Whitley Village School

WHITLEY VILLAGE PRIMARY SCHOOL

Dates of inspection: 14 th – 15 th January 2002

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WHITLEY VILLAGE PRIMARY SCHOOL

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

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WHITLEY VILLAGE 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. Whitley Village School - 3

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INFORMATION ABOUT THE SCHOOL

Type of school: Infant and Junior School

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INFORMATION ABOUT THE SCHOOL

School address: Village Lane Lower Whitley Warrington Cheshire Postcode: WA4 4QH

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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 S Swinden

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 8 th December 1997 Whitley Village School - 4

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Team members

17242 J White Registered inspector 13526 R Barnard Lay inspector 18537 S Derrick Team inspector

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Team members

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

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Team members

The Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Whitley Village School - 5

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PART A: SUMMARY OF THE REPORT 6

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

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INFORMATION ABOUT THE SCHOOL

The school is located in the village of Whitley, near to Warrington in Cheshire. Pupils are drawn from a wide area. Ninety pupils are on the school’s roll (38 boys, 52 girls), a larger figure than at the time of the last inspection but much smaller than other primary schools. The percentage of pupils known to be eligible for free school meals is well below the national average. All pupils are white and none has English as an additional language. Twenty-four pupils are on the register of special educational needs, which is about the national average, and one has a statement. These figures have risen since the last inspection. Children are admitted into the reception year in the September preceding their fifth birthday and most have attended a nursery. Of the eleven children in the reception year only four live in the local area. Assessments of their attainment on entry to the school indicate that it was broadly average.

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INFORMATION ABOUT THE SCHOOL

However, attainment in the previous reception year was above average. The school now has four classes, there were three at the time of the last inspection. The headteacher teaches one of the infant classes for most days of the week.

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HOW GOOD THE SCHOOL IS

The school continues to be very effective. High standards in English, mathematics and science are achieved by the age of eleven. A high proportion of the teaching is very good or better. The headteacher and deputy headteacher lead the school very well. The school is a harmonious community in which pupils work hard and feel valued. Their attitudes are excellent. Good value for money is provided.

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What the school does well

• Because of very good or better teaching, high standards are being achieved in English and mathematics by the ages of seven and eleven. • Pupils’ attitudes to the school are excellent. They are keen to do well and feel valued. By the age of eleven they are mature and confident learners. • The headteacher and deputy headteacher provide very effective leadership.

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What could be improved

• Planning for the school’s future direction is not as clear as it could be. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in January 1998 and was judged to be a very good school. It has continued to be successful. The key issues raised by the last inspection have been addressed well: assessment procedures, the use of assessment findings and the accommodation have all improved. There have been other improvements; for example, children in the reception year are now provided with more regular physical activities. Overall standards in the national tests at seven and eleven have risen since 1998 and the school’s statutory targets in English and mathematics were exceeded in 2001. Whitley Village School - 7

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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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Key

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

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Key

The results show that, taking the three years 1999 to 2001 together, pupils’ performance in all three subjects well exceeded the national average for pupils aged eleven. Although the school’s trend in performance appears to have been fairly static, the variations in performance need treating with caution because the numbers in Year 6 have been small. Since 1998 pupils’ average performance has risen in all three subjects. In mathematics in 2001, pupils’ performance was in the range of the top five percent of schools. The overall results in 2001 compared very favourably with those in similar schools. These high standards are reflected in the work of the current Year 6 pupils and they are achieving well. In the national tests for seven-year-olds, pupils’ average results have risen since 1999. In the 2001 tests standards were high in writing and, in reading and mathematics, pupils’ performance was in the top five

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Key

percent of schools across the country. Pupils’ performance in science teacher assessments was very high compared with the national average. Pupils in the current Year 2 are achieving well and standards are high especially in literacy and numeracy. This Year group is not as able as last year’s. Children in the reception year are making good progress and are well on course to exceed the standards expected when they enter Year 1 in communication, language and literacy, mathematical development and personal, social and emotional development. By the ages of seven and eleven pupils have made good progress, including those with special educational needs and the most able.

