Other · Ofsted report

Stanhope Primary and Nursery School

Inspected — · published 24 Sept 2003 · URN 122715

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No overall grade in this framework

Foundation Stage (lead), North Somerset, The Brow

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Inspectorssingle source
Foundation Stage, North Somerset, The Brow
URN verified
122715

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Full report text

STANHOPE PRIMARY AND NURSERY SCHOOL

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

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STANHOPE PRIMARY AND NURSERY 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. Stanhope Primary and Nursery School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Keyworth Road Gedling Nottingham NG4 4JD

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mr R Kirkwood

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 8/12/1997 Stanhope Primary and Nursery School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities

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INFORMATION ABOUT THE INSPECTION TEAM

22476 Mrs S Vale Registered inspector English Art and design Educational inclusion How well are pupils taught? English as an additional language How well is the school led and managed? What should the school do to improve further?

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INFORMATION ABOUT THE INSPECTION TEAM

11392 Dr T Heppenstall Lay inspector Pupils’ attitudes values and personal development How well does the school care for its pupils? How well does the school work in partnership with parents? 30691 Mrs K Yates Team inspector Science Design and technology Physical education Religious education How good are the curricular and other opportunities offered to pupils?

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INFORMATION ABOUT THE INSPECTION TEAM

20244 Mr D Morgan Team inspector Mathematics Information and communication technology Music How high are standards?

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INFORMATION ABOUT THE INSPECTION TEAM

26519 Mrs M Hatfield Team inspector Foundation Stage Geography History Special educational needs

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INFORMATION ABOUT THE INSPECTION TEAM

Full Circle division of Parkman The Brow 35 Trewartha Park Weston-Super-Mare North Somerset BS23 2RT Stanhope Primary and Nursery School - 5 Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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INFORMATION ABOUT THE INSPECTION TEAM

The Complaints Manager Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Stanhope Primary and Nursery School - 6

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PART A: SUMMARY OF THE REPORT 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

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HOW HIGH ARE STANDARDS? 12

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

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INFORMATION ABOUT THE SCHOOL

Stanhope Primary and Nursery School is situated in the district of Gedling on the edge of Nottingham. It is a former mining area, but the pit has now closed. There are 276 pupils on roll, aged three to 11, and 44 places in the nursery. This is larger than the average primary school. The catchment area which the pupils come from has changed and is now much wider. They come from a variety of socio-economic backgrounds, although most parents are employed. Pupils enter school in the nursery, half-termly from September, and have a full range of abilities and experiences, although overall their abilities are below what is expected for their age. The percentage of pupils known to be eligible for free school meals (8.2 per cent) is below the national average. The number of pupils identified as having special educational needs, including statements, at (23.5 per cent) is broadly in line with the national

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INFORMATION ABOUT THE SCHOOL

average. The percentage of pupils who are learning English as an additional language is a little higher than in most schools, although these pupils are not in the early stages of learning English.

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HOW GOOD THE SCHOOL IS

Stanhope Primary and Nursery School provides a solid standard of education for its pupils, with many good features. The thorough leadership and management of the headteacher, the good teaching, and commitment to success contribute well to pupils’ learning. The school provides satisfactory value for money.

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HOW GOOD THE SCHOOL IS

What the school does well • Good teaching across the school allows pupils, including those with special educational needs, to learn well. • There are good standards reached in art and design, design and technology, history, and music. • The headteacher leads the school well. • Displays provide a stimulating and exciting learning environment which encourages pupils to learn. • Pupils’ attitudes to the school and the way they relate to adults and each other are good. • The school provides a good start to children’s learning in the nursery, and children are well supported by the learning support assistants. • The school provides very well for pupils with special educational needs What could be improved • The development of a teaching and learning policy in order to develop a more systematic approach to teaching and the monitoring of teaching in individual subjects by subject coordinators. Also the dissemination amongst all staff of the good practice seen in parts

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HOW GOOD THE SCHOOL IS

of the school. • The raising of standards in information and communication technology in Key Stage 1. • The development of a more consistent approach to the marking of work throughout the school. • The more constructive use of assessment information to involve pupils in their own learning and target setting, and to support the raising of standards and from this identifying, gifted and talented pupils. • A more consistent approach to the teaching of handwriting. Minor issues; • To refurbish and update the two libraries. • To look closely at the impact of noise interference caused by the open-plan aspect of the infants building. The areas for improvement will form the basis of the governor’s action plan Stanhope Primary and Nursery School - 8

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in December 1997. Since then there has been some improvement, mainly in the last 18 months after the appointment of the current headteacher. The school has completed schemes of work in subjects. Assessment information about pupils’ progress is now being gathered, but it is still not fully used to inform curriculum planning and there are gaps in assessment information for the foundation subjects. There has still not been enough progress made in developing systematic ways for coordinators to monitor and support subjects. Although this is identified as an area of improvement in the school improvement plan, it has still not been fully implemented.

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STANDARDS

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

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STANDARDS

Performance in: all schools similar schools Key

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STANDARDS

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

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STANDARDS

In the National Curriculum tests in 2002 for pupils aged 11, overall standards in English and science were in line with national averages. In mathematics, standards were below the national average. When compared to those in similar schools, results remained in line with those expected nationally in English. They were below in mathematics, but above average in science.

