Other · Ofsted report

Sharneyford Primary School

Inspected — · published 2 Apr 2003 · URN 119192

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Full report text

SHARNEYFORD PRIMARY SCHOOL

Dates of inspection: 13 th – 15 th January 2003

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SHARNEYFORD 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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SHARNEYFORD 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. Sharneyford Primary School - 1

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INFORMATION ABOUT THE SCHOOL

School address: Todmorden Road Bacup Lancashire

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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 M C Gooder

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: November 1997 Sharneyford Primary School - 2

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Aspect responsibilities

16413 Mrs D Bell Registered inspector English Art and design Design and technology Information and communication technology Music Religious education Special educational needs Educational inclusion What kind of school is it? The school’s results and pupils’ achievements How well are pupils taught? How well is the school led and managed?

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Aspect responsibilities

9981 Mr S Hussain Lay inspector How well does the school care for its pupils? How well does the school work in partnership with parents? 30935 Mrs K McArthur Team inspector Mathematics Science Geography History Physical education Pupils’ attitudes, values and personal development How good are the curricular and other opportunities offered to the pupils?

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Aspect responsibilities

PPI Group Ltd 7 Hill Street Bristol BS1 5RW

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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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Aspect responsibilities

The Complaints Manager Inspection Quality Division

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Aspect responsibilities

Alexandra House 33 Kingsway London WC2B 6SE Sharneyford Primary School - 3

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PART A: SUMMARY OF THE REPORT 4 - 8

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? 9 - 11

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

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INFORMATION ABOUT THE SCHOOL

With only 33 boys and 30 girls aged 5 to 11 on its roll, Sharneyford is smaller than most primary schools and has fewer pupils than at the last inspection. This is because of a decline in the birth rate in the area. The pupils are taught in three mixed age classes and there are currently no children in the reception year. The area that the school serves is amongst the 25 per cent most deprived areas nationally. There are no pupils from ethnic minority backgrounds. The proportion of pupils known to be eligible for free school meals is broadly average, as is the proportion of pupils with special educational needs. However, there are more pupils with statements of special educational need than is normally found in a school of this size. The pupils’ needs cover dyslexia, moderate learning, behavioural and speech and communication difficulties. Attainment on entry to the school is normally around average but

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INFORMATION ABOUT THE SCHOOL

it fluctuates from year to year, influenced by even small differences in each group of pupils. Major staff recruitment difficulties and several changes of headteacher resulted in significant instability for the school since the previous inspection and led to a decline in standards. A new headteacher was appointed in September 2002. He quickly won the respect of staff, parents, pupils, governors and the community by making essential changes to the organisation of the school to accommodate the lower number of pupils and make better use of staff expertise. To achieve the school’s over-arching priority of raising standards for pupils in Year 6, the headteacher is now teaching literacy and numeracy to pupils in Years 5 and 6.

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HOW GOOD THE SCHOOL IS

This school is sound. It has many more strengths than weaknesses and, under the very good leadership of the new headteacher, it is rapidly improving. Standards, although not yet high enough, are rising at a fast pace. Teaching is almost always at least good and, as a result, pupils are now achieving well. The pupils’ very good attitudes to school and to learning, and their very good behaviour, contribute in great measure to their good achievement. Staff and pupils make every effort to include all pupils in everything that the school has to offer. After a long period of uncertainty during which standards declined, the school is now providing satisfactory value for money.

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What the school does well

• The very good leadership of the headteacher sets a very clear purpose and direction for the school. • Good teaching results in pupils making good progress and achieving well. • The very good provision for pupils with special educational needs ensures that they make good progress and are fully involved in all that the school has to offer. • The school makes very good provision for pupils’ moral and social development, resulting in pupils having very good attitudes to school and to learning, and behaving very well.

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What could be improved

• The below average standards in information and communication technology. • Assessment procedures could be further improved in all subjects to give better information for planning. • Arts provision, which has been somewhat neglected in the drive to raise standards in other subjects. • The governing body’s role in checking on the work of the school and the standards pupils reach. 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

Despite the upheavals it has faced, the school has tried hard to address the key issues from the previous inspection, which was in 1997. Standards and the quality of teaching declined since that time. However, pupils’ attainment in English, mathematics and science has risen fast since September because of the very effective leadership of the new headteacher and good teaching by all staff. Standards are satisfactory in design and technology and the presentation of pupils’ work is very much improved. Although there are currently no children in the reception class, it is clear that provision for Sharneyford Primary School - 5 them has improved. The teacher who will be teaching those who come to the school next year has kept up to date with all current recommendations for that age group. A draft policy for assessment sets out clear guidelines for staff and, although they are in need of further refinement, consistent procedures are

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

in place throughout the school for all subjects. The recommended improvements to the school toilets have taken place. Overall, improvement since the last inspection is satisfactory. The headteacher, staff and governors show a very strong commitment to further improvement in all aspects of the school’s work. Under the new leadership, they are well placed to succeed.

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STANDARDS

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

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schools

2000 2001 2002 2002 English E E E E* Mathematics E E* E E* Science E E* E E*

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Key

well above average A above average B average C below average D well below average E very low (lowest 5%) E*

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Key

Last year’s test results for pupils in Year 6 were well below the national average in English, mathematics and science and, in all three subjects, placed the school in the lowest five per cent of schools with similar intakes of pupils. For pupils in Year 2, the reading results matched the national average but were below those of similar schools. The writing results were well below and the mathematics results above the results of all schools and those of similar schools. The teacher assessments for science were very high in comparison to all schools and similar schools. These results reflect the turbulent period the school has gone through since the last inspection, with changes of leadership, a succession of supply teachers and a lack of overall direction in its work. Although the comparisons should be treated with caution because of the small numbers of pupils involved in each year group, the situation now is very

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Key

different for both age groups. The worrying downward trend in the school’s results to 2002 is being rapidly reversed. The very effective input of the new headteacher and rigorous target setting based on the good use of assessment information have resulted in much improved standards for pupils in Year 2 and Year 6, and good achievement throughout the school. Pupils with special educational needs make good progress towards their targets because they are very well supported in class. This enables them to take full part in all activities and to learn from and contribute to the learning of others. No significant differences were noted in the attainment or achievement of boys and girls.

