Other · Ofsted report

Holcombe Brook Primary School

Inspected — · published 19 Mar 2003 · URN 105311

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No overall grade in this framework

The Foundation Stage (lead), John Brennan, Lea Hall Park, Thresher House

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Inspectorssingle source
John Brennan, Lea Hall Park, The Foundation Stage, Thresher House
URN verified
105311

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Full report text

HOLCOMBE BROOK PRIMARY SCHOOL

Dates of inspection: 9 – 12 December 2002

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HOLCOMBE BROOK PRIMARY SCHOOL

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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HOLCOMBE BROOK 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. Holcombe Brook Primary School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Longsight Road Holcombe Brook Bury

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr David Ganz

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: January 1998 Holcombe Brook 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

11608 Anna Dawson Registered inspector Educational inclusion Science; art and design, design and technology What sort of school is it? The school’s results and pupils’ achievements. How well are pupils taught? How well is the school led and managed? 19365 Gordon Stockley Lay inspector Pupils’ attitudes, values and personal development; How good are curricular and other opportunities? How well does the school care for its pupils? How well does the school work in partnership with parents? 31175 Arthur Allison Team inspector English; information and communication technology; history. 21094 Pat Thorpe Team inspector The Foundation Stage; music; physical education. 21094 John Brennan Team inspector Special educational needs; mathematics; geography; religious education.

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INFORMATION ABOUT THE INSPECTION TEAM

Quality in Focus Thresher House Lea Hall Park Demage Lane Lea by Backford Chester CH1 6LP

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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 Holcombe Brook Primary 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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HOW HIGH ARE STANDARDS? 11

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

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PART A: SUMMARY OF THE REPORT

Holcombe Brook Primary School is an average-sized school for children from 4 – 11 years of age in the village of Holcombe Brook, north of Bury. It draws its pupils from the area that surrounds the school. Most pupils have attended a nursery or a playgroup before they start in one of the two reception classes in the year they become five. Pupils enter the school with a broad range of attainments: in general, their language and mathematical attainment are average and their social skills and speech above average. There are 268 pupils on roll in full time education, of these 126 are boys and 142 are girls. They are grouped in 9 classes. Twelve per cent of pupils have special educational needs. Most of these pupils have language and learning difficulties. This is below the national average of 22.2 per cent. The percentage of pupils who have a statement of special educational need at one per cent is below average.

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PART A: SUMMARY OF THE REPORT

The percentage of pupils eligible for free school meals at eight per cent is below the national average of 18.6 per cent. Most pupils are of white European origin. About two per cent are of mixed race and include pupils from Indian, African and Caribbean heritages. There are no pupils learning English as an additional language. Ten per cent of pupils leave or join the school other than at the normal times, which is average. The characteristics of the school are broadly similar to those reported at the time of the last inspection in 1998. The school has identified a small number of very able pupils.

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PART A: SUMMARY OF THE REPORT

This is a very effective school which provides a very good education for its pupils by the time they leave school. Pupils have very good attitudes to work and work happily together. The school is very well thought of by the parents and the community. The headteacher provides very good leadership. He is fully supported by the commitment and hard work of his deputy, staff and the governing body. In response, particularly to the high quality teaching at the end of Key Stage 2, pupils achieve well to attain well above average standards in English, mathematics, science and music by the end of Year 6. The school gives very good value for money.

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PART A: SUMMARY OF THE REPORT

What the school does well • Standards are high in English, mathematics, science and music. • Pupils’ attitudes to learning and the quality of the relationships within the school are very good. • The leadership of the school is very effective. There is a clear and shared vision for the future with a commitment to raise standards. • The quality of teaching and learning is good overall. The best teaching is in Years 5 and 6, where pupils make rapid progress. • The school makes very good provision for pupils with special educational needs. • There is very good provision for pupils’ moral and social development.

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PART A: SUMMARY OF THE REPORT

What could be improved • The management and coordination of the Foundation Stage and Key Stage 1. • Some teaching, so that all teaching is brought up to the standard of the best. The areas for improvement will form the basis of the governors’ action plan.

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PART A: SUMMARY OF THE REPORT

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

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PART A: SUMMARY OF THE REPORT

The school has made very good progress since it was last inspected in 1998. The curriculum is planned more effectively than before. Standards in most subjects have improved because the quality of the teaching is better than it was. The procedures and assessments made of pupils’ work have improved and are used more effectively by the staff in lesson planning. Almost every other aspect of the work of the school has also improved. The school makes more efficient use of limited resources thanks to carefully considered financial management Holcombe Brook Primary School - 7 STANDARDS

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PART A: SUMMARY OF THE REPORT

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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PART A: SUMMARY OF THE REPORT

Performance in: all schools similar schools Key

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PART A: SUMMARY OF THE REPORT

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

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PART A: SUMMARY OF THE REPORT

In 2002, standards were well above average in English and mathematics and above average in science compared with standards of all pupils nationally. In comparison with results in schools in a similar context, standards were above average in English, well above average in mathematics and average in science. There has been an overall steady rise in standards in English, mathematics and science since the last inspection, which reflects the national trend.