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STANDARDS

In the test results in 2002 for pupils aged seven, standards in reading, writing and mathematics were above national averages. When these are compared with those in similar schools, standards in reading and mathematics remained above national averages and writing was well above what is expected for pupils of this age. Teacher assessments in science indicated that pupils’ attainment was also above national expectations.

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STANDARDS

By the age of five, pupils’ achievements are broadly in line with the Early Learning Goals, although just under a third will not achieve them fully. Current standards for pupils aged seven are also broadly in line with national averages for speaking, listening, reading, writing and mathematics. Few pupils reach higher standards than national expectations. These results are lower than in the previous year, mainly because of the large number of pupils with special educational needs (approximately 40 per cent) in this particular year. The current Year 6 pupils are reaching expected standards in English, mathematics and science for pupils aged 11. They achieve above national expectations in art and design, design and technology, and history. Standards are satisfactory at the end of both key stages in all other subjects except information and communication technology (ICT), where they are just below

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STANDARDS

national expectations for pupils by the age of seven but in line by the age of 11. Taking account of pupils’ below-average attainment when they start school in the nursery, they make good progress through the school. Stanhope Primary and Nursery School - 9

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Good. Pupils are keen and interested in their work.

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PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Good. Pupils behave well both in lessons and when moving around the school.

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships Very good. Pupils work and play together very well. They show respect for their peers and adults.

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TEACHING AND LEARNING

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

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TEACHING AND LEARNING

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.

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TEACHING AND LEARNING

The quality of teaching and learning is good throughout the school. 85 per cent of the teaching seen was good or better and, of this, 16 per cent was very good and four per cent excellent. There was no unsatisfactory teaching. The excellent teaching was seen specifically in one class in Year 2, and the very good teaching was seen in a variety of subjects and lessons. Good teaching in English and mathematics, including literacy and numeracy, enables pupils to make good progress. Teachers have good knowledge of these subjects. They use good question-and-answer sessions to make the pupils think and to ensure that they understand what they are learning. The majority of teachers have high expectations of pupils’ attitudes and behaviour. However, their expectations of how well pupils can achieve are not always as high. Teachers’ planning is thorough, but they do not make full use of assessments to improve the standards which pupils achieve. Despite this,

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OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum Good. The curriculum is broad and balanced with a wide variety of after-school clubs on offer for older pupils.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with special educational needs Very Good. Procedures for identifying and supporting the large and growing numbers of pupils with special educational needs are very good and they have good access to the school’s curriculum. They are well supported and make good progress towards their targets.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal development, including spiritual, moral, social and cultural Good. The provision for pupils’ spiritual development is satisfactory. Provision for their moral and cultural development is good. The provision for their social development is very good. Stanhope Primary and Nursery School - 10 development

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils Overall the school cares for its pupils well. However, assessment procedures are unsatisfactory as they do not fully guide curriculum planning.

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HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and management by the headteacher and other key staff The headteacher gives the school clear leadership. However, the role of the senior management team and of those staff with responsibilities for areas of the curriculum is still in the early stages of development.

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HOW WELL THE SCHOOL IS LED AND MANAGED

How well the governors fulfil their responsibilities The governing body is starting to fulfil its responsibilities more thoroughly. It is beginning to take a more active role in monitoring the school’s finances, standards and the curriculum. Governors do have a good knowledge of the school which allows them to support it well. Their annual report to parents and the school prospectus do not contain all the required information.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance Satisfactory. There is satisfactory monitoring of teaching by the headteacher, but the subject coordinators’ roles are underdeveloped and they have not yet had the opportunity to fully monitor teaching and standards in their subjects.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources Good. The school’s resources are used well to promote pupils’ learning. For example, improvements to the premises since the last inspection, such as the newly-built ICT suite, are having a positive impact on the standards pupils achieve.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The external accommodation is very good and supports pupils’ physical development well. However, there are many internal areas of the school which are in urgent need of redecoration and refurbishment, in particular the two libraries. The school applies the principles of best value well.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved • Their children like school. • Their children make good progress and behaviour in the school is good. • The majority thinks that their children receive the right amount of homework. • Teaching is good and the school expects their children to work hard. • They would feel comfortable about approaching the school. • The majority of parents feel that the school is well led and managed. • The school helps their children to become • A minority of parents would like to see more homework. • Not all parents feel well informed about what is going on at school. • Some parents feel that the school does not work closely enough with them. • Some parents would like to see a wider range of activities. Stanhope Primary and Nursery School - 11 mature. The inspection team agrees with parents’ positive views. There is a satisfactory amount of homework given. The school sends out sufficient notices and information to keep parents

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

informed about what is going on, and regularly holds parents’ meetings. There is a good range of after-school activities for older pupils to participate in. Stanhope Primary and Nursery School - 12

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The school’s results and pupils’ achievements

1. Most pupils enter the school with standards of attainment that are below those found among children of a similar age and leave it with standards that are at least in line with, and in some cases, above average. This shows that they make good progress.

