Other · Ofsted report

Euxton Primrose Hill Primary School

Inspected — · published 5 Jun 2003 · URN 119309

Original PDF ↗

Summary

No overall grade in this framework

Foundation Stage

What we read, and from where

Click a reading to see it highlighted in the report.

Inspectorssingle source
Foundation Stage
URN verified
119309

Page 1 of 42

Deep dive

What this report says

In plain English

Join free to get a short, plain-English summary of any report.

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+60Positivemore positive than 58% of reports of this type

In line with other reports of this type.

Praisevery welleffectivelymake good progresssuccessfullygood progressenjoyeffectiveimproved

Criticismweaknessesweaknessdeclinednot yetnot alwaysdeclinebelowconcern

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsAbout the inspectionWhat needs to improve positive critical

Findings21368w+62
What needs to improve1418w+29

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

Next steps

Quoted from the report. Tap to see it on the page.

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 42
Words of findings: 22,582; longer than usual (typical 1049)
Reading level: Hard; Flesch 49, typical 45
Average sentence: 20 words
Next steps: 8; typical 5
Hedged sentences: 5%; “some”, “not always”, “most”…

Where the words go

Findings 91%What needs to improve 6%About the inspection 3%

Full report text

PRIMROSE HILL PRIMARY SCHOOL

Dates of inspection: 4 th – 6 th March 2003

p.1

PRIMROSE HILL 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.

p.1

PRIMROSE HILL 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. Primrose Hill Primary School - 1

p.2

INFORMATION ABOUT THE SCHOOL

School address: Primrose Hill Road Euxton Chorley Lancs

p.3

INFORMATION ABOUT THE SCHOOL

Appropriate authority: The governing body

p.3

INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mrs J Speight

p.3

INFORMATION ABOUT THE SCHOOL

Date of previous inspection: February 1998 Primrose Hill Primary School - 2

p.3

Team members Subject responsibilities Aspect responsibilities

16413 Mrs D Bell Registered inspector English Information and communication technology Music 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? 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 Foundation Stage Science Art and design Design and technology Physical education Pupils’ attitudes, values and personal development

p.4

Team members Subject responsibilities Aspect responsibilities

23276 Mrs M Mann Team inspector Educational inclusion Special educational needs Mathematics Geography History Religious education How good are the curricular and other opportunities offered to pupils?

p.4

Team members Subject responsibilities Aspect responsibilities

PPI Group Ltd 7 Hill Street Bristol BS1 5RW

p.4

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:

p.4

Team members Subject responsibilities Aspect responsibilities

The Complaints Manager Inspection Quality Division

p.4

Team members Subject responsibilities Aspect responsibilities

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

p.4

PART A: SUMMARY OF THE REPORT 4 - 7

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

p.5

HOW HIGH ARE STANDARDS? 8 - 10

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

p.5

INFORMATION ABOUT THE SCHOOL

With 148 pupils (84 boys and 64 girls) on its roll, Primrose Hill Primary School has more pupils than at its previous inspection, but is still smaller than most primary schools. Pupils come from a wide range of social backgrounds, the majority living close to the school and approximately one fifth travelling to the school from outside its catchment area. More significantly, a considerable proportion of pupils join the school in different year groups. For example, 16 per cent of the pupils in Year 2 did not start in reception and 45 per cent of the pupils in Year 6 did not attend the school in Years 1 and 2. Over half of those who join do so with language and/or behavioural difficulties. There are five classes in the school. Reception aged children are taught in a single age class. All other classes have two age groups, with pupils grouped according to their prior attainment or their emotional and behavioural needs. For the majority of children, attainment on entry to

p.6

INFORMATION ABOUT THE SCHOOL

the reception class is below that expected of four-year-olds. It has declined since the previous inspection. The proportion of pupils known to be eligible for free school meals (18.2 per cent) is broadly average, as is the proportion with special educational needs (16.9 per cent). However, the proportion of pupils who have statements of special educational needs (4.1 per cent) is above average and a similar proportion is awaiting statutory assessment for statements. The learning needs cover, in broadly similar proportions, moderate learning, emotional and behavioural, and speech and communication difficulties. English is the first language for all pupils and there are very few pupils from ethnic minority backgrounds. The school has had a new headteacher, a new deputy headteacher and several changes of staff since the previous inspection.

p.6

HOW GOOD THE SCHOOL IS

This is a very good school that has many more strengths than weaknesses. It aims for the highest possible standards in all of its work. Very good leadership and management, good teaching, a well-managed curriculum, high levels of care and a strong partnership with parents ensure that pupils of all abilities and backgrounds are given the same very good chance to succeed. As a result, levels of attendance are good and pupils enjoy school, work hard and achieve well, from whatever point they join the school. The majority of pupils reach the highest standards of which they are capable by the time they leave. The school provides good value for money.

p.6

What the school does well

• Standards are above the national expectation in mathematics and science in Year 6. • Good teaching ensures that pupils want to learn and that overall, they achieve well. • Very good leadership and management set a clear and purposeful direction for the school’s work. • Pupils’ work is rigorously checked and prompt and effective action is taken to tackle gaps in their learning. • The school provides a very good level of care for the pupils.

p.6

What could be improved

• Standards in writing, especially the pupils’ ability to write at length. • The use of information and communication technology (ICT) in all subjects. The areas for improvement will form the basis of the governors’ action plan.