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Aspect Comment

Attitudes to the school Pupils’ attitudes are excellent throughout the school.

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Aspect Comment

Behaviour, in and out of classrooms Behaviour is very good overall. Pupils show especially high levels of self- discipline in the playground and at lunchtimes.

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Aspect Comment

Personal development and relationships Pupils respond very well to opportunities to help others, take initiative and be responsible. Relationships are harmonious.

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Aspect Comment

Attendance The attendance rate is very high compared with other schools. Whitley Village School - 8

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

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

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

The teaching is never less than satisfactory and is especially effective in literacy and numeracy in the infant years and in the upper juniors. The teaching of writing is excellent in Years 5 and 6. Other strengths in the teaching include high expectations, well managed discussions and very clear explanations. In general, the range of pupils’ needs is met well but on occasion in the lessons in the lower junior class more could have been expected of the most able pupils. Pupils throughout the school are keen to do well. By Year 6 their knowledge of their own learning is very good. In the reception class, the teacher and children cope very well with the lack of space.

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Aspect Comment

The quality and range of the curriculum The quality and range of learning opportunities are good overall but the lack of space in the reception class especially restricts children’s creative development.

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Aspect Comment

Provision for pupils with special educational needs Provision is good in the main.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Provision is very good. Pupils’ moral and social development is promoted particularly strongly.

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Aspect Comment

How well the school cares for its pupils Pupils are very well cared for.

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Aspect Comment

The school’s strong community spirit was exemplified in an assembly, introduced by a Year 6 pupil, in which pupils of all ages, including the youngest, confidently presented their achievements and answered questions asked by other pupils. In discussion with inspectors, many pupils indicated how much they thought the headteacher and staff cared for them. Whitley Village School - 9

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Aspect Comment

Leadership and management by the headteacher and other key staff The headteacher and deputy headteacher provide very effective leadership.

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Aspect Comment

How well the governors fulfil their responsibilities Governors fulfil their responsibilities, are committed to high standards and support the school well.

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Aspect Comment

The school’s evaluation of its performance Satisfactory and developing, but not yet thorough enough.

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Aspect Comment

The strategic use of resources Resources are used well but there is room for improvement in strategic planning. The accumulated budget surplus is too high.

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Aspect Comment

The principles of best value are applied soundly.

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improved

• Children like school. • Children are being helped to become mature and responsible. Behaviour is good. • The teaching is good and children are expected to work hard. • The school is well led and managed.

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improved

The vast majority of parents who expressed a view were very positive about the school. There were very few points of dissatisfaction. The inspectors endorse parents’ positive views. Whitley Village School - 10

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Because of very good or better teaching, high standards are being achieved in English and

mathematics by the ages of seven and eleven.

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Because of very good or better teaching, high standards are being achieved in English and

1 Children’s skills in speaking, listening and literacy are developed well in the reception class and they are making good progress towards exceeding the standards expected on entry to Year 1. Children are being taught to listen carefully to adults and each other and to take turns when they are speaking to the whole class. The teacher’s calm encouragement is helping them to talk confidently and eagerly. They have positive attitudes towards learning to read and are very interested in books. The teaching of letter sounds is very clear and helps children attempt to read unfamiliar words. They accurately write letters corresponding to given sounds and reassemble letters to make words such as help and away . Many read common, simple words accurately and identify missing words in a text, for example, in a version of the story of Three Little Pigs. The most able children are reading much of a simple text

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Because of very good or better teaching, high standards are being achieved in English and

accurately. The teacher’s very good teaching of handwriting is helping children not only to form letters accurately but also to recognise when capital letters are required.