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PART A: SUMMARY OF THE REPORT

Inspection findings show that standards in the current Year 6 are well above average in English, mathematics and science and pupils are on course to attain or exceed the targets set for them in English and mathematics. The standards are also well above average in music and above average in art and design, design and technology, information and communication technology and physical education. Standards are average in geography and history. In religious education, pupils are exceeding the expectations of the locally agreed syllabus. Pupils with special educational needs achieve very well because of the very good provision made for them and the skilled help they receive from the teaching assistants. Pupils from ethnic minority backgrounds achieve as well as other pupils. The most able are challenged to achieve well by Year 6. In the Foundation Stage and Key Stage 1, pupils’ achievement is satisfactory in relation to their starting points. Most pupils in the reception classes are on course to

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PART A: SUMMARY OF THE REPORT

attain the expected Early Learning Goals by the end of the year. The current pupils in Year 2 are attaining above average standards in English, mathematics, science, information and communication technology and music. In all the other subjects they are reaching the standards appropriate for their age.

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PART A: SUMMARY OF THE REPORT

Attitudes to the school Very good. Most pupils concentrate very well during lessons because they enjoy school and are keen to learn.

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PART A: SUMMARY OF THE REPORT

Behaviour, in and out of classrooms Good. Most pupils behave well in lessons and in and around the school. Pupils are welcoming and polite to visitors.

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PART A: SUMMARY OF THE REPORT

Personal development and relationships Very good. Pupils respect the views of others and play and work happily together.

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PART A: SUMMARY OF THE REPORT

Attendance Very good. Most pupils have very good attendance. They are punctual and arrive on time. Holcombe Brook Primary School - 8 The positive approach by the school towards encouraging pupils’ very good behaviour, their positive attitudes to work and respect for self and others, is central to its aims and values. The majority of pupils are mature and use their initiative well in their learning.

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PART A: SUMMARY OF THE REPORT

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

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PART A: SUMMARY OF THE REPORT

Quality of teaching Satisfactory Satisfactory 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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PART A: SUMMARY OF THE REPORT

Overall the quality of teaching is good and ranges from satisfactory to excellent. English, mathematics, literacy and numeracy and the basic skills are taught well. The very effective teaching assistants work alongside the teachers and make a significant contribution to the standards attained, particularly by those pupils who have special educational needs. These pupils make good progress in Key Stage 1 and very good progress towards their set targets in Key Stage 2. In other subjects teaching and learning was good in art and design, information and communication technology, music and religious education. There was too little teaching observed in design and technology and geography to make a secure judgement.

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PART A: SUMMARY OF THE REPORT

The best teaching was observed in Years 5 and 6. The teaching is skilful in placing demands on pupils to develop their problem-solving skills and to answer questions and solve problems using different methods. As a result, pupils learn rapidly towards the end of Key Stage 2. Throughout the key stage, best use is made of curricular time to develop pupils’ knowledge and understanding in a range of subjects under topic headings. In the Foundation Stage and Key Stage 1, the pace of learning is slower. Sometimes opportunities are missed to challenge the higher attainers further in their learning. Pupils’ overall achievement and learning are, nevertheless, satisfactory. Teachers’ marking of pupils’ work does not consistently inform them of their next learning steps. Consistency in marking is recognised as a current priority. The teaching of pupils’ personal and social development is a strength. The school is working towards improving pupils’ understanding of living in a diverse society.

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PART A: SUMMARY OF THE REPORT

The quality and range of the curriculum Very good. Provision is satisfactory for pupils in the reception and Key Stage 1 classes. In other classes the school provides a good range of experiences. There is a very good range of extra-curricular activities which extend pupils’ skills and interests.

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PART A: SUMMARY OF THE REPORT

Provision for pupils with special educational needs Very good. The teachers identify learning difficulties early. The pupils make very good progress because of the skilled help they receive, particularly from the teaching assistants.

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PART A: SUMMARY OF THE REPORT

Provision for pupils’ personal, including spiritual, moral, social and cultural development Very good. The provision for pupils’ moral and social development is very good. It is good for pupils’ spiritual and cultural development. The school is working towards developing further pupils’ awareness of diversity in UK society.

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PART A: SUMMARY OF THE REPORT

How well the school cares for its pupils The welfare and care provided for pupils are very good. Teachers and teaching assistants know the pupils very well and provide very good personal support and guidance. The procedures for monitoring behaviour, personal development and academic performance are very good. Procedures for monitoring and improving pupils’ attendance are good. Holcombe Brook Primary School - 9 HOW WELL THE SCHOOL IS LED AND MANAGED

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PART A: SUMMARY OF THE REPORT

Leadership and management by the headteacher and other key staff Very good. The headteacher has a very clear vision for the school and provides very good leadership. He is very well supported by the deputy headteacher and the staff. The management of the Foundation Stage and Key Stage 1 need to be strengthened further in order to take action to further raise standards.

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PART A: SUMMARY OF THE REPORT

How well the governors fulfil their responsibilities Very well. The very experienced and knowledgeable governors have a good understanding of the strengths and weaknesses of the school and fully support its direction for the future. Statutory requirements are met.

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PART A: SUMMARY OF THE REPORT

The school’s evaluation of its performance Very good. There are rigorous procedures for improving the quality of teaching, learning and curricular provision. The extensive information on pupils’ attainments and progress is used very well with increasing efficiency to set targets for further success.