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Key

For pupils currently in Year 6, standards in English and mathematics match the national expectation. The new headteacher revised the targets upwards for the end of this year to make them more challenging. Nevertheless they are realistic, given that a much greater proportion of pupils is on course to reach the higher levels in English, mathematics and science than has previously been the case. Pupils currently in Year 2 are at the nationally required standard for their age in speaking and listening, reading, writing and mathematics. In science, standards are above the national expectation for pupils in Year 2 and Year 6. There are currently no children in the reception class. With the exception of information and communication technology (ICT), pupils’ attainment and achievement are satisfactory in all of the other subjects they study. Standards are unsatisfactory in ICT in Year 6. The lack of equipment

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Key

and of staff expertise has meant that up till now, pupils have not made enough progress or reached the nationally expected standards in that subject. There was insufficient evidence to make a judgement about standards in Year 2. The school has made a good start on improving standards and provision in ICT, with staff training and the recent purchase of new equipment. Sharneyford Primary School - 6

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Aspect Comment

Attitudes to the school Very positive: pupils really enjoy coming to school and apply themselves very well to their work, contributing in great measure to their good achievement. Behaviour, in and out of classrooms Very good: pupils behave very well in and around the school. They have a high regard for each other’s right to learn and a very good understanding of the impact of their actions on others. Personal development and relationships Very good: friendly, helpful pupils reach out to each other, care and respect all members of the school community. They particularly help to ensure that pupils with special educational needs are fully integrated into all activities and, by Year 6, show a maturity beyond their years. Attendance Good: it is above the national average. Pupils arrive in good time for school and all sessions get off to a prompt start.

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

Quality of teaching 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 of pupils in: Years 1 – 2 Years 3 – 6

The quality of teaching is good throughout the school and is once again catching up with that reported at the last inspection. A high proportion of very good and occasionally excellent teaching is contributing in great measure to the improved attainment and achievement seen in the pupils’ work since the start of this school year. English and mathematics are well taught. Standards are rising rapidly in those subjects because teachers plan well, have high expectations of pupils’ work rate and behaviour, and successfully encourage pupils to use their literacy and numeracy skills well whenever they can. Some excellent and very good teaching was observed in music and very good teaching also occurred in English, science and physical education. In the great majority of lessons, teachers use their good subject knowledge to provide highly motivating, hands-on practical and investigative work that rouses pupils’ interest and enthusiasm for learning and enables them to achieve well. Combined with the

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

teachers’ well-directed questions, carefully planned written work and the effective use of teaching assistants and other support staff, these activities successfully challenge pupils of all levels of ability to work hard, co-operate and help each other. As a result, pupils exercise high levels of concentration and independence and make very good use of the time available to them. Very occasionally, the planned learning does not provide the additional challenge that some higher attaining pupils need, or the smaller steps in learning that some lower attainers need. Teaching assistants and support staff contribute in great measure to the good progress made by lower attaining pupils and those with special educational needs, successfully encouraging them to take part in all activities, including whole class sessions. Sharneyford Primary School - 7

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Aspect Comment

The quality and range of the curriculum Satisfactory: statutory requirements are met but improvements are needed in the provision for information and communication technology and the arts. Provision for pupils with special educational needs Very good: pupils are very well supported by staff and by other pupils. They are fully integrated into all activities, ensuring their good progress. Provision for pupils’ personal, including spiritual, moral, social and cultural, development Good overall, with very good provision for moral and social development. Spiritual development is good and cultural development satisfactory. The school promotes racial equality satisfactorily but could do more to prepare pupils for life in today’s culturally diverse British society. How well the school cares for its pupils Satisfactory: the school takes good care of its pupils and promotes equality of opportunity very well. Assessment procedures require further

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Aspect Comment

refinement to ensure that they provide meaningful information from which to plan further learning.

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Aspect Comment

The school has a satisfactory and improving relationship with parents, amongst whom there is an air of optimism as to how it is improving under the new leadership. Most welcome the positive impact this has had on their children’s learning and progress and on the good relationships they now have with all the staff.

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Aspect Comment

Leadership and management by the headteacher and other key staff Very good: the headteacher has set a very clear and purposeful direction for the school’s work, which is very firmly based on raising standards in all subjects. The staff share and are working hard to realise his vision.

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Aspect Comment

How well the governors fulfil their responsibilities Satisfactory overall: governors carry out their statutory duties adequately but they do not know enough about the school. In the past, they have not been well enough involved in its work and have not been holding it to account for the standards pupils reached. The school’s evaluation of its performance Good: the headteacher very quickly identified strengths and weaknesses. He took swift and effective action to raise standards by improving planning, teaching and learning in literacy and numeracy. The strategic use of resources Good: the limited budget has led to cautious, prudent spending from which the headteacher ensures the school obtains best value, the principles of which governors are beginning to understand in relation to pupils’ attainment.

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Aspect Comment

There is an adequate number of teaching staff, supported by a good number of support staff. All are deployed well and make a good contribution to pupils’ learning. The accommodation, including the library, is satisfactory overall. It is kept clean and well maintained and it is used well to support learning. Displays are somewhat limited and contain few examples of pupils’ work. Resources are satisfactory in most subjects, but improvement is needed in design and technology, music and art and design. All resources are used well in lessons. Sharneyford Primary School - 8

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What pleases parents most What parents would like to see improved

• Children enjoy school. • They make good progress. • The teaching is good. • The school expects children to work hard. • The improvements since the new headteacher took over. • The amount of homework given. • Information about how their children are doing. • Closer working with parents. • Activities outside of the normal school day.