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The school’s results and pupils’ achievements

2. At the time of the last report, standards were judged to be above national averages in mathematics and English and broadly in line in science. Standards in these subjects have varied over the last three years, but the general trend has been one of improvement, and early indications are that the improvement has been maintained for this year for pupils in Year 6. However, national test results for pupils aged seven may be a little lower than last year’s as this year group has a much high proportion of pupils with special educational needs. (Some 40 per cent of pupils in Year 2 currently have special educational needs).

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The school’s results and pupils’ achievements

3. Although the trend in standards overall is up, the national test results for mathematics for pupils aged 11 in 2000 dipped for the second year running. This is partly due to the school’s very late full adoption of the National Numeracy Strategy compared with the vast majority of schools nationally, and of a particularly high proportion of pupils with special educational needs in that year group. Standards of attainment have risen since that low point to their present position.

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The school’s results and pupils’ achievements

4. The results of the 2002 national assessments for pupils aged seven show that standards attained were around the national average in reading and mathematics, and well above average in writing. When the results are compared to those in similar schools, reading and mathematics are above the national average, and writing well above. The percentage of pupils attaining the expected Level 2 1 was above the national average in reading and mathematics and about average in writing. However, more-able pupils did not do as well and fewer pupils achieved the higher Level 3 than that found nationally in reading and mathematics about the same proportion did so in writing.

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The school’s results and pupils’ achievements

5. The results of the 2002 national assessments for pupils aged 11 are about average in English and science, but below average in mathematics. In relation to similar schools (i.e. schools with a similar proportion of pupils eligible for free school meals) standards are average in English, below average in mathematics and above average in science.

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The school’s results and pupils’ achievements

6. The school met its targets for 2002 and has set realistic targets for this year.

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The school’s results and pupils’ achievements

7. When children start school their attainment is generally below the national average and, although they make good progress, about 30 per cent are not likely to reach the

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The school’s results and pupils’ achievements

11 On Levels: By the end of Key Stage 1 pupils are expected to attain Level 2 in all National Curriculum subjects. Those who achieve Level 3 are therefore attaining above nationally expected levels. It is a national expectation that all pupils should reach Level 4 by the end of Key Stage 2. Pupils who reach Level 5 are therefore attaining above the nationally expected level for their age . Stanhope Primary and Nursery School - 13 expected goals by the time they enter Year 1. About 55 per cent are likely to achieve the expected goals and 15 per cent are likely to exceed them.

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The school’s results and pupils’ achievements

8. The achievement of pupils on the school's special educational needs register is good in relation to their prior attainment. Throughout the school, they are supported very well in and out of classrooms by teachers, well-qualified teaching assistants, the special educational needs coordinator and the 'family' special educational needs coordinator. The focused well-planned support provided enables these children to make good progress towards achieving the learning targets on their individual education plans which identify small, specific, structured steps in learning. Some make very good progress and there are examples of pupils progressing so that they are no longer on the special educational needs register. 'The Gedling Family Of Schools' is the name given to the local group of schools, which include the secondary school and its feeder primary schools. It finances a 'family' special educational needs

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The school’s results and pupils’ achievements

coordinator for the group, which supports special educational needs pupils very well.

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The school’s results and pupils’ achievements

9. The inspection found that pupils’ standards of attainment in English and mathematics at the age of seven are about in line with the national average. This represents good progress. Pupils continue to make good progress through Key Stage 2 and by the time they are 11 their standards of attainment in English, mathematics and science are about level with the national average. However, fewer pupils are working to the higher Level 5 than is expected nationally.

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The school’s results and pupils’ achievements

10. Pupils’ core skills of literacy and numeracy are average by the time they leave school at the age of 11. This reflects the recent emphasis the school has belatedly placed on the National Literacy and Numeracy Strategies, and explains why not so many pupils are achieving at higher levels.

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The school’s results and pupils’ achievements

11. Standards of attainment in geography, music and physical education are about in line with national expectations at the ages of seven and 11, and those in art, design and technology, and history are above. Attainment in ICT at the age of seven is just below national expectations but in line with them by the age of 11.

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The school’s results and pupils’ achievements

12. The standards pupils attain in religious education are in line with those expected by the locally agreed syllabus. Standards of performance in music, especially singing, are above national expectations. The use of ICT to support subjects across the curriculum at the age of 11 is good and above that found nationally. This is a recent improvement and reflects the emphasis the school has placed on this aspect of the pupils’ education. There are some areas of ICT, particularly at the age of seven that are lower than the standards of attainment achieved nationally.

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The school’s results and pupils’ achievements

13. Pupils with special educational needs make good progress, as do the small number of pupils with English as an additional language. Although girls achieve slightly better than boys at Key Stage 1, boys make slightly better progress and have similar levels of attainment by the time they leave the school. These gender differences are barely significant, but show that the school works hard to be fully inclusive and to ensure that all pupils achieve well. Stanhope Primary and Nursery School - 14

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Pupils’ attitudes, values and personal development

14. Pupils like school. They settle quickly into school routines and have good attitudes to work. Attitudes and behaviour were judged to be good or better in the majority of the lessons observed during the inspection. Pupils are interested in their lessons and keen to make contributions. For example, there are plenty of volunteers to answer questions and join in discussions. Pupils work hard even under difficult conditions, and this helps to raise their attainment. During the inspection, the weather was oppressive and not conducive to work, but pupils persevered to complete tasks. A broadly similar picture was reported at the time of the previous inspection and parents are satisfied with their children’s attitudes.

