Other · Ofsted report

Grenoside Community Primary School

Inspected — · published 14 Jan 2003 · URN 107051

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Full report text

GRENOSIDE COMMUNITY PRIMARY SCHOOL

Dates of inspection: 14 – 17 October 2002

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GRENOSIDE COMMUNITY 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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GRENOSIDE COMMUNITY 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. Grenoside Community Primary School

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INFORMATION ABOUT THE SCHOOL

School address: Norfolk Hill Grenoside Sheffield Postcode: S35 8QB

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mrs J. Moore

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 17 November 1997 Grenoside Community Primary School

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Team members Subject responsibilities Aspect responsibilities

Mrs M. Shepherd Registered inspector Physical education What sort of school is it? How high are standards? How well are pupils taught? How well is the school led and managed? Mr A. Dobson Lay inspector How high are standards? How well does the school care for its pupils? How well does the school work in partnership with parents? Mrs S. Gatehouse Team inspector Mathematics Religious education Art Music How does the school cultivate pupils’ personal development?

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Team members Subject responsibilities Aspect responsibilities

Mrs M. Farman Team inspector English Special educational needs Equal opportunities Mr K. Saltfleet Team inspector Science Geography History How good are curricular and other opportunities?

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Team members Subject responsibilities Aspect responsibilities

Mrs C. Jarvis Team inspector Foundation Stage Design and technology Information and communication technology

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Team members Subject responsibilities Aspect responsibilities

TWA Inspections Ltd 102 Bath Road Cheltenham GL53 7JX

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Team members Subject responsibilities Aspect responsibilities

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 Subject responsibilities Aspect responsibilities

The Complaints Manager Inspection Quality Division

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Team members Subject responsibilities Aspect responsibilities

Alexandra House 33 Kingsway London WC2B 6SE Grenoside Community Primary School

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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? 10

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

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INFORMATION ABOUT THE SCHOOL

Grenoside Community Primary School serves the village of Grenoside and adjacent estates. There is a wide variety of both private and rented accommodation. There are 312 pupils on roll, which is above average. There is an even balance between girls and boys. Two per cent of pupils are eligible for free school meals, which is below average. All classes contain one age group, except two mixed classes of pupils in Years 3 and 4 and Years 5 and 6. There are nearly 3 per cent of Asian pupils in the school and they all have English as a first language. Eight per cent of pupils are on the register of special educational needs, which is lower than average. Less than 1 per cent of pupils have full Statements of Special Educational Need, which is below average. Pupils enter the school with a wide range of attainment, but overall it is above average. Levels of attainment vary between different year groups. A small proportion of

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INFORMATION ABOUT THE SCHOOL

pupils leave or enter the school partway through their education, but the 2002 Year 6 class had higher levels than usual. At the time of the inspection the headteacher had only been in post for five weeks. There was a newly qualified supply teacher working in the school.

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HOW GOOD THE SCHOOL IS

This is a good school. Pupils make good progress in mathematics and science, progress in English is satisfactory. Pupils make very good progress in music. They develop very positive attitudes to learning and behave very well in a range of different contexts across school life. Teaching is good, with many very good features. The headteacher has made a very good start to his new role and is supported extremely well by the high quality chair of governors. The school provides good value for money.

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HOW GOOD THE SCHOOL IS

What the school does well • Standards among Year 6 pupils are well above average in mathematics and music, and above average in speaking, listening, reading, science and art. • Pupils with special educational needs make very good progress as a result of very good support. • Pupils’ attitudes, behaviour and relationships are very good because the school provides a very positive context for their learning. Attendance is well above average. • Teaching is good; teachers work in very effective partnerships with good classroom assistants. • Leadership and management are good. • The school provides a rich and varied curriculum with very good opportunities for moral and social development and good links with the community. • The partnership with parents is very good.

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HOW GOOD THE SCHOOL IS

What could be improved • Progress in writing 1 from Years 3 to 6 is too slow. • The quality of the accommodation is very poor. • Pupils’ individual progress is not tracked well enough through the school or used effectively enough to set individual targets or to group pupils in lessons. • More-able pupils do not all reach their full potential. 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

Since the previous inspection in 1997 the school has made a good rate of improvement. All the previous key issues have been tackled thoroughly and the improvements in information and communication technology have had a significant impact on raising standards in this subject. Standards in mathematics have risen in both Year 2 and Year 6. Attainment is higher in music by Year 6 and in art by Year 2. Pupils’ attitudes and behaviour are better and the quality of teaching has improved. The curriculum is broader, and moral and social development is better. The partnership with parents has increased and the work of the chair of governors is even better. The accommodation is worse. There is a good capacity for future development because the new headteacher has settled in so well.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

1 This includes independent writing and spelling. Grenoside Community Primary School

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STANDARDS

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

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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

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

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STANDARDS

The trend in standards among Year 6 pupils over the past four years is broadly average. The school sets itself satisfactory targets. The 2002 year group had a higher proportion of pupils leaving the school than usual. This reduced the overall attainment of this year group. The current year group is more representative of the usual attainment range. The inspection judges standards among Year 6 pupils as well above average in mathematics, above average in speaking, listening, reading and science, and average in writing. Standards of Year 6 pupils are well above expectations in music and above average in religious education and art.