p.6

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Overall, there has been very good improvement since the school was last inspected, in 1998. The quality of teaching has improved and standards have risen in mathematics and science. The previous report indicated that attainment in English was above the national expectation in Year 6. This one finds English in line with national expectations. Nevertheless, there has been satisfactory overall improvement in English, as the school has coped very well with its changing intake and the decline in pupils’ attainment on entry. There are now good schemes of work for all subjects, which take very good account of the effect of mixed age classes. Good planning throughout the school ensures that pupils’ learning is continuous from year to year and promotes good achievement. Assessment procedures have improved greatly. The information gained from them is used very effectively when planning work on a day-to-day basis and when reviewing the

p.6

HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

curriculum to ensure that the school continues to meet the changing needs of different groups of pupils from Primrose Hill Primary School - 5 year to year. Resources for learning are good overall, including the number and type of books in the library. The very good teamwork throughout the school underpins its very strong commitment to further improvement and its very good capacity to achieve this aim.

p.6

STANDARDS

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

p.7

schools*

2000 2001 2002 2002 English A C D D Mathematics D C B A Science C D A A

p.7

Key

well above average above average average below average well below average very low A B C D E E*

p.7

Key

* This means schools with similar proportions of pupils in receipt of free school meals.

p.7

Key

The majority of children enter the school with levels of attainment that are below those expected for their age, especially in language. They make good progress and the majority are on course to meet the nationally expected standards by the end of their reception year. In 2002, the national test results for pupils in Year 2 were below the national average and the results of similar schools in reading and writing. The mathematics results were well below the national average and the results of similar schools. The teacher assessments for science placed the school in the bottom five per cent of all schools and similar schools. However, these comparisons must be treated with caution because they do not reflect the well documented good achievement of each of the ten pupils in this small year group. Three of these pupils, two with statements of special educational need, joined the group after the reception year. Over time, the school’s reading results

p.7

Key

have improved faster than the national trend and the writing and mathematics results have kept pace with the improving national trend. In the current Year 2 group, standards match the national expectation in reading, writing, mathematics and science and achievement is good.

p.7

Key

The attainment of the pupils currently in Year 6 matches the national expectation for English and is above the national expectations for mathematics and science. The English test results have declined in recent years when compared with the national trend, reflecting the increasing number of pupils who join the school after Year 2 with language difficulties. The trend in the mathematics and science results is above the national trend. The school’s comprehensive tracking of pupils’ progress shows that the pupils who took the tests had achieved well in relation to their prior attainment, as have the pupils currently in Year 6. The school sets challenging targets and works very hard to meet them. Pupils with special educational needs make good progress towards the targets in their individual education plans because of the good support they receive. Boys, girls and pupils from different backgrounds and abilities all achieve well. Pupils in Year 6

p.7

Key

reach good standards in art and design, design and technology, history and religious education and satisfactory standards in geography, information and communication technology (ICT), music and physical education. Pupils in Year 2 reach good standards in design and technology and satisfactory standards in all other subjects. Overall, achievement is good throughout the school, although pupils are not yet using their ICT skills well enough to extend their learning in other subjects. Primrose Hill Primary School - 6

p.7

Aspect Comment

Attitudes to the school Good: pupils enjoy school; the majority work hard, concentrate well and try to do their best. Behaviour, in and out of classrooms Good in and around the school: pupils have a good understanding of the impact of their actions on others and are confident that the school deals well with any form of oppressive behaviour. There were two fixed term exclusions in the last year. Personal development and relationships Good overall: pupils form very good relationships with the staff and with other pupils. They become more mature from year to year, taking more responsibility for their learning. Through the School Council they are beginning to show initiative and to contribute to the day-to-day running of the school. Attendance Good: it is above the national average and the school’s drive for good levels of punctuality ensures that all sessions begin on time.

p.8

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

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

p.8

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

The quality of teaching is good throughout the school. It has improved since the previous inspection and contributes in great measure to the pupils’ good achievement. No unsatisfactory teaching was observed in this inspection. English and mathematics are taught well and teachers effectively reinforce the basic skills of literacy and numeracy in other subjects. Major strengths in teaching throughout the school are the teachers’ good planning, effective marking, very good use of assessment information and very good management of the pupils. These strengths ensure that pupils’ work builds on their prior learning and is at the right level for lower, average and higher attainers. All support staff contribute well to the good achievement of especially the lower attainers and pupils with special educational needs. The teachers’ effective, well-targeted questions ensure that all pupils are fully included in all parts of a lesson and that they learn to think for

p.8

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

themselves and use what they already know to help them learn even more. The good balance of whole class, group and individualised teaching promotes good productivity and pace in most lessons. Occasionally, a teacher talks for too long, or does not take the pupils’ learning far enough to challenge their thinking. This hinders pupils’ progress in writing. While they successfully learn to construct sentences, write neat and legibly, and spell accurately, they are not given enough opportunities to sustain or develop their ideas in extended pieces of writing until they are in Years 5 and 6.

p.8

Aspect Comment

The quality and range of the curriculum Good: the curriculum meets statutory requirements well and is effectively planned to meet the needs of mixed age classes. It is enhanced by a very good range of well-attended extra-curricular activities. Provision for pupils with special educational needs Good: the pupils are very well integrated into all classes. Their work is well planned and they receive good support that helps them make good progress towards the targets in their individual education plans. Provision for pupils’ personal, including spiritual, moral, social and Good overall. Provision for moral and social development is very good, and the provision for spiritual and cultural development is good. The school very effectively promotes equality of opportunity, race equality, and care and Primrose Hill Primary School - 7 cultural, development respect for self, others and property. Pupils are well prepared for life beyond

p.8

Aspect Comment

school. How well the school cares for its pupils Very well: the high levels of care ensure that pupils’ personal and academic progress is very well monitored. A major strength is the very effective use made of the information in planning.

