Cramlington Shanklea Primary School

SHANKLEA FIRST SCHOOL

Nairn Road, Parkside Chase, Cramlington, Northumberland. NE23 1RQ

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SHANKLEA FIRST SCHOOL

Dates of inspection: 29 th to 30 th October 2002

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SHANKLEA FIRST SCHOOL

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

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SHANKLEA FIRST 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. Shanklea First School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Nairn Road Parkside Chase Cramlington Northumberland

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: The Governing Body

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr. P. McClurry

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 13 th October 1997 Shanklea First School - 4

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Team members

22522 Mrs. M. Warburton Registered inspector 12503 Mr. M. Cundick Lay inspector 28772 Mrs. B. Hudson Team inspector

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Team members

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

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Team members

The Complaints Manager Inspection Quality Division

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Team members

Alexandra House 33 Kingsway London WC2B 6SE Shanklea First School - 5

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PART A: SUMMARY OF THE REPORT 6

Information about the school 6 How good the school is 6 What the school does well 6 What could be improved 6 How the school has improved since its last inspection 6 Standards 7 Pupils’ attitudes and values 7 Teaching and learning 8 Other aspects of the school 8 How well the school is led and managed 9 Parents’ and carers’ views of the school 9

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INFORMATION ABOUT THE SCHOOL

Shanklea First School is an average sized school situated in the new town of Cramlington in the south of Northumberland. Most pupils are from families where at least one parent is employed.

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INFORMATION ABOUT THE SCHOOL

The percentage of pupils who are eligible for free school meals is below average, although it has increased from around 4% to 8% in recent years. The percentage of pupils identified as having special educational needs (SEN) is well below average, although this has also increased recently. The percentage of pupils with a statement of SEN is in line with the national average.

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INFORMATION ABOUT THE SCHOOL

The school has a playgroup for pre-school children, and most pupils in the reception class have attended this or a nursery. Attainment on entry to the school is above average overall, although the full range is represented.

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HOW GOOD THE SCHOOL IS

Shanklea First School is a good school where pupils regularly achieve standards that are well above the national average at the end of Key Stage 1 and above expectation for age when they leave the school at the age of nine. The leadership and management of the school are good, and all available resources are used well so that the school provides good value for money.

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What the school does well

• Regularly achieves standards in the national tests at the end of Key Stage 1 that are well above the national average. • Achieves high standards in speaking and listening throughout the school. • Provides a well balanced curriculum that meets the needs of all pupils. • There are positive relationships throughout the school at all levels. • Attendance is well above the national average. • Good progress has been made in raising standards in mathematics.

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What could be improved

• The provision of more stimulating and challenging tasks in lessons so that pupils have more opportunities to find things out for themselves. • Making more use of pupils’ contributions in lessons to extend their learning. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Since the last inspection in 1997 the school has made good improvements in the standards achieved and in addressing the key issues in the previous report. Standards achieved in English at the end of Key Stage 1 have improved from above to well above average, and in mathematics from average to well above, although this is not fully reflected in the 2002 tests. Attainment at the end of Year 4 is now above expectation for age, which is better than before.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

Most of the key issues in the previous report have been fully addressed. Schemes of work are now secure and curriculum planning is satisfactory. Assessment systems are in place and pupils now achieve standards in design and technology (DT), history and geography that are in line with expectation for age. The role of the co-ordinator has been developed so that they now have a clear view of the strengths and weaknesses of the subjects they lead. The school aims have been reviewed and there is now a vision for the school that is shared by all staff and governors. Shanklea First School - 7 A system for managing pupils’ behaviour has been developed and is very effective in ensuring that the majority of pupils behave well. However, behaviour remains an issue for a small minority of older boys. There is still sometimes insufficient challenge for higher-attaining pupils in lessons.

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 2 based on average point scores in National Curriculum tests.