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Pupils’ attitudes, values and personal development

15. Behaviour is good overall and high standards have been maintained since the previous inspection. Behaviour is very good around the school; for example, the dining room is calm and orderly, but incidents of poor behaviour occasionally occur in classes. These are dealt with quickly and effectively by the teachers. The pupils are trustworthy; for example, tuck-shop money is handled without supervision, and they are courteous, which is appreciated by both the staff and other pupils. No oppressive behaviour was observed during the inspection. Four fixed-term exclusions affecting three pupils were made in the last academic year. The good standard of behaviour contributes to the progress made by the pupils.

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Pupils’ attitudes, values and personal development

16. The pupils have very caring and sensitive attitudes. They care for each other and discussions with them indicate that this is valued. They are attentive when fellow pupils are speaking or performing, and they support charities well. During the inspection, spiritual understanding was demonstrated in an assembly when the idea of a treasure was being discussed. The school community is well integrated. Ethnic- minority pupils are fully included and pupils from different age groups get on well. Lunchtime arrangements, for example, involve pupils of different ages sitting at the same table and there is good social interaction. These attitudes help the school to be inclusive. Relationships are good and pupils co-operate well both in lessons and during breaks. The pupils like, and have confidence in, their teachers.

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Pupils’ attitudes, values and personal development

17. The personal development of pupils is very good. They respond very well to adults and to the opportunities provided by the school to take responsibility and show initiative. A range of tasks is carried out around school and pupils often volunteer their services at lunch times. Good examples of these opportunities are the way pupils help with ‘The Tuck Shop’ and the school council. The pupils involved show considerable maturity and, equally importantly, their efforts are appreciated by others. The school council is worthwhile because of the opportunities it offers to make changes. Photographic evidence and an assembly about the pupils’ time on the residential courses show clearly that pupils derive pleasure from challenge.

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Pupils’ attitudes, values and personal development

18. Attendance is satisfactory. It has been consistently in line with the national average for several years. Illness is the main cause of absence, and unauthorised absence is low. The same small group of pupils are often late, but, otherwise, punctuality is not an issue. Registration periods start on time and are efficiently carried out.

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HOW WELL ARE PUPILS TAUGHT?

19. The quality of teaching throughout the school, including the Foundation Stage, is good. This is similar to the finding of the last inspection, when teaching was good overall. Of the 69 lessons seen, 58 were good or better. Teaching in Year 2 is of a Stanhope Primary and Nursery School - 15 particularly high standard and all the excellent lessons seen in the school were in one class in this year group. There were no unsatisfactory lessons. 20. Teaching is good overall in the Foundation Stage. In the nursery, it is never less than good, with examples of very good teaching seen. Teaching in the reception class varies between satisfactory and very good, and is good overall. As a result of good teaching, children achieve well, including those with special educational needs. Throughout, high-quality teaching assistants are very well deployed to support all children, including those with special educational needs. Very good relationships and

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HOW WELL ARE PUPILS TAUGHT?

use of resources in both classes result in children's good efforts and behaviour. Planning is effective and detailed, with clear learning objectives. Well-organised group work ensures that all are included in all activities. Features of effective teaching are where staff have high expectations of children's involvement and behaviour in all areas of learning which contribute greatly to the acquisition of skills, knowledge and understanding, seen when nursery children work in the outside play area. Less effective features of teaching are where pace is lost and reception children lose interest. Although staff generally manage children well, on some occasions children become noisy and some are distracted and learning slows.

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HOW WELL ARE PUPILS TAUGHT?

21. Teachers and support staff have established good relationships with pupils, care well for them as individuals and ensure that their contributions to lessons are valued. Consequently, pupils feel secure and all, including those with special educational needs, are developing positive attitudes that are reflected in both their responses in lessons and their enthusiasm for school.

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HOW WELL ARE PUPILS TAUGHT?

22. The teaching of pupils with special educational needs is at least good. Class teachers draw up detailed individual education plans for these pupils, ably supported by teaching assistants who also help to record their progress. Learning targets identify small, specific, structured steps in learning, enabling good or very good progress to be made and the needs of these pupils to be fully met. The special educational needs coordinator checks these individual education plans, which are then further checked by the 'family' special educational needs coordinator, who supports these pupils very well within school. The 'family' is the name given to the local cluster of schools which include the secondary school and its feeder primary schools. Throughout the school, teachers and teaching assistants work very well in close partnership to support pupils with special educational needs in and out of classrooms, effectively using their individual education plans to plan the next steps in

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HOW WELL ARE PUPILS TAUGHT?

learning, and thus helps pupils to make good progress.

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HOW WELL ARE PUPILS TAUGHT?

23. The school has not yet fully established systems to track pupils’ progress. This means that not all staff are aware of what is needed to identify areas of strength and aspects of learning in subjects that need to improve still further. It is important that clear and consistent systems of monitoring teaching in all classes are established to ensure that the pace, challenge and teaching methods adopted in the very good and excellent lessons observed are shared with all teachers, thereby raising standards throughout the school. This is why some higher attaining pupils are not achieving as much as they are capable of.