p.9

Aspect Comment

The school has a good partnership with its parents. They receive very good information on a wide range of issues, and the majority contribute effectively to their children’s learning. However, the pupils’ annual reports do not report pupils’ progress consistently well and few indicate the areas in which improvement is needed.

p.9

Aspect Comment

Leadership and management by the headteacher and other key staff Very good: the headteacher sets the school’s sights firmly on raising standards and ensuring that pupils of all abilities and backgrounds do as well as they can. She is very effectively supported by a very good deputy headteacher and a good team of teaching and support staff. How well the governors fulfil their responsibilities Very well: governors have a very good awareness of the school’s strengths and weaknesses because they check its work well and are fully involved in all decision making. They fulfil their statutory duties very well. The school’s evaluation of its performance Very good: the information gained from the very rigorous procedures for checking on the school’s work is used very well to improve standards, teaching and learning. The strategic use of resources Very good: finance is very closely allied to the priorities in the school

p.9

Aspect Comment

development plan and is monitored very well to ensure that the school obtains best value from all of its spending.

p.9

Aspect Comment

The school has a good number of teaching and support staff, all of whom are very well deployed and make a good contribution to pupils’ learning. The accommodation currently available to the school is only just adequate for its needs. Resources for learning are good overall, although there are not enough resources to support the use of ICT in music. All resources are used well to support learning.

p.9

What pleases parents most What parents would like to see improved

• Most children like school. • Behaviour is good. • The teaching is good. • Children are expected to work hard and achieve well. • The school helps children to become mature. • The amount of homework. • Information about their children’s progress. • The school’s partnership with them. • The school’s approachability. • The range of activities outside of the school day.

p.9

What pleases parents most What parents would like to see improved

The inspection team agrees with the parents’ positive views of the school. It disagrees with most of the negative views. There are inconsistencies in the pupils’ annual reports which mean that parents are not always given enough information about what their children do well and the areas in which they could do better. A satisfactory amount of homework is set, which contributes to the pupils’ good achievement. The school has a good partnership with parents and is always ready to listen and respond to their suggestions or complaints. There is a very good range of activities outside of the normal school day, some of which take place at lunchtimes and some after school. In addition to the above comments, a small number of parents expressed concern over the large size of the two oldest classes in the school this year. The inspection team found that the school has used its budget surplus wisely to employ an additional part-time teacher to resolve

p.9

What pleases parents most What parents would like to see improved

this issue. This action and the headteacher’s effective involvement in teaching, mean that the pupils are Primrose Hill Primary School - 8 taught in their large groups for only one afternoon each week and this does not detract from the quality of their learning. Primrose Hill Primary School - 9

p.9

The school’s results and pupils’ achievements

1. The majority of children begin the Foundation Stage, in this school their reception year, with levels of attainment below those expected for their age in personal and social development, communication, language and literacy and mathematical development. They make good progress and are on course to meet the nationally expected standards for the end of the reception year in these three areas of learning and also in knowledge and understanding of the world, physical development and creative development.

p.11

The school’s results and pupils’ achievements

2. In the current Year 2 class, standards in speaking and listening, reading, writing, mathematics and science are as expected for pupils’ ages. Pupils are achieving well in relation to their prior attainment. In 2002, the national test results for the pupils then in Year 2 were below the national average and below the results of similar schools in reading and writing. The mathematics results were well below the national average and the results of similar schools. The teacher assessments for science placed the school in the bottom five per cent of all schools and similar schools. The test results do not reflect the pupils’ well documented good achievement in Years 1 and 2. The year group was small. It started with seven pupils who were joined by a further three at a later date, two of whom had statements of special educational need. One of these pupils reached the nationally expected level in the tests in

p.11

The school’s results and pupils’ achievements

reading, writing and mathematics, and five of the seven pupils who had been with the school from the start reached higher standards than were indicated by their attainment at the end of their reception year. The Year 2 reading results have followed the improving national trend since the last inspection, despite a sharp decline in 2000, which was due to the low literacy skills of approximately half of that year group. The writing and mathematics results declined to 2000 but have risen at broadly the same rate as the improving national trend since that time.

p.11

The school’s results and pupils’ achievements

3. Standards in English match the national expectation for pupils currently in Year 6. They exceed the national expectations for mathematics and science. In 2002, the national test results for pupils in Year 6 were below the national average in English, above it in mathematics and well above it in science. The English results were below and the mathematics and science results well above those of similar schools. The English results have declined over the past three years, while the rising trend in the mathematics and science results has been above the national trend. Nevertheless, the school has successfully improved its provision for English since the last inspection, dealing effectively with the well documented decline in the pupils’ attainment on entry and the changing nature of its population from year to year. For example, 45 per cent of the pupils currently in Year 6 were not at the school in Year 2; and 16 per cent of the pupils in Year 2 did not start their reception year in this

p.11

The school’s results and pupils’ achievements

school. Many of these pupils arrive with language and behavioural difficulties, mostly in Years 3 to 6, often caused by adverse factors in their backgrounds, which have interrupted their learning. The school’s comprehensive analysis of all test and assessment results shows that the great majority of pupils, including those with special educational needs, achieve well throughout the school, from whichever point they join it.

