Hudson Road Primary School

HUDSON ROAD PRIMARY SCHOOL

Dates of inspection: 8 th – 10 th March 2004

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HUDSON ROAD PRIMARY SCHOOL

Inspection carried out under section 10 of the School Inspections Act 1996 Hudson Road Primary School - 2 Crown copyright 2004

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HUDSON ROAD PRIMARY SCHOOL

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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HUDSON ROAD PRIMARY SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Hudson Road Primary School - 3

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INFORMATION ABOUT THE SCHOOL

Type of school: Primary School category: Community Age range of pupils: 3 to 11 years Gender of pupils: Mixed Number on roll: 285

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INFORMATION ABOUT THE SCHOOL

School address: Villiers Street South Hendon Sunderland Tyne and Wear

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INFORMATION ABOUT THE SCHOOL

Telephone number: 0191 5537675 Fax number: 0191 5537680

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INFORMATION ABOUT THE SCHOOL

Appropriate authority: Governing Body Name of chair of governors: Mr S Henry

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 15 th June 1998

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CHARACTERISTICS OF THE SCHOOL

Hudson Road Primary School is a bigger than average urban school. There are 285 children between the ages of three and eleven years old, 30 per cent of whom at the time of the inspection were from families where English is an additional language. This proportion is very high and these children start school with no understanding of the English language. The school serves an urban area, which has very significant social and economic disadvantage. Unemployment is high and the proportion of pupils eligible for a free school meal is well above the national average. The percentage (59 per cent) of pupils identified as having special educational needs, including statements, is well above the national average. The main areas of need are for pupils with moderate learning difficulties. Currently, eight pupils have statements of special educational need. There is a high level of movement in and out of the school. Last year only 45 per cent of children who started school in the

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CHARACTERISTICS OF THE SCHOOL

first year remained by the time they were due to leave. According to the local education authority, the school faces the most challenging circumstances of all its schools. The children’s attainment on entry to the school is very low and well below average. The school has the Basic Skills Quality Mark. Hudson Road Primary School - 4

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Members of the inspection team Subject responsibilities

1575 Mr M Tones Lead inspector Science Physical education 11368 Mrs K Lee Lay inspector 32130 Mrs A Firth Team inspector English Citizenship Geography History 32569 Mr S Horne Team inspector Mathematics Information and communication technology Design and technology

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Members of the inspection team Subject responsibilities

8420 Mrs V Roberts Team inspector Art and design Music Religious education

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Members of the inspection team Subject responsibilities

BPS Business Centre Brake Lane Boughton Nottinghamshire. NG22 9HQ

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Members of the inspection team Subject responsibilities

Any concerns or complaints about the inspection or the report should be made initially to the contractor. The procedures are set out in the leaflet ‘Complaining about Ofsted Inspections’, which is available from Ofsted Publications Centre (telephone 07002 637833) or Ofsted’s website (www.ofsted.gov.uk). Hudson Road Primary School - 5

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STANDARDS ACHIEVED BY PUPILS 10

Standards achieved in areas of learning and subjects

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STANDARDS ACHIEVED BY PUPILS 10

Pupils’ attitudes, values and other personal qualities

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QUALITY OF EDUCATION PROVIDED BY THE SCHOOL 13

Teaching and learning The curriculum Care, guidance and support Partnership with parents, other schools and the community

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS 32

Hudson Road Primary School - 6 Hudson Road Primary School - 7

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OVERALL EVALUATION

This is an effective and inclusive school that serves its community well. Very good leadership and management ensure that good teaching meets the many needs of all pupils. Although standards are low all pupils enjoy learning and achieve well. The school gives satisfactory value for money.

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The school’s main strengths and weaknesses are:

• The very good leadership and management of the head teacher and key staff; • Good teaching throughout the school enables pupils to achieve well against their needs; • There is very good support for pupils whose first language is not English and those who have special educational needs; • The spiritual, moral, social and cultural education is very good; • The whole school provides a very caring community with very good relationships; • Pupils have good attitudes to work and behave well; • Science standards are above those of similar schools; • Standards of English and mathematics are well below average; • Despite excellent attempts to promote attendance, it remains well below average; • There are not enough opportunities for pupils to write; • Approaches to enhance learning are not sufficiently extended to more able pupils; • Pupils should be more involved in judging their own work and how they might improve it.

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The school’s main strengths and weaknesses are:

The school has made good progress since the last inspection. Standards in English and mathematics have remained well below the national average. Standards in science, geography and history remain below average although an improvement can be seen in science in Year 6 where they are now above those of similar schools. Considerable improvements have been made to the provision for information and communication technology (ICT) where standards are now in line with those expected nationally. Art and design and design and technology have also improved and are now in line with the national expectation. Pupils’ achievement was satisfactory and is now good and very good for those whose English is an additional language and who have special educational needs. Teaching has improved from satisfactory and is now good, overall. Assessment methods used to be unsatisfactory and are now good. Leadership and management have improved

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The school’s main strengths and weaknesses are:

significantly and are now very good with the full involvement of governors in strategic decisions and long-term planning.

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Year 6 results

all schools Similar schools Results in National Curriculum tests at the end of Year 6, compared with: 2001 2002 2003 2003 English E E* E* D Mathematics E* E E* C Science E D D A Key: A - well above average; B – above average; C – average; D – below average; E – well below average E* - the school’s results were within the bottom five per cent of similar schools in the country Similar schools are those whose pupils attained similarly at the end of Year 2. Hudson Road Primary School - 8 Most pupils have difficulties in learning English as an additional language or have special educational needs. They achieve well due to good teaching and support. Despite this most pupils are unable to attain standards in line with national expectations in English and mathematics. In science they reach standards above those in similar schools nationally. Children make a good start in nursery and reception and achieve well, although due to the high level of their learning difficulties most are unable

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Year 6 results

to reach the early learning goals. They continue this good progress in Years 1 and 2, although standards remain well below average in reading, writing and mathematics. By the end of Year 6, standards are still well below average in English and mathematics. Science standards improve and by the end of Year 6 they are above schools in similar circumstances. In geography and history standards are below those expected nationally. In ICT, design and technology, art and design and music, standards are similar to those expected nationally. In religious education standards meet the requirements of the local agreed syllabus. The school sets very challenging targets for itself in all areas of work and achieves well against them.

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Year 6 results

Pupils’ spiritual, moral, social and cultural development is a strength, resulting in good behaviour, attitudes to work and respect for the feelings of others. Poor attendance and punctuality hinder the progress that pupils would make in school.

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QUALITY OF EDUCATION

The quality of education is good. Good teaching and learning and a well-planned curriculum provide well for the wide range of pupils’ needs and enable them to make good progress. Teachers are very good at planning the education of pupils whose English is an additional language and for those who have special educational needs. These make up the majority of pupils in the school. The many support staff are used very effectively and make a significant contribution to the quality of education. For example, bilingual support assistants give very good support to those pupils whose mother tongue is Bengali and as a result these pupils make very good progress. Assessment procedures in English and mathematics are good. For example, teachers mark pupils’ work against learning objectives and this helps them plan the next steps in learning and in setting targets for pupils. Pupils themselves are not often clear about the steps they need to take in order to make

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QUALITY OF EDUCATION

The curriculum is good. What makes it good is the range and quality of opportunities planned to involve pupils, many of whom struggle with the English language or have special educational needs. These enrich pupils’ experience and provide a broad range of curricular opportunities. Approaches to enhance learning also need to be available to more able pupils. Good links are made between different subjects and teachers plan effectively for pupils to apply their literacy, numeracy and ICT skills across subjects. However, there are not enough opportunities for pupils to write, across the curriculum. The school offers many out-of-class activities, which are valued by pupils and provide valuable additional learning opportunities.

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QUALITY OF EDUCATION

There is a good partnership with parents and with the community . The links with the Bengali community are very good and are of great benefit to all children, adding much to spiritual, social and cultural understanding and to their personal development.