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What pleases parents most What parents would like to see improved

The majority of parents who expressed negative views indicated that they were referring to previous experiences, not those encountered since September 2002 when the new headteacher took up his post. The inspection team found that the amount and type of homework is right for pupils’ ages and that it is effective in supporting learning. The team concluded that, on the whole, parents receive satisfactory information about how well their children are doing. However, annual reports do not always tell parents enough about the progress their children have made, or what they need to do to improve. The school has a satisfactory and improving relationship with parents. It provides a good range of extra-curricular activities for the pupils, most of which are sporting activities, but does provide for other interests, for example, choir, library, dance and a computer club, most of which operate at lunchtimes, depending on

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What pleases parents most What parents would like to see improved

staff availability. Sharneyford Primary School - 9

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The school’s results and pupils’ achievements

1. There are no children in the reception class this year and therefore no judgement can be made about their attainment or achievement. Because of the small number of pupils in each year group, attainment on entry fluctuates from year to year, greatly affected by even small changes in different groups of pupils. The school’s records show, for example, that attainment on entry was average for pupils currently in Year 1 but below average for those currently in Year 2. As a result, year-on-year comparisons must be treated with caution. However, since the last inspection, the school has gone through a period of great instability which led to a serious decline in standards for pupils in Year 6. Standards are not yet high enough but they are improving rapidly. Upon his appointment, the new headteacher took swift and effective action to raise attainment in English and mathematics, by accelerating the progress of all pupils, including those who are capable of

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The school’s results and pupils’ achievements

reaching higher standards. In both subjects, standards are now as expected nationally for pupils’ ages in Year 2 and Year 6. In science, they are above the national expectation in both year groups. Good achievement is evident in the work of all pupils since September 2002.

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The school’s results and pupils’ achievements

2. In 2002, the results of the Year 2 national tests for reading matched those of all schools but were below those of schools with similar intakes of pupils. When compared with all schools and with similar schools, the writing results were well below average and the mathematics results above average. The school’s test results for this age group have improved faster than the national trend in the past three years. The teacher assessments for science placed the school in the top five per cent of similar schools. The proportion of Year 2 pupils reaching the higher levels in mathematics was above that found in all and similar schools in 2002. Other than this, the school did not do well for its higher attaining pupils in any age group. This belies the findings of the previous inspection and those of this inspection. The results of the national tests for pupils in Year 6 in 2002 were well below those of all schools in English, mathematics and science. They placed the school in the

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The school’s results and pupils’ achievements

lowest five per cent of similar schools in all three subjects, including at the higher level.

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The school’s results and pupils’ achievements

3. Over the last three years, the trend in the school’s Year 6 results has been steadily downwards and is below the national trend. However, with the small numbers of pupils in each year group, one has to exercise caution when making such comparisons. Nevertheless, several factors contributed to the decline in standards, most notably the instability in staffing and the high incidence of absence amongst teachers, which led to pupils being taught by a series of different supply teachers. Another factor was the instability in the leadership and management of the school, which led to a lack of direction and purpose in its work. The new headteacher has tackled this situation very well, setting the school’s sights firmly on raising standards in all year groups. Teaching literacy and numeracy to pupils in Year 6, he has made very good use of the information gained from his thorough analysis of previous test and assessment outcomes to address the

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The school’s results and pupils’ achievements

weaknesses in pupils’ learning and spur them on to higher achievement. As a result, good progress is evident in the pupils’ work since the start of this school year, and the school’s targets have been revised upwards. They are challenging but realistic given the effective work that has taken place so far. Parents report a considerable increase in learning and attainment since September 2002. They are pleased with the way their children have been ‘turned on’ to learning under the new leadership and are justifiably very confident about the prospect of further improvement.

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The school’s results and pupils’ achievements

4. Pupils of all abilities make good progress towards their individual targets, which are shared with parents and reviewed each term to ensure that they are appropriate. Pupils with special educational needs benefit from the high level of support they receive from the well-briefed support assistants. This enables them to make good progress towards the targets in their individual education plans and to become fully integrated members of each class. Boys and girls did equally well in the Year 2 tests in 2002. In the Year 6 tests, girls did considerably better than boys in English and mathematics but the boys did better than the girls in science. This was due Sharneyford Primary School - 10 to the fact that a higher proportion of girls was on the special educational needs register that year. Again, these comparisons must be treated with caution because of the small number of pupils involved. No differences were noted in school during the inspection. The school tracks the

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The school’s results and pupils’ achievements

progress of individual pupils well and has not yet identified any pupils as gifted or talented. It works hard to provide suitably challenging work for its higher attainers and is successfully raising the proportion of pupils capable of reaching the higher levels in the national tests.

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The school’s results and pupils’ achievements

5. In English, speaking and listening skills are good in Year 2 and very good in Year 6. Throughout the school, pupils listen very attentively to adults and to each other. They use their wide range of vocabulary well in discussions and as they confidently ask or answer questions in many situations and in all subjects. Reading skills are satisfactory. By Year 6, pupils read a wide range of texts fluently and with expression. They enjoy reading and express articulately their likes and dislikes of different authors and books. They show a satisfactory understanding of what they have read. They know how to use the library to find information but as yet have little experience of finding and sifting written information from the computer. Throughout the school, the majority of pupils write neatly in different styles and for different purposes. They spell correctly, use grammar accurately and present their work well. Higher attaining pupils in Year 6 use paragraphs and

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The school’s results and pupils’ achievements

complex sentences and a suitably wide range of descriptive vocabulary to engage the reader. Average and lower attainers make good attempts at using the same techniques but their writing is not yet as fluent, and the length is variable, as some struggle to develop their ideas. All pupils use their reading and writing skills well in other subjects, for example, for research, for making notes and for writing about different topics in geography, history, religious education, often expressing their own opinions and conclusions clearly. This contributes greatly to their language development throughout the school. Overall, pupils use their literacy skills well in other subjects.