p.11

The school’s results and pupils’ achievements

4. The majority of Year 2 pupils read fluently and with expression and in their answers to questions show that they have a sound understanding of what they have read. They know how to use books to find information. They have a sound understanding of how to construct a sentence and they use capital letters and full stops accurately. Their progress in speaking and listening is sometimes hindered because they do not always listen carefully enough to each other or to their teacher. Pupils in Year 6 hold an argument well, listen to and consider other people’s points of view and express their own ideas and opinions clearly, articulately and with a good range of vocabulary. They read well and clearly state their preferences for different books and authors. By Year 6, they write in different styles, showing appropriate awareness of the audience they are addressing. Their handwriting is usually neat and legible and their work is well presented. Pupils use their speaking, listening and reading skills

p.11

The school’s results and pupils’ achievements

well in other subjects by contributing to discussions and by using books and other sources to find information. They use their writing skills satisfactorily in other subjects to record findings and to make notes. The main weakness in English is that while pupils have a good understanding of the Primrose Hill Primary School - 10 conventions of grammar and of language structure, they do not apply this learning well enough in extended pieces of writing. Until they are in Years 5 and 6, they do not have enough opportunities to do so and this hinders their overall progress in writing.

p.11

The school’s results and pupils’ achievements

5. In mathematics, pupils in Year 2 have a good grasp of number and a good understanding of hundreds, tens and units. They competently read the time using analogue and digital clocks. They interpret information accurately using bar graphs and charts, drawn up as a result of good practical, investigative work. Pupils build on these skills satisfactorily in Years 3 to 6 and their progress accelerates in the mixed Year 5/6 class as the result of the very effective teaching they receive there. Pupils in Year 6 have a good knowledge and understanding of number, shape, space and measure and data handling. Throughout the school, pupils use their numeracy skills well in other subjects and they use their literacy skills well in numeracy.

p.12

The school’s results and pupils’ achievements

6. As a result of good investigative work in science, pupils in Year 2 have good enquiry skills. They make simple predictions but only the more able pupils draw general conclusions from the result of their investigations. Pupils in Year 6 make sensible predictions about scientific outcomes. They have a good understanding of how to conduct a fair test through planning their investigations, organising their information and drawing reasonable conclusions from their findings, which they then check against their original predictions.

p.12

The school’s results and pupils’ achievements

7. In Year 6, pupils reach good standards in art and design, design and technology, history and religious education and satisfactory standards in geography, information and communication technology (ICT), music and physical education. Pupils in Year 2 reach good standards in design and technology and satisfactory standards in all other subjects. Overall, they achieve well. Pupils’ progress is accelerating in ICT as they and their teachers become more conversant with the new computers and equipment. However, pupils do not yet use ICT skills well enough to extend their learning in other subjects.

p.12

The school’s results and pupils’ achievements

8. The school works very hard to ensure that all pupils are provided with equal opportunities to achieve well and reach the highest standards of which they are capable. It sets challenging targets for Year 6 and for classes, groups and individual pupils throughout the school, which are securely based on its rigorous analysis of the pupils’ prior learning. It makes good progress towards its targets. Pupils with special educational needs make good progress towards the clear and measurable targets in their individual education plans. The good support they receive helps them to achieve well and in some cases, reach the standards expected for their age in the national tests. Higher attaining pupils are appropriately challenged through well-planned extension work and activities specifically designed to extend their thinking skills. Test and assessment data are carefully analysed to ensure that boys, girls and all other groups of pupils do equally well. The school takes swift action to deal with any

p.12

The school’s results and pupils’ achievements

differences found. None were noted during the inspection. The school is dealing effectively with the changing nature of its population from year to year.

p.12

Pupils’ attitudes, values and personal development

9. Pupils’ attitudes towards the school and their work are good. They become increasingly mature and responsible as they grow older. Relationships in school are very good. Behaviour is good throughout the school. These high standards are due to good teaching, the warm and friendly atmosphere within the school and the interesting and highly motivating range of activities provided for the pupils.

p.12

Pupils’ attitudes, values and personal development

10. Pupils clearly enjoy coming to school and speak very positively about lessons, the staff and the friendliness they experience. The youngest pupils settle quickly into the reception class, because the teacher and nursery nurse provide a welcoming environment where they feel confident and secure. This helps them to make good progress in their learning and in their personal, social and emotional development. All pupils are confident they can contribute ideas and suggestions that will be taken seriously, both in lessons and through the school council. In lessons, pupils know that their answers are valued and respected and this increases their confidence because they are not afraid of making a mistake.

p.12

Pupils’ attitudes, values and personal development

11. Behaviour is good in and out of lessons. Pupils and their parents respect the school’s code of behaviour and pupils respond well to the good systems of rewards that encourage positive behaviour. Primrose Hill Primary School - 11 They clearly understand the impact of their actions on others and the fairness of the sanctions that follow should they behave in an unacceptable way. Pupils speak highly of the staff who support them at lunchtimes, commenting that they manage the playground well. Pupils help to formulate and review rules. Consequently they respect and understand them. They look forward to the Friday ‘Certificate Assembly’, when good behaviour is celebrated and rewarded. The pupils who find it difficult to maintain good standards of behaviour at all times are supported effectively to improve their behaviour and this contributes very well to their personal and social development. Pupils report that bullying is