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LEADERSHIP AND MANAGEMENT

The leadership of the head teacher and key staff are very good. The school is well governed and managed. The head teacher has a very clear focus on improving the standards of all pupils through ensuring high quality teaching and learning. Good management ensures that the school runs smoothly. Hudson Road Primary School - 9

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PARENTS’ AND PUPILS’ VIEWS OF THE SCHOOL

Parents’ views are very positive. They are particularly pleased with the leadership, the quality of teaching and the high expectations staff have of their children. They all feel that they can approach the school with ease. Pupils like coming to school and say they are disappointed when they cannot.

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IMPROVEMENTS NEEDED

The school should build upon the achievements made and good quality of education provided by:

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IMPROVEMENTS NEEDED

• Raising standards in literacy and numeracy. • Providing more opportunities for pupils to write, across the curriculum. • Making better use of assessment so that pupils understand how they can improve further. • Developing approaches for enhancing learning to provide better for more able children. • Seeking to find ways of improving attendance. • Pursuing plans to make improvements to the accommodation. Hudson Road Primary School - 10

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Standards achieved in areas of learning and subjects

Pupils’ achievement is good. Standards in English and mathematics are well below average. In science standards are below average but above those of similar schools.

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Main strengths and weaknesses

• Standards are below the national average in science but above those in similar schools. • In ICT, design and technology, art and design and music, pupils make good progress and reach standards expected nationally. • Most pupils achieve well and make good progress. • Standards of literacy and numeracy are well below the national average. • Pupils whose English is an additional language and the many with special educational needs achieve very well.

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Commentary

1. Although standards are generally well below average throughout the school this is due almost entirely to the very high level of pupils’ learning difficulties. Taking this into account their achievement is good. The school sets very challenging targets for itself in all areas of work and achieves well against them.

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Foundation Stage

2. On starting school, standards in nursery are very low. Children receive a good quality of education and care which enables them to achieve well. Due to the high proportion of children who have no understanding of English or who have special educational needs, few reach the goals expected of them by the time they enter Year 1. Children’s use of language develops well because of the many opportunities provided for children to speak and listen. Teachers have high expectations of behaviour and foster very good relationships. The good provision and routines help children learn well. Good teaching, very positive relationships and a good range of activities to stimulate and develop learning are the main reasons for the children’s good achievements.

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Standards at the end of the Foundation Stage

Standards in relation to the early learning goals by the end of reception in: Personal, social and emotional development Very poor Communication, language and literacy Very poor Mathematical development Very poor Knowledge and understanding of the world Very poor Physical development Very poor Creative development Very poor Inspectors make judgements in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. Hudson Road Primary School - 11

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Key Stage 1

3. Many pupils are learning English as an additional language or have special educational needs and by the age of seven, standards remain well below average in reading, writing and mathematics. Teacher assessments in science indicate that standards are also below average. Against this background pupils achieve well in Years 1 and 2. Standards in science, geography and history are similarly below those expected nationally. In ICT, design and technology, art and design and music, standards are similar to those expected nationally. In religious education standards meet the requirements of the local agreed syllabus.

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Standards in national tests at the end of Year 2 – average point scores in 2003

Standards in: School results National results

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Standards in national tests at the end of Year 2 – average point scores in 2003

Reading 31.0 (44.0) 84.0 (84.0) Writing 28.0 (54.0) 81.0 (86.0) Mathematics 44.0 (62.0) 90.0 (90.0) There were 36 pupils in the year group. Figures in brackets are for the previous year.

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Key Stage 2

4. As pupils acquire better language skills learning improves and most pupils make good progress. Despite this, standards remain well below average in English and in mathematics. Science standards improve and by the end of Year 6 pupils have achieved standards that are above those in similar schools whilst remaining below the national average. Many have difficulties in learning English as an additional language and most pupils have special educational needs. They achieve well due to good teaching, support and the emphasis on developing literacy skills. In geography and history, standards remain below those expected nationally. In ICT, design and technology, art and design and music, standards are similar to those expected nationally. In these subjects there is less emphasis on pupils’ literacy skills. In religious education standards meet the requirements of the local agreed syllabus.

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Standards in national tests at the end of Year 6 – average point scores in 2003

Standards in: School results National results English 45.0 (45.0) 75.0 (75.0) Mathematics 43.0 (43.0) 73.0 (73.0) Science 65.0 (76.0) 87.0 (86.0) There were 40 pupils in the year group. Figures in brackets are for the previous year

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Pupils’ attitudes, values and other personal qualities

Pupils’ attitudes to school and behaviour are good. Pupils’ spiritual, moral, social and cultural development is very good. Pupils’ attendance is well below the national average.

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Main strengths and weaknesses

• The pupils have a positive attitude to their school. • Pupils’ behaviour is good. • Pupils’ cultural development is very good and promoted through many areas of school life. • Pupils have a well-developed understanding of living in a multicultural society. • Attendance is well below the national average, although the school makes every effort to ensure that pupils come to school. Hudson Road Primary School - 12 • There are too few formal ways for pupils to share their views about school life.

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Attendance in the latest complete reporting year (%)

Authorised absence Unauthorised absence School data 9.3 School data 0.0 National data 5.4 National data 0.5 The table gives the percentage of half days (sessions) missed through absence for the latest complete reporting year.

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Commentary

5. Attendance is well below the national average and the punctuality of a minority of pupils is poor. However, the school analyses attendance information very thoroughly and knows precisely where in the school there is poor attendance. The school makes strenuous efforts to improve attendance. Pupils with high attendance are rewarded and the school’s Family Worker, Educational Social Worker and the Every School Day Counts Worker work well together in promoting the need for high attendance at school and encouraging the community to avoid unnecessary absence from school.

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Commentary

6. The ethos of the school effectively promotes the development of the pupils’ personal and social skills. The head teacher, teachers and other adults working in the school are very good role models for the pupils. The relationships in school are very good. The school has a calm, orderly air where voices are only occasionally and appropriately raised. The school’s behaviour policy is shared with parents and carers, understood by pupils and put into practice well by teachers and support staff. The pupils are well aware of what is expected of them and they understand the systems of rewards and sanctions. A pupil with potentially very difficult behaviour problems was able to clearly explain how the school’s reward system helped him to keep calm and not to lose his temper in lessons. The school’s environment is supportive to the needs of the pupils and any incidents of bullying or misbehaviour are dealt with effectively and

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Commentary

sensitively. The vast majority of parents appreciate that their children are free from bullying and harassment. Where there are more serious incidents of misbehaviour the school has a number of measures to deal with these situations and get pupils back into the classroom where learning can continue. Teachers are skilled in developing high self-esteem and good behaviour in pupils whilst also dealing with misbehaviour without disrupting learning in lessons.

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Commentary

7. The provision for pupils’ spiritual, moral, social and cultural development is very good. Assemblies contribute well to pupils’ spiritual development. For example, an assembly introduced by the head teacher but led by the pupils from Computer Club asked all pupils to reflect that “everyone is good at something”. The pupils listened attentively to the assembly and showed genuine appreciation of the work of the Computer Club pupils. Assemblies led by different faith leaders contribute well to the spiritual development of the pupils. The school uses, values and celebrates the cultural backgrounds of all of its pupils. The pupils work together in racial harmony and show respect for each other. They have a good appreciation of their own traditions and those of others. For example, a display in the dining hall provides information about the Hajj whilst also sharing the thoughts and feelings of pupils whose parents

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Commentary

were about to go on the pilgrimage to Mecca. In religious education lessons, pupils are encouraged to see the similarities between faiths rather than the differences.