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The school’s results and pupils’ achievements

6. In mathematics, pupils have a good knowledge of number, which they develop well as they move from class to class. However, by Year 6, lower attainers still do not recognise some basic facts, for example, that division is the reverse of multiplication. This hinders their progress when trying to find different number facts using three number. Very few pupils estimate what the value of their answers might be prior to working them out and checking them for accuracy. All pupils in Year 2 recognise simple two-dimensional shapes, though a significant number struggle with those that are three-dimensional. The majority of pupils have a sound understanding of space and how to take accurate measurements. Pupils use their numeracy skills well in other subjects, for example, to read time lines in history, to construct and interpret graphs and charts in science and to take measurements for labelled designs in design and technology.

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The school’s results and pupils’ achievements

7. In science, the good emphasis that the school places on first-hand investigative work means that pupils have a good understanding of fair testing from an early age. In Year 6, they confidently set up and monitor experiments of their own, secure in their good knowledge that to keep a test fair, they may vary only one condition at a time. They also have a good understanding of how to record their findings in different ways so that reliable comparisons can be made. Throughout the school, pupils make sensible predictions and informed conclusions using a good range of relevant scientific vocabulary.

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The school’s results and pupils’ achievements

8. In Year 2 and Year 6, attainment and achievement are satisfactory in all other subjects except information and communication technology (ICT). The lack of equipment and of staff expertise has meant that in the past, pupils have not made enough progress or reached the national standards in that subject. However, a good start has been made in tackling this situation, with staff training and the recent purchase of new equipment. Pupils in Year 6 have competent word processing skills but other areas of ICT are much weaker and pupils do not yet use their skills well enough in other subjects. There are also some gaps in learning in music and in art and design, due to the school not having enough resources in those two subjects.

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Pupils’ attitudes, values and personal development

9. Pupils’ attitudes, values and personal development are very good, as is their behaviour. This is similar to the findings of the previous inspection. Pupils respond very well to the well-structured routines of the school. They settle to work very quickly and move around the school sensibly. Sharneyford Primary School - 11 Pupils are proud of their school. They very much enjoy being there and work hard, with concentration and interest. They say they like their teachers, the challenging lessons, the varied activities and clubs provided for them and they believe the school is well organised. Their parents hold similar views of the school. Pupils are kind, thoughtful and helpful towards each other. There are very good relationships between pupils, between all staff and between pupils and the adults who work with them. All pupils talk confidently in discussions, listen well to the ideas and opinions of others and are polite and friendly towards visitors. Pupils with special educational

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Pupils’ attitudes, values and personal development

needs are welcomed by all pupils as equal members of the school community.

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Pupils’ attitudes, values and personal development

10. Pupils behave very well in lessons, around the school and in the playground. They contribute suggestions to the school rules and to the rules for ‘circle time’, a time when they sit in a circle with their teacher to discuss matters and issues of interest to them and think about the choices they have to make in their lives. They all try hard to follow the rules they have drawn up. Pupils of all ages and abilities mix together well. They show a very good understanding of the difference between right and wrong and the impact their actions have on others. They have a very clear understanding that bullying is wrong and stated that they knew of no bullying in the school. During the current inspection, no instances of bullying, racism or sexism were observed. Pupils agreed that they would go to a friend or a teacher if they needed any help, again demonstrating the strength of relationships and support in the school. Lunchtimes are calm, well organised affairs.

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Pupils’ attitudes, values and personal development

Outside, pupils sit and talk happily or play well together, even though there is no equipment or activities for them in the playground, apart from football. There were no exclusions in the last school year.

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Pupils’ attitudes, values and personal development

11. Pupils develop good personal and social skills at an early age. They work well in mixed age or ability groups, sensitively helping and incorporating younger pupils and those with special educational needs into all activities. This promotes the self-esteem of all pupils effectively. The youngest pupils quickly learn to share and to take turns with equipment and work happily together in pairs or small groups, for example when examining old wooden toys in a history lesson. By the time they are in Year 6, the vast majority have become independent and responsible learners, able to plan, organise and complete their work competently, such as a science investigation or a design and technology task. All pupils willingly help staff and each other and happily take on responsibilities that aid the smooth running of the school from day to day. Older pupils prepare the hall for assembly, give out hymnbooks and organise the music. They help with registers and

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Pupils’ attitudes, values and personal development

monitor the doors to ensure that younger pupils are safe as they come into school after lunch.

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Pupils’ attitudes, values and personal development

12. There is no forum for pupils to express their views in a formal way, for example, in a school council. However, close, friendly relationships with staff ensure that they are able to put forward their ideas and suggestions secure in the knowledge that they will be listened to and taken seriously. A good number of pupils give up their free time to help at the after-school and lunchtime clubs. Older pupils particularly enjoy their residential experience and value the links with a neighbouring small school. They are eager to participate in local competitive sports events where they meet pupils from a wide range of schools. Pupils’ very good attitudes and behaviour and their willingness to participate in and contribute to all activities in school have a very positive effect on their personal and social development, as well on their interest and involvement in learning.

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Pupils’ attitudes, values and personal development

13. Attendance is good. This represents an improvement since the last inspection where attendance was satisfactory. There is hardly any unauthorised absence. Punctuality is good and there is a smooth and orderly start to each school day.

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HOW WELL ARE PUPILS TAUGHT?

