a result of a school questionnaire and comments about homework by parents, the school reviewed its homework policy. Homework is now more consistently set and appropriate to children’s needs. A home school agreement has been in place for three years, and through the very good partnership the school has with parents, much of the content had already been successfully implemented. Warren Wood Primary School - 30

p.29

HOW WELL IS THE SCHOOL LED AND MANAGED?

52. The very high standards in leadership and management have been sustained since the last inspection. The headteacher gives very strong direction and he is ably supported by his deputy, who sets high standards for teaching in the classroom, and by other staff. They all work as a team and the planning and co-ordination of the curriculum are very thorough and coherent. There is a determination to raise standards, particularly to the higher levels at the end of Key Stage 2 and this is being addressed by a focus on improving the quality of writing across the curriculum.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

53. The aims are comprehensive and include, rightly, the importance of having a sense of humour. This is evident in the daily life of the school, where fun and enjoyment go hand in hand with an expectation that people will work hard. All people are treated equally and fairly. Boys and girls get on well together and they participate fully in their learning. Pupils who speak English as an additional language achieve well because their needs are met by a combination of external support from the local education authority and by teachers and assistants keeping a close check on their progress. The management of special educational needs is very good and many pupils who have learning difficulties still manage to attain levels that are in line with the national average by the time they are eleven.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

54. There is good co-ordination of nearly all subjects and also of cross-curricular aspects such as literacy, numeracy and personal and social education. The core subjects of English, mathematics and science have been monitored but staff have not yet devised ways of sharing across the whole school the very good practice that exists in many classrooms. This is needed to raise the quality of teaching to higher levels in a minority of lessons where it is less effective.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

55. The governing body is energetic and supports the school very well. Governors regularly go to training sessions to update their educational knowledge. They hold discussions with the headteacher and staff to ensure that they keep abreast of how the school is progressing on a day-to-day basis. They understand the importance of good planning and manage the budget very efficiently. Financial planning is very good and the recent audit report was complimentary to the school on nearly all procedures. The school improvement plan is carefully costed and such issues as class sizes and the deployment of teaching assistants are carefully debated before going ahead.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

56. The governors, together with the headteacher and deputy, study data from comparative schools to judge the value for money that the school is providing. Governors are able to pinpoint the strengths and weaknesses of the school and they act as supportive but questioning allies of the staff. They ensure that all statutory requirements are fulfilled. The targets for pupils’ attainment at the end of Key Stage 2 for the last two years have been met and in many cases exceeded.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

57. The school’s procedures for induction of new staff, including the training of teachers are very good. They are very well supported by senior staff who are very Warren Wood Primary School - 31 good role models and set high standards. All staff feel very well supported and valued. The strategy for performance management has been successfully introduced. Grants for the training of teachers and for developing aspects of the curriculum are wisely used. The plans for staff and curriculum development are appropriate but do not include a clear enough programme for raising the profile of design and technology, where standards are not as high as in most other subjects. There is very good use of information technology in both the administration of records and in developing the curriculum. This makes for an efficient school office and it ensures that pupils can apply and reinforce their skills in many different

p.30

HOW WELL IS THE SCHOOL LED AND MANAGED?

58. Overall the staffing, accommodation and resources are good and this has been maintained from the last inspection. There is a good level of staffing, both teaching and non-teaching, so that all classes, except one, contain less than thirty pupils, and these are well supported by learning support assistants. The small class sizes have been a conscious decision by the governing body so that numbers in open plan areas are manageable and so that all pupils can have the maximum amount of attention and make good progress. Staff have a breadth of experience and staff who have just joined the school and teaching profession have brought new skills such as, ICT, and design and technology, and most of all enthusiasm. This has a very beneficial affect on the quality of teaching, the expectations of pupils and the standards achieved. Learning support staff are used very well to support pupils’ learning, and many are confident and competent enough to teach groups of pupils

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HOW WELL IS THE SCHOOL LED AND MANAGED?

for specific activities, such as art and design in Year 6, and creative activities in the foundation stage.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

59. The adequacy of the accommodation is good. The building is extremely well maintained and very clean. It provides a very pleasing and welcoming learning environment, and similarly to last time the open plan design and the passage of pupils and adults through the areas does not undermine the teaching or learning. Pupils from the very first days in school learn the importance of quiet movement around school while lessons are taking place. This at times was quite outstanding. The quality of the displays is of a very high standard and they reflect the work of the pupils and their skills in using ICT for presentation.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

60. Although the accommodation is good, it does have a downside. The hall which is used for physical education, music and assemblies is too small for any class larger than 30. This only proves a problem for the current Year 6, where there are 37 pupils and limits the use of the large apparatus. In addition, due to the lack of storage space, some of the equipment for this subject is stored around the edge of the hall and further limits the space available for teaching and movement of pupils. The main weakness with the building is its lack of dining facilities for pupils. Although the meals are prepared on the premises, the school does not have a dining area and all meals are eaten in the classrooms. Due to the school’s very good management of the situations it does not have a detrimental affect on pupils’ personal development or behaviour. However, it does mean that teachers cannot leave unfinished work out in the classroom over lunchtime, nor can they prepare

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HOW WELL IS THE SCHOOL LED AND MANAGED?

work without being surrounded by pupils. Warren Wood Primary School - 32 61. The quality of the accommodation has been enhanced since the last inspection by re-organisation of the central library area to include a very well resourced ICT suite. This idea has been well thought through and provides pupils from their earliest days in school with the notion that ICT is a tool to use for research and learning. The school has not been able to improve its outdoor play surfaces yet, due to difficulties with the school’s water supply and drainage, which may result in the play areas having to be lifted. The governing body have wisely put this on hold so as not to waste money. Accommodation for the Foundation Stage is satisfactory overall - although there is a fenced-in play area, there is no direct access to this from the reception classrooms and there is no water in the reception area – at the time of inspection both deficiencies were due to be resolved by a playground

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HOW WELL IS THE SCHOOL LED AND MANAGED?

drainage project. Warren Wood Primary School - 33 62. The adequacy of the learning resources are overall satisfactory. They are very good for ICT, and although the school has received national grants for this area, the Governing Body has supported this development from the school’s budget and, as a result, the resources allow pupils to reach high levels of attainment, and promote high quality teaching. Resources are good for English, including literacy, science, religious education and music, and are satisfactory for all other subjects.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

63. The headteacher and the Governing Body need to:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Raise the quality of teaching where it is less successful in Key Stage 2 to the high standards seen in other classrooms by implementing a system of teacher observation so that expertise, teaching strategies, and expectations can be shared. (Paragraphs: 17, 20, 22, 25, 54, 82, 83, 90, 105, 110, 125, 126)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(2) Implement planned and co-ordinated developments for design and technology so that there is an improvement in the curriculum and the assessment of this subject at Key Stage 2. (Paragraphs: 11, 24, 94, 96, 100, 101)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

Minor Issues: The Headteacher and the Governing Body should, as part of school development planning, also consider ways in which to: • Further raise the effectiveness of using numeracy across the curriculum, especially in geography and design and technology. (Paragraphs: 26, 84, 104) Warren Wood Primary School - 34

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