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Key

reading A A B A well above average above average A B writing A* A A A average below average C D mathematics A A C C well below average E

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Key

Over the past four years the school has regularly achieved standards in the national tests at the end of Key Stage 1 that are well above average in reading and writing, and usually so in mathematics. Standards achieved in 2002 were above average in reading, well above in writing and in line with the average in mathematics. When compared to similar schools they were well above average in reading and writing and average in mathematics. The percentage of pupils achieving the higher Level 3 was above average in reading and writing but below in mathematics. Standards in science, as judged by teacher assessment, were very high, in the top 5% nationally with all pupils achieving the expected Level 2. This represents a good improvement since the 2001 tests. The percentage of pupils achieving the higher Level 3 was average.

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Key

Evidence from the inspection indicates that standards throughout the school are above expectation for age and that pupils of average and lower prior attainment are given good support to achieve the expected levels. Pupils’ speaking and listening skills are higher than would be expected throughout the school. In Key Stage 1 pupils’ reading is a strength.

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Key

Throughout the school pupils’ achievement is satisfactory, but the progress made by higher-attaining pupils could be better if they were provided with more challenging work.

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Aspect Comment

Attitudes to the school Pupils have good attitudes to school and to their learning. Most concentrate well and try hard to complete their tasks. They enjoy lessons and respond confidently and with enthusiasm.

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Aspect Comment

Behaviour, in and out of classrooms Satisfactory overall. Most pupils are polite and behave well, but a small minority behave inappropriately in some lessons, and are over-exuberant in the playground.

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Aspect Comment

Personal development and relationships Good. Throughout the school pupils relate well to each other and to adults. Pupils readily help with tasks and routines around the classrooms and the school. They work well together in pairs and groups.

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Aspect Comment

Attendance Good. Well above the national average. Pupils are keen to come to Shanklea First School - 8 school.

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Aspect Comment

Pupils attitudes and values are good overall. The school has been very successful in improving the behaviour and attitudes of the majority of pupil’s since the last inspection. Relationships throughout the school are a strength.

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Teaching of pupils in: Reception Years 1 – 2 Years 3 – 4

Quality of teaching Satisfactory Satisfactory Good

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Teaching of pupils in: Reception Years 1 – 2 Years 3 – 4

Teaching is satisfactory overall and good in Key Stage 2. Teachers organise their lessons well and use appropriate resources to good effect. They give good support to pupils, including those who have SEN. Lessons have clear learning objectives which are made clear to the pupils at the beginning and reinforced at the end. Care is taken to ensure that lessons build on pupils’ prior learning so that steady, systematic progress is made, particularly in acquiring literacy and numeracy skills. In some lessons there is insufficient challenge for higher-attaining pupils because tasks are too structured and too much information is provided. This means that there are few opportunities for them to find things out for themselves by research, experiment and investigation, and little use is made of pupils’ ideas and suggestions. As a result the progress higher-attaining pupils make is not always as good as it could

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Aspect Comment

The quality and range of the curriculum The school provides an interesting, well-balanced curriculum for all pupils, with an appropriate emphasis on developing literacy and numeracy skills, and a good range of visits, visitors and projects.

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Aspect Comment

Provision for pupils with special educational needs Good. Pupils are provided with suitable tasks and support, and their progress is carefully monitored by teachers, who ensure that targets are set.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Good. Social and moral development are encouraged through an effective policy for behaviour management which is consistently applied. Opportunities for spiritual and cultural development are provided in lessons and assemblies. Pupils are encouraged to respect the values and beliefs of others.

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Aspect Comment

How well the school cares for its pupils All staff know pupils well, and good use is made of the system that tracks pupils’ personal and academic development.

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Aspect Comment

The curriculum provided by the school is a strength. It is broad, balanced and relevant, with an appropriate emphasis on developing literacy and numeracy skills and enhanced by a good range of visits, visitors and special projects. The good care of pupils is evident in the good relationships that exist, and the knowledge that teachers have about individual needs and achievement. Shanklea First School - 9

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Aspect Comment

Leadership and management by the Headteacher and other key staff Good. The school runs smoothly and all staff work in partnership towards agreed priorities. There is a clear sense of shared vision and commitment to further improvement.