14. The quality of teaching is good. Teaching is always at least satisfactory. In one third of lessons it was judged to be very good and on one occasion excellent. Over half of the lessons observed were good. These proportions are not as high as at the previous inspection. It is clear from the school’s records, from discussions with pupils and parents and from pupils’ work that the quality of teaching declined considerably after the last inspection. However, it has improved significantly since the start of this school year. The high number of staff absences has decreased. Teachers have risen well to the challenge of improving their planning to meet pupils’ learning needs. Pupils’ Sharneyford Primary School - 12 learning has improved because there is consistency in the way they are taught. Well briefed, high quality teaching and support assistants work very effectively with lower attainers and pupils with

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HOW WELL ARE PUPILS TAUGHT?

special educational needs. This ensures that all pupils are fully integrated into all learning activities. All pupils benefit greatly from the way the staff help them to learn from each other as well as from the adults who teach them.

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HOW WELL ARE PUPILS TAUGHT?

15. The teaching of English and mathematics is good. Teachers usually plan well for pupils of all levels of ability, using effectively the National Literacy and Numeracy Strategies. They have high expectations of pupils with regard to using their literacy and numeracy skills in other subjects. In most lessons, and especially in Years 1 and 2, teachers are skilled at making these links, for example, by drawing pupils’ attention to the key vocabulary they need to know and insisting that they use it correctly in discussion and in their written work. Occasionally, work is not well matched to pupils’ prior levels of attainment. This happened in a mathematics lesson with pupils in Years 3 and 4. The activity was too difficult for most pupils and they became confused when they were required to multiply and divide using hundreds, thousands, tens and units, because their knowledge of place value was insecure. Throughout the school, the quality of teaching is

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HOW WELL ARE PUPILS TAUGHT?

good in science and in religious education and satisfactory in design and technology, geography, history and physical education. Teaching is good in art and design and music in Years 1 and 2, and satisfactory in Years 3 to 6. In these two subjects, and in design and technology, teaching and learning is constrained by the lack of a wide enough range of resources, for example, different types of pencils and paintbrushes in art, a range of tools for working with resistant materials such as wood and tuned instruments to enable pupils to explore and use a range of sounds in their compositions.

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HOW WELL ARE PUPILS TAUGHT?

16. Teachers use their good subject knowledge well to plan imaginative and often exciting activities that motivate their pupils well and ensure that they become totally engaged in their work. In the Year 1/2 class, for example, pupils worked very productively and at a fast pace as they used their whiteboards during a whole class session to jot down their predicted endings for the story of the ‘Runaway Chapatti’ prior to sharing them with the whole class. A key feature of this work was the opportunity given to the pupils to discuss their ideas in pairs prior to deciding what they would write down and ultimately share with others. This good use of ‘talking partners’ is used successfully in many lessons. It challenges pupils to think carefully, evaluate their own and others’ opinions and come to conclusions by themselves. Staff training has led to much improved subject knowledge in design and technology, an area that was weak at the last inspection.

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HOW WELL ARE PUPILS TAUGHT?

17. The teachers’ clear explanations, the explicit wording of the learning objectives (what pupils are expected to learn in a lesson) and the effective use of pupils’ targets when planning work for them further ensure that pupils know what they are expected to do. As a result, they concentrate very well and are for the most part highly motivated by considerable intellectual challenge. In most lessons, teachers make good use of on-the-spot assessments to adapt work to suit pupils’ needs. They involve pupils well in assessing their own and each other’s work by teaching them what to look for and how to correct errors. Teachers also make very good use of whole class sessions at the ends of lessons to re-visit learning objectives and evaluate with the pupils how well they have done and whether or not the objectives have been met. This helps pupils to adopt good working practices and to take increasing responsibility for their own learning, which they do

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HOW WELL ARE PUPILS TAUGHT?

18. All teachers work hard to ensure that all pupils are always fully involved in all activities. Skilful questioning is carefully directed at individual pupils so that all have the opportunity to participate in discussions. This was seen in a good number of lessons and was particularly evident in an excellent music lesson with pupils in Years 1 and 2. Here, the teacher had thought very carefully about the degree of difficulty in the rhythms she clapped for individual pupils to repeat to her, so that all could achieve success. Pupils are given time to think and formulate their answer, and teaching assistants are particularly good at helping pupils with special educational needs and lower attaining pupils to think and articulate clearly what they have to say. This provides a very good example to all pupils, who then willingly help others with their work and readily involve all pupils in their activities. The very good relationships that teachers have with their pupils results in

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HOW WELL ARE PUPILS TAUGHT?

Sharneyford Primary School - 13 a calm, productive working atmosphere throughout the school in which pupils know that their efforts are valued. This contributes very well to their personal development.

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HOW WELL ARE PUPILS TAUGHT?

19. There is a good balance of whole class, group and individual teaching in all classes. Whole class sessions at the end of the literacy hour are used particularly well to help pupils evaluate their own work and to learn from evaluating the work of others. For example, pupils in Year 2 were asked to help the teacher assess how well pupils in Year 1 had achieved their lesson objectives. Pupils in Year 1 then rose to the challenge of suggesting how they might improve their work and the scene was set for them to do so in the next lesson with, if necessary, help from the staff and from the pupils in Year 2. This good practice contributes in very great measure to pupils’ personal development and their willingness to help each other. A satisfactory programme of homework promotes and consolidates literacy and numeracy work done in class and occasionally extends to work in other subjects. Pupils’ work is regularly marked. Marking varies as to how well it shows

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HOW WELL ARE PUPILS TAUGHT?

pupils how to improve their work. However, pupils indicated that their work is always discussed with them and that they are clear about what the marking means and the corrections they have to make.

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PUPILS?