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STANDARDS

The 2002 national tests show the attainment of Year 2 pupils as well above average in mathematics, above average in reading and average in writing. Compared with that in similar schools, attainment is average in mathematics and reading and below average in writing. The inspection identified rising standards in this age group due to a stronger focus on literacy and numeracy. It judges standards as well above average in reading and mathematics, and above average in writing and science. It also judges standards in information and communication technology, religious education, art, music and physical education as above expectations for pupils in Year 2.

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STANDARDS

Children in reception make good progress in personal, social, emotional and physical development. Progress in all other Areas of Learning 2 is satisfactory, and by the end of reception all standards are above the expected level.

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STANDARDS

Pupils with special educational needs make very good progress, but more-able pupils do not fulfil their full potential consistently across all subjects.

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school These are very good. Pupils are proud to attend their school. They are alert and involved in lessons, and respond very well to their teachers.

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PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms This is very good, even in bad weather. Pupils know the Golden Rules 3 very well and use them consistently. Movement around the school is very orderly, particularly by the infant pupils when they move the considerable distance between the two school sites and across the busy road.

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Relationships are very good between pupils, and between themselves and adults. They are very polite and work together willingly in lessons. Personal development is good. Pupils accept responsibility with enthusiasm.

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PUPILS’ ATTITUDES AND VALUES

Attendance This is well above average. Punctuality is good. Pupils are particularly well behaved when they go on visits out of school and are a credit to the school.

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PUPILS’ ATTITUDES AND VALUES

2 The Areas of Learning are the government recommended curriculum for children in nursery and receptionreception classes. 3 The school has agreed on a set of key rules for the school, which they class the Golden Rules. Grenoside Community Primary School

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TEACHING AND LEARNING

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

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TEACHING AND LEARNING

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

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TEACHING AND LEARNING

Overall, teaching is good. There are some very good features in teaching in both the infant and junior classes. There was also some excellent teaching in English and music in Year 5 and in mathematics in the mixed Years 5 and 6 class. There was no unsatisfactory teaching.

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TEACHING AND LEARNING

The teaching is very good in mathematics and good in English. Reading, speaking and listening skills are taught well and the teaching of writing is improving because the school has worked hard to raise teachers’ expertise in this area. Numeracy is taught very well.

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TEACHING AND LEARNING

Teachers work very well with the good classroom assistants. They plan very effectively together in teaching teams. The reception teacher works well with her classroom assistant, but she is disadvantaged because she does not have a permanent teacher with whom she can share and evaluate her planning. Teachers manage pupils’ behaviour very well. Homework is used well through the school and is particularly good in the infant classes in mathematics.

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TEACHING AND LEARNING

Teachers support pupils with special educational needs very well and they make very good progress. Teachers do not challenge more-able pupils consistently. They do not set targets effectively enough and pupils do not have a clear understanding of what to do next to improve their work. Teachers are very enthusiastic in lessons and pupils respond by doing their best.

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OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum The curriculum is well balanced and based on thorough termly planning. Teachers use the computer suite well but do not plan consistently for the use of computers in classrooms. Outdoor play for reception pupils is varied, stimulating and well organised. There are not enough structured opportunities in the classroom for independent play in reception.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs This is very good. Individual education plans are clear and used well in planning. Classroom assistants play a valuable role in supporting these pupils.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal development, including their spiritual, moral, social and cultural development Provision for moral and social development is very good. School staff make good use of the range of systems in school for promoting moral development. They provide rich and varied opportunities for pupils to extend their social skills. Spiritual development is good. The school provides a wide range of opportunities for pupils to understand their own culture. However, there are not enough opportunities to develop understanding of other cultures.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils Procedures for monitoring attendance and behaviour are very good. Assessment systems are not efficient and are not used consistently for future planning. There is a good new policy for target setting, but it has not yet had time to be effective.

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OTHER ASPECTS OF THE SCHOOL

Partnership with parents The school keeps parents well informed. The reception team establishes very good links with parents. Annual reports are good, but the identification of what pupils need to do next is inconsistent. There is a very active home-school association. There is a good range of extra-curricular opportunities for pupils, particularly in the creative arts. The school does not completely fulfil its statutory requirements to provide collective worship every day. Parents are welcomed into the school and make valuable contributions to pupils’ learning. Grenoside Community Primary School

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HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and management by the headteacher and other key staff The new headteacher has made a very good start to his work in the school. The deputy headteacher provides good support to the headteacher. The leadership provided by co-ordinators is good overall. The leadership and management of the mathematics and music co- ordinators are excellent. The management of the teams of teachers is very good. The role of the senior management team is not effective enough.