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Because of very good or better teaching, high standards are being achieved in English and

2 In a very effective lesson in the Year 1/ 2 class pupils demonstrated their very good speaking and listening skills when they discussed different elements of the story of Jack and the Beanstalk. The teacher managed the discussion very well and gave pupils the opportunity to discuss, in small groups, the characters, settings and events in the story. Pupils responded very well and all had the chance to contribute in the subsequent whole-class discussion. The teacher’s very clear use of English and encouraging manner helped pupils to offer their ideas confidently and to use a good range of vocabulary. Expectations were high, for example, in pupils’ use and understanding of punctuation. Work was well planned to meet the needs of both age groups and writing tasks were well linked to the reading activities. For example, some of the Year 2 pupils considered how to add interest to the story by using a range of

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Because of very good or better teaching, high standards are being achieved in English and

alternatives to the word went . A scrutiny of Year 2 pupils’ writing indicates that they are taught very well. They have made good progress and write for a range of purposes. They have good opportunities to write in other subjects, for instance in history. Many write independently and make good attempts at using punctuation. High attaining pupils use a good range of vocabulary. Their developing skill in using punctuation includes accurate speech marks. Word processing skills are developing well. Year 2 pupils heard to read during the inspection were interested in their reading and most used a range of strategies to read unfamiliar words.

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Because of very good or better teaching, high standards are being achieved in English and

3 The teaching of English is excellent in the Year 5/ 6 class and pupils are achieving at least high standards. In an outstanding lesson pupils of all abilities contributed very well in reading and discussing the novel “Tom’s Midnight Garden”. The vast majority of pupils read very well and showed mature understanding of the novel’s characters and events. They also used contextual cues well in order to establish the meaning of unfamiliar words, such as languid . The teacher’s challenging questions on the text enabled pupils to evaluate confidently the author’s style and use of language. The whole-class discussion was managed very effectively and relationships were excellent. The pace and challenge in their learning were considerable. Pupils settled very quickly to the high challenge in the subsequent tasks in reading and writing. All pupils worked very diligently and maintained thorough concentration throughout. For

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Because of very good or better teaching, high standards are being achieved in English and

example, some of the Year 6 pupils silently read a different text to compare how the authors dealt with the theme of time. Year 6 pupils’ writing indicates that almost all of Whitley Village School - 11 them achieve high standards. The range of writing is broad and includes poetry, stories, reports, biographies and autobiographies. Word processing is a strong feature and work is very well presented, often in attractive compilations of pupils’ writing. Pupils often make very expressive use of language, for example; “As the moon shimmered the silver spider waited anxiously on his gossamer thread”. Very good opportunities are provided for pupils to write in other subjects. In geography, taught by a part-time teacher, pupils’ writing about land rights demonstration in India is well argued and evokes the location well. Year 6 pupils heard to read during the inspection did so confidently. They talked well about their reading and most

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Because of very good or better teaching, high standards are being achieved in English and

expressed their preferences for particular authors. Effective marking and setting of targets are helping Year 2 and Year 6 pupils to make progress and be more aware of their own learning.

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Because of very good or better teaching, high standards are being achieved in English and

4 Good foundations in children’s mathematical development are laid in the reception class. In a very good lesson the teacher’s high expectations helped the children to improve their knowledge and understanding of 10 and multiples of 10. The children counted accurately to 50. The teacher also clearly introduced and explained the use of a pictogram to record some simple data. Pupils achieve well in number in the Year 1/ 2 class. Their knowledge and understanding of place value are good. In a very effective lesson, after some brisk mental work, pupils worked on different tasks involving money operations. Expectations were high and almost all Year 2 pupils achieved at an above average level. Their mental recall of number facts was good as they worked with amounts more than £1, and they used the decimal point correctly. They were also given good opportunity to explain their work and did so clearly. A

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Because of very good or better teaching, high standards are being achieved in English and

particular strength in the teaching was that pupils’ work became increasingly more difficult as the lesson progressed. This ensured that pupils were kept on their toes. Consequently their learning was very good. Year 2 pupils’ completed work indicates that they are regularly challenged sufficiently, especially in number, and achieve well. For example, many are beginning to recognise simple fractions. High expectations are also a significant feature in the work of the upper juniors. In an excellent lesson Year 6 pupils showed their very good knowledge and understanding of number including negative numbers. They used mathematical language very well when they gave mature explanations of their thinking. Pupils’ work also includes converting fractions to decimals and percentages and regular solving of problems.