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Commentary

8. Pupils clearly understand the difference between right and wrong, with religious education and personal, social and health education lessons helping them to develop a sense of their place in society. None of the exclusions involve pupils from the Bangladeshi community. Although teachers and support staff value the views and opinion of pupils, the school council has been allowed to lapse and so no longer provides a pupils’ voice to contribute to the running of the school. Hudson Road Primary School - 13

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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 White – British 200 7 1 Mixed – any other mixed background 1 0 0 Asian or Asian British – Bangladeshi 84 0 0 Total 285 7 1 The table gives the number of exclusions, which may be different from the number of pupils excluded.

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QUALITY OF EDUCATION PROVIDED BY THE SCHOOL

The quality of education is good overall . A good curriculum is well supported by the good quality of teaching and very good checks on pupils’ learning. There are good links with parents and the community . Very good support is provided which greatly benefits learning for pupils whose English is an additional language and those that have special educational needs.

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Teaching and learning

Teaching and learning is good overall throughout the school. Teaching is well planned, managed and organised to provide a very positive climate for learning. Very good support assistants work effectively with teachers.

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Main strengths and weaknesses

• Teachers pay good attention to the needs of the pupils with special educational needs and to those pupils who have English as an additional language, and these pupils make very good progress. • The teachers have good relationships with all of the pupils and they manage behaviour very well. • Teachers take every opportunity to ensure that children from all backgrounds are treated fairly according to their needs. • Teachers and pupil support assistants work very well in integrated teams to create a very positive climate for learning. • Lessons are thoroughly planned with clear aims for what pupils will learn. • Teachers’ subject knowledge is good. • There are too few planned opportunities, across the curriculum, for pupils to write at length. • Marking of pupils’ books, though regular, does not give pupils very clear pointers for improvement. • More able pupils are not challenged enough.

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Commentary

Summary of teaching observed during the inspection in 27 lessons

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Commentary

Excellent Very good Good Satisfactory Unsatisfactor y Poor Very poor

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Commentary

The table gives the number of lessons observed in each of the seven categories used to make judgements about lessons. Hudson Road Primary School - 14 9. The good teaching reflects the opinion of the parents who made their views known. The last inspection found teaching was satisfactory and since then it has improved. The quality of teaching is now good overall across the school with the best examples of teaching being observed in Years 5 and 6. Teachers have a good understanding of the diverse needs of the children and are particularly skilled in supporting those pupils who have special educational needs and those who have English as an additional language. In the two unsatisfactory lessons, time was not used to best effect and the planned tasks did not maximise the potential for learning.

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Commentary

10. In the Foundation Stage teaching is good overall. Staffing levels are very good and adults work effectively in a team. A high proportion of children enter the nursery with English as an additional language and at this stage have no spoken English. Many others have a very poor vocabulary range. The nursery staff are skilled in ensuring that the children are provided with a broad range of stimulating learning experiences. Sessions are well planned, based on very detailed knowledge of the background and individual needs of the children. Activities are carefully structured and supported to encourage all children to participate actively. The teaching prepares children well for their reception year where again careful planning and a well-structured team approach ensures that language remains a target for development and children of all abilities make progress.

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Commentary

11. Across the rest of the school the overall quality of teaching and learning is good. Lessons are carefully planned and highlight opportunities for teachers to develop pupils’ spoken language. Classroom management is good and pupils follow clearly understood routines; this coupled with very effective behaviour management results in children making good progress from a very low baseline.

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Commentary

12. Teachers throughout the school follow guidance for teaching provided by the National Literacy and Numeracy Strategies. They have a good knowledge of the subjects they teach. Teachers sensibly adapt and modify suggested plans in order to better match the needs of the children. Additional support staff work very effectively in order to improve the children’s understanding of spoken language and increase their vocabulary range through the delivery of additional teaching programmes. This is helping the children make good progress. Overall, the teaching of numeracy and literacy skills is good; however, there are insufficient planned opportunities to reinforce writing skills taught in literacy in other subjects. Where links with other subjects are made, progress is good. For example, in an ICT lesson pupils were taught how to produce a PowerPoint presentation based on a visit to Bede’s World. This was a very good lesson where

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Commentary

the teacher’ excellent subject knowledge and clear explanations ensured that pupils remained interested and learned new skills. In other non-literacy based subjects such as music, art and physical education, pupils make good progress and reach broadly average levels of attainment

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Commentary

13. The teaching of pupils with special educational needs and those children who have English as a second language is very good. Detailed education plans are available for these children, with realistic targets identified that are understood by all who work with the children. Plans provide clear guidance for teachers and support assistants who work well in partnership to achieve the targets identified within the plans. Bilingual support is a strength of the school, supporting not only the children but also the parents.

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Commentary

14. The school has an effective, structured approach to assessment, based on judgements of the quality of ongoing work and nationally devised tests. This information is supplemented by a recognised externally marked test. Results are used to inform the school’s target-setting system. Children returning from Bangladesh are tested in their mother tongue in order to produce accurate information to plan for future targets. The school does not formally record the skill development of pupils in foundation subjects. Although teachers mark work regularly and identify positive features they do not consistently identify what pupils need to do to improve their work. Hudson Road Primary School - 15

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The curriculum

The curriculum provided by the school is good. It provides particularly well for those who have special educational needs and those pupils for whom English is an additional language. The curriculum has been significantly improved since the last inspection.

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Main strengths and weaknesses

• The curriculum is well planned across the school. • Provision for pupils whose home language is not English is very good. • Provision for special educational needs is good. • There are good opportunities for enrichment and personal development. • The levels of support staff for individual needs are very good. • Accommodation is unsatisfactory, particularly for reception children.

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Commentary

15. All pupils, including children in the Foundation Stage, benefit from careful and well-organised curriculum planning. Teachers place strong emphasis on practical activities but also structure their literacy and numeracy activities to prepare well for the next stage of education. The respect the school places on meeting the needs of all pupils was particularly reflected in an assembly for Muslim pupils, led by the deputy head. Customs, songs and festivals were highly valued and supported by the home language of pupils. Their fellow pupils celebrated performers enthusiastically and a parent generously provided food with an Asian flavour.

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Commentary

16. Senior management are skilled at taking on new ideas, which add much to the curriculum and raise achievement. For example, ‘Talk Talk’ in nursery, ‘Playing Together’ in reception and ‘Reading in Partnership’ in Years 4 and 5 add much to the development of language. Schemes of work and assessment systems are well structured to meet the variety of pupils’ needs. Pupils’ progress is closely monitored and expectations of them are high. The variety of strategies provided for pupils’ needs enables them to make very good progress. Teachers clearly single out the support pupils need in individual education plans and set targets for individuals and groups of pupils. Most are well supported in class but where appropriate they are taught separately in small groups where staff can provide intensive help. On these occasions pupils are identified carefully and monitored well. For example, bilingual staff work

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Commentary

with groups in their home language, as well as in English, in order that pupils can maintain standards close to those of other children. Pupils value this and grow in confidence in speaking as well as improving a variety of other skills in other subjects. These plans not only aim at the skills pupils need to improve upon but also areas for their personal development and behaviour. As a result pupils improve their attitude to school life as well as to their learning. The approaches used for these groups of pupils are successful and provision should be extended for higher attaining pupils.

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Commentary

17. The literacy and numeracy strategies have been adapted to meet the needs of pupils and well support teaching and learning and the good achievement of pupils. Within teachers’ planning there are additional ways to develop important skills and these link with some subject areas. For example, in subjects such as art, pupils write the target they aim to achieve in their work before drawing, designing or illustrating their work. This is common practice in other subjects across the school and nearly always helps pupils to focus on the aim of the task.