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HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities The leadership of the chair of governors is excellent. The governing body is very well organised. Governors have a very good understanding of school issues and attend regular meetings and committees.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance The school improvement plan does not provide a clear focus for communicating key developments in the school. Individual action plans for different subjects are detailed.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources The school considers its resources carefully. Grants are used appropriately and the use of personnel is efficient. The secretarial support is of high quality.

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HOW WELL THE SCHOOL IS LED AND MANAGED

Staffing, accommodation and resources Accommodation is very poor. There are too many different buildings, the hall is too small and there is not enough storage. The caretaker works hard to keep the buildings and site clean and tidy.

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HOW WELL THE SCHOOL IS LED AND MANAGED

Overall, the school applies the principles of best value in a satisfactory way. It uses its resources very carefully, which has raised standards in information and communication technology. It does not compare its performance carefully enough with that of similar schools.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Forty-seven per cent of parents returned the questionnaire. Twelve parents attended the parents’ meeting. What pleases parents most What parents would like to see improved • The school expects children to work hard. • The good quality of the teaching. • Children like going to school. • The approachability of staff. • Children make good progress. • Some parents are not happy with the amount of homework and the need to complete it by the next day. • Some parents do not think there is an interesting range of activities outside lessons. • Some parents would like arrangements on parents’ evening to be more confidential.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Inspectors agree with the positive views of parents. They found that the provision of homework is good and, as much of it is closely linked to what is being taught, it is particularly useful if it is completed by the next lesson in that subject. They judge the provision of extra-curricular activities to be good, particularly in the creative arts. The new headteacher is aware of the problem of a lack of confidentiality at parents’ meetings. Grenoside Community Primary School

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The school’s results and pupils’ achievements

1. Children enter the school with attainment above expectations in all areas of learning except personal, social, emotional and physical development, where their attainment is at the expected level for their age. They make good progress in these two areas and, by the end of reception, their attainment is above average. This is due to the great care taken to ensure that children make a confident start to their schooling, the regular links with parents and the provision of a calm working context for learning. Physical development is planned carefully to ensure a balanced programme of work and children thoroughly enjoy investigating the stimulating resources in outdoor play. Children make satisfactory progress in all the other Areas of Learning, and by the end of reception attainment remains above the expected level. However, writing development is slower than other aspects of communication, language and literacy because there are not enough opportunities to

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The school’s results and pupils’ achievements

2. The table below shows attainment in English, mathematics and science.

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Writing

Mathematics Well above average Well above average Average Well above average

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assessment

Average Above average Average Above average

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assessment

3. Compared with that in similar schools, attainment in the 2002 national tests at the end of Year 2 is average in reading and mathematics but below average in writing. The Years 1 and 2 teachers are working hard to introduce systems to raise standards. These include a stronger focus on writing, interesting resources for literacy and very good homework packs in mathematics. These strategies are having a positive effect on raising standards. Pupils are eager to talk about their preferences for different books. They choose imaginative words in their writing, and their handwriting is neat. They handle numbers confidently in mental mathematics and record their work accurately. Pupils confidently predict the outcomes of investigations in science, test these predictions and then record their findings.

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assessment

4. The trend in attainment of Year 6 pupils over the past four years has been broadly average. Attainment of Year 6 pupils in the 2002 national tests was below average in science and mathematics and well below average in English when compared with that in similar schools. Last year’s test results were lower than usual. This was because a higher proportion of pupils left this year group as they moved through the school, with half of the pupils leaving having attained above average standards for their age. This has had a significantly negative impact on overall attainment. However, fewer pupils have left the current Year 6 class. A higher proportion of pupils have benefited from the full programme of work across the school. The inspection judges standards of the current Year 6 class as better than last year in science, reading, speaking and listening. Standards in Grenoside Community Primary School

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assessment

mathematics are much better because of the impact of the strategies to raise standards in this subject and the high quality work of the co-ordinator. For example, she has organised a weekly session for gifted and talented pupils to challenge and extend their mathematical knowledge and skills. Standards in writing are average. The school has worked hard to raise standards through a three-year writing project. This is having a positive impact on the writing through the school, but the full benefits have not yet reached the Year 6 pupils. Year 6 pupils speak clearly and carry out discussions confidently. They enjoy identifying the features of their favourite authors and use non-fiction texts well. Pupils understand how to structure stories, but their final texts are not long or detailed enough. Handwriting is neat and well presented, but pupils make too many careless mistakes in their spelling.

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assessment

Pupils handle numbers very confidently and work at a fast pace in mental mathematics. They devise their own tests in science and have a good range of scientific knowledge.

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assessment

5. Standards in numeracy are well above expectations. Standards in literacy are satisfactory. In mathematics, more-able pupils fulfil their potential because they receive consistently challenging tasks throughout the school. However, in other subjects these pupils do not have consistently challenging work. This is restricting overall progress as pupils move through the school. In contrast, pupils with special educational needs are supported very carefully, whether this be in whole-class lessons or in withdrawal groups. This ensures that they make very good progress. Pupils from ethnic minorities play a full part in lessons.