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Aspect Comment

How well the governors fulfill their responsibilities Good. The governors fulfil all statutory duties and are very supportive of the school. They work in close partnership with the head teacher and staff, ensuring that they have good knowledge of the school and a shared commitment to improvement.

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Aspect Comment

The school’s evaluation of its performance The school makes good use of available data to evaluate performance. All aspects of school life are reviewed annually and the head teacher and governors regularly monitor progress towards targets in the school development plan.

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Aspect Comment

The strategic use of resources The school uses the resources available well, supporting identified priorities through financial planning.

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Aspect Comment

The good leadership and management of the school are under-pinned by effective, supportive relationships that are evident between the head teacher, governors and all staff.

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What pleases parents most What parents would like to see improved

• The school expects children to work hard and do their best. • The teaching. • Their children like school. • The way the school is led and managed. • The amount of homework given. • The range of activities outside lessons.

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What pleases parents most What parents would like to see improved

The inspection team agrees with most of the positive views expressed by parents, although there are aspects of the teaching that could be improved.

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What pleases parents most What parents would like to see improved

The team judges the amount of homework appropriate for pupils of this age, and that the school endeavours to ensure that additional activities provided are accessible to all pupils. Shanklea First School - 10

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Regularly achieves standards in the national tests at the end of Key Stage 1 that are

well above the national average. 1. The school works hard to achieve high standards in the national tests at the end of Key Stage 1. At the time of the last inspection standards achieved in reading were well above the national average. This has continued to be the case until the 2002 results which show a slight decline to above average. This can be explained by the increasing percentage of pupils with SEN in this cohort. Standards in writing were average at the time of the last inspection. They have now been well above the national average for the past four years, and the school did particularly well to achieve this in 2002 given the nature of the cohort. In both reading and writing the percentage of pupils achieving the higher Level 3 was above the national average in 2002. The recent improvements in mathematics were not reflected in the 2002 results, but in the two years before this they were well above the national average. In science standards

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Regularly achieves standards in the national tests at the end of Key Stage 1 that are

were judged to be average at the time of the last inspection. The 2002 teacher assessments show that the percentage of pupils reaching the expected Level 2 is now very high, in the top 5% nationally.

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Regularly achieves standards in the national tests at the end of Key Stage 1 that are

2. One of the reasons that the school regularly achieves good standards in the national tests is the emphasis given to improving pupils’ literacy and numeracy skills, and the good use made of the national strategies. The approach to teaching literacy and numeracy ensures that skills are taught in a systematic way, ensuring that pupils make steady progress in their learning. Additionally the good support given to pupils of middle to lower prior attainment enables most to achieve the level expected for age.

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Achieves high standards in speaking and listening throughout the school

3. Throughout the school pupils achieve standards in speaking and listening that are above, and often well above expectation for age. Pupils enter the school with standards in language and communication that are higher than would be expected. The focus on developing these skills helps pupils make good progress. They are given many opportunities in lessons to discuss things with teachers and with each other. The use of “talk partners” is established in some classes and this is effective in encouraging pupils to discuss specific things such as clues about the character in a story, and to report back concisely to the class. Pupils are encouraged to explain their thinking, such as in a Year 3 mathematics lesson when they were asked to explain how they had approached an investigation and in a Year 4 science lesson when they discussed resistance. In the reception class some pupils can talk at length using sentences of more than one phrase, and vocabulary such as

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Achieves high standards in speaking and listening throughout the school

“concentrate” when discussing their approaches to work. Older pupils can talk confidently about books they have read and how they access the library.