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Commentary

18. The good provision for personal, social and health education is very much a part of the whole curriculum. As a result self-respect, thoughtfulness and caring are qualities that are expected across the school. A good range of visits further enriches learning. Young children regularly explore the immediate locality, including a trip to the seaside. Pupils have visited museums, theatre and other centres such as the airport, the fire brigade and the ‘Metro Centre’. Older pupils have the opportunity of a valuable residential stay in the Lake District. The school has a Hudson Road Primary School - 16 firm belief that such experiences add much to pupils’ achievement. Visiting authors contribute to literacy lessons and a science project has been supported by the local secondary school. Extra-curricular activities are fully supported by teaching staff in art, drama, music, ICT and football. Membership is well supported overall although Bangladeshi boys are less keen to join

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Commentary

some available clubs. For many their studies at home are time consuming.

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Commentary

19. The amount of support staff to improve pupils’ learning is very good. They are put to very good use supporting special educational needs and the learning of English. Several are well qualified in these areas. Bilingual staff form a very effective team. By the time pupils for whom English is an additional language leave the school they have made very good progress as a result of the quality of support available.

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Commentary

20. Accommodation has got worse since the last inspection as it is in poor repair and inadequate for the number of children in reception. The school has understandably been unprepared to spend money on improvements when there are plans to considerably improve accommodation in the near future. Despite limitations in accommodation for reception children they make positive progress in their learning. The resources for ICT have notably improved and their use has raised standards. Teachers use the computer room regularly and the interactive whiteboards, though few, are used imaginatively. There has been good improvement since the last inspection in the provision for children under five. This should continue when the new premises are completed.

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Care, guidance and support

This is a very caring school that values all pupils. Pupils receive very good support and good guidance that enable them to make good progress. The school involves pupils in its work and their own learning in a satisfactory way.

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Main strengths and weaknesses

• The warm relationships encourage and support pupils in their learning and in their life in school. • The school offers very good support to pupils, which promotes their learning, behaviour and personal development. • There is no formal way for the school to take account of pupils’ views or for them to be fully involved in assessing their progress.

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Commentary

21. The school has the welfare of its pupils at its heart. It promotes a caring atmosphere where pupils can learn and make progress. Parents are very happy with this aspect of the school’s work. Mothers from Bangladesh spoke of knowing that their children are happy because “the teachers are understanding.” Pupils say that they would tell a teacher or a dinner lady if they have a problem but feel that “everyone helps each other” and it makes no difference “if you have a black or a white face”.

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Commentary

22. The provision of very good support in lessons and throughout school enables pupils with special needs or English as an additional language to make very good progress. Pupils like the ‘helpers’ in class and know that this support is helping them to learn. The bilingual support is very effective in promoting pupils’ understanding and in providing the means for pupils to play a full part in lessons. Parents are also sure that this support in the nursery and reception class helps their children to feel secure.

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Commentary

23. The school has very clear systems to support pupils’ behaviour and personal development. The new ‘Nurture Group’ is providing a calm setting where pupils with behaviour problems can learn well in a small group with trained behaviour mentors. Pupils with low self-esteem and little self-confidence also have structured sessions here. At lunchtime every day, pupils who have difficulty coping in the playground, and who are anxious, make very good use of the Hudson Road Primary School - 17 special room set aside for them. The school makes every attempt to improve pupils’ attendance through the efforts of the family worker for the Bangladeshi community and also the provision of the very popular breakfast club. The induction of children to the nursery and reception class is very successful in helping the youngest children to settle into school.

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Commentary

24. The school gives pupils some opportunities to put forward their views, for example, on the new building, and pupils are sure their ideas will be considered. However, there is less provision for pupils to play a more active part, such as through a school council. The school has an effective system for assessing pupils’ work but it does not include enough opportunities to involve pupils so that they know what to do to improve their work.

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Partnership with parents, other schools and the community

The school works very hard to promote a good partnership with parents and good links with other schools and the community, which benefit pupils’ learning.

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Main strengths and weaknesses

• The school makes every effort to encourage parents to be involved in its work and their children’s learning. • The excellent education and support programmes for the Bangladeshi parents make a very good contribution to pupils’ progress. • The good links with its other partners enrich the curriculum and promote pupils’ personal development.

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Commentary

25. The school’s commitment to its partnership with parents is one of its strengths, shown by the designating of a teacher to be responsible for parent liaison and the appointment of a bilingual family worker. They work very well together to offer many opportunities in school and at home for parents to have a better understanding of how they can help their children learn. The school is very welcoming to parents who appreciate the school’s ‘open door’ policy and know that they can talk to staff at any time. The information for parents in letters and newsletters is written in a very friendly style to encourage parents’ involvement in school matters and events. The school runs a very good range of courses for parents to gain qualifications and experience which help their own job prospects as well as giving them the confidence to help their children’s learning. Parents also take up the regular invitations to support their children at special events such as

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Commentary

assemblies but many do not come to the open meetings to discuss their children’s progress. The school overcomes this by visiting homes to read and translate, if necessary, the pupils’ annual reports.

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Commentary

26. The excellent range of courses for Bangladeshi parents is designed specifically to make them more aware of how they can help their children’s learning, for example by encouraging their English speaking and showing them how they can prepare their young children for entry to the nursery. Some of these courses take place in parents’ homes. The engaging of bilingual assistants makes a very important contribution to these links. Parents agree that this has helped to settle their children quickly into the nursery and them to feel welcome in school and well informed about what is happening.

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Commentary

27. There are very good links with the local comprehensive school which include a very well organised programme which enables pupils to feel more confident to move on to secondary education. The school uses the community well to extend the curriculum, for example by visits to the theatre and local museums. Older pupils say some of the best things about school are the many interesting trips. Hudson Road Primary School - 18

p.17

LEADERSHIP AND MANAGEMENT

Leadership and management are very good. Governance is good due to the support of an effective governing body. Systems of management are efficient. These areas have made significant improvement since the last inspection.

p.18

Main strengths and weaknesses

• The vision and leadership of the head teacher and senior management team are very good. • The governing body is committed to reviewing the work of the school in order to bring about improvements. • There is a sharp focus on raising achievement through good teaching and learning. • There is great commitment to finding effective strategies for raising the standards of pupils where English is an additional language and where they have special educational needs.

p.18

Commentary

28. The head teacher provides very good leadership. Her skills are valued by parents, staff and pupils. She is fully committed to providing a very inclusive education and to the development of a learning community. This vision is communicated to staff, partners and parents through personal example. This includes a commitment to ensuring that every pupil achieves his or her full potential, to personal demonstration of support for raising the achievement of disadvantaged pupils and to the development of effective systems of self-evaluation. A very able deputy head teacher takes much responsibility for developing the curriculum and assessment. The special educational needs co-ordinator is very effective at linking with outside agencies and ensuring that the large number of individual education plans are well focused. These staff form a very effective leadership team, who share the commitment to high quality education. Because of the vision, dedication and drive to share good practice from the

p.18

Commentary

leadership, all staff operate as an effective and successful team.

p.18

Commentary

29. The governing body work in close partnership with the head teacher and share the commitment to raising standards. They understand the strengths and weaknesses of the school and are, therefore, able to work effectively towards improvement. The school has developed a very good system for school self-evaluation, which involves all areas of the school community. As a result, the governors can identify priorities and have put in place a detailed action plan, which reflects their determination to improve standards and the quality of education they provide. This has enabled them to develop long-term plans for the development of the school, an area of weakness identified at the last inspection.

p.18

Commentary

30. The head teacher and subject leaders carry out checks on the curriculum very effectively. Additional time has been allocated for all staff to enable them to further develop their subject leadership. School data is regularly analysed and pupil performance is closely monitored. Outcomes from analysis by subject leaders identify areas for development and any weaknesses. These become a focus for school development and priorities within the school development plan. For example, weaknesses in pupils’ language skills were analysed and resulted in a whole-school approach to the development of speaking and listening.