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PART A: SUMMARY OF THE REPORT

The strategic use of resources Excellent. The governors and headteacher work closely together to ensure that the school makes the best use of available resources. Spending is very closely monitored to get the best value for money.

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PART A: SUMMARY OF THE REPORT

The accommodation is satisfactory. The staff use the available resources very well to help pupils learn but the lack of space in the mobile classrooms prevents pupils from working on a large scale. There are sufficient well-qualified teachers who are assisted by the very experienced teaching assistants to cover the curriculum. The learning resources are good overall. The school works very well with the parents to help their children learn.

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PART A: SUMMARY OF THE REPORT

PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

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PART A: SUMMARY OF THE REPORT

What pleases parents most What parents would like to see improved

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PART A: SUMMARY OF THE REPORT

• Their children like school, behave well and make good progress. • They feel comfortable about approaching the school with queries or problems and the school works closely with them. • The school is well led and managed. • Their children are well taught and expected to work hard and do their best. • Their children are developing maturity and responsibility. • The school provides a good range of extra- curricular activities. • A few parents felt that their children did not get the right amount of homework. • A few parents felt that they were not sufficiently well informed about their children’s progress.

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PART A: SUMMARY OF THE REPORT

The inspectors agree with the very positive views expressed by the parents. They feel that although homework varies in quantity between classes, it falls within the expected range for children of this age and it effectively supports learning in lessons. Parents receive very good information about their children’s progress. Holcombe Brook Primary School - 10

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The school’s results and pupils’ achievements

1. Pupils enter the reception classes with a wide range of attainments which vary from year to year according to the percentage of pupils with special educational needs. The attainments of the present reception classes on entry to school were broadly average in their language and mathematical skills. Their speaking and listening and social skills were generally above average. Most pupils achieve satisfactorily in the Foundation Stage and are in line to attain the expected Early Learning Goals in all areas of learning; in their personal, social and emotional development they are likely to exceed these goals. In Key Stage 1, relative to their starting points, pupils continue to make steady progress. They achieve satisfactorily and by the end of Year 2 attain standards that are above average in English, mathematics and science. Pupils’ progress accelerates in Key Stage 2, and pupils achieve well and very well in Years 5 and 6 respectively to

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The school’s results and pupils’ achievements

attain well above average standards in English, mathematics and science. Pupils with special educational needs make good progress in Key Stage 1 and very good progress in Key Stage 2. There are particular strengths in music, in which standards are well above average by Year 6.

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The school’s results and pupils’ achievements

2. Results in English, mathematics and science, attained by Year 6 pupils in the national tests in 2002, were well above average in English and mathematics and almost as high in science for pupils attaining the expected level 4. The percentage of pupils attaining the higher level 5 was well above average in English and science and very high in mathematics. When compared with those of similar schools, these results were well above average in mathematics, above average in English and average in science. This represents steady, good improvement in English, mathematics and science since the last inspection in 1998. The rate of improvement follows the national trend overall in English and science. The improvement in mathematics is above the national trend. The targets set for the school in 2002 in English and mathematics were exceeded. Over 50 per cent of pupils attained level 5 in English and science and nearly 60 per cent

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The school’s results and pupils’ achievements

3. In the current Year 6, standards are well above average in English, mathematics and science. The targets set are challenging and pupils are in line to attain and possibly exceed them. The rise in standards since the last inspection is largely the result of :

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The school’s results and pupils’ achievements

a. improved teaching of very good quality in Years 5 and 6, where teachers have high expectations of pupils’ achievements; b. successful implementation of the national strategies for literacy and numeracy; c. the very good provision for pupils with special educational needs; d. improvements made to the curriculum; e. improvements made in the procedures for assessing pupils’ attainment and progress.

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The school’s results and pupils’ achievements

4. Results in English, mathematics and science, attained by pupils in Year 2 in the national tests in 2002, were below average in reading, average in writing and above average in mathematics for pupils attaining the expected level 2. The percentage of pupils attaining the higher level 3 was below average in reading and writing and above average in mathematics. When compared with those of similar schools, these results were well below average in reading and writing and average in mathematics. This year group, now the present Year 3, has a higher percentage of pupils with special Holcombe Brook Primary School - 11 educational needs than most other classes. This had an adverse effect of the overall results in the 2002 national tests. Apart from 2002, the rate of improvement since the last inspection has followed the national trend in reading and writing. In mathematics, it is slightly above the national trend.

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The school’s results and pupils’ achievements

5. In the current Year 2, improvements have been made in the teaching and learning of reading, writing and mathematics since the last inspection. This is mainly because the teachers are following well the guidance of the national strategies. However, teachers’ expectations of the pace of pupils’ work are not as high as they could be. For example, some higher attaining pupils could be challenged further to use and apply what they know and understand to solve mathematical problems. Standards are above average in information and communication technology and music. In other subjects, standards are average.

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The school’s results and pupils’ achievements

6. In both key stages, literacy and numeracy are well represented in pupils’ work across the curriculum and the basic skills are taught well. The provision for information and communication technology has improved considerably since the last inspection. The newly established computer suite, where basic skills are taught to whole classes is having a significant impact on raising standards. Because teachers make good use of information and communication technology in other subjects, pupils successfully practise and apply the skills they have learned.