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HOW WELL ARE PUPILS TAUGHT?

24. Literacy and numeracy skills are now taught well in the majority of classes. The National Literacy and Numeracy Strategies have only recently been fully implemented since the teaching staff have received full training in them over the last 18 months. The most successful lessons motivate and challenge the pupils. For example, in mathematics in Year 6 appropriate extension activities were prepared for the more- able pupils and all made good progress, having a good understanding of how to multiply decimals such as 0.7 x 0.8 by the end of the lesson. In a Year 6 English Stanhope Primary and Nursery School - 16 lesson, the teacher creates a secure and supportive classroom atmosphere where pupils are motivated and really want to carry on reading the story of Kensuke’s kingdom which they are studying together. 25. Pupils are encouraged to apply skills in many lessons. For example, pupils in a Year 6 history lesson are encouraged to cooperate and use their collaborative skills when

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HOW WELL ARE PUPILS TAUGHT?

making an effective use of research and reference books during their lesson.

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HOW WELL ARE PUPILS TAUGHT?

26. Teachers frequently encourage the development of speaking and listening skills by encouraging pupils to explain and justify their thinking and discussing problems together before proposing a solution. However, the teaching of handwriting is not consistently applied throughout the school. All pupils are developing appropriate skills in ICT which they are beginning to apply, as appropriate, in subjects across the curriculum, producing designs in art, graphs in mathematics and science, and word- processed pieces of writing in English.

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HOW WELL ARE PUPILS TAUGHT?

27. Teachers’ planning is based on either the national strategies for English and mathematics or the nationally recommended schemes for all other subjects other than religious education, as this is based on the locally agreed syllabus. Medium- term planning is detailed and useful, enabling teachers to produce appropriate short- term plans. However, assessment is in the early stages of development and is not yet fully informing and shaping teachers’ planning. Plans do contain details of a concluding session that consolidates the learning that has taken place. Resources are generally prepared well in lessons. In an excellent art lesson in Year 2 based on work on a magic carpet, the fact that resources were readily available for all pupils ensured that they made very good progress and learnt at a fast rate.

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HOW WELL ARE PUPILS TAUGHT?

28. Teachers manage pupils well in the majority of lessons. This enables most pupils to feel confident and to ask questions when necessary; for example, when they do not understand either a question or a process. This has a positive impact on learning.

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HOW WELL ARE PUPILS TAUGHT?

29. Teachers also have a very good knowledge of individuals and use this to promote their personal development and self-esteem. The teaching assistants, who very often work with pupils that need additional support with their learning, are also very good at this and therefore support these pupils well.

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HOW WELL ARE PUPILS TAUGHT?

30. There is no policy for teaching and learning. It is a matter of some urgency that the school addresses this. As there is no teaching and learning policy not all staff are secure in the aims and objectives of the school. A more consistent approach to teaching and learning and regular monitoring and evaluation of lessons by subject coordinators is still not fully developed. This in turn will help to raise standards, share good practice and allow pupils to achieve to the very best of their abilities.

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HOW WELL ARE PUPILS TAUGHT?

31. Homework is regularly set. All pupils take reading books home and other work is set that usually relates to work being undertaken in class, and supports pupils’ learning at home.

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PUPILS?

32. The school provides a good curriculum, which is broad and balanced and meets the statutory requirements of the National Curriculum and the locally agreed syllabus for religious education. Schemes of work now address what pupils should learn and when in a systematic way and clearly identify progression in the acquisition of pupils’ skills, knowledge and understanding. This is an improvement since the school was Stanhope Primary and Nursery School - 17 previously inspected. Due to some classes having mixed age ranges the school has adopted the policy of teaching the subjects of science, history and geography in half- termly blocks over a period of two years. This affords teachers and pupils the opportunity to spend more concentrated time in these chosen areas. As a consequence, little science and geography teaching was seen during the course of the inspection. In both key stages, there are coordinators with responsibility for

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PUPILS?

individual subjects in their areas of responsibility. The school has organised this so that teachers can easily gain access to a coordinator if they need support. Coordinators, however, do not yet have the opportunity to monitor teaching or standards in their subjects and therefore assessment procedures are not yet affecting what is being taught in the curriculum or doing much to raise of standards.

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PUPILS?

33. Provision for the Foundation Stage is good, an improvement since the last inspection. The curriculum is broad and balanced, covers all the recommended areas of learning and links smoothly with the infant National Curriculum. Planning is based on topics, effectively linking the areas of learning. It is based firmly on the recommended Early Learning Goals and the small, structured steps in learning leading to achieving them. Learning through purposeful practical play activities is promoted successfully, making a significant contribution to children's good progress. The curriculum is effectively adapted to meet the needs of all children, including those with special educational needs, ensuring equal opportunity for all. There is a good balance of activities that are taught by adults and those chosen by children themselves, leading to developing independence. Nursery and reception staff work closely together and good team

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PUPILS?

work is evident. Staff value parents and give a high priority to maintaining the very good partnership with parents. Liaison with local pre-school providers is at an early stage and has been identified as an area for development.