p.12

Pupils’ attitudes, values and personal development

not an issue, but are certain that if they encountered any form of oppressive behaviour or harassment, it would be sorted out swiftly. Both pupils and parents value the ‘Problem Pod’, where pupils post a note explaining their problem in the knowledge that it will be dealt with sympathetically. For example, one child wrote ‘Someone is making me unhappy’ and the matter was quickly resolved by sensitive intervention from the headteacher. Pupils are polite and friendly to each other and adults. They greet visitors politely, respect each other and the adults with whom they come into contact, following the good examples set by the staff. Pupils are courteous and show concern for others. For example, an adult tripped at the beginning of the day, just before a group was due to depart for a visit. The pupil who had witnessed this, not only at the time, but after the visit, quietly sought out the adult to ensure

p.13

Pupils’ attitudes, values and personal development

12. Pupils gain good personal and social skills. Children in the reception class quickly learn to share and take turns, for example, to use the computer. Pupils of all ages work well in groups and many discuss answers sensibly with a partner in lessons. As they move through the school, they become more responsible for their own learning. They plan investigations in science and in design and technology and evaluate each other’s birthday cards made on the computer. Year 6 pupils consider issues such as discrimination and one pupil wrote thoughtfully ‘Nobody should judge others by their colour, religion or culture’. Pupils and staff regularly discuss important issues in a secure setting, often following up items from the ‘Problem Pod’. As a result, pupils learn to listen to and appreciate other people’s points of views and to consider their own in the light of their increasing maturity.

p.13

Pupils’ attitudes, values and personal development

13. All pupils are willing to help each other and the staff by, for example, preparing materials for lessons and distributing equipment in physical education lessons. Older pupils are poised and friendly and willingly carry out an increasing range of duties and responsibilities around the school. For example, they supervise the doors and help at lunchtime, collect registers, help younger pupils and read to them. Pupils value the School Council and members of it are proud to represent their class. Councillors appreciate the opportunities they have to put their ideas into action by providing playground games and equipment. Pupils show good understanding of the work of local and parish councils and build on this to learn about government and the work of Parliament. Older pupils show increasing awareness of the importance of protecting the environment. They show good consideration for the needs of others and have participated in various charity campaigns, including Blue Peter ‘Bring

p.13

Pupils’ attitudes, values and personal development

and Buy’ sales and the NSPCC. At Christmas, they visited the local old peoples’ home to sing for the residents and gave toys to needy children. A good number of pupils attend the very good range of out of school clubs set up for them. The breakfast club is also well attended, as is the after-school club, both of which provide a service that is valued by parents and pupils. The pupils’ good attitudes, behaviour and involvement in all that the school has to offer have a positive effect on their attainment and progress, on their personal development and on their spiritual, moral, social and cultural development.

p.13

HOW WELL ARE PUPILS TAUGHT?

14. Overall, the quality of teaching is good throughout the school. There is also some very good teaching, for example, in English, mathematics, science and art in Year 6, in ICT in the mixed Year 2 and 3 class and in mathematical development in the Foundation Stage. Of the 34 lessons graded, teaching was very good in six (18 per cent), good in 19 (56 per cent) and satisfactory in the remaining nine (26 per cent). The quality of teaching has improved since the last inspection and has a major impact on pupils’ learning and achievement. The previous weaknesses identified in planning in Years 1 and 2 have been successfully addressed.

p.13

HOW WELL ARE PUPILS TAUGHT?

15. All teachers use their mostly good subject knowledge and the school’s comprehensive schemes of work to plan interesting and highly motivating activities that engage pupils’ interest and in most lessons, result in good productivity and pace in learning. The exception is physical education, where Primrose Hill Primary School - 12 teachers’ subject knowledge is satisfactory but they do not use time well, especially in the middle part of the lesson. As a result, pupils’ interest wanes and they become restless. A similar weakness was noted in the Foundation Stage, where children were not encouraged to use space well. This resulted in their crowding together during the lesson and copying from each other’s movements rather than thinking for themselves and extending their own learning. Overall, however, teaching is good in the Foundation Stage because staff have a very good understanding of how young children learn and

p.13

HOW WELL ARE PUPILS TAUGHT?

work very effectively together to help children overcome their lack of learning experiences prior to starting school. As a result all children make good progress in their reception year.

p.14

HOW WELL ARE PUPILS TAUGHT?

16. The teaching of English and mathematics is good overall throughout the school. Teachers’ planning is securely based on the national strategies, which are adapted well to meet the needs of the pupils. All classes have targets, which are broken down, where appropriate, into group and individual targets that help pupils to understand what they need to do to improve. In a Year 5 literacy session, for example, as a pupil was about to share with the rest of the class the work the group had done, he reminded them, at the teacher’s prompt that his target was to read out slowly and clearly and he did. Marking is used very effectively to help pupils improve their work. Teachers praise pupils for what they do well but point out clearly where the weaknesses are in their work and how they should tackle them. There are some interesting examples of pupils replying to the teacher’s comments, showing that they have

p.14

HOW WELL ARE PUPILS TAUGHT?

understood them and are taking them on board. Thus pupils of all levels of prior attainment are effectively involved in their own learning and assessment and become increasingly independent in their work. Teachers show a good awareness of the targets in the individual education plans for pupils with special educational needs, which are checked by the special educational needs co-ordinator. They share this work and their overall planning, with the teaching and special support assistants, who contribute effectively to the pupils’ learning in all parts of a lesson.

p.14

HOW WELL ARE PUPILS TAUGHT?