p.18

Commentary

31. The process of self-review and of monitoring performance identifies issues relating to individual and whole-school development. These approaches lead to an effective programme for staff development. There is good management of both finances and school resources, including personnel. These are efficiently linked to priorities in the school development plan and thus the school is able to achieve its priorities successfully. The large balance carried forward from the previous financial year was well planned to provide funds to support substantial building plans in case finance from the New Deal bid was not enough. This has now been successfully resolved. The governors have since invested significant resources into staffing. This has been an effective strategy. For example, the employment of learning mentors to give Hudson Road Primary School - 19 support to pupils capable of reaching expected standards is lifting pupils’ achievement.

p.18

Commentary

Principles of best value are well applied. Additional funding through New Deal and from external sources is channelled effectively into areas of need such as the improvement in ICT and the library.

p.19

Financial information

Financial information for the year April 2002 to March 2003

p.19

Financial information

Income and expenditure (£) Balances (£) Total income 714,712 Balance from previous year 92,248 Total expenditure 706,505 Balance carried forward to the next 100,454 Expenditure per pupil 2324 Hudson Road Primary School - 20

p.19

AREAS OF LEARNING IN THE FOUNDATION STAGE

Eight observations were made in the Foundation Stage.

p.20

AREAS OF LEARNING IN THE FOUNDATION STAGE

In the nursery and reception classes children get off to a good start. Provision, including for those with special educational needs and whose first language is not English, is good overall. When children start school their attainment is very low. Most children have no understanding of the English language or have special educational needs. They achieve well against these difficulties but remain well below average in all areas of learning by the time they leave reception .

p.20

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Provision in personal, social and emotional development is good . Attainment for all children is well below average but progress is satisfactory.

p.20

Main strengths and weaknesses

• There is good preparation for children new to the nursery • Teachers’ management skills are good. • Children achieve well against their learning difficulties. • Relationships between staff and children are very good. • Standards are well below average in all areas of learning by the time children leave reception. • The lack of space in reception impedes progress in social skills. • A lack of space limits how resources can be used and impedes progress.

p.20

Commentary

32. A good programme of home and school visits is organised to introduce children to school by staff. Bilingual staff accompany the teacher to all homes. As a result, most children enter nursery happy to settle to the activities prepared for them with their parents. Despite a very low level of social and independence skills in nursery, children make steady progress. They readily approach visitors and encourage them to ‘take tea’ from the role-play area. They are friendly with each other but much depends on how other children will co-operate and, if this is not so will readily return to babyhood behaviours to attract attention. Staff carefully help children to control their own behaviour, so that in time they develop socially.

p.20

Commentary

33. By the time they reach reception, children are familiar with most school routines and are happy when working. Most are able to hang their coats, collect their photograph for registration and choose an activity for the start of the day. Children’s positive progress is often the result of good management by teachers and support staff. All staff are ready to support where necessary and know the children’s needs well. They offer lots of encouragement, which fosters good relationships. As a result children are willing to join in activities with others, such as making houses for their story of Hansel and Gretel.

p.20

Commentary

34. Accommodation in reception occasionally limits the development of good social habits such as considering others and taking turns. Snack time is not always carefully planned and the narrow corridor in the reception cloakroom encourages some anti-social behaviour. Hudson Road Primary School - 21

p.20

COMMUNICATION, LANGUAGE AND LITERACY

Provision in communication, language and literacy is good, particularly for those with English as an additional language. However, as most children start at a very low base, many do not reach the early learning goals by the end of reception. Nevertheless children, including those with special educational needs and those with English as an additional language, make good progress.

p.21

Main strengths and weaknesses

• Language skills are very poor on entry to nursery. • Support staff are well used to meet the needs of children. • Planning is good and prepares children well for work in Year 1. • Teachers use their interactive whiteboard very successfully. • Children’s home language is valued. • The lack of space in reception affects the development of children’s speaking and listening skills.

p.21

Commentary

35. Children regularly begin their day, in both nursery and reception, talking together with their teacher, exploring their books and joining in activities. In the nursery, children can dress for role-play as Red Riding Hood and build on their speaking skills in the ‘kitchen’. Their speech is at a very immature level and several are still at the level of calling staff ”Teacher” rather than by name. Similarly, when preparing to bake cakes they prefer to point to implements and ingredients rather than use the word given to them by the teacher. However, many activities are planned to encourage speaking and listening and those children who have no English gradually build up a simple vocabulary with their bilingual teacher. Resources are well used in these activities. All staff are good at asking questions that help children explain what they are doing.

p.21

Commentary

36. In reception, work is similarly focused around well-known fairy stories and rhymes but also has reading and writing skills built into it. A very good session raised the learning of children’s understanding of sentence making by the use of the interactive whiteboard. By the end of the lesson most of the group could complete three letters words, write ‘Humpty Dumpty sat on a wall’ and more able children could complete the whole rhyme independently. Teachers also tailor their methods to include some of the methods children will meet in literacy work in Year 1. This was particularly well done by the bilingual support teacher who used a mix of home language and English to practise key words. She incorporated phonic work enjoyably so that children would be confident in phonic work in class. The more able children could write ‘pen’ and ‘sun’ and understood the meaning of ‘setting’ when talking about Red Riding Hood’s walk

p.21

Commentary

in the wood. Staff regularly measure the progress children are making as they work with them and these assessments provide useful information to ensure that children achieve well over time.

p.21

Commentary

37. The lack of space in reception prevents areas for literacy developing as well as would be expected. Children share books as well as they can in confined spaces. The listening centre is close to a thoroughfare that is distracting for young listeners and role-play, hampering the development of speaking and listening skills. Hudson Road Primary School - 22

p.21

MATHEMATICAL DEVELOPMENT

Provision in mathematical development is good overall.

p.22

Main strengths and weaknesses

• Competent teaching leads to good progress in learning basic skills. • Group work is well organised for groups of different abilities. • The lack of space in reception limits some of the activities that support mathematical development. • The quality of some resources is low and does not assist the learning style of some children. • The quality of teacher-made resources is often good.

p.22

Commentary

38. Teachers organise groups well to plan for their needs. Using Humpty Dumpty to catch children’s interest, good learning for less able children in reception resulted where planning was well structured and delivered. Children rehearsed numbers up to five, counting All The King’s Horses, using well-prepared resources and later reinforcing their knowledge in smaller groups to build a wall of five bricks for Humpty to sit on. Throughout, the very good skills used by bilingual staff, using children’s home language, added much to their interest and the success achieved.

p.22

Commentary

39. Teachers build in songs and rhymes to support mathematical development and use sand and water play to aid learning. In reception, sand and water trays are not as readily at hand as in the nursery. This limits the opportunities that children can use these resources for successful and meaningful learning. Teachers plan their work to match a variety of learning styles but occasionally the quality of the resources works against children’s progress.

p.22

KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Provision is good . Attainment is well below expected levels but children make good progress.

p.22

Main strengths and weaknesses

• Teachers plan a variety of visits to widen children’s understanding of the world. • Teachers make good links with other areas of learning to help children’s progress. • Children in reception are becoming very familiar with the use of ICT.

p.22

Commentary

40. Teachers plan a number of visits and experiences that widen children’s understanding of the outside world and use these successfully to practise skills in other areas of learning. They visit the local church for a wedding, which fits in with their ‘celebrations’ topic, and explore the Metro to find out more about transport. In nursery, children are curious about the tools used for making a cake, as part of their work on Red Riding Hood. Older children visit the pantomime as part of their ‘stories and rhyme’ project and learn more about transport on a visit to Newcastle airport. Similarly, a good start has been made in introducing young learners to ICT. In reception children readily use a paint program to create a picture and can explain which tools they will use. They are able to use the stylus on the interactive whiteboard and can choose up to two functions, for writing and dragging text. With growing confidence, they use

p.22

Commentary

the mouse well in the classroom and readily cue into the listening centre in the classroom. Children are well in tune with the knowledge of cultures different from their own as they daily work and play with friends of a different culture as well as recognise that those friends have another language. Hudson Road Primary School - 23

p.22

PHYSICAL DEVELOPMENT

Provision in physical development is good .