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assessment

6. The following table shows standards in subjects other than English, mathematics and science.

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technology

Above the expected level At the expected level

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technology

Art and design Above the expected level Above the expected level

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technology

Design and technology At the expected level At the expected level

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technology

Geography At the expected level At the expected level

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technology

History At the expected level At the expected level

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technology

Music Above the expected level Well above the expected level. Physical education Above the expected level At the expected level

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technology

Religious education Above the expected level Above the expected level

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technology

7. Standards in information and communication technology have improved considerably for Year 2 pupils, moving from below average to above average. In Year 6 standards have also risen. This is due to the considerable efforts the school has made in providing a computer suite, which is used very regularly, and in training teachers to increase their subject knowledge and confidence. Music is well above expected levels by Year 6 due to the high quality work of the co-ordinator, who supports other teachers and runs very good clubs for large numbers of pupils. Progress in physical education is good up to Year 6. Art and design is taught consistently well throughout the school, particularly in observational drawing and painting and results in standards being above expectations by the end of Years 2 and 6. Grenoside Community Primary School 8. Since the previous inspection standards have risen in mathematics and information and

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technology

communication technology throughout the school. There has been improvement in reading for Year 2 pupils and the high standards in music in Year 6 have improved even further. The progress of children in physical development has improved in reception. Standards in writing in Year 6 have fallen. The school identified this and standards are now beginning to rise again due to the work carried out to improve writing development throughout the school. Standards in physical education are the same as the previous inspection until the Year 6 class, but then they drop because the teacher’s expectations are too low.

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Pupils’ attitudes, values and personal development

9. The pupils’ attitudes and behaviour are very good. This is an improvement since the previous inspection. The very good relationships and the good levels of personal development noted previously have been maintained. Attendance continues to be well above the national average.

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Pupils’ attitudes, values and personal development

10. Pupils think that Grenoside is a very good school which they are proud to attend. In classes they settle down quickly and show a clear interest in learning. They are alert and involved, and respond very well to challenging questions. When given tasks to do, they apply themselves well and work very hard. They take homework seriously. This enthusiasm for doing their best permeates the whole school. It is as apparent in reception as it is in Year 6. Pupils with special educational needs have equally positive attitudes towards their work because it is pitched carefully at their individual needs.

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Pupils’ attitudes, values and personal development

11. Behaviour is very good throughout the school and at times it is excellent. Pupils know the school’s Golden Rules very well and think they are applied fairly. Very high standards are achieved within the framework of a friendly regime of high expectations at all times. During the inspection there were instances of exemplary behaviour; for example, the responsible and sensible way in which over 60 Years 5 and 6 pupils conducted themselves when given freedom to explore anywhere in the local church, and the way pupils behaved when they had to stay inside all day because of heavy rain. Classrooms have a calm atmosphere that is conducive to learning. Movement around the school is very orderly; this is particularly apparent in the very sensible way the infant pupils line up to cross the busy road between the two sites. Playgrounds have a friendly atmosphere, with boys and girls playing happily together. No signs of oppressive behaviour were seen

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Pupils’ attitudes, values and personal development

during the inspection and pupils reported no concerns about bullying. They expressed confidence in the teachers’ ability to sort out quickly any problems, which are usually related to name-calling. There have been no exclusions in recent years. The inspection confirms the parents’ very high opinion of behaviour in the school.

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Pupils’ attitudes, values and personal development

12. Relationships are very good between the pupils themselves and between pupils and adults. Doors are held open, pupils say ‘ Please’ and ‘Thank you’ naturally and are very polite. This is particularly noticeable when they are talking to the catering staff and when dealing with visitors. In the classroom, pupils collaborate well when working in groups. They listen with respect to each other’s views and show a high level of tolerance and understanding if some pupils find learning difficult.

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Pupils’ attitudes, values and personal development

13. Pupils make good use of the opportunities to develop their personal qualities. Extra responsibilities are tackled with enthusiasm, such as helping in the school office and looking after younger pupils, but opportunities generally are limited. A school council has been established, but is not yet well embedded into the life of the school. Pupils participate well in class discussions and these provide good opportunities for them to begin to form opinions. However, during the inspection little use was made of the library or the Internet to develop skills in independent learning. Most pupils, by the time they are in Year 6, are sensible, confident and very interesting to talk to. Grenoside Community Primary School 14. The pupils’ very positive attitudes to school life and their very good behaviour provide a solid foundation for effective learning. They are a credit to the school and their parents.

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Pupils’ attitudes, values and personal development

15. Attendance is well above that normally found in primary schools. Unauthorised absence is negligible. Punctuality is good and registration is efficient. Lessons start on time.

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HOW WELL ARE PUPILS TAUGHT?

16. Teaching is good overall, with over eight-tenths of lessons inspected being at this standard or better. Over three-tenths of lessons were very good and a twentieth were excellent. The excellent teaching was in mathematics in the mixed Years 5 and 6 class, and in English and music in Year 5. There was no unsatisfactory teaching. The quality of teaching has improved since the previous inspection.

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HOW WELL ARE PUPILS TAUGHT?