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Achieves high standards in speaking and listening throughout the school

4. Listening skills are developed well through ensuring that pupils understand what is expected of them. Teachers share the objective – “today I’m looking for good listeners” – clearly, and check listening by asking appropriate questions. Pupils show that they have listened well by the responses they give. In assemblies and lessons most pupils are very attentive and are able to recall stories and facts they have been told.

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Provides a well balanced curriculum that meets the needs of all pupils

Shanklea First School - 11 5. The curriculum provided is broad, balanced and relevant for the pupils in the school. Good use has been made of the national strategies for literacy and numeracy to teach basic skills in these subjects and the school has made a sensible decision to provide additional opportunities for reading, which is a current focus, outside the literacy hour. This is beginning to have a positive impact on the development of reading skills. The school has organised the day so that a half-hour session after assembly can be used effectively to teach areas such as ICT skills, personal and social education, spelling and handwriting and this ensures that the time available in the school day is used well. This session is also sometimes used to provide additional activities for pupils such as gymnastics or football coaching, and this approach ensures that such activities are available to all.

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Provides a well balanced curriculum that meets the needs of all pupils

6. The curriculum is enhanced by visits to places such as Roman sites, visitors such as grandparents who talk about the past, and by special projects to develop skills in particular subjects, such as the use of “Katie Morag” stories to develop geographical skills and understanding.

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There are positive relationships throughout the school at all levels

7. The good relationships that exist throughout the school are a strength.

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There are positive relationships throughout the school at all levels

8. There are very supportive relationships between the governing body and the school. Governors are kept well informed about what is happening through good communication and detailed reports from the head teacher. Many are regular visitors to the school and are able to observe and monitor both formally and informally. There is an atmosphere of trust and openness which enables governors to have a good understanding of strengths, areas for development and progress made.

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There are positive relationships throughout the school at all levels

9. Relationships between staff are good. Subject leaders are always willing to assist and share their expertise. Staff are approachable and helpful, and support one another. Parents appreciate the good relationships they have with the staff and feel comfortable about approaching the school with any questions or problems that arise.

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There are positive relationships throughout the school at all levels

10. In classes relationships between teachers, support staff and pupils are good. Staff are supportive of individual pupils and respond well to their needs. There is a good partnership between teachers and other staff who work together effectively to deliver the curriculum and care for pupils. In lessons pupils work well together in pairs and groups, co-operating and showing respect for the ideas, feelings and beliefs of others.

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Attendance is well above the national average

11. At 95.3% in the year 2000/01, attendance was well above the national average. The rate of unauthorised absence was below the national average. Pupils enjoy coming to school and most parents report that their children like school. Shanklea First School - 12

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Good progress has been made in raising standards in mathematics

12. Standards in mathematics have improved considerably over the past four years. In 1998 they were below the national average; in 2001 they were well above, and above those achieved by similar schools. This improvement is not reflected in the 2002 results because of the nature of the cohort. The trend of improvement has been more rapid than the national trend.

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Good progress has been made in raising standards in mathematics

13. Improving standards in mathematics has been a focus for the school. Since the introduction of the national numeracy strategy staff have accessed appropriate training and are now much more confident in teaching mathematics. The quality of teaching has improved and teachers now have higher expectations of what pupils can achieve. Results of statutory and other tests have been analysed to identify areas of weakness and these have been addressed through training and development. Work has been done to improve the confidence of girls, who were previously not tackling questions if they were uncertain, and the attitudes of boys which has been a broader area for development. The scheme of work for mathematics has been improved so that it now gives more support to teachers, and better resources have been acquired. The school has worked with other schools to develop best practice and this has had a positive impact on provision and standards.

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have more opportunities to find things out for themselves

14. Teachers plan lessons according to the schemes of work in the school, the national strategies for literacy and numeracy and national guidance for other subjects. This approach ensures that skills and knowledge are taught systematically and that statutory requirements are met. However, in some lessons the tasks provided lack challenge for some pupils. The use of prepared worksheets means that too often pupils only do the work asked of them and do not work at a level higher than that required of the worksheet, even when they are able. Sometimes teachers go through the worksheet and tell pupils what to write, so that they are not required to think or work out answers for themselves.