20. The school provides a satisfactory curriculum that is wide ranging, well balanced and meets statutory requirements. This represents satisfactory improvement since the previous inspection. The quality and range of learning activities are satisfactory in all subjects but there are weaknesses in ICT, art and design and music. The school ensures that pupils of all abilities and backgrounds have equal access to and are fully included in all that it has to offer.

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PUPILS?

21. A suitable policy and scheme of work exist for each subject and form the basis of teachers’ planning. The National Literacy and Numeracy Strategies are firmly established. Strategies for teaching literacy and numeracy are good and are effectively promoted in all subjects. The school has recently established a reasonable timetable for the review of policies to ensure that they reflect current good practice. Each class consists of two year groups and has appropriate long term planning to ensure that pupils’ learning is continuous throughout the school. This is broken down well into planning for each year group and subsequently into what pupils will learn week-by- week and day-by-day to meet the differing needs of the pupils in each class. There is a suitable time allocation for all subjects. The curriculum for ICT is underdeveloped because of the lack of equipment in the past. The school has recently increased the number of computers available to

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PUPILS?

pupils and training has improved teachers’ confidence and knowledge. Pupils have more opportunities to develop and use ICT skills now and all aspects of the subject are given suitable attention in the long term plans. Limited evidence of pupils’ creative work was seen and pupils’ knowledge and understanding is weak in music and in art and design.

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PUPILS?

22. The school provides pupils with a good range of personal, social, health and citizenship education. This gives pupils useful opportunities to consider and discuss a range of issues and choices that will affect their own lives as they grow and mature. For example, they learn to consider personal strengths and weaknesses, how to care for their health and hygiene and look at issues such as ‘It’s OK to say no’. There is a suitable policy for sex education, which has been reviewed and approved by the school governors. The school liaison officer and the school nurse work with parents and pupils to support drugs education.

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PUPILS?

23. At present, no pupils are identified as gifted and talented, although this is identified as an extension of the role of the visiting special educational needs co-ordinator. The provision for pupils with special educational needs is very good. A good team of classroom and special needs assistants provides very effective support and, combined with the teachers’ well planned work and carefully directed questions, enable pupils to be fully included and participate equally in all activities. Pupils’ individual education plans are reviewed each term. The targets in them are precise and measurable. They are used well in teachers’ planning and where possible are incorporated into the targets for the whole class. Sharneyford Primary School - 14 24. The school makes good provision for extra-curricular activities. They are open to both boys and girls and some are held during the lunch break to include pupils who may travel a distance to

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school and are therefore unable to stay later in the evenings. There is an emphasis on sports, including football, netball, rounders, cricket and cross-country running. Other interests are promoted through a gym club and singing and plans are under way to hold a computer club. Older pupils are taken on a residential visit each year and enjoy a variety of active outdoor and fieldwork activities. A small group of parents work hard to support the school with fund-raising and social events. Being situated in a very small village, opportunities for links with the community are limited, but some local people come into school to hear readers and help in the school library. The curriculum is enriched with visits out of school in connection with learning activities when possible, including a visit to Saltaire to support work on the Victorians. Visitors are welcomed into school and pupils have enjoyed a visit from a travelling theatre company and an African drumming

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PUPILS?

25. For the next stage in their education, pupils move to a number of different schools spread over a wide area. The school does its best to liaise with all of these schools, enabling all pupils to have good opportunities to visit their next school prior to the time of transition at eleven. There are good links with a neighbouring small primary school, including the joint residential visit for older pupils. The school benefits from being part of a local small schools cluster, which exists to help and support schools in similar situations.

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26. Provision for pupils’ spiritual, moral, social and cultural development is good overall. Pupils develop a strong sense of community, are well prepared to become responsible members of society and know that they are respected and valued. Their personal development is promoted very well.

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PUPILS?

27. Spiritual development is good. It is promoted well in assemblies and in lessons. A calm, quiet atmosphere pervades the school. This creates a good ethos for learning and helps pupils to concentrate well. Pupils listened to the parable of The Good Shepherd in assembly and reflected quietly on the importance of each person as an individual. Younger pupils considered the importance of conserving diminishing resources in the world as they learned how to recycle materials in papermaking. A pupil with special educational needs showed real delight in his learning when he made a whip and top work while investigating toys from past times. He gained a great sense of achievement by showing his skill to the other pupils. Older pupils wrote moving accounts of the plight of Victorian child workers, showing a real sense of empathy with the harsh conditions they endured. Pupils’ awareness of the needs of others and their thoughtfulness often

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PUPILS?

28. The provision for pupils’ moral and social development is very good. The school functions as a very harmonious community that promotes pupils’ willingness to co-operate and help each other. No evidence of bullying was observed and pupils know it is not right. They are fully and effectively involved in drawing up the few, sensible school rules and, when playing football, for example, clearly know that disagreements should be ‘sorted out like friends’. All pupils are taught the difference between right and wrong and how their positive and negative behaviour affects other people. Their sense of personal and social responsibility is further developed in the trust shown to them as teachers expect them to mark their own and others’ work honestly. The good and very good behaviour seen in lessons is further reflected in the way all pupils work and play happily together in the playground. There are many good opportunities for pupils to work in different

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PUPILS?

groups and to become more independent and responsible for organising their own activities, for example, in science investigations and in historical research. One strong feature is the way pupils are very successfully encouraged to help and support each other by ensuring that no-one is left out of any activity, or left to struggle with their work. Social development is further promoted when older pupils experience a residential visit away from home and school and when they meet with other schools.

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PUPILS?