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The school’s results and pupils’ achievements

7. Standards are higher in Key Stage 2 than Key Stage 1 and the Foundation Stage because the quality of teaching is better. The staff in Key Stage 2 are more experienced and have higher expectations of pupils’ work and behaviour. The staff are skilled in making very good use of time to extend pupils’ knowledge and understanding across a range of subjects in lessons. They use assessments in a more focused manner to ensure that all pupils are challenged well in learning. This impacts very successfully on the noticeably rising standards.

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The school’s results and pupils’ achievements

8. By Year 6, standards in art and design, design and technology and physical education are above average. In music, they are well above average. In religious education pupils attain standards above the expectations of the locally agreed syllabus. In history and geography standards are average. This is good improvement since the last inspection when standards were average in art and design, design and technology, music and religious education.

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The school’s results and pupils’ achievements

9. In Key Stage 1, pupils who have special educational needs make good progress and very good progress in Key Stage 2. A good proportion of pupils with special educational needs who take the national tests at the end of Years 2 and 6 attain standards in line national averages. This is a major achievement. Pupils receive very good support for English and mathematics which helps them join in with the work of the rest of the class. They are highly valued members of the school community and are keen to learn. The staff meet the needs of all pupils. The very good quality of support given to those pupils with special educational needs have a major impact on pupils’ good achievements. The most able pupils are challenged well in Key Stage 2 and make good progress but opportunities are missed in Key Stage 1 to consistently stretch the most able. Pupils from minority ethnic backgrounds learn well alongside their peers. There are no

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The school’s results and pupils’ achievements

significant differences between the attainments of boys and girls. Holcombe Brook Primary School - 12

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Pupils’ attitudes, values and personal development

10. Pupils have very good attitudes to school and this has a very positive impact on their learning. They are keen to come to school and they enjoy their lessons. This view is strongly represented in the parents’ questionnaire response. In Key Stage 2 particularly, teachers have very high expectations and plan interesting lessons with enjoyable learning activities. Pupils respond by working very hard with sustained interest and enthusiasm, as in a very good literacy lesson in the Year 5/6 class where the teacher had motivated the pupils very well by the choice of material and task. Pupils who have special educational needs have very good attitudes to school and this is a major reason why they do well. Many are confident and self-assured class members and they are keen to answer questions and to give their opinions. This is characterised by a can do attitude. Pupils come to school ready to learn. They apply

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Pupils’ attitudes, values and personal development

themselves well and get on well with other pupils. Pupils also demonstrate a very high level of interest and enthusiasm by taking part in the very good range of extra-curricular activities offered by the school.

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Pupils’ attitudes, values and personal development

11. Behaviour is good in classrooms and around the school. Pupils know the school rules on behaviour and are polite and kind to each other and to adults. They show great respect for other people’s feelings, values and beliefs. No examples of unacceptable behaviour were seen during the inspection and pupils do not regard bullying as a significant issue, any offenders being dealt with very effectively by their teacher. Conversely, there were examples of very good and occasionally excellent behaviour, both in lessons and elsewhere. One example was during the dress rehearsal for the Christmas performance, in which the younger pupils behaved extremely well whilst waiting for their turn to perform.

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Pupils’ attitudes, values and personal development

12. Pupils are expected to behave well and are trusted to do so. Pupils repay this trust by playing well together and acting responsibly, for example, at lunchtime while looking after the office and dealing with visitors and telephone calls. Lunchtime in the dining area is a pleasant social occasion when pupils chat happily together and in the playground behaviour is good despite the lack of playground games. Although the vast majority of pupils behave well, a small minority do not find it easy to maintain the high standards expected by the school. These pupils are generally well managed by teachers and they are helped to improve their behaviour. However, at times, this slows learning when pupils do not respond to their teachers’ instructions straight away. There have been no exclusions during the past year.

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Pupils’ attitudes, values and personal development

13. Pupils’ personal development is very good. The school’s very good provision ensures that pupils develop into mature and sensible young people as they progress through the school. Staff show respect for the children and the children respond well, showing respect for the adults who teach them. Pupils make the most of the many opportunities provided for them to accept responsibility and develop their independence. They willingly carry out duties such as taking registers to the office, switching on and setting up the computers at the start of the school day, and carrying out a range of tasks to help individual teachers. Pupils are also prepared to show initiative in their learning when given the opportunity. They use reference material in the library, reference software on computers and the resources of the Internet confidently in their search for information in connection with their studies. The annual weekend residential visit to an

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Pupils’ attitudes, values and personal development

outdoor pursuits centre also makes a good contribution to pupils’ personal development, as does the school council, on which pupils are able to put forward suggestions about ways in which the school might be improved, although its value is limited somewhat by the fact that it meets only once a year. Relationships between pupils and staff are very good throughout the school. Holcombe Brook Primary School - 13 14. Pupils' attendance rate is very good. Attendance in the most recent year was 95.8 per cent, which is well above the national average for primary schools. Pupils arrive punctually and registers are completed quickly and accurately, so that the day gets off to a prompt start. In some classes pupils make good use of registration time by reading quietly to themselves or finishing off some earlier work. A current concern is that the number of parents taking their children out of school for family holidays is

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HOW WELL ARE PUPILS TAUGHT?