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have more opportunities to find things out for themselves

15. In a good Year 3 numeracy lesson on investigating number patterns, too much information was given at an early stage so that more able pupils did not have to investigate and find out the pattern for themselves. Similarly in a Year 4 science lesson which was otherwise good, pupils were given instructions on how to record the results of an experiment when the most able could have worked out their own way. In a Year 2 lesson, more able pupils found the task of counting in two’s “too easy” and were not stimulated or motivated until harder, extension tasks were provided.

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have more opportunities to find things out for themselves

16. The provision of more open-ended tasks would provide more challenge and stimulation for all pupils, particularly those of higher attainment Shanklea First School - 13

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Making more use of pupils’ contributions in lessons to extend their learning

17. In most lessons pupils are articulate, enthusiastic and keen to contribute and to demonstrate their knowledge. Teachers provide good opportunities for them to discuss things, and often are skilled at questioning. However, too often pupils’ contributions are not built upon to extend learning at a higher level. Opportunities are missed to reinforce learning through using these contributions, or to praise pupils for what they bring to the lesson. This was the case in a Year 1 literacy lesson that focused on the use of speech bubbles, when one pupil’s knowledge of speech marks was not used to demonstrate different ways of recording speech. Similarly in a Year 2 geography lesson, an opportunity to further learning about mountainous regions was missed when a pupil provided a symbol for mountains which had snow on the top. By making better use of pupils’ prior knowledge and their contributions, more progress

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

18. Improve the progress that pupils make throughout the school by:

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

§ Ensuring that all pupils, particularly those of higher prior attainment, are challenged and motivated by tasks and questions in lessons. (Paragraphs 14, 15 and 16)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

§ Making better use of the knowledge and contributions that pupils bring to lessons. (Paragraph 17) Shanklea First School - 14

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Summary of the sources of evidence for the inspection

Number of discussions with staff, governors, other adults and pupils 9

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Summary of teaching observed during the inspection

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very Poor

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Summary of teaching observed during the inspection

The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. [When the total number is substantially less than 100, add] Care should be taken when interpreting these percentages as each lesson represents more than one [two, three, etc] percentage point[s]. [Where the total is close to or greater than 100, use only the first sentence.]

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Information about the school’s pupils

Pupils on the school’s roll Nursery YR – Y7

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Information about the school’s pupils

Number of pupils on the school’s roll (FTE for part-time pupils) 0 226

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Information about the school’s pupils

Number of full-time pupils known to be eligible for free school meals 0 20

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Information about the school’s pupils

Special educational needs Nursery YR– Y7

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Information about the school’s pupils

Number of pupils with statements of special educational needs 0 3

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Information about the school’s pupils

Number of pupils on the school’s special educational needs register 0 19

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Information about the school’s pupils

English as an additional language No of pupils

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Information about the school’s pupils

Number of pupils with English as an additional language 1

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Information about the school’s pupils

Pupil mobility in the last school year No of pupils

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Information about the school’s pupils

Pupils who joined the school other than at the usual time of first admission 8

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Information about the school’s pupils

Pupils who left the school other than at the usual time of leaving 1

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Attendance

School data 4.0 School data 0.0 Shanklea First School - 15 National comparative data 5.4 National comparative data 0.5

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Attendance

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

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Attainment at the end of Key Stage 1 (Year 2)

Number of registered pupils in final year of Key Stage 1 for the latest reporting year 2002 25 17 42

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Attainment at the end of Key Stage 1 (Year 2)

National Curriculum Test/Task Results Reading Writing Mathematics

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Attainment at the end of Key Stage 1 (Year 2)

Boys 21 24 25 Numbers of pupils at NC level 2 and above Girls 15 16 17

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Attainment at the end of Key Stage 1 (Year 2)