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age of eleven they are mature and confident learners

5 Throughout the school, pupils are keen learners and show excellent attitudes not only to their work but also at lunchtimes, in assemblies and at breaktimes. Children in the reception year have only been in the school for just over a term but already apply themselves to their work very well. They settle quickly at the start of sessions and sensibly collect and tidy away equipment. They cope very well with the lack of space and their behaviour is very good. They respond sensibly to opportunities to work independently but also co-operate well, for example, when working in pairs using a computer. Pupils’ enthusiasm, very good behaviour, active participation and diligence are significant features of the very good or better lessons. In the literacy and numeracy lessons in the Year 1/ 2 class pupils responded very well to the opportunities to work in pairs or small groups. Pupils in the Year 3/ 4 class have very

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age of eleven they are mature and confident learners

positive attitudes. Most work diligently but a few do not sustain concentration throughout lessons. Pupils in the Year 5/ 6 class are especially confident in lessons and around the school. In discussion with inspectors they showed considerable maturity as they articulately expressed their views about the school and talked about their work. They had nothing but praise for the staff of the school. When asked what Whitley Village School - 12 they would remember about the school one pupil replied; “ The people , I feel comfortable here”. The upper junior pupils respond very well to the opportunities to take responsibility, for example, they help with younger pupils in the playground, undertake a range of duties at lunchtimes and lead assemblies.

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age of eleven they are mature and confident learners

The headteacher and deputy headteacher provide very effective leadership.

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age of eleven they are mature and confident learners

6 The headteacher and deputy headteacher both carry a heavy load. Apart from her leadership and management duties the headteacher also teaches a class for four days a week and is the co-ordinator for science and information and communication technology. The deputy headteacher, apart from teaching a class, is also responsible for English, physical education and special educational needs. The headteacher and her deputy are strongly committed to the school and work very hard. They are very open to new ideas and are constructively self-critical. The teaching and non-teaching staff are well led and all work well as a team. Decisions are made by consensus. The headteacher and deputy have worked hard to sustain or improve high standards. The school has continued to improve since it was last inspected. Pupils’ progress is monitored well, trends are identified and action taken. A good example is the school’s

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age of eleven they are mature and confident learners

relatively recent drive to raise standards in writing. Pupils’ writing has been analysed closely and pupils have been given clear and precise targets. For example, in the deputy’s class targets include “use interesting connectives”. As a result Year 6 pupils’ knowledge of their own learning is very good. A very strong lead is given in developing the school’s excellent ethos. The emphasis is on praise for pupils, developing their self-discipline and celebrating their achievements. As a result the school’s community spirit is very strong. The headteacher is highly regarded by the pupils and knows them very well. The vast majority of parents who expressed a view are very happy with the leadership of the school.

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WHAT COULD BE IMPROVED

Planning for the school’s future direction is not as clear as it could be .

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WHAT COULD BE IMPROVED

7 The school development plan has clear annual objectives for the curriculum, premises and personnel. The plan usefully includes success criteria, in-service training, resources, costs and the people involved. The plan is regularly discussed by the governors and is evaluated before the next annual plan is devised. Its weakness is that is does not look beyond a year so the governors’ vision for the school’s future is not clear. In addition, the objectives’ longer-term implications, especially for teaching and learning, are not considered sufficiently. For example, there is no indication of expected learning outcomes as a result of implementing the objective “to integrate the use of ICT into numeracy and science”. The chair of governors is aware that the budget surplus has grown too large and minutes of the governors’ meetings indicate that governors have appropriate plans for spending the money. Resources

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WHAT COULD BE IMPROVED

are used productively but the governors should ensure that the link between the development plan and the budget is tighter so that not only will any budget surplus be kept at an acceptable level but the plan will also indicate how it will be spent.