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PUPILS?

34. Provision for pupils with special educational needs is very good and is a strength. It is coordinated by a very committed teacher. She is involved in drawing up policies and procedures in close collaboration with 'The Gedling Family Of Schools' (the local cluster of schools). Individual education plans are drawn up by teachers and include detailed, structured targets, effectively implemented by teachers and teaching assistants. The coordinator and the 'Family' special educational needs coordinator work closely with all teachers and teaching assistants in checking these plans and reviews for pupils with special educational needs, from the nursery to Year 6. Very good special educational needs links with the secondary school enable a smooth transition for these pupils. The school fully complies with requirements of the special educational needs Code Of Practice. Pupils with special educational needs are very

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PUPILS?

well supported by committed, well-qualified teaching assistants in lessons, and some are regularly withdrawn for additional support. As a result they make good progress. They are fully included in all activities, having equal access to the curriculum. The school has strong links with external agencies such as the educational psychologist, the County Behaviour Support Service and particularly the 'Family' network, including the 'Family' special educational needs coordinator financed by the local cluster of schools.

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PUPILS?

35. The school has now successfully implemented the National Literacy Strategy, although it is only in the last 18 months that all staff have been fully trained in it. This has meant that the school was quite a way behind what was going on in the rest of the country. It has now embraced the National Literacy Strategy wholeheartedly and pupils are starting to gain the benefits. Various opportunities are created to strengthen literacy skills during lessons in many other subjects of the curriculum. For example, in a Year 3 religious education lesson pupils confidently produced speech bubbles to represent conversations overheard, and in a Year 4 design and technology lesson a Stanhope Primary and Nursery School - 18 group of pupils communicated their ideas well as they identified how they might improve their designs.

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PUPILS?

36. The National Numeracy Strategy is now also being fully implemented and this is also beginning to have a positive effect upon standards. However, the school is quite a way behind other similar schools in the country because it has only implemented the strategy and trained teachers in it in the last 18 months. Skills in numeracy are strengthened effectively by opportunities for counting, measuring and recording the amount of rainfall in geography and the temperature of water in science investigations.

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PUPILS?

37. There are several well chosen and suitable additional activities for pupils to undertake after school and at lunchtime, most of which are available to Years 3 to 6. The range of sporting activities includes netball, football and cricket, all of which are open to both boys and girls. Many of these are very well attended and pupils enjoy very good rates of success in leagues and tournament events. The school enjoys the honour of hosting events for other local schools in their extensive grounds. French, art and YMCA clubs are also well attended and contribute widely to pupils’ learning. The school is justly proud of the level of pupils’ interest in music, and they have the opportunity to play the clarinet, trumpet, keyboards, violin and percussion instruments.

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PUPILS?

38. In their planning, teachers ensure that good attention is given to equality and access for all pupils, including those who have learning difficulties and those for whom English is not the mother tongue.

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PUPILS?

39. In contrast to what was seen at the time of the previous inspection, the provision for personal, social and health education is planned for in a structured way and is an integral component in the promotion of the school’s very caring ethos. Suitable arrangements are in place for the delivery of education on sex and relationships, and for an education programme on drugs abuse. A residential visit to the Thornbridge Education and Outdoor Activities Centre near Bakewell in Derbyshire provides very good opportunities for pupils from Years 4, 5 and 6 to develop good social skills and confidence in outdoor pursuits. Many are happy to talk about their experience of this opportunity.

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PUPILS?

40. Good links have been developed with both the local churches whose leaders regularly visit the school. In addition, visits from a Buddhist, and Bahá’i enhance the multicultural element and make a valuable contribution to pupils’ learning. Older pupils visit the local library every week and their support helps to keep the library open. The learning of a number of pupils is enhanced by the school’s involvement in national and local initiatives, such as Fruit for All, Toe by Toe and TOP Sports . Booster and Springboard groups, National Federation for Educational Research (NFER) and optional tests all have a positive impact on pupils’ attainment.

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PUPILS?

41. Effective liaison exists between the teachers and parents, who ensure that pupils enter school happily. The school enjoys very good links within a ‘Family’ cluster of local schools and outside agencies who offer very good support. The Year 6 teacher regularly attends meetings at the neighbouring Gedling comprehensive school to which most pupils transfer. The good links which are forged enable all pupils to settle in quickly. Additional arrangements exist for targeted pupils who benefit from a summer school to help them improve their literacy skills.

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PUPILS?

42. Provision for pupils’ personal, spiritual, moral, social and cultural development is good overall. Provision for social development is very good. The school takes great care to ensure that all pupils, including those with learning difficulties and those who do not Stanhope Primary and Nursery School - 19 have English as their mother tongue, are treated similarly and take a full and active part in all activities. This results in pupils showing considerable respect for one another.

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PUPILS?