Percentage of pupils School 86 (90) 95 (93) 100 (97) at NC level 2 or above National 84 (84) 86 (86) 90 (91)

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Attainment at the end of Key Stage 1 (Year 2)

Teachers’ Assessments English Mathematics Science

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Attainment at the end of Key Stage 1 (Year 2)

Boys 21 24 25 Numbers of pupils at NC level 2 and above Girls 16 17 17

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Attainment at the end of Key Stage 1 (Year 2)

Percentage of pupils School 88 (93) 98 (97) 100 (92) at NC level 2 or above National 85 (85) 89 (89) 89 (89)

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Attainment at the end of Key Stage 1 (Year 2)

Percentages in brackets refer to the year before the latest reporting year. Shanklea First School - 17

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Ethnic background of pupils Exclusions in the last school year

Categories used in the Annual School Census No of pupils on roll Number of fixed period exclusions Number of permanent exclusions

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Ethnic background of pupils Exclusions in the last school year

White – any other White background 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Mixed – any other mixed background 2 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British - Pakistani 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British – Bangladeshi 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Asian or Asian British – any other Asian background 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Black or Black British – Caribbean 0 0 0

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Ethnic background of pupils Exclusions in the last school year

Black or Black British – any other Black background 0 0 0

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Ethnic background of pupils Exclusions in the last school year

The table refers to pupils of compulsory school age only. It gives the number of exclusions, which may be different from the number of pupils excluded. Shanklea First School - 18

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 8 Financial year 2001- 2002

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Teachers and classes Financial information

Number of pupils per qualified teacher 25.1: 1

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Teachers and classes Financial information

Education support staff: YR – Y7 Total income 524,039.00

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Teachers and classes Financial information

Total number of education support staff 6 Total expenditure 505,072.00

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Teachers and classes Financial information

Total aggregate hours worked per week 136.5 Expenditure per pupil 1,988.00

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Teachers and classes Financial information

Qualified teachers and support staff: nursery Balance brought forward from previous year 26,564.00

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Teachers and classes Financial information

Total number of qualified teachers (FTE) 0 Balance carried forward to next year 45,534.00

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Teachers and classes Financial information

Number of pupils per qualified teacher 0

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Teachers and classes Financial information

Total number of education support staff 0

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Recruitment of teachers

Number of teachers who left the school during the last two years 1

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Recruitment of teachers

Number of teachers appointed to the school during the last two years 1

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Recruitment of teachers

Total number of vacant teaching posts (FTE) 0

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Recruitment of teachers

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 0

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Recruitment of teachers

Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 0

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Recruitment of teachers

FTE means full-time equivalent. Shanklea First School - 19

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Percentage of responses in each category

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

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Percentage of responses in each category

My child likes school. 55.3 41.2 3.5 0 0

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Percentage of responses in each category

My child is making good progress in school. 48.2 44.7 5.9 0 1.2

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Percentage of responses in each category

Behaviour in the school is good. 40 50.6 7.1 0 2.4

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Percentage of responses in each category

My child gets the right amount of work to do at home. 28.2 51.8 18.8 1.2 0

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Percentage of responses in each category

I am kept well informed about how my child is getting on. 41.2 47.1 10.6 0 1.2

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Percentage of responses in each category

I would feel comfortable about approaching the school with questions or a problem. 49.4 44.7 4.7 0 1.2

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Percentage of responses in each category

The school expects my child to work hard and achieve his or her best. 52.9 45.9 0 0 1.2

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Percentage of responses in each category

The school works closely with parents. 35.3 51.8 11.8 0 1.2

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Percentage of responses in each category

The school is well led and managed. 45.9 50.6 1.2 0 2.4

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Percentage of responses in each category

The school is helping my child become mature and responsible. 40 52.9 2.4 0 4.7

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Percentage of responses in each category

The school provides an interesting range of activities outside lessons. 16.7 36.9 20.2 7.1 19

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