p.23

Main strengths and weaknesses

• Planning for physical development is good. • Children make good progress in manipulative skills. • The management of children is good.

p.23

Commentary

41. Children’s progress is good and children are on track to meet some of the early learning goals in this area of learning. Teachers recognise the importance of building in class activities to exercise children’s physical skills. Nursery children enjoy working with play dough and readily make shapes and moulds. Although they are unable to describe what they are making they work with some concentration. Children begin to improve their manipulative skills as soon as they enter reception by using small construction kits and jigsaws. They handle these confidently overall and are keen to complete what they do. More able children benefit well from handwriting activities and as a result they make good progress. Outdoor play is suitably planned to make the most of large equipment. Children have a growing awareness of space and their activities on wheeled toys show they move with confidence. Children are lively and

p.23

Commentary

well controlled in outdoor lessons. Consequently they make the most of these activities when time is limited and behave well.

p.23

CREATIVE DEVELOPMENT

Provision in creative development is good .

p.23

Main strengths and weaknesses

• Teachers give good support in creative activities. • The limited space in reception influences teachers’ planning and limits children’s independence. • The range of resources and their use in all activities develop creative skills well.

p.23

Commentary

42. There are good links with all areas of learning. Teachers are inventive in organising ways for children to illustrate their stories, often painting with them to encourage good practice. Nursery children enjoyed experimenting with colour and resources to create different effects to create a mural for Red Riding Hood’s walk to her grandmother’s house. Reception children are well supported by their teacher when making a house for their fairy story. Limited space means that children cannot always be given independence to explore and experiment.

p.23

ENGLISH

Eight lessons were seen in English. Inspectors looked at samples of pupils’ work and heard pupils read.

p.23

ENGLISH

Provision in English is satisfactory . Although standards are well below the national average, pupils achieve well . Hudson Road Primary School - 24

p.23

Main strengths and weaknesses

• Standards in speaking and listening, reading and writing are well below the national average. • Pupils’ use of spoken language is poor; this is slowing progress in both English and in other literacy-based areas of the curriculum. • There are insufficient planned opportunities to develop writing skills in other areas of the curriculum. • The management of English is good and strongly focused on raising standards; however, a general language delay in most children impacts negatively on standards achieved in national tests. • Support staff provide very good teaching assistance. • The very good focus placed on developing the pupils’ speaking and listening skills is beginning to make a positive impact on attainment.

p.24

Commentary

43. Standards in national tests are low. Last year they were very low. However, children’s’ standards when they start school, are well below what would be expected for their age and during their time in school make good progress. Children with special educational needs make very good progress, as do children with English as a second language.

p.24

Commentary

44. In speaking and listening attainment is well below average in both Year 2 and Year 6; however, achievement is good and is improving and attitudes are very good. The poor spoken skills of pupils throughout the school adversely affect their learning generally. However, the strong quality of care and relationships across the school constantly fosters more confident and valued uses of spoken language. A very good whole-school strategy to promote higher skills in this area is helping pupils to offer reasoned explanations for their ideas and to solve problems. Teachers plan opportunities to develop speaking across the curriculum. A Year 6 history lesson showed what could be achieved. Working from photographs pupils made decisions about similarities and differences in different types of technology. Identified pupils acted as ‘experts’ and it was their task to provide feedback information to different groups of pupils in the

p.24

Commentary

class. Although feedback was of a poor standard the children enjoyed the activity and pupils gained in confidence. The high proportion of children who have English as a second language are given very good support and as a result make good progress in the acquisition of spoken language.

p.24

Reading

45. Standards in reading are well below average in both key stages. However, from a very low baseline the children make satisfactory progress. Older pupils are aware of the range of different styles of text - diaries, reports and letters. Although more able pupils can decode print and read confidently their skills of understanding the meaning of what they have read is very weak. Their poor understanding of vocabulary and insecurity in speaking grammatically correctly slow their progress. Pupils in Key Stage 1 indicate that they like reading but few can give names or context of books. Simple ‘sounding out’ techniques for reading unknown words are employed by more able pupils and bilingual pupils were noted to be eager to read. Teachers teach reading through guided group work that is carefully planned. In Key Stage 1 pupils are encouraged to take books home; however, poor family reading habits and limited

p.24

Reading

support from home impedes progress. The school’s recent initiative ‘Reading in Partnership’ is supporting progress in Key Stage 2.

p.24

Writing

46. Teachers and support staff continue to work hard to improve standards in writing. They have sought external support, revised planning and improved target setting. They have also introduced a range of additional teaching approaches designed to raise the attainment of below Hudson Road Primary School - 25 average pupils. However, standards remain well below average by the end of Years 2 and 6, and therefore writing rightly remains an area targeted for improvement. Work examined indicates appropriate coverage in the development of pupils' word and sentence understanding but pupils have too few opportunities to practise and extend their skills in other subjects, by writing at length and independently.

p.24

Writing

47. Teaching is good overall. Planning is good with teachers identifying in their planning what different groups of pupils are to learn. Their subject knowledge is good. Lessons are taught in an orderly environment where pupils behave very well; however, when activities are repeated within the context of a lesson, for example when pupils spent overlong counting out syllables, pupils lose interest and the pace of learning slows. In the better lessons the starter activity quickly engages pupils and interest is maintained through the use of effective differentiated questioning that ensures that pupils have opportunities to develop a better understanding of the key learning objectives. All lessons were supported by very effective teamwork and this particularly helped the achievement of pupils with special educational needs and those who have English as a second language. The support provides very good teaching assistance.

p.25

Writing

48. The subject co-ordinator is highly skilled. She has worked hard to make changes and recognises that there are still improvements to be made. The co-ordinator is monitoring data in order to identify further targets for development and make plans for improvement. Her current action plans are good. Test results remain very low due to the very high proportion of pupils who have special needs, the large number of pupils who have English as a second language and the high degree of pupil mobility.

p.25

Language and literacy across the curriculum

49. The school is well aware of the need to make better use of opportunities for language development in other subjects in order to raise standards in English and improve the quality of learning across the curriculum. Several lessons showed the good effects of the school’s initiatives to raise standards in speaking and listening through the use of children acting as ‘subject experts’. However, pupils use their writing skills insufficiently in other subjects. The school has not specifically identified how writing skills taught in English can be consolidated in other areas of the curriculum in order to provide opportunities for extended writing that pupils see as relevant activities.

p.25

MATHEMATICS

Three lessons were seen in mathematics and inspectors looked at samples of pupils’ work.

p.25

MATHEMATICS

Provision in mathematics is good . Pupils make good progress and achieve well but standards remain well below average .

p.25

Main strengths and weaknesses

• Subject leadership and management are good. • The curriculum is well planned for the abilities of all pupils. • Support staff are used very well to work with pupils identified as having special educational needs and those pupils with English as an additional language. • Although standards are below national expectations throughout the school most pupils make good progress. • Higher attaining pupils are underachieving.

p.25

Commentary

50. Although standards are below national expectations by the end of Year 2 and Year 6 most pupils make good progress from their very low base on entry to the school. The school makes Hudson Road Primary School - 26 very good use of support staff to work with pupils who have English as an additional language and those pupils identified as having special educational needs. Teachers and support staff form very effective teams and as a result pupils receiving additional support make very good progress. Teachers regularly assess the pupils’ knowledge and skills and give the results to the subject leader. The subject leader uses the results of tests to identify strengths and weaknesses in school. For example, the subject leader has written a calculation policy to make sure that pupils are taught the appropriate methods of calculation in each year group. Teachers use the results of regular tests to help them plan the next stage in the pupils’

p.25

Commentary

51. The teachers use the teaching objectives from the National Numeracy Strategy as a basis for their planning. Pupils by the end of Year 2 can solve simple number problems mentally, use accurately mathematical terms such as ‘odd’ and ‘even’ and identify common flat and solid shapes. The more able pupils are developing an understanding of simple fractions. By Year 6 pupils can solve problems in a number of different but appropriate ways. Although standards are below national expectations more able pupils can accurately calculate fractions of quantities and plot co-ordinates in all four quadrants.