17. The good modelling of reading and of speech presented by the teachers in all lessons ensures that pupils quickly learn the range of vocabulary they need to discuss their work. In a very good literacy lesson with pupils in Years 5 and 6, the teacher’s lively and engaging introduction to the lesson involved the very effective use of role play, following which the pupils were highly motivated and ready to discuss how body language and subsequently spoken language, is used to communicate feelings. Good practice in using speaking, listening and reading skills were also seen in a range of subjects where pupils were required to discuss different topics, for example, in religious education, personal, social, health and citizenship education and history. However, teachers of pupils in younger age groups do not give pupils enough opportunities to extend their writing skills in the same way. Pupils are not expected often enough to produce extended pieces of writing in English or in other subjects

p.14

HOW WELL ARE PUPILS TAUGHT?

until they are in Years 5 and 6, and even here this does not happen consistently in both years. This hinders their progress in writing. In contrast, teachers successfully encourage pupils to use their numeracy skills well in relevant subjects thereby consolidating and extending the work they do in mathematics.

p.14

HOW WELL ARE PUPILS TAUGHT?

18. Throughout the school, teachers are skilled at framing questions that probe pupils’ understanding and encourage them to think for themselves and present their own ideas and opinions. Teachers are skilful at ensuring that all pupils are fully involved in such sessions. Specific questions are often directed effectively at individual pupils and support assistants help lower attaining pupils and pupils with special educational needs to concentrate and answer correctly. Questions are usually carefully constructed to make increasing demands on the pupils as they learn more. For example, in literacy, questions about the text often start with basic, factual, questions and move onto those that require pupils to use skills of inference and deduction by working out the deeper meaning behind the written word. Overall, there is a good balance of whole class directed teaching, group work and individual work that caters well for pupils of all levels of ability. All pupils are made to feel that their contributions

p.14

HOW WELL ARE PUPILS TAUGHT?

are valued through the good use of praise and a sensitive approach to addressing gaps in learning. This fosters in the pupils good attitudes to learning and they respond with good levels of concentration and a determination to do well. The whole class sessions at the ends of lessons are usually used effectively to bring the class together to share and evaluate each other’s work, to correct errors and to help pupils learn from each other.

p.14

HOW WELL ARE PUPILS TAUGHT?

19. The consistently very good management of pupils’ behaviour results in any potential disruption to learning being nipped in the bud and contributes very well to the pupils’ personal development. While almost all parents expressed a good degree of satisfaction with the quality of teaching, a significant Primrose Hill Primary School - 13 minority expressed some dissatisfaction with homework. The inspection team agrees with the parents’ positive views about teaching but does not share the parents’ views about homework. A satisfactory range and amount of homework is set which consolidates pupils’ learning and contributes effectively to their good achievement. The amount and type of homework increase in Years 3 to 6, providing good opportunities for pupils to reinforce and extend their learning in English and mathematics and from time to time in other subjects as they prepare for topic work.

p.14

PUPILS?

20. The quality and range of learning opportunities for all pupils are good. Statutory requirements are met well. All subjects of the National Curriculum are planned effectively to meet the needs of the pupils. The national strategies for literacy and numeracy have been successfully implemented and the teaching of basic skills is given due emphasis in all subjects. There is good provision for religious education. The school promotes pupils’ personal, social, health and citizenship education very effectively throughout the whole curriculum and through discrete lessons which include sex and relationships education, healthy lifestyles and making pupils aware of the dangers of drugs. The school’s very high commitment to ensuring that pupils of all backgrounds and abilities are fully included in all that it has to offer and are given the same good chance to succeed, underpins all of its work. The school has a very good understanding of the need to promote race equality well and has

p.15

PUPILS?

taken decisive steps to ensure that pupils in this virtually all white school learn about the range of cultures that exist in Britain today. The curriculum has improved very considerably since the previous inspection.

p.15

PUPILS?

21. Children in the Foundation Stage receive a good and purposeful education which takes account of the national guidance for this age group. The lessons and activities provided are suited to their age and stage of development. There is still a lack of good outside provision for children in the Foundation Stage but plans and finance have been approved and work is set to start on this during the Easter break.

p.15

PUPILS?

22. Older pupils are taught in groups formed by ability for English and mathematics and an additional teacher is employed to enable them to be taught in smaller groups to increase their rate of progress. The school has organised its curriculum effectively to take account of the mixed age classes. For example, there is a two-year programme of topics for pupils in Years 1 and 2 and a four-year programme for Years 3 to 6, both of which ensure that all pupils cover all aspects of the National Curriculum programmes of study over time. Within these, due emphasis is given to the progressive development of skills throughout the school. The very good use of the information gained from assessing and recording pupils’ progress means that pupils’ work is clearly related to their prior learning. Although the school uses nationally recommended schemes for many subjects, these have been imaginatively and skilfully adapted to meet the children’s and the school’s specific needs.

p.15

PUPILS?

23. There is good provision for pupils with special educational needs. The good guidance provided by the special educational needs co-ordinator ensures that individual education plans have clear, measurable targets that are well-matched to pupils’ needs. Support staff are suitably involved in this work and make a good contribution to pupils’ learning. The proportion of pupils with statements of special educational needs is well above that found in most schools and the school makes very good use of external agencies to meet the statement requirements and to ensure that the pupils have the best possible chance of catching up with their learning. All of the adults involved, including parents, work together for the mutual benefit of these pupils. Pupils who need special help are quickly identified, at whatever point they start in the school. Pupils with special educational needs are fully integrated into

p.15

PUPILS?

the life of the school. They are rarely withdrawn from classes, and when this does happen, it is to address particular aspects of their learning and their work is usually related well to what is going on in the classroom so that they can take a full part when they return. The procedures for identifying and planning for gifted and talented pupils are not yet fully in place. The school has identified a very small number of pupils that might fall into this category and is now looking at how to extend its provision to meet their needs fully.

p.15

PUPILS?