15. The quality of teaching and learning is good overall but varies between the key stages. In the Foundation Stage and Key Stage 1, it is satisfactory. In Key Stage 2 it is very good overall; in Years 3 and 4, teaching and learning are good and in Years 5 and 6 very good. This results in pupils achieving well overall by the time they reach Year 6 with, most progress being made in Years 5 and 6. During the inspection, 55 lessons or parts of lessons were observed. Of these, 12 in Key Stage 2 were very good or excellent. This is good improvement from the last inspection when the quality of teaching was generally no more than satisfactory. The improved quality of the teaching is mainly due to:

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HOW WELL ARE PUPILS TAUGHT?

• improvements made to the planning of lessons; • the development of teamwork among the staff and their willingness to share expertise; • the very effective support from the teaching assistants in helping the pupils with special educational needs; • the emphasis given to teaching and learning in the core subjects of English, mathematics and science and also information and communication technology; • the teachers’ good subject knowledge, especially in Key Stage 2; • the effective monitoring of subjects; • the very good relationships between the staff and the pupils.

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HOW WELL ARE PUPILS TAUGHT?

16. All teachers consistently praise and reward pupils for their efforts and encourage them to take responsibility for their actions and learning. This builds their confidence and self-esteem and contributes successfully to pupils’ personal development.

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HOW WELL ARE PUPILS TAUGHT?

17. The quality of teaching and learning is satisfactory in the Foundation Stage. Teachers and classroom support staff work well together. The staff assess and record children’s achievements and plan work to meet the needs of all the children. Much teaching takes place in small groups and this, coupled with a good range of planned activities, enables young children to develop the skills necessary for their future work. The support staff play a full and effective role in teaching the children. In Key Stage 1, teaching and learning continue to be satisfactory. When lessons are less successful it is because teachers do not manage the pupils and their time as effectively and a larger proportion of time is spent in initial introductions. When pupils spend a long time listening they become restless and tend to lose concentration. When teachers spend time in checking pupils’ behaviour this slows the pace of learning for these and others in the

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HOW WELL ARE PUPILS TAUGHT?

class. Work is often well planned overall but not as well matched as it could be to the individual attainments of the pupils. Expectations of pupils’ achievements are lower than in Key Stage 2, and the most able do not always achieve as well as they should.

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HOW WELL ARE PUPILS TAUGHT?

18. The basic skills are taught well. The teaching of literacy, numeracy, science, art and design, music, religious education and information and communication technology is good overall. This is because the teachers have successfully implemented the national Holcombe Brook Primary School - 14 strategies. Teaching in these subjects successfully supports other areas of the curriculum. There was insufficient teaching seen to make a judgement for design and technology and geography.

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HOW WELL ARE PUPILS TAUGHT?

19. The best teaching is in Years 5 and 6. For example, in a history lesson, pupils debated the pros and cons for the building of the Crystal Palace in Victorian times, successfully taking on the roles of significant Victorians. In design and technology, pupils solved their design problems when building space stations using information and communication technology and their measuring skills. Teachers promote well cross- curricular links between subjects and as a result pupils begin to see the similarities and parameters of subjects and the relevance and transference of skills such as problem- solving. They are taught very well to apply a range of thinking skills to seek answers and solutions to their investigations and problems. In this respect time is used very well by the staff as several subjects are combined in lessons under broad topic headings. For instance, history, English, art and design and personal, social and

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HOW WELL ARE PUPILS TAUGHT?

health education were combined in a Year 6 lesson as pupils reflected on the social and moral values of the Victorian period as they studied a painting by Ford Maddox Brown. At Key Stage 2, teachers place a significant level of demand on pupils to ensure they are all fully involved. They challenge the most able with extension work, particularly in mathematics. Those that need additional help benefit from the additional classes provided by the headteacher and other key staff. Pupils understand exactly what is expected of them and rise to the challenges presented. The backgrounds of all pupils are taken into account during lessons and their expertise is used when it is appropriate to further pupils’ cultural development. They work hard and consistently achieve well by Year 6.

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HOW WELL ARE PUPILS TAUGHT?

20. Pupils who have special educational needs are taught very well. Teachers and learning support assistants form effective partnerships which ensure that the extra help pupils get makes a big difference to their learning. One of the most striking aspects of the teaching is the quality of relationships that exist between adults and pupils. Teachers and learning support assistants are keenly aware of the need to ensure that pupils keep positive attitudes to school and use praise and encouragement well to motivate pupils. Every opportunity is taken to keep pupils involved. During the early part of lessons teachers habitually make sure that pupils make an early contribution to class talk. This gets pupils involved from the start. This involvement is built on by teaching assistants, who provide subtle support when the teacher is talking to the whole class. They rephrase questions so that pupils better understand them and ask pupils questions

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HOW WELL ARE PUPILS TAUGHT?

directly. Pupils are, therefore, ready for the work that follows and are able to work within the class. Teachers and teaching assistants are well aware of pupils’ individual targets. The teaching assistants are skilled at adapting tasks so that they match the abilities of pupils.

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HOW WELL ARE PUPILS TAUGHT?