29. Cultural development is satisfactory, as it was at the previous inspection, although pupils have little first-hand experience of other cultures and ways of life. In religious education lessons, pupils Sharneyford Primary School - 15 are presented with good opportunities to study the different world faiths and to learn how they influence peoples’ lives. In a physical education lesson during the inspection, they learned to perform an African dance of welcome. However, they have no current links with local communities of different cultures to help them prepare for life in Britain’s multicultural society. Their knowledge and understanding of white British culture is developed satisfactorily in history and geography. In history, they are introduced to the way life in Britain has changed over time. However, opportunities are missed. For example, although they are taught about child workers, this is not

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linked to their own area, the effect of part-time mill workers and half time education in their own village, or the effect of mill closures on the people. In geography, they are taught to think about the effects man has had on the rain forest in South America, but not of the effects of local industry on the landscape and population. They show little knowledge of the work of great artists or musicians from different times and cultures.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

30. The school has made several improvements in this area of its work since the last inspection. This is a caring school, with a warm, family atmosphere and very good relationships between pupils and staff. The educational and personal support and advice given to pupils is good. These factors are effective in supporting pupils in their learning. The school has good arrangements for introducing pupils to their new school and helping them to settle into the well-established daily routines. It has suitable policies for ensuring that pupils of all abilities and backgrounds are fully included in all activities and for promoting racial equality.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

31. Arrangements for child protection and for ensuring pupils' welfare are sound. This is a similar picture to that of the last inspection. The designated officer for child protection is appropriately trained and deals with any issues effectively. The school also has another fully trained member of staff and the procedures for ensuring that all staff know the policy and procedures are satisfactory. Accident and emergency procedures are effective in dealing with problems and fire drills are carried out each term. Any problems arising from risk assessments are noted and acted upon. The school works closely and effectively with several agencies in raising awareness of health and safety matters. For example, visitors give talks about `stranger danger`, drugs education and fire safety. Also, Year 6 pupils undertake safe cycling training. However, there is as yet only a draft written policy for health and safety that needs further work to bring it fully up to

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

scratch. The school has an appropriate statement that underpins its procedures for safe use of the Internet. However, this has not yet been shared with parents.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

32. Procedures to monitor and improve attendance are good, resulting in high levels of attendance. The headteacher monitors issues very closely, particularly any holidays taken during term-time. Home telephone calls are made promptly in the case of any unexplained absence. Regular reminders are given to parents about the importance of good attendance and punctuality.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

33. Arrangements for monitoring and promoting good behaviour are good. Any serious or bad behaviour is recorded by the headteacher. Much work is done in assemblies and ‘circle time’ sessions regarding bullying, so pupils know what to do if they have any difficulties. Praise is frequently and very well used by staff to get the best out of pupils. Special assemblies include mentions for kindness and acts of good behaviour. Procedures to monitor and support pupils' personal development are good. Staff know pupils well and provide much informal advice and guidance. The school has made a good start in using new Local Authority records to measure more formally areas of development such as independence, responsibility, relationships and behaviour. Pupils are now effectively involved in recording their personal achievements, marking another improvement since the last inspection.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

34. Although not yet fully effective, there has been satisfactory improvement in assessing and recording pupils’ learning and progress. Comprehensive tracking now takes place in English and mathematics and to some extent in science and the information is starting to be used well to set targets and plan further learning in these subjects. In other subjects teachers keep tick lists of what pupils have done. Such information is limited in its use to improve curricular planning because it does not identify where there are gaps in learning that need to be addressed and does not show how well a pupil is doing. Staff are not secure about levels in all subjects or about how Sharneyford Primary School - 16 to record pupils’ progress in a manageable way to provide useful information. The work of pupils with special educational needs is assessed very well and targets in their individual education plans are reviewed accordingly, ensuring their good progress throughout the school.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

35. This is a similar picture to that of the last inspection. Parents have a satisfactory opinion of the school. Replies to the inspection questionnaire and responses given at the parents' meeting show that parents mostly have a high regard for the school and the quality of education provided. The parents' meeting was generally supportive of the school. Virtually all parents replying to the questionnaire said their children liked school and the school expects their children to work hard and achieve as well as they can. The majority are pleased about the progress made by their children, leadership and management of the school, teaching, how the school helps their children become mature and responsible and behaviour.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

36. A significant number of parents have concerns about the range of activities on offer outside of lessons. However, the new headteacher has started several opportunities, including sports, and inspectors are satisfied that the school now offers good provision. Parents also voiced some concern about the amount of homework given. Inspectors judge this to be satisfactory and effective in supporting learning. The parents' meeting and some of the responses on the questionnaires indicated that other parental concerns are diminishing as the new headteacher is making changes for the better. Overall, parents are confident of further school improvement under the new leadership.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

37. The quality of information to parents, especially about pupils' progress, is satisfactory. Parents have three formal consultation evenings each year to find out about their children's progress. Pupils' annual reports usually give enough details about what pupils know, understand and can do. A strong feature of reports is the 'general progress - personal and social development/other skills' section. However, a few reports are weak and inspectors agree with the small amount of dissatisfaction from parents where they are disappointed with the details given on what pupils can do and how well. Parents receive useful newsletters each term to update them on issues, give dates to remember and some information about topics to be covered. The parents of pupils with special educational needs are fully involved from the earliest stage of concern and their views are taken into account at all times.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

38. Links with parents are effective and their involvement has a sound impact on the work of this school. The contribution of parents to children's learning, at school and at home, is also satisfactory. The great majority of parents have signed up to the Home/School Agreement that sets out the mutual obligations clearly. The school works hard in organising events to involve parents more in their children's learning, for example, parents’ workshops in subjects such as literacy and numeracy. The ‘Parents, Teachers and Friends Association’ is very supportive of the school in organising social and fund-raising events. They raise considerable funds each year towards subsidies for pupils and learning resources such as books and computer equipment. A few parent helpers give their time generously to support learning in school, for example, listening to readers. They are made very welcome and their help is much appreciated.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