43. Provision for pupils’ spiritual development is satisfactory. Assemblies are effective social occasions which enable pupils to think of themselves and how they relate to others. Themes such as ‘Building Bridges’, the story of Moses and ‘Treasures’ provide good opportunities for pupils to reflect on their own and other people’s lives and beliefs. Pupils gain understanding through reflection as they learn of the quest of Nelson Mandela to bring peace and harmony to all races. Teachers value pupils' ideas in discussions and this leads to the very good relationships which exist throughout the school. Praise is given for good efforts, in both school work and success in the outside world. This raises pupils’ self-esteem and helps them to become more confident. Teachers share in pupils’ joy as they celebrate with them when a new baby is born into a family or when a child hears that he has been successful in a TV audition. Lessons in religious education and personal, social and

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PUPILS?

health education are well planned and encourage pupils to explore questions about meaning, purpose, values and beliefs. In an assembly led by the local minister, awe and wonder were experienced as the minister, with the help of the pupils, showed that ‘all that glitters is not gold.’

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PUPILS?

44. Provision for pupils’ moral development is good. Staff are good role models and pupils follow their lead well. The values of respect for truth, justice, honesty, fairness, caring and tolerance are fostered well. All pupils learn examples of acceptable behaviour through the ‘Be Cool’ code; emphasis placed on good principles, rather than fear of punishment, is very effective. Older pupils engage in role play where they ask questions of the main characters in a lively theatre visit which promotes and challenges their knowledge of right and wrong.

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PUPILS?

45. Provision for pupils’ social development is very good. They learn to be independent but also to share and collaborate well. Many lessons provide good opportunities for these things to happen; they work productively in pairs; for example, in orienteering in physical education, and in discussion groups in English, where they relate very positively to one another. All pupils and teachers are involved in a school production twice a year which is well attended by parents. Very good levels of responsibility are encouraged; for example, in physical education pupils are well involved in assembling apparatus and collecting it in; ‘special helpers’ look after others; all pupils display an understanding that they should all contribute to keeping their environment tidy both in and out of school. Extra-curricular activities such as the residential visits to Derbyshire in which a number of staff are also involved are good examples of how the

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school promotes social understanding. A summer BBQ is well attended by parents and helps them feel part of the school community.

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46. Provision for pupils’ cultural development is good. There are good links with the local church and the wider community, including Nottingham Forest Football Club, which enrich pupils' knowledge and experience of their own cultural traditions. Visits to the local church; for example, to celebrate Harvest Festival, and visitors to the school from other faiths promote pupils’ understanding of Buddhism, sculptures, art, music and drama. Displays throughout the school celebrate the richness of other cultures well. Younger pupils are surrounded by colourful displays of their study of India, while older pupils are proud of their work on the Aztecs and develop openness towards the diversity and richness of other cultures. Words in songs in assemblies encourage pupils to ‘save the world from pollution’, and ‘support the rights of animals and trees to Stanhope Primary and Nursery School - 20 survive’. The school supports a number of national and local charities, and sends

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clothes from Stanhope to less fortunate children in Jamaica. Stanhope Primary and Nursery School - 21

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

47. The school is a caring organisation and a safe place for the pupils to learn in. Staff give care a high priority and the school is involved in initiatives such as a drug awareness programme run by the police and a scheme which provides a free piece of fruit for every infant pupil every day. The caring attitude extends to the community. For example, a childcare scheme operates on the school site and with the school's full support. There is a very celebratory culture and many opportunities are taken to ensure that recognition is given for any act of merit such as good behaviour or good work. This helps to develop the pupils' self-esteem.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. The provision to ensure pupils' welfare is satisfactory overall. A similar judgement was reached at the previous inspection. Health and safety arrangements are satisfactory. A policy defines responsibilities and the staff and governors have a direct involvement. Statutory requirements are satisfied. Child protection arrangements are also satisfactory. The local authority policy is used but has not been formally adopted by the school. There is a designated child-protection teacher who has received recent training, but there is no programme of training for staff. Lunchtime supervision arrangements are good. There is an adequate number of supervisors who are clear about their roles and responsibilities. There are arrangements for the induction of new starters, and provision for training, which in turn supports the raising of standards.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

49. Arrangements for monitoring and promoting good attendance are satisfactory. Registers satisfy legal requirements, although they are not held in a central location when not required in classrooms. There are satisfactory arrangements to deal with messages from parents, who are generally co-operative over this matter, and for the school to establish reasons for absence. The school does reward good attendance by participating in schemes run by the education welfare officer to improve both attendance and punctuality. Some health and safety aspects of attendance monitoring are unsatisfactory. Temporary absence during the course of the school day is not recorded formally and parents may not be fully aware of the school's procedures if their children are absent without a known cause.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

50. The procedures to promote good behaviour are very good. A code of conduct called ‘Be Cool’ is reinforced by rewards and sanctions, which are known as green and red cards respectively. Minor class-based rewards are also issued. The arrangements are clearly described in a policy and are used consistently throughout the school, including use by lunchtime supervisors. In addition, the staff have high expectations of behaviour and act quickly when it is not satisfactory. The pupils understand, and are influenced by, the arrangements, particularly the system of rewards, which are much valued and which help to create the hard working environment. An anti-bullying policy is included in the behaviour management arrangements.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