21. The overall quality of teachers’ planning is good. Lessons are planned closely to the national frameworks in literacy and numeracy and the work is generally tailored to meet the needs of all pupils in the class. There has been good improvement in planning in other areas of the curriculum as well since the last inspection. The overhaul of curricular policies and schemes of work has resulted in pupils systematically acquiring subject knowledge understanding and skills.

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HOW WELL ARE PUPILS TAUGHT?

22. Teachers generally have good knowledge and understanding of the subjects they teach and are willing to share their expertise. They use the correct technical terms and vocabulary for each subject which promotes pupils’ understanding. This is particularly evident in English, mathematics, science and information and communication technology. The work of the subject leaders to support their colleagues makes a good Holcombe Brook Primary School - 15 contribution to the rising standards. The quality of day-to-day assessment is good and has considerably improved since the last inspection. It is used well overall to adjust planning for the next lesson. Marking of work is satisfactory, but there are some inconsistencies. The school recognises this and is taking steps to improve marking. The best marking not only commends the efforts of the pupils, but also comments on learning related to the subject. Homework is used well to supplement and support work

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PUPILS OR STUDENTS?

23. The school has a broadly balanced and relevant curriculum which is satisfactory in the Foundation Stage and at Key Stage 1 and very good at Key Stage 2. The curriculum meets all statutory requirements including those of the locally agreed syllabus for religious education. Strengths in the curriculum include the provision for music and for personal, social and health education, which both make a significant contribution to pupils’ education and to the life of the school generally. Another area of strength in the curriculum is the number of opportunities that are taken to combine subjects to make the best use of available time. In addition to the use of literacy, numeracy and information and communication technology in other subjects, good examples occur of other cross-curricular work. In one example combining literacy, art and design technology pupils had written their instructions for making a colourful mask and these

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were attractively displayed alongside their finished masks. 24. The school has very effective strategies for teaching literacy and numeracy and these make a significant contribution to the progress that the children make, especially in Key Stage 2. There is also a good balance of time for the other subjects. The school provides opportunities for pupils to learn to swim and aims to ensure that all pupils can swim at least 25 metres by the time they leave. 25. The school provides a very good range of extra-curricular activities. Around a dozen clubs meet regularly before and after school. The well led chess club is very popular and attracts pupils from the reception year through to Year 6. Over thirty pupils attended the session held during the inspection. Some pupils go on to compete at county level in chess and in badminton. The school operates a Before and After School Care Club. Both clubs are well supported and there is a waiting list to join.

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PUPILS OR STUDENTS?

26. The curriculum is enhanced by the very good provision for pupils’ personal, social and health education. The regular personal, social and health education lessons have a very positive effect on many aspects of school life and successfully develop pupils’ self- confidence and self-esteem. Pupils receive age-appropriate education about the beneficial and harmful effects of drugs; sex education is provided through the science curriculum and with the help of the school nurse who talks to pupils in Year 6. 27. The school has good links with the community which enrich pupils’ personal and social development. Pupils take part in a range of sporting events in the local area including inter-school competitions and the annual sporting event organised by the local secondary school. Coaches from the local football club and the ladies’ football club provide training for pupils. The choir sings at the local elderly people’s home and pupils’

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PUPILS OR STUDENTS?

art work is displayed in the local shopping centre. Pupils learn to think of others less fortunate than themselves when they raise money for local charities, including a local children’s hospice. There is a good relationship with the local secondary school, to which the majority of pupils transfer. The pupils are well prepared for transfer to the high school and they have the opportunity to visit for a day in their final term at Holcombe Brook. The headteachers of the secondary school and the feeder primary Holcombe Brook Primary School - 16 schools meet regularly to discuss curricular continuity, transfer issues and other relevant matters. 28. The school’s provision for personal, social and health education, the contribution of the community and the school’s relationship with partner schools have all improved since the last inspection. 29. Pupils who have special educational needs are taught alongside the class and on

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PUPILS OR STUDENTS?

occasions in small groups for separate work. They benefit from the same curriculum as the rest of the school. This curriculum is added to by well planned catch-up lessons. These are very well taught by teaching assistants 30. The overall provision for pupils’ spiritual, moral, social and cultural development has improved since the last inspection and is now very good.

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PUPILS OR STUDENTS?

31. The school’s provision for spiritual development is good and very good for pupils in Years 5 and 6. Most pupils show respect and courtesy to teachers and other adults by their positive attitudes and their willingness to listen and concentrate well. History lessons in particular, provide opportunities for pupils to reflect on the courage and dedication of famous people such as Florence Nightingale and on the plight of poor children in the past. Pupils in Year 5 reflect on the terrible conditions endured by children working in the coal mines or cleaning chimneys and try to imagine the suffering. Listening to poetry and music allows pupils to experience particular moods and to learn to appreciate beauty in its many forms. The school gives high priority to music making and singing in which both performers and audience experience special moments. Teachers create a climate where pupils develop their own values and

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beliefs and know that their opinions and contributions will be valued. Pupils are encouraged to recognise and celebrate effort and achievement both by themselves and others.

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PUPILS OR STUDENTS?