39. The leadership and management of the school are very good. Following a period of great instability, a new headteacher took up post in September 2002 and moved quickly to gain the respect of staff, pupils and parents. He rigorously analysed all test and assessment results and the available records of pupils’ progress to identify the weaknesses that needed to be tackled immediately. His determination to raise pupils’ attainment and accelerate their progress this year resulted in his teaching literacy and numeracy to pupils in Years 5 and 6. He took the lead in these two areas and in ICT. With support from external consultants, he improved teachers’ planning throughout the school. Classes were re-organised to make best use of staff expertise and training, and of the accommodation and resources available. Additional computers were Sharneyford Primary School - 17 purchased so that pupils would have more access to ICT and an audit of each subject was done

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HOW WELL IS THE SCHOOL LED AND MANAGED?

to identify areas for improvement. All of this work quickly raised staff morale and gained the confidence and trust of the parents. It has also resulted in much improved standards and progress throughout the school and especially in Years 5 and 6 since the beginning of this school year. The headteacher has established amongst all teaching and support staff and governors a strong and shared commitment to raising standards. Together, he and the staff have created an environment in which this can take place and governors are gradually becoming more involved in it.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

40. Some monitoring and evaluation of teaching and learning has been carried out by the headteacher and external consultants for literacy and numeracy. Other than this, there are currently no formal procedures for doing this at the present time. However, effective action has been taken to improve teaching and learning and support staff in their new roles. Because this is a small school, the staff work closely together on all matters and share the leadership and management of most subjects. This is a sensible move at the present time when the focus has rightly been on raising standards in literacy and numeracy and restoring stability by keeping teachers in their classes. All staff are managed well and deployed effectively in line with their experience and expertise. Teachers have designated responsibilities relating to individual subjects to do with, for example, attending relevant training and sharing it with the others. They also evaluate work in their subjects

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HOW WELL IS THE SCHOOL LED AND MANAGED?

and participate in the reviews of policies and schemes of work. Performance management is up to date. The reviews, carried out last term, have been used well to set targets for teachers and for the headteacher, related to issues facing the school in its drive to raise standards. As a result, all staff are working to the same goals and are helping each other to achieve their targets. The school has a good number of teaching assistants and other support staff for its size. They are well-briefed and contribute greatly to the good progress of the pupils with whom they work and to the life of the school as a whole.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

41. The leadership and management of special educational needs are very good. Although the experienced co-ordinator spends only half a day each week in school, she makes very effective use of the time to liaise with teachers. She provides very good advice for them in relation to writing and reviewing targets for pupils’ individual education plans. She also undertakes general administrative duties such as consulting outside agencies. She is very well supported by the previous co-ordinator, who is in the school full time, and keeps a close eye on the pupils in the rest of the week. They work closely together to bring about good improvement in pupils’ learning and behaviour. All funding for special educational needs is used effectively to provide the necessary support for pupils with statements and additional support for other identified pupils. The school is rightly concerned that some of this support might have to be lost with future reductions

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HOW WELL IS THE SCHOOL LED AND MANAGED?

in the budget, but has already made several contingency plans to try to avoid this, showing good forward thinking.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

42. The headteacher has sensibly stayed with the School Improvement Plan drawn up by the temporary headteacher who was in place for a short time prior to his appointment and plans to review it with staff and governors after this inspection. The plan identifies the correct priorities for the school but does not include a programme that shows how all subjects might be a focus for priority over time. For example, there is no provision for developing art and design or music, two subjects in which improvements are needed.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

43. Governors have not had enough to do with the school in the past. They fulfil their statutory duties satisfactorily. However, when asked about their role in policy development, they knew about statutory whole-school policies but were much less certain about subject policies or whether they had been approved at governing body level. Under the guidance of the headteacher they are beginning to view their roles differently. Their involvement in school improvement planning and in monitoring and evaluating the school’s work and the standards that pupils reach is part of the improvement plan for this year, and rightly so. Governors are now aware of the issues facing the school, including its strengths and weaknesses and the impact that the decline in the number of pupils is likely to have on the budget. The finance committee monitors the budget carefully. Spending follows the school’s priorities and is managed and monitored well. The school accrued a

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HOW WELL IS THE SCHOOL LED AND MANAGED?

substantial surplus in its budget last year, because of very prudent spending during the period it Sharneyford Primary School - 18 did not have a substantive headteacher. Some of the surplus was taken back by the local education authority because of the reduction in the number of pupils. The rest has been used to keep the level of teaching and support staff for as long as possible. As a result, the surplus has now been used up and the school is working very hard to minimise the effect on pupils’ learning and on the curriculum that further expected cuts in the budget are likely to have. Nevertheless, not enough is done to check the effect of spending on the standards that pupils reach. The headteacher has a good understanding of the principles of best value as they apply to the school, but governors have some way to go to understand these fully.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

44. The school has a good number of teaching and support staff for its size. All are well deployed and make a good contribution to pupils’ learning. The school makes the best use it can of the accommodation available to it. The dual use of the hall as a teaching space for pupils in Years 5 and 6 is on the whole managed well to avoid disruption to learning. However, moving the pupils to the Year 1/2 classroom for music is not suitable. The cramped accommodation and the small furniture led to some restlessness in the lesson and very much limited the opportunities the pupils had to prepare for what could have been some exciting composition work. Resources are satisfactory in most subjects. Improvements are needed in design and technology (up-to-date tools), in music (instruments on which pupils can play and compose tunes) and art and design (range of pencils and paintbrushes for different kinds of sketching and painting). The library is

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HOW WELL IS THE SCHOOL LED AND MANAGED?

satisfactory and is supplemented by a range of good quality books in classrooms. Displays are limited and largely unimaginative. They do not present pupils’ work well enough to provide further impetus for learning or to show younger pupils the sort of work to which they might aspire. Guidance on displaying work well is planned for later this term.

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