17. All teachers manage pupils very well. They reinforce rules quietly but firmly and ensure that there is a calm and purposeful context for learning. They all build very strong relationships with their pupils. This is particularly good in the reception class, where children quickly gain confidence through the sensitive and caring approach of the teacher and classroom assistant. Parents appreciate this good start to their children’s schooling. Teachers are very enthusiastic about their work and pupils respond by trying hard to do their best. Teachers use classroom assistants very skilfully to support pupils with behavioural disabilities. For example, in physical education a pupil worked with the class until his concentration had ended and then left to carry out his own programme, leaving the class cheerfully, saying goodbye to several pupils without disturbing the flow of the lesson. Teachers ensure that pupils travel the considerable distance between buildings

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HOW WELL ARE PUPILS TAUGHT?

extremely sensibly. This is particularly the case with the infant teachers, who ensure that pupils cross the road safely and follow through the routines sensibly.

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HOW WELL ARE PUPILS TAUGHT?

18. Teachers work very well with the good classroom assistants. Teachers greatly value the assistants’ contributions and ensure that they are well involved in planning the work. There are good levels of communication in the teaching teams and classroom assistants record and feedback the pupils’ progress carefully. For example, in reception the classroom assistant supported the children on the computers very effectively, ensuring that they recorded their work when they had finished and celebrating their success with the teacher.

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HOW WELL ARE PUPILS TAUGHT?

19. Teachers have good subject knowledge in mathematics, science and physical education. They use this to support pupils’ learning very effectively by using a variety of different teaching approaches. They also use technical vocabulary concisely to extend pupils’ understanding. For example, in the Years 3 and 4 class in mathematics the teacher identified the key vocabulary for comparing numbers and then insisted that pupils used those terms in the mental mathematics sessions. By the end of the session they were using the terms very confidently. The school has worked hard to extend teachers’ subject knowledge in information and communication technology, which was unsatisfactory in the previous inspection. It is now satisfactory and teachers work confidently in the computer suite. This is having a significantly positive impact on pupils’ progress in this subject through the school. The mathematics, music, art and physical education co-ordinators use

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HOW WELL ARE PUPILS TAUGHT?

their very good subject knowledge very effectively to support other teachers across the school to extend their teaching skills.

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HOW WELL ARE PUPILS TAUGHT?

20. Teachers ensure that basic skills are taught systematically in most subjects. They plan sequences of lessons in order to introduce new skills and then extend and reinforce them systematically. For example, in Year 2 pupils learnt how to use speech marks accurately, having previously identified their use in stories. The additional English sessions run by classroom assistants to extend reading and writing skills are playing an important part in Grenoside Community Primary School raising standards. Pupils thoroughly enjoy the challenge that these sessions provide and work very hard to complete their tasks. For example, three boys did their best to beat their previous times in identifying vowel sounds and names, and were delighted when they found out that they had increased their speed. The writing project is having a positive impact on the direct teaching of skills. However, children do not have enough

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HOW WELL ARE PUPILS TAUGHT?

opportunities for writing in the reception class.

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HOW WELL ARE PUPILS TAUGHT?

21. Teachers’ planning is very through in mathematics and identifies challenging work clearly for groups of pupils of different attainment. Planning for literacy sessions is thorough, except for the tasks for more-able pupils, which often do not provide enough challenge for them. Planning across other lessons is well organised because it is linked carefully to the termly planning. However, the presentation of the planning is inconsistent through the school and ranges from detailed and carefully word-processed planning to untidy and irregular presentation. Planning in reception is very detailed and covers all the areas of the curriculum. However, it is not carried through effectively enough into the activities in the classroom. Children do not receive enough guidance in choosing their own activities and the independent tasks are not challenging enough. Teachers plan well for lessons in the computer suite, but do not plan consistently for using computers in their classrooms.

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HOW WELL ARE PUPILS TAUGHT?

22. Teachers have high expectations of pupils with special educational needs and of all pupils in mathematics and music. This ensures a good rate of progress through the school. However, in other subjects they underestimate the potential of more-able pupils and this has a negative impact on their progress. Teachers do not challenge these pupils enough either in the whole-class discussion or in the tasks they plan for them. For example, in a literacy session the more able pupils were only expected to write some extra sentences. Teachers support pupils from ethnic minorities very sensitively and these pupils have very positive attitudes to learning.

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HOW WELL ARE PUPILS TAUGHT?

23. Teachers organise lessons well and ensure a balance across most sessions. They devise sequences of tasks that ensure that pupils gain confidence in their work and build on previous learning. For example, in Year 5 pupils reviewed their knowledge of the Inca culture, planned a story in the style of Inca books called a codex, started to produce their own codices and then shared their successes at the end of the lesson. Most teachers use the end of lessons well to recap on the learning, but some teachers do not time their lessons carefully enough to use this time effectively. Teachers usually identify the learning that will take place at the beginning of lessons, but they do not always refer to it consistently through or at the end of lessons. This reduces the pupils’ knowledge of their own learning. In reception the whole-class sessions are organised effectively. However, the group work is not organised well enough to challenge and support children at different

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stages of learning. The range of independent tasks is not wide enough or sufficiently challenging.