24. There is a very good range of extra curricular activities which include netball, football, skittleball, craft and music clubs, and the ‘Primrose Hill Press’ club. Their popularity with pupils reflects their Primrose Hill Primary School - 14 success. Very good links have been established with local secondary schools, which include visits to ease pupils’ transition to the next stage of their education. There are also good working relationships with pre-school settings. For example, comprehensive records are passed on to the reception class teacher. The school also has good links with the community, which contribute to pupils’ learning and personal development. For example, sponsorships from firms, through advertisement, have helped fund the publication of the ‘Primrose Hill Press’ and it is printed free by a local printer once the pupils have prepared it using a desk top publishing program. The good links with other schools and with the

p.15

PUPILS?

health and social services and the high regard in which they hold the school, are evident in the letters that these institutions sent to the inspection team prior to the inspection.

p.16

PUPILS?

25. The overall provision for pupils’ spiritual, moral, social and cultural development is good. Spiritual and cultural development is promoted well and moral and social development very well. The picture is similar to that found at the last inspection, with good improvement in the provision for cultural development.

p.16

PUPILS?

26. Spiritual development is fostered well through well-prepared daily acts of collective worship that meet statutory requirements and through religious education lessons. Assembly themes are well chosen so that pupils have good opportunities to reflect on how they affect or apply to their lives. For example, in an assembly about special books, pupils listened in absolute silence and wonder as a previous family’s bible was shared with them. They were particularly awe-struck when it was discovered that a teacher and two of the pupils were found to be related through great-grandparents. As pupils enter school, they are welcomed into a happy, colourful, stimulating and caring environment which supports their spiritual development by encouraging them to reflect on the beauty of the world around them. Spirituality is also promoted well in other lessons. For example, in a Year 6 discussion on vivisection, pupils showed empathy with the emotions of the people involved in both sides of the

p.16

PUPILS?

argument. Similarly, in a mathematics lesson, when trying to beat a previous record in a mental exercise, pupils waited with baited breath as the session built to a climax. Pupils listened excitedly for the verdict, spontaneously applauding the outcome. Well-chosen music played at the start and during assemblies also evokes a spiritual response in the pupils. Many good opportunities are provided for pupils to experience and appreciate the beauty of the world in which they live and some of the pupils’ writing reflects this well. For example, in geography, pupils wrote ‘One of the attractions of the island is the beautiful coral reef …’. The wide range of colourful and aesthetically pleasing displays of children’s work, photographs and books enhance the learning environment and support pupils’ spiritual development well.

p.16

PUPILS?

27. Moral development is fostered very well within the caring ethos of the school which encourages each individual to respect and value those with whom they come into contact. For example, a golden rule in one classroom reads ‘Be honest and truthful. Look after your own things and those of others’. The mutual respect evident between adults and children promotes this well. Initiatives such as the ‘Problem Pod’ reinforce the trust that is evident in the very good relationships between the headteacher, staff and pupils. Assemblies, stories in religious education and personal, social, health and citizenship education lessons help pupils to gain a clear understanding of right and wrong behaviour and to value themselves. This successfully supports them to realise their own good points and to build on them as they grow older, raising their self-esteem.

p.16

PUPILS?

28. Social development is very effectively fostered in many different ways. Throughout the day there are numerous opportunities for pupils to collaborate in groups and pairs, to share their learning, take turns, tidy up and to look after each other and their environment. They co-operate well when sharing equipment and apparatus. Visits to places such as Astley Hall and Wigan Pier and the annual Year 6 residential visit, provide good opportunities for social interaction and promote the pupils’ independence and self-confidence well. The involvement in the many after school clubs and in the wider community promotes good teamwork and enables pupils to share their talents with others, for example, as they entertain senior citizens, or take part in a youth initiative organised by ‘Team Theme’ to further their football skills along with other schools. The publication of the school’s very well presented newspaper

p.16

PUPILS?

‘The Primrose Hill Press’ is a very good example of social interaction between staff, pupils and the local community.

p.16

PUPILS?

29. Provision for cultural development is good. There are now many opportunities for pupils to explore their own and other cultures within most subjects of the curriculum. Pupils celebrate their own culture Primrose Hill Primary School - 15 showing a very good knowledge of their own locality, both past and present. For example, they visit the local church, parks and stately homes and study the census of different years in Euxton to investigate how people lived in the past, collating and comparing similarities and differences. In music, pupils sing a wide range of songs from Britain and around the world. They also investigate Native American rhythms and the ‘blues’ and listen to European music from the past and present. The multicultural aspects of society are particularly well reflected in music, art, religious education, literacy and geography lessons. Visitors to school such as the Jewish visitor and a local expert on life

p.16

PUPILS?

in Euxton in the 1940s, help the pupils to understand and respect other ways of life. A very good range of books and resources, including artefacts, enables the pupils to learn about how people lived and are living in other parts of the world. Access to the Internet has also enhanced pupils’ understanding of different ways of worship, customs, history and artistic and creative traditions. The school is making positive efforts, through its policies and teaching, to promote pupils’ cultural understanding and is preparing them successfully for life in a multicultural society.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