p.26

Commentary

52. The teaching of mathematics is good and teachers know the subject well. The best lessons include thorough planning for all ability groups with clear learning objectives shared with pupils to help them focus their learning. Good questioning helps to establish previous learning and help pupils to learn further. In a Year 5 lesson the teacher extended the pupils’ learning by not only asking for answers to word problems but also challenging pupils to explain how they worked out their answers. Teachers make very good use of support staff to work with pupils identified as having special educational needs and those pupils with English as an additional language. There are very good relationships in the classroom where pupils’ ideas are valued, ensuring self-esteem is raised.

p.26

Commentary

53. Weaker areas of teaching include slow pace of teaching resulting in pupils becoming restless and less focused on their work. In a Year 1 lesson, pupils became fidgety and lost concentration when they were asked to sit for too long on the carpet while the teacher gave instructions to other groups. Some activities requiring independent learning are too difficult for less able pupils. Sometimes there is a lack of challenge to the most able pupils.

p.26

Commentary

54. The leadership of mathematics is good. The co-ordinator is aware of the strengths and weaknesses of the pupils’ mathematical knowledge and skills through observing teaching, looking at the teachers’ planning and analysing pupils’ work and tests. There is a thorough action plan that details the activities needed to improve the mathematical experiences that the pupils receive and ultimately to raise standards. Marking is carried out regularly and is positive but often does not give pupils ways in which they can improve further.

p.26

Mathematics across the curriculum

55. Mathematics is developing as part of the pupils’ work in other subjects. ICT is increasingly contributing to mathematics across the curriculum. For example, pupils use the Roamer to help them to learn about angles and turns and use spreadsheets to help with calculations. Handling data such as drawing and interpreting graphs and information is an area that could be further developed in subjects such as science, geography and history. Hudson Road Primary School - 27

p.26

SCIENCE

Two lessons were seen in science. Inspectors looked at samples of pupils’ work.

p.27

SCIENCE

The overall quality of provision for science is good .

p.27

Main strengths and weaknesses

• By the end of Year 6, standards are above those of schools in similar circumstances and pupils make good progress. • There are good opportunities for pupils to learn from investigations. • Teaching is good and helps all pupils achieve well. • Standards at the end of Year 2 and 6 are below the national average.

p.27

Commentary

56. Standards in science are below average throughout the school. By the end of Year 6, achievement is good and pupils make good progress. This pattern in standards is similar to previous years’ and to the findings of the last inspection.

p.27

Commentary

57. The school places an appropriate emphasis on the development of investigative work and the active involvement of pupils. As a result, pupils learn satisfactory enquiry skills, developing a sense of curiosity and a wide, but limited, range of knowledge. They achieve some understanding of scientific concepts. For example, Year 6 pupils exploring the parts of flowers were able to work independently and draw conclusions from their observations. From this they see that the organs of plants and animals are different and can work out that they have been adapted to suit different purposes. In their experimental work, pupils are aware of the importance of fair testing and accurate measurement. They are less understanding of the usefulness of repeating experiments to check outcomes. Pupils have good knowledge of electricity and know why a bulb might not light up in a circuit. Apart from some lower attaining

p.27

Commentary

pupils, most have a clear understanding of forces such as gravity. They know the characteristics of solids, liquids and gases and have a good understanding of forces and their effects in terms of how they speed things up, slow them down and change their direction.

p.27

Commentary

58. By the end of Year 2, pupils are also involved with learning from investigations. However, few understand ideas such as fair testing and are not often able to suggest reasons for their findings. In a lesson on grouping materials, pupils in Year 2 could describe the materials and group them accordingly. However, most were unable to suggest properties of common materials.

p.27

Commentary

59. Teaching in science is good overall. Teachers regularly plan investigations with practical activities in which pupils can join. As a result pupils learn effectively and develop good science skills. Teachers have a good knowledge of the subject and use correct scientific terms when they talk to pupils. This effectively encourages pupils to use words such as ‘seed’ and ‘pollen’ when they talk about the growth of plants. Pupils achieve well because teachers are usually effective at providing tasks that match pupils’ needs. On occasions teachers are slow to recognise what pupils already know and move them forward. Those with special educational needs and whose English is an additional language are well supported by teaching assistants and are guided to tasks which best meet their needs. Hudson Road Primary School - 28

p.27

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

Two lessons were seen in ICT. Inspectors looked at samples of pupils’ work.

p.28

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

The provision for ICT education is good . Standards are in line with those expected nationally.

p.28

Main strengths and weaknesses

• Very good progress has been made in ICT provision since the previous inspection. • Pupils achieve well and standards meet national expectations. • Subject leadership and management are effective. • Teaching is good with some very good and excellent features. • Assessment of pupils’ work needs to cover all aspects of ICT.

p.28

Commentary

60. Pupils develop a range of skills that matches national expectations. This represents very good progress as many pupils enter the school with skills well below national expectations. Year 1 and 2 pupils can select the appropriate computer program, enter text and change the size, colour and style of fonts. They are confident using the mouse and can move text and the pointer around the screen. With a little support pupils can save their work, print it and safely switch off the computers. Older pupils have good keyboard skills and can use clever software to produce computer presentations. The pupils consider their audience and skilfully adjust text and graphics while also bringing in files from floppy disc. In a Year 3 and 4 lesson, pupils worked very enthusiastically to produce a presentation to show their visit to Bede’s World. In this lesson the quality of the teaching was very good and resulted in the pupils producing very

p.28

Commentary

high quality work. The teacher was successful because of her excellent subject knowledge, high expectations of what the pupils could achieve, good planning and clear explanations.

p.28

Commentary

61. Leadership and management are good. The joint subject leaders form a strong team and have worked hard to improve the experiences the pupils receive and the standards that they achieve in ICT. They have helped teachers to improve their skill levels and have effectively monitored the standards of ICT in the school through working with teachers in the classroom and looking closely at teachers’ planning and pupils’ work. Assessment of ICT skills and knowledge is mainly linked to the use of the ICT suite. Leaders realise that this is an area that needs further development to allow a fuller, broader assessment of pupils’ ICT skills and knowledge to ensure that standards are raised in all aspects of the subject. The school is in a very strong position to continue to make improvements in ICT provision.

p.28

ICT across the curriculum

62. ICT and new technologies are well used in other subject areas. The school is well resourced with computers in the ICT suite, classrooms and other areas. The ICT lessons are frequently linked to other subjects such as history. In a Year 1 and 2 lesson pupils were asked to produce a label that linked to their work on the great fire of London. Interactive whiteboards have recently been introduced to school and leaders are piloting their use. In the Year 3 and 4 joint resource area pupils are encouraged to use the computer to access the Internet to find out about the Anglo-Saxons.

p.28

HUMANITIES

One lesson was observed in each subject of history, geography and in religious education. Inspectors looked at samples of pupils’ work.

p.28

HUMANITIES

The provision for history, geography and religious education is satisfactory . Hudson Road Primary School - 29

p.28

Main strengths and weaknesses

• Teaching and learning are effective. • Good use is made of visits to support learning. • Work is well planned to support continuity and progression. • The school does not formally record the skill development of pupils in history or geography. • Work is planned to link well with pupils’ own experiences. • There are good links with local places of worship as well as those of other faiths. • The faiths of pupils in the school are equally celebrated.

p.29

Commentary

63. Standards in history and geography are below national expectations as they were at the last inspection. However, children achieve well from a very low baseline start. The school has established a long-term plan, which ensures that there is appropriate coverage of the programmes of study and enables staff to provide successfully for mixed age classes.