32. There is very good provision for the moral development of pupils. This is closely linked to the school’s caring ethos. When disputes occur between pupils they respond well when they are given a chance to ponder on the situation and are encouraged to see it from other points of view. Pupils are expected to behave well at all times, to understand right from wrong, show concern for others and understand the need to work hard at school. Pupils feel able to freely discuss, issues that directly affect them. For example, pupils in Years 5 and 6 consider the problem of bullying and how to help both the victim and the bully. Pupils are made aware of the need to get rid of bullying however infrequent and prepare an anti-bullying slogan for their homework. Pupils are elected to the school council where they can express their views or exercise their responsibilities to others. The various merit systems in use, including the popular

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Pupils of the Week are highly valued by the pupils and consistently reinforce the values and beliefs of the school.

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PUPILS OR STUDENTS?

33. The school develops pupils’ social awareness in a variety of ways and this provision is very good. Pupils are treated in a warm and friendly manner by all staff and this has a positive effect on their relationships with others. Pupils take on small jobs around the classroom and older pupils have responsibilities around the school. Pupils are encouraged to co-operate and learn together at appropriate times, to help and support each other and to recognise the achievements of others. Learning to play chess and other competitive sports teaches pupils to play fairly and to live with the consequences of their decisions. During playtimes and the lunch period pupils have ample opportunities to talk and play together. The Before and After School Care Club and other activities taking place out of lesson time provide a more relaxed learning and social climate. Taking part in a residential trip to an outdoor pursuits centre contributes

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greatly to the personal and social development of pupils in Years 4, 5 and 6. Holcombe Brook Primary School - 17 34. The school’s provision for cultural development is good. Visits to the immediate area around school as part of work in geography help pupils to understand their local culture and traditions. Pupils play traditional games, practise the steps to folk dances and learn the words to traditional prayers such as the Lord’s Prayer. In their art and design lessons pupils are introduced to the work of famous artists from other countries such as Claude Monet and Wassily Kandinsky. Music plays a very significant part in the cultural development of all pupils as they sing traditional songs and hymns, play a musical instrument and listen to the music of famous composers. Pupils also have opportunities to visit museums where they can see objects from the past and from various cultures.

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35. The school is continuing to prepare pupils for living in a diverse society. Different cultures and faiths are studied in other subjects such as geography and religious education and in the celebration of festivals such as the Jewish festival of Hanukkah and the Hindu festival of Diwali. Pupils listen to a range of music and stories from different cultures and the library now has a selection of multicultural books for pupils to read. Contact has been made with a local school with pupils from a minority ethnic group and visitors from different ethnic groups have been welcomed into school. However, the school is aware of the need to develop this area of the curriculum further and plans have already been made to do so.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

36. A feature that stands out strongly is the very good care the school takes of its pupils. The headteacher sets very high standards which staff are eager to follow. All pupils are valued, no matter what qualities or problems they bring with them. The friendliness of everyone is evident throughout the school. This is a school where the pupils come first. The pupils enjoy coming to school.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

37. A high priority is given to health and safety. Pupils are safe and secure, any concerns are handled with care, dedication and good humour. All the necessary safety checks are carried out regularly and the governors are involved in carrying out risk assessments and safety checks of the premises. There are several trained first-aiders and parents are informed by letter whenever their child has been ill or injured at school.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

38. Child protection is taken seriously. The co-ordinator is trained and staff have guidance about the procedures and signs of possible concern that might result in a child protection issue. Mid-day support staff have had training in child protection so that they are able to respond appropriately to any concerns they may have as a result of what they see and hear in the more relaxed atmosphere of the playground.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

39. Good procedures for monitoring and improving attendance ensure that attendance levels remain well above the national average. The school monitors attendance trends regularly and takes action where there is a concern. Weekly awards are made to the classes with 100 per cent attendance and this helps to keep attendance levels high. The school enlists the help of the education welfare officer when letters to parents do not have the desired effect.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

40. Procedures for monitoring and promoting good behaviour are very good. A very effective behaviour policy is based on encouraging and rewarding good behaviour with stickers, certificates and badges that are presented in the celebration assembly. Pupils value these awards and strive hard to achieve them. Those who have been chosen as Pupil of the Week wear their badges and medals with great pride. The way that pupils’ Holcombe Brook Primary School - 18 behaviour is managed is one of the strengths of the teaching. The behaviour policy was modified after a survey carried out amongst pupils. This identified the most effective methods of promoting good behaviour and of dealing with unsatisfactory behaviour.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. There are also very good procedures for monitoring and eliminating oppressive behaviour. The policy makes it clear that bullying will not be tolerated and pupils have confirmed that the school responds quickly and effectively to any reported bullying incidents. There is a robust system for logging any racist incidents, but none have occurred so far.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. There are very good procedures for monitoring and supporting pupils’ personal development. The formal systems include pupil concern sheets, which are reviewed regularly, and records of achievement. These are supplemented by informal monitoring, helped by teachers’ very good knowledge of their pupils and in many cases, their families as well. For those pupils who need it, an individual behaviour plan is prepared.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. Pupils with special educational needs have individual learning plans. These are well maintained and identify a small number of key improvements needed to move learning along. They include detailed methods for achieving these. They are successful in ensuring that all adults know what pupils are working towards. Most pupils, however, are unaware of their targets and are not involved enough in review meetings.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. The special needs co-ordinator and the assessment co-ordinator form a very effective partnership to ensure that the school keeps a close eye on the progress of individuals. In this way they are able to quickly identify pupils who are slipping behind and who would benefit from some catch up work.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. Procedures for assessing pupils’ attainment are very good and have a positive effect on raising standards. The school has successfully addressed the issues relating to assessment identified in the previous inspection. Baseline assessment of each pupil takes place at the beginning and end of the Foundation Stage. Ongoing assessment of pupils in the reception class is good. It is matched to the latest national curriculum guidance. There are very good procedures at the end of each key stage when the results of the national tests are carefully analysed. Analysis of performance in English and mathematics is very good. In addition, the optional national tests for English and mathematics are used towards the end of Years 3-5 and are also carefully analysed. Pupils’ achievements following the teacher assessments in science are carefully analysed at the end of Year 2. Subsequently pupils’ knowledge and understanding are