51. Foundation Stage staff know the children well and recognise and respond effectively to their needs. Assessments undertaken when children start in the nursery and reception classes are used effectively to plan suitable programmes of work. Assessment is generally used appropriately to enable staff to gain a clear picture of what children know, understand and can do in order to plan the next steps in learning and to track progress. Assessment and recording procedures are currently being reviewed in the light of the new Foundation Stage Profile and are at an early stage of development. This has been identified as an area for further development to ensure further consistency in assessment procedures in each class. Stanhope Primary and Nursery School - 22 52. Procedures for assessing pupils' progress are satisfactory and improvements have been made since the previous inspection. A range of statutory and non-statutory

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

tests provides teachers with a picture of what the pupils know, particularly in mathematics and English. This has recently enabled pupils in Years 3 to 6 to be divided into groups according to ability in these subjects. The use of the test results to plan the curriculum is not satisfactory, although some analysis of the mathematics results by the local education authority has been carried out to establish areas where knowledge is poor.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

53. Procedures to monitor and support academic progress are satisfactory. The test results are used to predict each pupil's performance and this is used as a basis for monitoring. In addition, every term each pupil is given targets in mathematics, English and one other area which might be of concern. This is underdeveloped as pupils are not involved in their own target setting or in analysing where they feel they need to improve. Some additional classes are arranged; for example, a few booster classes are held in mathematics and a Breakfast Club is organised (during the week of the National Curriculum Tests) to support Year 6 pupils taking them. Pupils of lower ability in the infants are concentrated in one class to improve the effectiveness of the available support.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

54. The provision to support and monitor pupils' personal development is satisfactory. Although the procedures are mainly informal and rely on the teachers' personal knowledge of their pupils, they are enhanced by caring attitudes and good relationships. Pupils believe they are supported well. A more formal approach is adopted if there is a cause for concern.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

55. Very good procedures are in place for the early identification of pupils with learning difficulties, and statementing procedures are effective. Individual education plans for pupils with special educational needs, reviewed at least termly, are effectively shared with parents and pupils. Learning targets identify small specific steps towards progress in literacy, numeracy and personal development. Consequently the programmes of work build effectively on the progress made from one review date to the next. Pupils' progress is tracked and monitored regularly and their achievements carefully recorded, using their Records of Achievement, so that assessment is used well to guide the planning of new work and helps pupils to make good progress and to achieve. The support of the 'Family' special educational needs coordinator is invaluable, as she effectively tracks pupils' progress from the nursery through to

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

56. Evidence from a range of meetings, discussions and surveys to establish parents' views, indicates clearly that they are very satisfied with the school. They are particularly pleased with the school's expectations for their children, with the teaching, that their children like school and that the staff are approachable. Concerns have been expressed about the range of out-of-lesson activities, the information the school provides, the way the school works with them, and homework. Inspectors agree with the parents' positive views, but do not share the concerns about homework as there is a satisfactory amount of work given to pupils to do at home to complement what they are learning in school. There are also a large number of extra-curricular activities which pupils can participate in. This also supports links between home and school and is good practice. Stanhope Primary and Nursery School - 23

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

57. Admission arrangements to the nursery and reception classes are smooth and effective. Relationships between staff and parents of Foundation Stage children are very good. Staff encourage parents to be closely involved as partners in educating their children. Parents are very supportive and think highly of the school. A number of well-briefed parents are committed to supporting both classes as helpers, and this supports the lower attaining pupils very well.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

58. The school makes good efforts to establish strong links with parents. For example, it surveys parents' views. An open-door policy operates, staff are approachable and parents are aware that they are welcome to visit. A ‘bring a friend’ initiative has been started which aims to encourage attendance at school meetings. In addition, courses are run for the community, but mainly for parents, in conjunction with a local college. The quality of the school's links with parents was noted as strength at the previous inspection.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

59. The school makes every effort to fully involve parents of pupils with special educational needs in the drawing up of their individual education plans and in the termly reviews of these plans. Parents and pupils are involved in setting future targets for learning. The school ensures that parents of pupils with special educational needs are kept fully informed about the progress of their children. A useful booklet has been produced, giving information to parents about the school's provision for special educational needs, and helps parents to understand more fully about what is happening in school.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

60. In most respects parents respond well and make a good contribution to the life of the school. Meetings and school events, such as school concerts, which are directly concerned with their children, are well attended. About 90 per cent of parents attend consultation evenings. There is some parental help in school, particularly in the infants' classes, and a parent-teacher association has recently been formed. It is operating successfully. However, meetings about curriculum matters and similar issues are not well supported and the response to the inspection questionnaire was low.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

61. Information for parents is good. Letters from school are frequent and keep parents well informed about all matters of general interest. Information about topics is provided by each class teacher on a termly basis. The school prospectus has useful information but does not quite meet the Department for Educational and Science requirements regarding content. The governors’ annual report does not fully comply with legal requirements, but efforts have been made to produce an interesting document by adding comments from parents, pupils and governors.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

62. Progress reports are issued annually for each pupil. They provide detailed information about what can and cannot be done well, along with steps for improvement. Parents also receive the targets which are set for their children every term and they are informed if there are concerns about behaviour. Parents' consultation evenings provide a further important source of information about progress. They are held every term.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

63. Parents make a satisfactory contribution to pupils' learning. There is some help provided in classrooms, and school estimates suggest that about half the pupils receive regular help at home. Reading to parents is well established.

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