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WHAT COULD BE IMPROVED

8 The headteacher has recognised the need for monitoring of teaching and learning in order to identify strengths and weaknesses. For example, the development plan indicates that during the current school year lessons will be observed in literacy and numeracy. However, there is no longer-term planning. The headteacher and the deputy headteacher have undertaken some monitoring of lessons in literacy and numeracy. They have used a suitable format for recording their observations, which Whitley Village School - 13 have been discussed with the teachers concerned. Governors have adopted a year group and have spent time in classrooms, for example, in observing literacy and numeracy. It is unrealistic in this small school to expect the headteacher and her deputy to do much more unless they are given more time away from their class teaching duties. For example, the deputy has an inadequate amount of non-teaching

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WHAT COULD BE IMPROVED

time to monitor provision for special educational needs or to perform her duties as a deputy. There are good aspects of the teaching in the Year3/ 4 class but also some room for improvement. However, the level of support that can be provided is very much dependant on the headteacher or deputy’s available time. Governors now need to develop a more creative approach towards giving the headteacher and deputy more support.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(1) Improve the school development plan by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• outlining the school’s future direction for at least a three year period;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• tightening the link between expenditure and educational priorities;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• identifying more precisely, the expected outcomes for teaching and learning;

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

• considering ways in which the headteacher and deputy headteacher can be given more time to undertake their leadership and management duties.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

(Paragraphs: 7 and 8) Whitley Village School - 14

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 10

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. Care should be taken when interpreting these percentages as each lesson represents more than eight percentage points.

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 90

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 1

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Information about the school’s pupils

Number of pupils with statements of special educational needs 1

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 24

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 0

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 7

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 5

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Attendance

School data 2.9 School data 0.0 Whitley Village School - 15 National comparative data 5.2 National comparative data 0.5

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Attendance

Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Whitley Village School - 16

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

Number of registered pupils in final year of Key Stage 2 for the latest reporting year 2001 12 7 19

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

National Curriculum Test/Task Results English Mathematics Science

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

Boys - - - Numbers of pupils at NC level 4 and above Girls - - -

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

Percentage of pupils School 95 (93) 95 (93) 100 (100) at NC level 4 or above National 75 (75) 71 (72) 87 (85)

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

Teachers’ Assessments English Mathematics Science

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

Boys - - - Numbers of pupils at NC level 4 and above Girls - - -

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

Percentage of pupils School 95 (93) 95 (93) 100 (93) at NC level 4 or above National 72 (70) 74 (72) 82 (79)

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

Percentages in brackets refer to the year before the latest reporting year. Results for boys and girls are omitted where there are less than eleven pupils in either group. Whitley Village School - 17

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Ethnic background of pupils Exclusions in the last school year

Black – Caribbean heritage - Black – Caribbean heritage - -

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Ethnic background of pupils Exclusions in the last school year

Black – African heritage - Black – African heritage - -

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Ethnic background of pupils Exclusions in the last school year

Any other minority ethnic group - Other minority ethnic groups - -

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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.

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 4.4 Financial year 2000/2001

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Teachers and classes Financial information

Number of pupils per qualified teacher 20.45

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Teachers and classes Financial information

Education support staff: YR – Y6 Total income 262,071

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Teachers and classes Financial information

Total number of education support staff 1 Total expenditure 229,475

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Teachers and classes Financial information

Total aggregate hours worked per week 32 Expenditure per pupil 2,342

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Teachers and classes Financial information

Balance brought forward from previous year 27,131

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Teachers and classes Financial information

Balance carried forward to next year 59,727

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Recruitment of teachers

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

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Recruitment of teachers

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

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Recruitment of teachers

Total number of vacant teaching posts (FTE) -

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Recruitment of teachers

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) -

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Recruitment of teachers

Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) -

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Recruitment of teachers

FTE means full-time equivalent. Whitley Village School - 18

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Percentage of responses in each category

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

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Percentage of responses in each category

My child is making good progress in school. 50 38 8 5 0

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Percentage of responses in each category

Behaviour in the school is good. 58 38 3 3 0

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Percentage of responses in each category

My child gets the right amount of work to do at home. 33 53 13 3 0

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 50 40 10 0 0

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 60 30 8 2 0

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 73 28 0 0 0

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Percentage of responses in each category

The school works closely with parents. 50 40 10 0 0

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Percentage of responses in each category

The school is well led and managed. 63 28 0 3 8

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Percentage of responses in each category

The school is helping my child become mature and responsible. 55 43 3 0 0

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 45 40 8 3 5

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