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

assessed at the end of each unit of study. In English, mathematics and science the data is used very well to track the progress of individual pupils and the cohort and to consider whether there is any difference in the performances of pupils, for example by gender. The school also uses other nationally standardised tests to help assess whether pupils are achieving as they should be. These strategies have enabled the school to identify pupils who would benefit from different teaching and learning styles, who need more support or who need a greater degree of challenge because they are gifted and talented. The school provides these opportunities and this helps to raise attainment. In several subjects the school has procedures for assessing pupils at the end of each unit of study in line with the latest national guidance. This is an improvement since the previous inspection.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. The very detailed assessment strategy provides relevant information for governors about the school’s performance and for parents about their children. The school uses Holcombe Brook Primary School - 19 assessment very well to inform medium and long-term planning in English, mathematics and science, for example, in identifying writing skills as a priority. All lesson plans make clear what pupils should know or be able to do by the end of the lesson. This is shared with the pupils at the beginning of the lessons and, in most lessons, again when learning is reviewed at the end of the lesson. As a result pupils, particularly the older pupils, have a good understanding of the progress they are making. However, opportunities are missed in Key Stage 1 to challenge some higher attaining pupils further. All teachers evaluate their weekly planning and use these assessments to inform subsequent planning.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

47. The school is beginning to implement a system of setting short-term targets for individual pupils, to ensure that both pupils and parents know more clearly what it is that pupils have to do to improve. This will put pupils in a good position to improve their standards of attainment.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

48. There is a very good partnership between the school and home and this has a beneficial impact on pupils’ attainment and their attitudes to learning. This very good link with parents has been successfully maintained since the previous inspection. The majority of parents are very supportive of the work of the school and they value the educational opportunities provided for their children and the very good care that the school takes of them. Parents hold the school in high esteem and the inspection team agrees with their very positive views.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

49. The school provides parents with information of very good quality. The prospectus and governors’ annual report are well presented and informative. Parents of pupils new to the school are given a very good information pack containing documents. These include the behaviour policy, the homework policy and the parental summary of the last inspection. There are also booklets giving detailed guidance on handwriting, how reading is taught, and how parents can help their children at home. Before the children start in the reception class, staff visit them at home and at the independent nursery within the school to ensure a smooth start to school. To begin with, children attend for half a day before staying for the full day.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

50. There are two formal opportunities for parents to meet their children’s teachers; one in the autumn term when parents can find out how their children are settling in to the new class, and one towards the end of the summer term, after parents have received the written report. These meetings extend from the afternoon through to the evening so that parents who are working can find a suitable time. Teachers and the headteacher are always willing to see parents at other suitable times if they have any concerns. Well over 90 per cent of parents attend the consultation meetings. Pupils’ written reports are informative and easy to understand. They give helpful information about what the pupils have learned and what they need to do to improve.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

51. The school keeps parents well informed by regular newsletters, supplemented by other letters which are always distributed on the same day each week so that parents know when to expect them. Parents of children having particular learning or behavioural difficulties keep in touch with the teacher by using the home/school record books, which have a special section for stickers, stars and other merit awards for good work and/or improved behaviour at school and at home. Other parents use the reading diaries for passing messages to the teacher. Holcombe Brook Primary School - 20 52. The school benefits considerably from the efforts of a thriving and successful parent- teacher association. It organises social events throughout the year and raises a considerable amount of extra money for the benefit of the children. A number of parents help regularly in classes and this helps teachers to teach more effectively.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

Parents are regularly consulted about what the school provides and there is a positive response, from which the school is able to feed issues into the school development plan. All parents receive a summary of the parental responses to the questionnaires. The school’s response to parents is evident in that this was the first school in the Local Education Authority to gain a government Charter Mark awarded for excellence in public service.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

53. The contribution of parents to their children’s learning at home and at school is very good. In addition to those parents who help regularly in school, the vast majority take a keen interest in their children’s education by monitoring homework and listening to reading. The school’s partnership with parents is a significant factor in its success.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

54. The school establishes effective partnership with the parents of pupils who have special educational needs. Every effort is made to involve them in regular meetings to discuss progress and future goals. In most instances parents attend these. In some classes, most notably Years 5 and 6, the school maintains a dialogue with parents through a dairy that goes home every day. These provide invaluable opportunities for parents and the school to discuss how well things are going. In some instances pupils also add their point of view and so become more involved in their own education.

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