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HOW WELL ARE PUPILS TAUGHT?

24. Teachers do not use assessment well enough to set future targets precisely enough, either in their lessons or when marking pupils’ work. In some cases teachers use whiteboards very effectively to check pupils’ understanding, but this is not used consistently across the school.

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HOW WELL ARE PUPILS TAUGHT?

25. Homework is good throughout the school. Teachers set an appropriate amount of work that is related to lessons. Several teachers use the homework effectively the next day to reinforce the learning. For example, in Year 1 pupils were asked to listen for sounds around their homes when they were in bed. They then used these sounds to write their own stories the following day. There are high quality homework packs in Year 2 in mathematics, which allow flexibility about when it is carried out, stimulating games and careful explanations for parents. Grenoside Community Primary School 26. Features of the excellent teaching include a fast pace, very high expectations, skilful use of questioning and precise and clear explanations. Teachers create a very positive ethos for learning and a sense of urgency, which results in each pupil striving to keep up with the discussion or tasks. For example, in the Years 5 and 6 class the pupils concentrated

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HOW WELL ARE PUPILS TAUGHT?

extremely hard to increase their speed in doubling or halving numbers in the mental mathematics session.

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PUPILS?

27. There have been clear improvements in response to the key issues of the last inspection. There is now a long-term curriculum framework, including the National Literacy and Numeracy Strategies. Schemes of work are all thoroughly in place and termly plans are much more focused in giving guidance to teachers on what to teach and when. Teaching teams plan very well together to ensure equal coverage for pupils in split age classes. In information and communication technology, pupils now receive their full entitlement and this has improved standards throughout the school. However, there are not enough opportunities to use information and communication technology in the classroom to enhance learning in other subjects. Not enough use is made of computers in the classroom to extend and consolidate the knowledge, skills and understanding gained in the computer suite. Teachers do not consistently plan enough activities for using computers within other subjects,

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PUPILS?

or organise pupils to take turns in extending their skills within their own classrooms.

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PUPILS?

28. The reception curriculum is satisfactorily based on the recommended government guidelines and is very detailed. However, there are not enough opportunities for independent play, which has been carefully organised to provide challenging and varied experiences. Opportunities for reception children in outdoor play are varied, stimulating and well organised. In other classes the curriculum is rich and varied and fully meets the requirements of the National Curriculum and the locally agreed syllabus for religious education. Out-of-school visits and visitors to school increase its variety. Good links are made between subjects to enable pupils to use the skills they learn in one to further their knowledge of another; for example, making Aztec pyramids in design and technology.

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PUPILS?

29. There are satisfactory arrangements for teaching literacy through the appropriate framework. There are some opportunities to use other subjects to develop pupils' writing, most notably in history, but these are not used fully. More-able pupils are not always sufficiently challenged because teachers do not consistently plan tasks that demand higher levels of thinking or skills for these pupils. Strategies for teaching numeracy are very good. Teachers plan a structured daily mathematics lesson, which includes a high proportion of whole-class time. Oral and mental work features strongly.

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PUPILS?

30. As a result of the last inspection the policy for special educational needs has been rewritten and more recently reviewed to meet the statutory requirements of the new Code of Practice. There is now a greater focus on supporting these particular pupils, who make good progress in reception and infant classes. As a result of the very good support they receive in junior classrooms, pupils with special educational needs make very good progress. Individual education plans are clear, easy to follow and used in everyday planning, ensuring that work is focused and relevant to pupils' individual needs. The register of special educational needs is reviewed regularly to ensure that it reflects the current needs and provision for pupils. All teachers ensure that pupils with special educational needs have a suitably wide range of learning opportunities within the curriculum. Classroom assistants are very well organised to ensure that pupils with

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PUPILS?

special educational needs have the individual attention that they require. The provision within and outside the classroom is good. It ensures that all pupils, including those with the greatest need, have full access to the National Curriculum. Grenoside Community Primary School 31. Pupils follow a satisfactory programme of personal, social, and health education and citizenship, with circle time a feature in all classes. Currently the school is involved in the healthy school initiative. Drugs awareness is also included in the science curriculum. Governors have agreed that sex education should be taught, and it is planned so that it is suitable for the stages of pupils' development.

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PUPILS?

32. Equality of access and opportunity is satisfactory overall. The curriculum provides pupils with good learning opportunities to foster their academic and personal development. However, in some subjects, most notably English, science and information and communication technology, and in reception, the work planned for more-able pupils does not always meet their needs because the tasks are too easy for these pupils. Girls and boys have the same opportunities to develop their learning and they work well together. However, there is an exception in physical education in Year 6, where they are sometimes organised separately to work on tasks.

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PUPILS?

33. A number of parents disagree that the school gives pupils interesting activities outside lessons. However, the inspection team found a good range of extra-curricular activities, particularly for creative arts, including music, art and drama. Although there is no school football team or coaching, apart from occasional visits by staff from Sheffield Wednesday Football Club, there is a well-attended basketball club, popular with both boys and girls, who receive expert coaching from the Sheffield Hatters. In the summer pupils are taught Maypole dancing and players from Yorkshire County Cricket Club hold cricket coaching sessions. There are plans to develop a wider range of activities to be held regularly throughout the year.