p.29

Commentary

64. In history in Key Stage 1, children begin to learn about chronology and are able to draw a time line to show what they do throughout the day. They begin to learn how to record events factually from long ago and know that Samuel Pepys kept a diary. In Key Stage 2, pupils learn to identify similarities and differences between changes in different types of technology. Using photographs of a range of telephones pupils are encouraged to identify the oldest to the most modern; however, because of the pupils’ limited vocabulary range they struggle to explain and give reasons for their choices and this slows learning. Written work produced is confined to very brief notes or a simple sentence. In geography in Key Stage 1 pupils have opportunities to note similarities and differences between their own locality and the Isle of Struay. They also learn the key features of an island and present their findings in a list. In Key Stage 2 pupils

p.29

Commentary

extend their skills and consider issues that affect the high street. They learn to consider other points of view and prepare a list of questions to help solve a problem. Educational visits organised by the school support good progress in both history and geography.

p.29

Commentary

65. In religious education standards are in line with those expected. Pupils make good progress overall in religious education. Planned work and pupils’ books show that pupils are guided towards an understanding of faith and life through the exploration of their own families and family trees. Young pupils begin to understand how Jesus was a gift from God by choosing the best present they ever had. Similarly, constructing their own rules links well with their studies on Judaism. Older pupils draw on their understanding of other faiths to set questions to Muslim pupils in their class. Across pupils’ work are strong links with literacy skills. Pupils make clear notes with bullet points and word webs to show community links. There are good links with lessons in personal and social education where pupils explore their personal goals. Equally, collective worship has connections with celebration themes encountered in religious

p.29

Commentary

education. The school assembly theme of ‘everybody is good at something’ was warmly celebrated in an assembly for Muslim pupils who emphasised the importance of prayer and ritual as well as the joy of singing well together. The subject is enriched by visits to the synagogue, a Sikh temple and a local church. Overall the subject makes a good contribution to spiritual, social, moral and cultural education

p.29

Commentary

66. In these subjects, teaching and learning are effective. Teachers ensure that children are involved in practical activities with a focus upon developing skills related to enquiry. Staff employ effective questioning methods, which encourage children to work out why things are as they are. Good teaching is characterised by a range of strategies, which enables children to feel valued and to appreciate the feelings and behaviours of others. In a religious education lesson, for example, the use of photographs helped Bangladeshi pupils see connections for their religion. Hudson Road Primary School - 30

p.29

Art and design, music, design and technology and physical education

Three lessons were seen in each subject of art and design, design and technology and music, but none in physical education. Inspectors looked at samples of pupils’ work.

p.30

Art and design, music, design and technology and physical education

Provision in art and design, design and technology and in music is good and this reflects the good achievements of pupils. These subjects make a significant contribution to the spiritual and cultural development of pupils . This picture is similar to that of the last inspection with the exception of assessment. This remains somewhat informal but is effective overall.

p.30

Main strengths and weaknesses

• Sketchbooks are used well to improve pupils’ skills. • The encouragement of pupils to focus on targets has good effect on presentation. • Pupils show enthusiasm in the work they do. • Standards in art and design are in line with those expected nationally.

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Commentary

67. Standards in art and design are in line with those expected nationally. Alongside painting, drawing and modelling, sketchbooks are a well-established part of the work all pupils do. There is a particular focus on skills, which are well planned for, and pupils’ work shows that they benefit from this and make clear progress. The portraits pupils draw in Year 2 are confident, bold and definite. It is common practice to write targets for each piece of work and pupils keep to them. This practice has a good effect both on details seen in illustrations and design as well as in presentation. Teachers also encourage the use of subject vocabulary such as ‘key image’ and use good resources such as viewfinders for pupils to improve their visual skills. Artwork is usefully linked with literacy projects and older pupils draw story maps to predict what might happen next. It also links with design and technology when evaluating the use of textiles.

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Commentary

Pupils in Year 6 sketch still life well, using cross-hatching carefully and experimenting with light and dark. The lively figure drawing suggests that pupils enjoy their art with some enthusiasm as movement could be clearly seen as pupils practised their skills. Both pupils with special educational needs and those for whom English is an additional language progress well. The marking of pupils’ work is good and supports the good efforts pupils make. There is a weekly art club for interested and aspiring artists which is well attended. Clay work on display showed that pupils had explored the work of well-known artists such as Picasso, and his work was a topic for discussion in the art club. The quality of work shows that the school has tried to improve standards and progress since the last inspection.

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Commentary

68. Standards in music are in line with those expected nationally. Music is mainly delivered by a visiting music specialist and assisted by teachers. In a very good lesson the teacher was well prepared and encouraged good listening from pupils. Pupils talked with their partners to analyse and compare sounds as well as their feelings about music. All pupils participated fully and responded well to the activities planned for the needs of different abilities. Teachers ensure that coverage is assured by monitoring planning. Teachers are becoming more confident as they work with the specialist and composition is improving. Pupils record their own compositions. There is a choir and a recorder club and it is not unusual to see groups of pupils practising their songs in small groups during the school day. The drama club also features musical productions in its planned performances. Pupils have visited musical centres

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Commentary

and there have been visits by musicians from Zimbabwe, as well as professional musicians, to further develop pupils’ understanding of music across the world.

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Commentary

69. Standards in design and technology are in line with those expected nationally. Pupils receive a broad variety of design and technology experiences that develop a range of skills. The Hudson Road Primary School - 31 subject leader ensures that the pupils’ work is carefully planned over a two-year cycle and covers all aspects of the National Curriculum. She knows the standards that the pupils’ achieve through looking at the work they produce. The subject leader also monitors teachers’ planning.

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Commentary

70. Pupils produce design ideas, consider the most suitable materials and tools for the task, and produce prototypes before final construction. Older pupils are able to evaluate their designs and make suggestions for improvements. For example, a Year 5 pupil suggested that straws had been too bendy to effectively support the structure of her headdress and she would strengthen them if she had a similar task again. In a Year 3 and 4 lesson on designing torches strong links were made with work the pupils had covered on circuits in science. This made the learning more meaningful for the pupils. Pupils confidently shared their ideas but could have considered the difficulty of construction more carefully and taken more care in drawing and labelling their design ideas.

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PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP

71. Provision for personal, social and health education is good . The school gives pupils’ personal development a high priority and provides lots of opportunities for them to share ideas and discuss issues both in lessons and during out-of-class activities. There is a very good programme for personal, social and health education, which includes work on health, sex, drugs and personal safety. As a result, pupils are very confident at sharing their thoughts and ideas with staff and other adults. Staff listen to pupils’ views carefully and explain why some of their ideas are accepted and others are rejected. Hudson Road Primary School - 32

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

The overall effectiveness of the school 3 How inclusive the school is 2 How the school’s effectiveness has changed since its last inspection 3 Value for money provided by the school 4

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

Overall standards achieved 6 Pupils’ achievement 3

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

Pupils’ attitudes, values and other personal qualities 3 Attendance 5 Attitudes 3 Behaviour, including the extent of exclusions 3 Pupils’ spiritual, moral, social and cultural development 2

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

The quality of education provided by the school 3 The quality of teaching 3 How well pupils learn 3 The quality of assessment 3 How well the curriculum meets pupils’ needs 3 Enrichment of the curriculum, including out-of-school activities 3 Accommodation and resources 5 Pupils’ care, welfare, health and safety 3 Support, advice and guidance for pupils 3 How well the school seeks and acts on pupils’ views 4 The effectiveness of the school’s links with parents 3 The quality of the school’s links with the community 3 The school’s links with other schools and colleges 3

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

The leadership and management of the school 2

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

The governance of the school 3 The leadership of the head teacher 2 The leadership of other key staff 2 The effectiveness of management 3

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PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS

Inspectors make judgements on a scale: excellent (grade 1); very good (2); good (3); satisfactory (4); unsatisfactory (5); poor (6); very poor (7).

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