30. As identified at the last inspection, this is a strength of the school. Primrose Hill is a very caring school, with a warm, family atmosphere. The educational and personal support and advice given to pupils are very good. Consequently, pupils feel secure, happy and very well supported in their learning. The school has very good arrangements to help new pupils settle into school which give them confidence in starting school life. These include several pre-school sessions where pupils and their parents can see what the learning routines are like. At the other end of the school, there are effective arrangements to ease the pupils’ transfer to secondary schools.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

31. Arrangements for child protection and for ensuring pupils' welfare are very good. This represents considerable improvement since the last inspection. The designated officer for child protection is appropriately trained and deals with any issues effectively. The school places great emphasis on such training and ensures that teaching and non-teaching staff have very good written guidance. Accident and emergency procedures are effective in dealing with problems. Risk assessments are carried out well for premises and visits. Fire drills take place regularly. The school works very closely with several agencies in raising awareness of health and safety matters. For example, a police officer gives talks about 'stranger danger' and personal and road safety. In addition, Year 6 pupils undertake safe cycling training. The school has improved the situation reported at the last inspection regarding parked cars near a play area by making boundary areas much clearer.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

32. Procedures to monitor and improve attendance are very good, resulting in above average levels of attendance. This represents further improvement from the effective procedures found at the last inspection. The headteacher keeps a close eye on attendance issues, particularly any holidays taken during term-time. Home telephone calls are made promptly regarding any unexplained absence. Regular reminders are given to parents about the importance of good attendance and punctuality. An 'attendance and punctuality week' is held each summer with great emphasis on these matters.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

33. As at the last inspection, arrangements for monitoring and promoting good behaviour are very good. Appropriately detailed records are kept of any incidents of serious and bad behaviour. Any problems are monitored very closely to ensure that improvement takes place. Pupils say that the school deals with any bullying well and they especially like the 'problem pod' that can be used to report any worries. Rewards such as stickers, certificates and treats are particularly well used to value good behaviour. A 'super pupil' is nominated regularly and their photograph appears in the school newsletter.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

34. Procedures to monitor and support pupils' personal development are very good. Appropriate records are kept on pupils' confidence in learning, maturity, independence and any significant individual matters. Staff know pupils very well and provide much informal advice and guidance as and when needed.

p.17

HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

35. Procedures to monitor and support pupils’ academic development are also very good. Comprehensive records track pupils’ progress throughout the year. All test and assessment results are rigorously analysed to identify weaknesses and the information gained from these activities is used very effectively to plan what pupils should learn next and to set targets for individuals and groups of pupils Primrose Hill Primary School - 16 and for the whole school. The information also informs the annual curriculum review and enables the school to make changes relevant to the needs of the pupils. The progress of pupils with special educational needs is tracked very well in relation to the targets set in their individual education plans. All reviews are kept up to date, and any adjustments made to the targets are securely based on the information gained from them.

p.17

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

36. As at the last inspection, parents have a good opinion of the school. Replies to the pre-inspection questionnaire for parents and responses given at the parents' meeting show that they continue to have a high regard for the quality of education provided. Parents are pleased about how well the school is led and managed and the hard work of staff. Parents at the meeting were very appreciative of the school. Virtually all parents replying to the questionnaire said that teaching was good. The great majority are pleased that the school expects children to work hard and achieve their best and that it helps their children to become mature and responsible and make good progress. The majority says their children enjoy school and behaviour is good. Inspection findings support parents' positive views. A significant number of parents have concerns about the amount of homework given by the school. However, the inspection team found that the amount and type of homework are good and

p.18

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

support the pupils’ good progress. A small number of parents were concerned that the school did not work closely enough with them but inspection findings indicate that the school makes every effort to welcome parents and values their involvement very highly. A small proportion of parents would like to see more activities on offer outside of lessons, but the inspection team found that the school offers a very good range of such activities already.

p.18

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

37. The quality of information to parents, especially about pupils' progress, is satisfactory overall. This represents a slight decline since the last inspection. The inspection team found that while parents can liaise with teachers at any time to find out how well their children are doing, the pupils’ annual reports do not give parents enough information. A considerable number of reports checked were found to give too much description about the work pupils had done and not enough comments about how well they had done it. Although reports have a section on ‘targets for next year’ the school does not use this well enough to make it clear to parents what their children need to do to improve their learning and personal development. The school shares all of its information openly with parents. For example, all policies, schemes of work and initiatives are displayed at the school entrance. Good quality newsletters are issued weekly to keep parents informed about what is happening in school

p.18

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

and good curriculum information is provided in advance for each year group.

p.18

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

38. Links with parents are very effective and their involvement has a very good impact on the work of this school. The contribution of parents to children's learning, at school and at home, is good. This is a very similar picture to that of the last inspection. However, a particularly strong feature of the school’s work is that it regularly consults parents about their views. For example, questionnaires have been sent to parents about issues such as the anti-bullying policy. The great majority of parents have signed up to the home/school agreement. The school works hard in organizing events to involve parents more effectively in their children's learning. For example, parents' workshops in subjects such as literacy, numeracy, science and computers are held from time to time. The Parents, Teachers and Friends Association is very supportive of the school in organizing many social and fund-raising events. It raises considerable funds each year towards subsidies for pupils and learning resources

p.18

HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

such as books and computer equipment. Many parent helpers give their time generously to support learning in school, for example in listening to readers, classroom support and after school clubs such as football and gymnastics.

p.18