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PUPILS?

34. Links with the community, not just sporting, are important and make a useful contribution to pupils' learning. There are strong links with St Mark’s Church and the Methodist Chapel, and volunteers from ‘Children Worldwide’ talk about their work in Africa. A local artist runs the after-school art club, funded by Study Support. Business links are limited, although a locally-based confectionery producer recently sponsored the science-based ‘Chocolate Challenge’. There are good links with other schools, bearing in mind the number of nurseries that feed the school. Of particular note is the good link with Yewlands Secondary School, to which the majority of Year 6 pupils transfer.

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35. Overall, the school still makes good provision for pupils’ spiritual, moral, social and cultural development. There have been improvements in its provision for social and moral development. Provision for pupils’ own cultural development is very good, but opportunities to develop understanding of other cultures are inconsistent.

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PUPILS?

36. The contribution to spiritual development provided by collective worship is inconsistent. Some assemblies conducted in class do not fulfil statutory requirements because teachers do not include acts of worship. In larger gatherings not enough time is always made for genuine reflection. However, pupils have regular opportunities to reflect upon others less fortunate than themselves, such as homeless people who live on the streets of Sheffield. Occasional visits to church are very valuable opportunities where pupils have the chance to experience its special atmosphere and gain some understanding of the meaning of life, and of what it means to recognise and believe in a deity. Older pupils are beginning to grapple with the abstract qualities of spirituality. For instance, following a visit to the local church, pupils wonder about faith and belief. A pupil asked the vicar, ‘ Do you have to be a

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Christian?’ Pupils’ self-esteem is high and they are self-confident. They show respect and consideration for others, and are beginning to understand that other people have different values and different ways of living. Opportunities in some lessons stimulate a sense of awe and wonder, for example, when pupils observe teachers using the inter-active whiteboard in the computer suite or when they notice in photographs that children in Africa are barefoot. Grenoside Community Primary School 37. Moral development is strongly promoted by teachers, support staff and visitors, who set very good examples of care and respect for each other and for others in the community and beyond. All listen attentively in class or assemblies to pupils’ contributions and respond positively, valuing their views. There are good systems in place such as the ‘Golden Box’ and Circle Time, when pupils express their opinions and raise matters that

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cause them concern. Pupils show that they have developed care for others in the community through supporting local charities and providing occasions when they entertain senior citizens in their community.

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38. The strong spirit of teamwork and the very good relationships in the school’s community set the tone for pupils’ social development. Teachers provide many opportunities for them to work together in pairs, small groups or teams. Some have designated responsibilities of service, for example setting out and putting away a set of chairs for lunchtime and for assemblies. In lessons devoted to personal and social development, teachers lead discussions to stimulate pupils’ thinking about topics such as good and bad manners. For example, Year 2 pupils considered when and why it is appropriate to say ‘ Thank you’, and what makes them proud. ‘ I am proud to be in your class,’ reports one pupil. As quick as a flash, the teacher responds, ‘ And I am proud to be your teacher’. Very young pupils willingly tell their classmates what they will share: ‘ My sweets’, ‘My game’ and ‘A book’ are some of the responses they make.

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PUPILS?

39. Pupils have many opportunities to develop knowledge and understanding of their own culture. For example, they visit the church regularly for annual festivals and annually perform Maypole dancing in the village. The school has developed some opportunities to extend pupils’ understanding of cultures beyond their own. For example, they are studying the art of the Ashanti people in Ghana, and have watched Indian dancers and musicians performing. However, pupils’ knowledge and understanding of the multi-cultural nature of Britain is not consistently developed across the curriculum.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

40. The school has sound procedures for the care and welfare of its pupils. This is a similar judgement to that of the previous inspection. Procedures for monitoring attendance and promoting good behaviour have improved.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. The school is a warm and friendly community in spite of the many separate buildings. It succeeds in its aim of maintaining a tradition of being a village school where pupils are well known to the staff and treated with consideration and respect. For example, the caretaker is very popular and respected by the pupils, and the catering staff refer to the pupils by name. The new headteacher has a high profile in the school. Supervision is good at all times and great care is taken to ensure the pupils’ safety, particularly when crossing between the two sites.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. Procedures for child protection are sound. The named person has been trained. However, there is no regular procedure for reminding staff of current good practice. Health and safety are taken seriously. The key issue in the previous report regarding safety problems associated with having sites on either side of a busy road has been successfully alleviated by traffic-calming measures. There are regular health and safety audits and the subject is considered at each governors’ meeting. There is a good level of first aid cover and accident books are well kept. Fire drills are held termly, although at the time of the inspection a drill had not yet been carried out.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. Procedures for monitoring and promoting attendance are very effective. Registers are well kept and regularly monitored. The new computerised system is being used very well to highlight pupils with poor attendance and this level of monitoring is having an effect. For instance, the headteacher makes immediate contact with the parents whenever particular Grenoside Community Primary School pupils are absent. Holidays in term time are strongly discouraged, a point confirmed by parents.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. Procedures for promoting good behaviour work very well. The school’s five Golden Rules are well publicised and simple to understand; for example, ‘ Keep hands, feet and cruel words to yourself’. Rewards are given for good behaviour and the pupils value getting them. Any serious incident of inappropriate behaviour is recorded and parents are involved if necessary. Bullying and racism are not tolerated and pupils are regularly reminded of the school’s attitudes in assemblies and class discussions. Pupils express confidence in the teachers’ ability to sort out any problems. The new headteacher has plans to develop further the behaviour strategies used within the school.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. The school has a wide range of procedures to record pupils’ achievements. However, it does not use these effectively enough to build on the pupils’ previous knowledge and plan work to increase their learning.

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46. The strengths are: • the recently introduced target-setting procedures; • the introduction of a computerised assessment program.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

47. The areas for development are: • the use of information to assist in defining individual targets, particularly for more-able pupils; • the consistency of the quality of information recorded; • the consistency of matching work to the National Curriculum attainment targets; • the lack of an effective and manageable whole-school system to record and track pupils’ progress throughout the school; • the consistency and quality of the monitoring of pupils’ personal development.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. The school has effective procedures for assessing pupils’ standards in mathematics. The assessment procedures are satisfactory in English and science. There is an effective system to track pupils’ progress in writing from reception to Year 6, but there are no equivalent systems in other aspects of English, mathematics or science. The school does not use assessments consistently enough to plan work that challenges and motivates pupils to learn, particularly the more able pupils. It does not give pupils and parents clear information about what the pupils need to learn next, what they need to do to improve their learning or how to reach higher standards and achieve more. The new headteacher has identified this weakness and has already produced a policy for target setting. There are clear policies for assessment and marking, but not all teachers use them effectively to improve standards and attainment. Marking is better in Year 2 and for the older pupils in

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the school. This means that not all pupils are able to use marking to improve and correct their work. The monitoring of achievement in subjects other than English, mathematics and science is informal and does not give a consistent picture across the school. Grenoside Community Primary School

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

49. Grenoside is seen as a good school by parents. They like what it stands for and the way it educates their children. It has a good reputation locally.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

50. The response to the Ofsted questionnaire was very good, with almost half the parents giving their views on the school. They particularly like the way their children are expected to work hard, the good quality of the teaching, the approachability of the staff and the good progress their children make. They also report that their children like school. The inspectors agree with these positive views

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

51. On the questionnaire a few parents had concerns about homework. This was also apparent at the pre-inspection parents’ meeting, where parents thought that there was too much homework and it was unrealistic to expect it back the next day. Inspectors found that the provision of homework is good and, as much of it is closely linked to what is being taught, it is particularly useful if it is completed by the next lesson in that subject. The school’s homework policy follows the government’s recommendations, ranging from an hour per week in the infants to 30 minutes per night in Years 5 and 6. Interestingly, pupils in Year 6 reported that they do not find homework onerous.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

52. Some parents do not think the school provides an interesting range of activities outside lessons. The inspectors disagree; they judge the provision of extra-curricular activities to be good, particularly in the creative arts.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

53. The quality of information provided for parents is good. Parents are well informed of future work and there are regular newsletters which, the parents report, have improved in quality. The induction of new children into reception is caring and appreciated by parents. Numeracy support packs for Years 1 and 2 are of very good quality and allow parents to be more involved in their children’s learning. These packs have been very well received by parents. With opportunities every term for parents to meet their children’s teachers, parents are well informed about their children’s progress. Parents raised with the inspectors the lack of confidentiality at these parents’ evening. The new headteacher is aware of the problem and plans to change procedures in future. Pupils’ reports are of good quality overall. They meet statutory requirements and give a detailed overview of what a child can do. However, there are significant inconsistencies between classes,

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

particularly regarding what a child needs to do to improve. Teachers do not all use assessment procedures well enough to communicate key targets for improvement to parents. The best reports have clear targets, which are specific enough for parents to be able to help in their children’s learning. In the less good reports, targets are either non- existent or vague. The new headteacher aims to develop better ways of informing parents of their children’s targets. In a few reports, the statement on progress was more optimistic than indicated on the teacher’s personal records. Some of the comments on reception children are very detailed and indicate that the teacher has a very clear understanding and awareness of her pupils. This is reassuring for parents of children new to the school.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

54. The school is very successful in involving parents in the life of the school. They are welcome in the school and many regularly help, for instance in the library and in classrooms. This help is well organised and makes a valuable contribution to the pupils’ learning. Parent governors are very committed and are closely involved in the way the school develops. An active home-school association effectively blends social events with fund raising.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

55. Given the level of support from the parents, the way they are involved in the life of the school and the extent to which the school tries to involve them in their children’s learning, the partnership is judged to be very effective, supporting the raising of standards well. Grenoside Community Primary School

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